Swami Satyananda Saraswati visited Australia several times from 1968 to 1984 and under his care and guidance the gift of yoga and spiritual life blossomed in the hearts and minds of the Australian people. This pictorial offers a glimpse into Sri Swaniji's Australian journeys, and includes a selection of his finest satsangs of that era.

This volume is an exposition on the particularities of gender in the context of geographical concepts of 'space' and 'time'. It discusses the impact of global processes on the idea of locality and includes case studies from India, Nepal, Bangladesh, Sri Lanka, and Pakistan.

This is a feminist theory reader for college and graduate school level students.

On Nivāṇaṣaṭka, work on Self-realization by Śaṅkarācārya; includes Sanskrit text.

Indepth analization of three states of Consciousness in spiritual life.

Indepth analization of three states of Consciousness in spiritual life.

On the philosophy of Gauḍapādakārikā, commentary on Māṇḍukyopaniṣad.

This article examines how, through militarism, masculine imaginings of Indonesian nationalism construct a ‘national feminine’. Whether through popular song, national war heroines, or the institutionalization of feminine roles in the military, the positioning of the ‘national feminine’ is always contradictory. On the one hand, it is gendered and domesticized, while, on the other, it is employed as confirmation that Indonesia has already achieved gender equality. In most instances, once the national crisis is over, and before a new crisis emerges, both (...) the rhetoric of equality and the representation of the nation used to mobilize women's participation in the popular armed struggle are once again adjusted to fit the heterosexual familial model. However, in the Indonesian military, discursive constructions of the ‘national feminine’ are not enough; the military must further define the ‘national feminine’ through institutionalized practices. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:400 Feminist Studies 44, no. 2. © 2018 by Feminist Studies, Inc. L. Ayu Saraswati People, Professionalization, and Promises: Navigating the Politics of PhD Programs in Women’s Studies I have been housed at four different universities—all in women’s studies. My PhD is from the University of Maryland, College Park. I completed a postdoctoral program at Emory University. My first tenure track position was at the University of Kansas. (...) I am currently a tenured associate professor and graduate advisor at the University of Hawai’i. All of these places have strong women’s studies graduate programs. Yet, each program has its own vision of what a women’s studies doctoral program should look like. Some define their interdisciplinarity by asking students to master at least two disciplinary methods and methodologies as they focus on a particular major field; others offer “tracks” in other disciplines that the program has formally approved and collaborates with; and yet others ask students to credential themselves in two disciplines—the goal being students can then get hired in other disciplines, rather than simply banking only on getting a job in women ’s studies. Which model is best, one may ask? The answer, of course, depends on what one wants to do with a PhD in women’s studies. Hence, in what follows, I will lay out several factors to consider when deciding which program to choose. Then, I will share some challenges we have experienced as faculty members building women’s studies PhD programs so that university administrators can L. Ayu Saraswati 401 further build on and engage in this important conversation of shaping the future of women’s studies PhD programs. For Future PhDs: What I Have Learned as a Women’s Studies PhD Graduate The good news is that not all women’s studies PhD programs are the same. It is up to students to choose which one fits their goal. If students are wholly invested in being interdisciplinary scholars and willing to put all of their eggs in one women’s studies basket, then doctoral programs structured around areas of study or major fields may work better. The University of Maryland, for example, offers five major fields: Gender, Race, Racialization, and/or Diaspora Studies; Art, Culture, Technologies, and Social Change; Bodies, Gender and Sexualities; Gendered Labor, Households and Communities; and Women’s Movements, Global and Local. If none of these major fields fits perfectly—as the fields often reflect the faculty members’ expertise, students can create their own. After choosing or creating a major field, students will then take classes— in theories and methods—that will solidly ground their expertise in their chosen field. In this setup, students may take classes from many departments, such as history, anthropology, ethnic studies, and English, for example, that are centered around their field. The assumption (or the hope) is when students travel through and take these classes in different disciplinary locations, they will then synthesize and transform the knowledge they learn in each department to produce truly interdisciplinary knowledge. The drawback of this model, however, is that it may be harder for the students to land a job in a traditional discipline or in a discipline other than women’s studies. This may be because it is not uncommon that students end up crafting or adopting a more avantgarde method of analysis that does not simply sit neatly in one discipline, such as “literary ethnography,” for example. Many times, however, new and avant-garde methods that students design may not be perceived as innovative. Rather, they may be seen as incoherent. Indeed, as Mary Margaret Fonow and Sally Kitch argue in their article “Analyzing Women ’s Studies Dissertations: Methodologies, Epistemologies and Field Formation,” not devising and discussing a solid feminist methodology that would clearly link the argument and the evidence is one of the main 402 L. Ayu Saraswati problems found in many of these dissertations.1 Their suggestion, therefore, is to strengthen the “fundamentals of research design and writing.” (I will return to this issue later.) In cases where students would like to entertain the possibilities of securing a job in disciplines other than women’s studies, programs that offer concentrations based on... (shrink)

Spiritual discourses by Swami Satchidanandendra Saraswati,, 1880-1975, chiefly on the Vedanta philosophy.

Interpretation of first four sutras of Brahmasūtra of Bādarāyaṇa, text on Vedanta philosophy; transcript of classroom lectures.

On the Advaita philosophy of Śaṅkarācārya.

Discourses of Chandrasekharendra Saraswati, Jagatguru Sankaracharya of Kamakoti, 1893-1994 on Hinduism doctrines and Hindu philosophy.

Contributed essays on Vedanta philosophy and Sanskrit literature.

Analytical study of the philosophy of Vedanta as depicted in the verses of Kaivalyopaniṣad and Br̥hadāraṇyakopaniṣads.

On the duties and rites pertaining to the fourth stage of religious life according to Śaṅkarācārya's Advaita Vedanta.