May 3, 2026 - Grade 9 (Sunday AM)

In this class, students explored the philosophical idea of Prajnanam Brahma, which means “Consciousness is the ultimate reality.” The discussion focused on how human beings understand the world through names, forms, qualities, purposes, physical properties, and relationships. We reflected on how these categories help organize our experiences but may not fully capture deeper truth.

We also discussed the role of the senses and the mind in gaining knowledge. The senses gather information from the world, while the mind interprets and processes those experiences. Beyond this, students were introduced to the idea of an inner awareness or consciousness that observes thoughts, emotions, and experiences.

The class encouraged students to think critically about identity and perception, and to explore the difference between external labels and deeper self-awareness.

Apr 19, 2026 - Grade 9 (Sunday AM)

This class covered the Samskaras of Sanatana Dharma.

Samskaras are traditional rites of passage in Hindu culture that mark important stages of life and guide personal growth. They begin even before birth with Garbhadhana (conception) and continue with rituals like Pumsavana and Simantonnayana during pregnancy. After birth, ceremonies such as Jatakarma (welcoming the newborn), Namakarana (naming), and Annaprashana (first solid food) are performed. Childhood includes Mundan (first haircut) and Vidyarambha (start of education). One of the most significant samskaras is Upanayana, where a child begins formal learning and spiritual discipline. As a person grows, Samskaras like Vivaha (marriage) mark entry into family life and responsibilities. Finally, Antyeshti (last rites) honors the end of life and the soul’s journey onward. Overall, samskaras help individuals develop values, discipline, and a sense of purpose while connecting them to family, society, and spiritual traditions.

Apr 12, 2026 - Grade 9 (Sunday AM)

Class began with pranayama, mediation and a few rounds of Surya Namaskar. We then discussed the topic of the seer and the seen and the importance of not getting carried away in the superficial reality as being an absolute. We discussed that understanding that the current challenges are temporary and that we must remain able to understand that we are that Brahman is important in dealing with our daily challenges. The students were divided into groups with challenge scenarios as to how they would process the challenge before them from the perspective of the seer and the seen, the temporary nature of things and the path of processing this. They spent the last few minutes of the class outdoors.

Mar 15, 2026 - Grade 9 (Sunday AM)

Today's lession focussed  on two foundational values in Hindu culture: worship  and giving. 

The first principle is that parents, teachers, and guests should be treated with the same reverance as God himself. Ancient teachings from the Taittiriya Upanishad instruct students to regard the mother, father, teacher, and guest as manifestations of the divine. This idea emphasizes gratitude toward those who nurture, guide, and educate us. Parents give life and continuous support, while teachers help unfold knowledge and wisdom that cannot be grasped through the senses alone. Respect toward guests is also emphasized because every being is considered an expression of the divine presence. By honoring these relationships, individuals cultivate humility, gratitude, and awareness of the interconnectedness of life. We spoke of the example of Swami Vivekananda feeding a poor man and writing in his diary, that he had seen the hungry form of the Lord that day.

The other concept discussed was that of charity and selfless giving. Charity in the Hindu tradition is not merely giving material help; it must be done with faith, humility, generosity, and compassion. True giving should be offered without expectation of reward or recognition. Scriptures teach that charity should be given thoughtfully, to worthy causes, and with the right attitude. When done properly, charity expands one's identity beyond selfish concerns and encourages a sense of unity with others.

Another important idea is that life itself is sustained by countless contributions from the world around us; from nature, society, and the efforts of other people. Recognizing this creates a sense of responsibility to give back. The teachings emphasize that inner growth occurs when individuals overcome selfishness, act with empathy, and contribute their talents and resources for the welfare of others.

Mar 8, 2026 - Grade 9 (Sunday AM)

The principle of Satyam (truth) is central to dharma and is emphasized in the lesson on speaking and living by truth. Truth is not merely about avoiding lies but about aligning thought, speech, and action with reality. Because trust, justice, and social harmony depend on honesty, truth is often described as the highest dharma. Our scriptures encourage us to speak the truth and walk the path of the truth with the promise that in the end, truth alone will win.

Yet the Mahabharata shows that living by truth is sometimes complex and requires discernment.

We therefore discussed satyam from various angles like 'absolute truth', 'compassion with truth' and 'strategic dharma' and used examples from the Mahabharata, Ramayana and modern day characters like from the Avengers etc to debate the meaning and situations where truth or satyam can be put into play in various ways. 

We also discussed core value that drives us  or our inner truth and each student shared their core value or truth that they live by. On a light note, they were encouraged to ask their parents about what their core values or truths were. 

Feb 22, 2026 - Grade 9 (Sunday AM)

Today's online class began with a kahoot quiz about concepts from Ramayana and Mahabharata inluding instances of Ahimsa. We then discussed the role of ahima in society's function. Ahimsa is not just at the physical level, it is also at the verbal level and most importantly at the thought level. Ahimsa paramo dharma. We discussed examples of Karna, Dronacharya and Bhishma and whether their killing was Himsa or Ahimsa. This topic will be continued next week. 

Feb 8, 2026 - Grade 9 (Sunday AM)

This class began with an activity where kids were broken up into teams with each team having a thinker, leader, businessman and worker. They were all given different projects to execute and asked to divide up the roles among the 4 groups within the team. This was an exercise to appreciate the role of each of the 4 varnas in society and the concept that varnas were initially based on GuNa and Karma. Different current day professions were discussed and kids tried to classify them into different varnas. We also spoke about how each individual will have to perform actions of each of the Varnas in the course of their work, personal life or social duties and that no one varna was more or less important. 

