Navakaraṇa Authorised Teachers
Professional Roles and Ethics in Learning and Teaching
The purpose of “Learning and Teaching Ethics and Roles” is to regulate both the learning and teaching processes in order to preserve professional ethics and uphold high standards within the Navakaraṇa teachers and community. It also serves to recognise teachers’ commitment, define and support diverse roles, and optimise the functioning of the Navakaraṇa network across different locations worldwide.
OBJECTIVES
“Learning and Teaching Ethics and Roles” aims to help practitioners to understand clearly:
- the stages of learning;
- faculties levels, roles and duties at different stages;
- legitimate use of curriculum;
- legitimate use of brand image and name, copyrights and other intellectual properties (IP);
“Learning and Teaching Ethics and Roles” are subject to revision, and it is the responsibility of all graduates to remain updated. This webpage shows the most recent update.
INDEX
1. Graduates (levels and roles)
2. Faculties (levels and roles)
3. Authorised Setting
4. Ethics
5. Intellectual Properties (IP)
6. Community Support and Collective Integrity
1. Graduates Levels and roles
Navakaraṇa Authorised Teachers are classified according to levels
Level 1,
Level 1 Holistic,
Level 2,
Level 2 Holistic,
Level 3
Teacher levels are determined according to each individual’s completed curriculum of study. Teaching authorisation is granted at the time of certification, based on the curriculum fulfilled, and remains valid indefinitely, provided that the teacher continues to uphold Navakaraṇa Professional Ethics, Etiquette, and Intellectual Property rights. Non-compliance with these standards may result in a review or withdrawal of teaching rights.
Courses | |||||||
Level* | The Essentials | Hṛdayam Module 1 | Hṛdayam Module 2 | Hṛdayam Module 3 | Hṛdayam Module 4 | Sākalya Tantra | Teaching Skills |
Level 1 | ✓ | ✓ | ✓ | – | – | – | – |
Level 1 Holistic | ✓ | ✓ | ✓ | – | – | ✓ | – |
Level 2 | ✓ | ✓ | ✓ | ✓ | ✓ | – | – |
Level 2 Holistic | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | – |
Level 3 | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ | ✓ |
Matriculate refers to anyone who has completed at least one module and is in the process of becoming an Authorised Teacher Level 1. For both professional and learning purposes, it is essential that matriculates apply the Navakaraṇa curriculum in their classes. The integration of the curriculum may be done gradually, allowing the teacher to develop their teaching skills while presenting an authentic image and maintaining the quality of Navakaraṇa classes for the public.
Authorised Teacher
A Navakaraṇa Authorised Teacher is a graduate who:
– has successfully completed the Navakaraṇa Authorised Teacher Training (Level 1 or higher);
– holds duly stamped and signed Navakaraṇa ATC Certificates;
– has his/her name, photograph, and profile published in the Official Authorised Teacher List at: https://navakarana.com/teachers
Apprentice: also referred as “assistant” is an Authorised Teacher who assists the faculties during in-person training and/or at the Navakaraṇa Virtual Academy. An apprentice teacher is a trainee teacher who works cooperating with the Faculties to gain hands-on experience and training. These programmes, often called teacher apprenticeships, combine practical classroom work with formal instruction to help individuals prepare for a full teaching career and enter faculty role.
Faculty
A Faculty member is a Level-2 or higher Navakaraṇa Authorised Teacher who has entered a position of leadership and active “insidership” within the Navakaraṇa Academy. Effective leadership requires a balance of professional competence, personal aspiration, and genuine dedication to the community. It prioritises collective harmony and shared goals over personal interest. Accepting a Faculty role means moving beyond personal pursuits and embracing responsibility for the wellbeing, development, and continuity of the Navakaraṇa community. Faculty members may serve in different specialised roles, which are indicated beneath each teacher’s name in the Authorised Teacher List.
2. Faculties levels and roles
Faculty positions within the Navakaraṇa Academy (both in-person and virtual) include:
– Online Teacher
– Virtual Creator
– Tutor
– Mentor
– Alumnus
– Master
These roles create a progressive professional pathway that supports the development of a complete teaching career through an “learn and earn” model while continuing their academic and professional qualifications.
Navakaraṇa Online Teacher
A Navakaraṇa Online Teacher provides classes through the Navakaraṇa Virtual Academy at www.navakarana.com. Online classes serve exclusively as support for newly graduated teachers, helping them review the curriculum, refine their techniques, and maintain regular personal practice. They are not intended to replace in-person training or foundational study, but to reinforce and sustain the learning of authorised teachers within the community.
Virtual Creator
A Navakaraṇa Virtual Creator collaborates with the Navakaraṇa Virtual Academy (www.navakarana.com) to create high-quality educational and practical content for digital platforms. Their work includes producing instructional videos, visual materials, written resources, and other multimedia that support the Navakaraṇa Virtual Academy curriculum while upholding the authenticity of Navakaraṇa’s in-person teachings. Virtual Creators expand learning opportunities globally by offering accurate, inspiring, and professionally curated content in multiple languages, making Navakaraṇa education accessible to both students and teachers worldwide.
Tutor
Tutor collaborates with Master and/or Alumni in preparing new students entering the Teacher Training Course. Tutoring generally consists of 2-3 in-person programme. Beside preparing the new students, the Tutoring course aims also in preparing the tutor to enter Mentor and Alumnus roles.
