Bhakti Yoga by Prabhuji - Class #20 - Introduction Part 1 | Venerable Govinda Das Prabhu

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The Retroprogressive Institute aspires to perpetuate Prabhuji’s teachings for future generations. The Institute’s staff is composed of direct monastic disciples of Prabhuji, who, after decades of study under his tutelage, have attained the distinction of Masters. Given the broad spectrum of Prabhuji’s work, the profound interpretations of these Masters are crucial to facilitate deeper understanding of his books and lectures
Although he did not seek to attract followers, for 15 years (1995-2010), Prabhuji considered the requests of a few people who approached him asking to become his monastic disciples. Those who chose to see Prabhuji as their spiritual master voluntarily accepted vows of poverty and life-long dedication to spiritual practice (sādhanā), religious devotion (bhakti), and selfless service (seva). Prabhuji no longer accepts new disciples, but he continues to guide the small group of veteran disciples of the Ramakrishnananda Monastic Order that he founded.
This group of senior disciples, still under his tutelage, reflects the continuity and legacy of his teachings. The reduction of the circle of disciples has not diminished the depth of his guidance; on the contrary, it has allowed a greater focus on those who have remained committed to his teachings since the beginnings of the Order. This small group, made up of monastic disciples who have accompanied their master for an average of thirty years, has dedicated this time to intensely study and practice the many spiritual paths traveled by Prabhuji. Each of these disciples has received direct instruction from Prabhuji, assimilating and incorporating into their personal practice the spiritual paths explored by him.
It is important to emphasize that the Masters of the Institute do not intend to impose their interpretations of Prabhuji’s teachings as absolute truth. Their role is rather that of facilitators, offering personal perspectives on these doctrines. Rather than passively receiving information, this methodology invites students to exercise critical and mature judgment, an essential element for a genuinely retroprogressive development. It is hoped that, through this reflection, attendees will develop their own interpretations and conclusions. This initiative fosters a broad environment in which understanding is seen as a collaborative and evolutionary process, rather than the acceptance of an immutable and absolute truth transmitted by the authority of the teacher.
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