We also discussed the 4 stages of life Balya, Grihastha, Vanaprastha and Sanyasa and how each phase had its own role and duties in the society and no society can exist without each of these performing their role. 

Nov 23, 2025 - Grade 9 (Sunday AM)

The class began with guided meditation and opening prayers. We discussed chapter that explores the Vision of Our Scriptures and how they guide human growth.  True freedom comes from inner stillness, which transforms us, The scriptures remind us that we are not limited individuals but expressions of the divine, and we can recognize this by quieting the mind.

All humans are constantly performing 3 actions - there is always some form action, there is always some form of attachment or devotion to something or someone that results in pursuits in action and there is a desire for knowledge. These three when guided in the right direction help us reach the truth that we are Brahman. To help with this journey, our scriptures give us  Karma Kanda which purifies the mind by teaching us to act beyond personal likes and dislikes. Upasana Kanda trains the mind through worship and meditation, helping it become steady and concentrated. Jnana Kanda, taught in the Upanishads, reveals the highest knowledge—that the Consciousness enabling us to see, hear, think, and live is our own true Self.

Oct 26, 2025 - Grade 9 (Sunday AM)

In this class we discussed the evolution of human life with the concepts of karma, paapa, and punya. 

Every human action, guided by prakriti (one's nature) and ego, creates results/ There are only 2 types of results -

Punya (virtuous merit) or Paapa (demerit or sin). The balance of Punya and Paapa determines one's future experiences.

Those with more Punya rise toward higher realms, some enjoying the joys of Devaloka till their Punya is exhauster while excess paapa leads to lower births or suffering until the Paapa is compensated for. A human birth is achieved when there is a  balance of Paapa and Punya. The human birth is the only birth that allows the soul  further evolution often described as an even  mix or midpoint between the two. 

All actions together form Sanchita karma (accumulated karma from many lives). The portion which ripens into Prarabdha karma is the destiny experienced in this lifetime. Agami karma is the new karma that we once again accumulate with  one's current actions, which will affect future births. If once can live with true detachment and Ishwara Samarpana and prevent any Agami Karma, then once can essentially negate all Sanchita Karma at the end of that birth cycle and gain Moksha. Essentially we have all undergone several lifetimes in various forms on this path towards Moksha. 

Oct 12, 2025 - Grade 9 (Sunday AM)

We began our class with a continuation on the discussion of BMI. We discussed how neither body nor mind no intellect is permanent. We then had a game for the kids where they were given multiple daily situations and asked if their actions and decisions during those situations had an impact on them their past or future or an impact on others and society in general After the kids answered the question, the topic of karma was introduced, where all actions are known to have consequences for doer. One performs actions is inevitably tied to the results of the action and must therefore experience the fruit of that action. In order to experience the fruit of the action, there do goes through the cycles of birth and death. When one has a desire and performs in action that can be four types of results, yes, no, later on, or something else.

Sep 14, 2025 - Grade 9 (Sunday AM)

The second class of Bala Vihar was conducted outdoors. In this class, we discussed the true nature of human birth.

 Our nature is to follow our duty, but we don't always follow our true duty due to an untrained mind. Therefore Prakriti turns into Vikriti where duties are modified or not performed for the sake of desirable outcomes.

Students discussed what their duty was at the age that they are at. Then we discussed the concept of how we all have a list of favorable and unfavorable outcomes to determine our state of happiness. Doing this results in our happiness being controlled by someone else. Gurudev's quote, "Don't put the key of your happiness in someone else's pocket," was discussed.

We spoke about taking away any pride or regrets of the past and also taking away desire worry in the future. So then the question was how do I plan if I don't worry about the future? We spoke about how we plan for the future without worry, but always remember and be true to what you can do here and now. We discussed that there are four worlds, those of stones, plants, animals, and humans each of which are in an increasing state of awareness. Period. However is only the human world where the ego is known and complete awareness exist.

The upcoming class will be the house inaugural event.

Sep 7, 2025 - Grade 9 (Sunday AM)

The very first class of the Balavihar of the year began with an excited group of children. After opening prayers, we delved into the concept of religion, what is Hinduism, why are we called Hindus, who gave us the name Hindus. We introduced the concept that our way of living/religion is not called Hinduism, but called Sanaatana Dharma. We discussed the meaning of Dharma as that which does not change with time or space, example salt was salty 2000 years ago continues to be salty now and will continue to be salty always. It is going to be that which is true to its nature. Sanaatana was broken down as that which evolves with time and learning. The children were then given a project of going out into the yard around the Kutiya and making something from scratch. They made hammers, slingshots, axes and flags, using leaves branches and stones. Then the question was, did you really make it from scratch? The twigs, the leaves, the stones were already given to you by nature. The conclusion was that everything that we see and have comes to us and is given to us by God. This we will learn about the interactions between 'Jiva, Jagat and Jagadeshwara' in this class.  Parents came into the class and we introduced the general syllabus of the upcoming year. The upcoming class we will begin with further discussions on the meaning of. Samskara, prakriti and vikriti

Welcome to Gr 9 - Sunday AM Session

Please look out for regular updates from 

the teachers 

soon after the session starts.