B.K.S. Iyengar Interview ~ Paris, November 1997

Introduction

“Can you teach beginners?” Mr. Iyengar asks my teacher, Clé Souren, who has over twenty years of active teaching experience. “It is difficult,” he replies. Mr. Iyengar continues, “That is why we took the question 'How to teach beginners?' as a point of departure for the convention.”

In November 1997, in a beautiful and well-situated accommodation in the woods of Vincennes, three hundred Iyengar Yoga teachers gathered to learn from Mr. B.K.S. Iyengar about this very question. Maarten-Rijk Toussaint had the opportunity to interview the now 79-year-old teacher from India, amidst the busy schedule of lessons and festivities that celebrated both Mr. Iyengar’s anniversary and the 108th birthday of his teacher, T.K.V. Krishnamacharya.

Teaching Beginners

The Convention's Goal

With the theme of the convention in mind, Maarten asked Mr. Iyengar to share his vision on how to teach beginners and the way he learned to teach himself.

“So that was the basic question of the convention: for all the teachers to learn how to teach beginners without allowing mistakes or overloading them with confusing words — what is known as intellectual bombardment. The goal of this convention was to provide the teachers with a foundation for teaching beginners, starting from their intellectual and physical level, without jumping into higher levels.”

Mr. Iyengar's Approach

“Can we help them consolidate in their positions so that we can encourage them to practice a little more later on, thus supporting them at higher levels? Teaching should begin from the students, not from me simply dictating what to do. However, it is difficult to revert teachers into beginners again.”

To illustrate his ideas, Mr. Iyengar began the convention with a lesson for a group of mostly beginners. In this way, he clearly demonstrated how he would like his teachers to teach. Mr. Iyengar first arranged the group in an organized manner, then patiently explained, with an engaging smile, what he expected them to do.

Demonstrating Asanas

He then asked a group of senior teachers to present the Asanas on stage, providing the beginners with a clear view of the poses and actions they were to perform, starting with Tadasana and Trikonasana.

With short and clear instructions — primarily focused on the movements of the arms and legs — Mr. Iyengar quickly brought line and rhythm to the group. More standing poses followed: a presentation of the Asanas by the senior teachers and sometimes Mr. Iyengar himself, after which the beginners attempted to replicate them. Throughout, Mr. Iyengar took time to explain to the watching teachers why he chose to conduct the lesson in this way, emphasizing what he was not saying:

“That is too difficult for them now; I will give it to them when they come to me in six months.” He concluded the series of standing poses by quickly performing them again and then introducing Prasarita Padottanasana to allow the students to relax a bit.

Observations

The Effectiveness of Minimal Instructions

It was remarkable that a minimum of instructions had a maximum effect on the poses of the beginners. Additionally, instructions meant for one student were often unconsciously adopted by others, resulting in an overall improvement in the group’s level in a short time.

“This is the base of the pose,” Mr. Iyengar repeated, “More you don’t have to tell a beginner.” Even when teaching other teachers, Mr. Iyengar limited himself to imparting the very basic instructions on the Asanas.

Focus on Alignment

This adherence to fundamental concepts extended to his Pranayama lessons as well, where he stressed the necessity of starting from square one: the correct alignment of the body. He provided crystal-clear guidance on improving the lying posture, Savasana, emphasizing that it was more important to focus on opening the body, especially the chest area, rather than rushing into difficult Pranayamas or seated postures like Padmasana.

The persuasion and refinement with which Mr. Iyengar taught was compelling and piqued curiosity about how he learned to teach.

The Influence of Sri T. Krishnamacharya

Although he claimed to have received limited instruction on yoga from his own teacher, let alone on how to teach it, the foundation for his teaching method was established during the time he spent with his teacher, Sri T. Krishnamacharya. Though this period was relatively short — from his 14th to his 16th birthday — the influence was profound.

Acknowledging Influence

He repeatedly acknowledged the impact Krishnamacharya had on his practice and explicitly linked himself to the old lineage that traces back to yogis in the Himalayas, including his teacher, Ramamohan Brahmacari.

“Look in the book recently published by Krishnamacharya’s son, The Heart of Yoga. Compare the poses of my Guruji with my poses in Yoga Dipika, and you’ll understand that our practices are identical. But by comparing those pictures, you will also see the differences in our methods. What he does and what I do are alike, but I have improved the presentation of my poses.”

Building on Foundations

Building upon the fundamentals given to him by Krishnamacharya, Mr. Iyengar attributes his progress primarily to the many students who have come to him over the years, the problems (and injuries) he encountered along his yoga path, and particularly through extensive practice — a great deal of practice.

Personal Practice and Growth

The Role of Practice

“That is how I became a good teacher. I accepted all injuries and worked to overcome them. Without doing that, you wouldn't even be learning from me today. That is what I have worked for. And that progression is also due to the diverse students who have approached me for guidance.”