Mentor
Mentor is a Navakaraṇa Authorised Teacher Level 2 or above who:
– assists Master and/or Alumnus Teacher Training;
– mentor TTC participants during the training;
– facilitate the Mentorship Programme.
Details and application: Mentorship Programme.
Alumnus
Alumnus is a Level-2 Holistic graduate who has completed the courses with honour, created a Navakaraṇa studio and contribute substantially in growing Navakaraṇa Community. Alumni are students who have proven full commitment in teaching and growing the community over time.
Alumnus teaches:
– group and one-to-one in-person classes including studio and other public environments such as conferences and festivals;
– teach one-to-one private Navakaraṇa online classes to graduates;
– conduct Navakaraṇa Alumni TTC in his/her studio;
– collaborates with the Navakaraṇa Virtual Academy.
Master
Master is a faculty who have in-depth knowledge of Navakaraṇa methodology, works assiduously with full dedication harmoniously with other faculties for the welfare of Navakaraṇa community. On the academic side, he/she has completed Śikṣā Paddhati Course, has choreographed 9 approved krama-s and has at least a decade of teaching experience at international level. A Master is also outstanding at personal level, habits and manners.
3. Authorised Navakaraṇa Setting
Navakaraṇa studio
Navakaraṇa studio is a space dedicated to the practice and teaching of Navakaraṇa where the syllabus can be implemented. A Navakaraṇa studio may have one or more teachers. Teachers are either graduates, alumni, faculties and/or masters. Navakaraṇa studio is a transitory stage to the Navakaraṇa Academy.
Navakaraṇa Academy
Navakaraṇa Academy is a Navakaraṇa studio which offers the Navakaraṇa Krama Maṇḍala in full-form, annual TTC and workshops throughout the year, and has Alumnus and/or Master Faculties in the teaching team.
Navakaraṇa Virtual Academy
Navakaraṇa Virtual Academy (www.navakarana.com/academy/) is the official online learning platform through which both graduates and the general public can access curated content for studying Navakaraṇa. The Virtual Academy serves exclusively as a complementary resource and does not replace in-person learning from a Navakaraṇa Master or Alumnus, which remains the essential and primary mode of transmission.
4. Navakaraṇa Code of Ethics & Etiquette
This Code of Ethics sets the foundation for a respectful, responsible, and dharmic teacher-to-student and teacher-to-teacher culture within the Navakaraṇa community. It defines the behavioural, relational, and professional expectations between authorised teachers, recognising their varying levels of training, responsibility, and engagement with the method and its intellectual heritage.
Respecting Levels & Roles within the Professional Community
- Acknowledge the lineage and levels: recognise the different levels of teacher qualification and respect the roles assigned to each level. Thus, honour the path of progression with humility and avoid teaching or assuming responsibilities beyond your level.
- Follow pedagogical guidance: adhere to the teaching frameworks, sequencing structures, and roles as defined in each training curriculum.
- Mentorship relationships: honour Navakaraṇa for the knowledge, methodologies and teachings that has passed on to you, as well as for the faculties who have contributed to your learning, training and growth both on professional and personal level.
Professional Conduct Between Teachers
- No Undermining: Refrain from criticising, discrediting, or undermining fellow teachers in public, private, or online spaces.
- Avoid Exploitation: Do not use a fellow teacher’s class, workshop, or training to promote your own offerings unless previously agreed.
- Avoid misappropriation: Do not use intellectual property misappropriation (like workshop delivery contents and formats where author’s original work has been publicly reproduced with only minor changes—such as altering the title or names—without permission or proper attribution to the original author.
- Avoid content plagiarism: avoiding taking someone else’s work or ideas and passing them off as your own creation—especially in teaching, writing, or creative work—requires conscious integrity and respect for intellectual property.
- Collaborative clarity: When collaborating with other teachers, establish written agreements about roles, revenue, IP rights, and responsibilities in advance.
- Protection of professional endeavours: Refrain from any behaviour that may jeopardise or interfere with other teachers’ professional projects.
- Address issues respectfully: If conflict arises between teachers, resolve it privately and with professionalism. Escalate respectfully only when needed, through proper channels.
Professional Conduct between teacher and student
The relationship between Navakaraṇa teachers and students must be guided by respect, clarity, and ethical responsibility. Teachers are expected to provide a safe, inclusive, and disciplined learning environment, offering guidance without personal bias or exploitation. Students are encouraged to approach learning with honesty, commitment, and openness to instruction. Both parties shall maintain professional boundaries, communicate respectfully, and uphold the integrity of Navakaraṇa Dharma in all interactions.
5. Intellectual Properties
Navakaraṇa Intellectual Property safeguards the integrity, coherence, and lineage of the method, ensuring that what is taught remains faithful to its source and purpose. Respecting and protecting this IP is therefore a fundamental professional and ethical duty of every Navakaraṇa Teacher, directly tied to their role as a responsible transmitter of the method rather than an owner or re-interpreter of it.
Read Navakaraṇa Intellectual Property Use and Authorised Teacher Free Licensing
6. Community Support and Collective Integrity
Navakaraṇa community support reflects an ethical and professional commitment to the integrity and continuity of the method, while actively fostering sustainable career development within the lineage through programmes such as Vidyā (earning while learning →) and Maitrī, a financial scholarship supporting single mothers →.
Navakaraṇa Teachers are encouraged to actively cultivate mutual support within the teaching community and towards the wider collective, and to communicate any particularly challenging situations they encounter, as such insights may serve as valuable input for the development of new scholarship initiatives and support programmes for the benefit of both individuals and the lineage as a whole.