“Yes, my students have been more my teachers than my actual teacher was.”

“I came into contact with many people and learned about their weaknesses, whether structural, temporary injuries, or issues stemming from their lifestyles.”

Continuous Learning

“In that way, I had to work to discover how to teach yoga in a manner that would benefit my students. That's why I had to adjust my approach for all those people, each in different ways.”

The Importance of Ongoing Practice

“My practice has never stopped. Unless I practice and delve into the subject, how can I teach? How can I understand all the challenges my students face, in how they walk, talk, or perceive things? I must address these issues within myself to comprehend the root causes of their problems and find remedies for them. I practiced a lot; I used to practice ten hours a day. My practice has been rigorous since childhood. Because I knew so little, I had to practice for extended periods.”

Even today, I practice four hours daily. At my age of eighty, that is no small feat.

Changes in Personal Practice

Evolution Over Time

“Has your personal practice changed over time?”

“Back then, as yoga was largely unknown, I needed to give many public demonstrations. Being aware of my quality of perception, I had to practice each aspect thoroughly to be prepared for immediate demonstrations. I pushed myself to perform demonstrations, which required diligent practice.”

“Today, I focus more on the principles outlined in the Yoga Sutras, particularly the idea that a person should be comfortable holding a pose for twenty or thirty minutes. I now aim to do only three or four poses in two hours, which marks a change in my practice.”

Depth of Asanas

“And does that lead to a deeper understanding of your Asanas?”

“Naturally. If I spend more time in the pose, the depth increases. In the past, I would rush, examining all the anatomical movements and physiological actions. Now, I work on a psychic and intellectual level, as these aspects are increasingly revealing insights.”

Philosophy of Yoga

Rediscovery of Yoga

“As I mentioned during the classes this morning, I have rediscovered yoga in a way that transcends previous understanding. I have internally and externally penetrated the practice — from the skin to the Self and then back. This process imbues my method with a wealth of knowledge that others may not access — this is the characteristic, quality, and beauty of my practice.”

The Mislabeling of Yoga

It is well-known that Mr. Iyengar does not favor the term “Iyengar Yoga.” Throughout the convention, he emphasized this notion.

“It has nothing to do with Iyengar Yoga. My yoga is as old as civilization itself. There is no specific subject called Iyengar Yoga; it refers to what people call the yoga I practice.”

“To label it ‘Iyengar Yoga’ is misleading. The yoga my Guruji taught me is what I teach today; ‘Krishnamacharya Yoga’ would be a more fitting term. Although I have refined and distilled the Asanas and have taught accordingly, I did so as a service to my Guruji.”

Qualities of a Teacher

Essential Teacher Qualities

In The Tree of Yoga, Mr. Iyengar details the essential qualities a teacher should possess:

“The teacher should be clear, clever, confident, challenging, caring, cautious, constructive, courageous, comprehending, creative, completely devoted and dedicated to the subject, considerate, conscientious, critical, committed, cheerful, chaste, and calm.”

Guiding New Teachers

“Those are many qualities. What do you emphasize when teaching your students to teach?”

“I aim to avoid the mistakes I’ve made. Providing detailed explanations of the Asanas is the light I want to share. I strive to impart all the necessary knowledge to teach with clarity. Each pose bears its own religiosity — that is, the truth of each Asana. Presenting the actual truth as it should be is my guiding principle. That is what I wish my students to teach.”

Readiness for Teaching

Preparing for Change

“Do you believe we are ready for that?”

“Whether you are ready or not, I will teach it because if not, what will happen to this art? I endeavor to make those who are not yet mature ready. In the past, teachings on yoga were rare, resulting in the loss of much knowledge. If you see an apple on a tree and want to get it by throwing a stone, one stone may not suffice. But by throwing hundreds of stones, you may succeed.”

“Therefore, whether ripe or unripe, I give my teachings, hoping that eventually, one ripe teacher will emerge from this process — why keep my students in darkness?”

Final Thoughts

Message for Future Teachers

My final question: When I return, I can imagine those in the teacher training course will want to hear what you shared at the convention about how you teach. Is there something you wish to convey to them through me?

“Consistency, persistence, perseverance, tolerance, and the ability to accept the obstacles and difficulties you encounter along the way — all with a constant and consistent practice. If you continue, all impediments and challenges will arise like waves.”

The Worthy End Goal

“And is the end worthwhile?”

“The end is indeed worthwhile for a benevolent, happy life and a benevolent, happy death.”

Thank you very much, sir.

References

(*) The Heart of Yoga: Developing a Personal Practice, T.K.V. Desikachar, Inner Traditions International, Rochester, Vermont, 1995, ISBN 0-89281-533-7.

(*) Yoga Dipika (Dutch translation of Light on Yoga), Karnak - Amsterdam.

Transcription and Interview by Maarten-Rijk Toussaint.