A Concise Biography of Jiddu Krishnamurti: an Indian Philosopher of Contemporary Society
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Years of Fulfillment
Years of Fulfillment Years of Fulfillment / Mary Lutyens / Krishnamurti Foundation Trust Ltd. / file download som.pdf 325 pages / Relying heavily on his letters, traces the religious leader's development from Theosophical Society child messiah to independent teacher and the unfolding of his teaching / The Years of Awakening / 1997 / ISBN:1570622884 / Krishnamurti / Mary Lutyens / Religion Years of Fulfillment pdf download One Thousand Moons / Krishnamurti at Eighty-Five / 123 pages / Photographs portraying the daily activities of the spiritual teacher, Jiddu Krishnamurti, are accompanied by a description of his life / Asit Chandmal / 1985 / Philosophy / UOM:39015011804864 download Brief account of the life of Jiddu Krishnamurti, 1895-1986, Indian philosopher / Shanta Rameshwar Rao / 116 pages / J. Krishnamurti / ISBN:8126019972 / Jan 1, 2005 296 pages / Millais and the Ruskins / Mary Lutyens, John Ruskin, Lady Euphemia Chalmers Gray Millais, Sir John Everett Millais / 1967 / Pre-Raphaelites / UCAL:B2831297 For nearly half a century the charismatic, strikingly handsome spiritual teacher J. Krishnamurti gathered an enormous following throughout Europe, India, Australia and North / 392 pages / Lives in the Shadow with J. Krishnamurti / Aug 31, 2011 / RADHA RAJAGOPAL SLOSS / ISBN:1462031315 / Biography & Autobiography ISBN:0140103430 / A Classic Biography Of One Of The Greatest Spiritual Teachers Of Our Times In 1909, When He Was Just Fourteen, Krishnamurti Was Proclaimed The World Teacher In Whom Maitreya / Philosophers / J. Krishnamurti -
A Comparative Analysis of Educational Philosophy of Sri Aurobindo and J
Horizons of Holistic Education p ISSN : 2349-8811 July-September-2020, 7 (3), 166-178 eISSN : 2349-9133 A Comparative Analysis of Educational Philosophy Of Sri Aurobindo And J. Krishnamurty & Its Implications Dr. Rucha Desai Assistant Professor – Naranlala Institute of Teacher Education, Navsari, Gujarat. [email protected] Received: 27-06-2020 Accepted: 01-08-2020 ABSTRACT Philosophy and Education both are incomplete without each other. Education is the practical side of philosophy or conversely philosophy is the theory of education. A philosophy of education is a set of beliefs about education as to what should be done in education and what the outcome of education should be. Anyone who wishes to make educational decisions ought to have a philosophy of education. As Fitzgibbons notes, educational philosophy usually contains two distinct kinds of beliefs, namely (i) Empirical beliefs (ii) Philosophical beliefs. Indian education system as such it is practiced so far is mainly based on western philosophy. However, in our own country quite a number of enlightened people have given vent to their thoughts with respect to the type of education system that suits India. Among them the prominent thinkers include Swami Vivekananda, Sri Aurobindo, Rabindranath Tagore, Gandhiji, Annie Besent and J. Krishnamurti. Almost all of them had a holistic view of education which suited the Indian condition. So here an attempt has been made to compare the Educational Philosophy of Aurobindo and J.Krishnamurty to present their views, philosophy, and principles of teaching, aims of education and its implications. Key Words: Education, Philosophy of Education, Empirical beliefs, hhe.cugujarat.ac.in 156 HORIZONS OF HOLISTIC EDUCATION, July-September-2020, 7 (3), 166-178 INTRODUCTION Among them the prominent thinkers include Swami Vivekananda, Sri Aurobindo, Education, like all conscious and deliberate Rabindranath Tagore, Gandhiji, Annie action, seeks for a basis of demonstrated Besent and J. -
Why I Became a Hindu
Why I became a Hindu Parama Karuna Devi published by Jagannatha Vallabha Vedic Research Center Copyright © 2018 Parama Karuna Devi All rights reserved Title ID: 8916295 ISBN-13: 978-1724611147 ISBN-10: 1724611143 published by: Jagannatha Vallabha Vedic Research Center Website: www.jagannathavallabha.com Anyone wishing to submit questions, observations, objections or further information, useful in improving the contents of this book, is welcome to contact the author: E-mail: [email protected] phone: +91 (India) 94373 00906 Please note: direct contact data such as email and phone numbers may change due to events of force majeure, so please keep an eye on the updated information on the website. Table of contents Preface 7 My work 9 My experience 12 Why Hinduism is better 18 Fundamental teachings of Hinduism 21 A definition of Hinduism 29 The problem of castes 31 The importance of Bhakti 34 The need for a Guru 39 Can someone become a Hindu? 43 Historical examples 45 Hinduism in the world 52 Conversions in modern times 56 Individuals who embraced Hindu beliefs 61 Hindu revival 68 Dayananda Saraswati and Arya Samaj 73 Shraddhananda Swami 75 Sarla Bedi 75 Pandurang Shastri Athavale 75 Chattampi Swamikal 76 Narayana Guru 77 Navajyothi Sree Karunakara Guru 78 Swami Bhoomananda Tirtha 79 Ramakrishna Paramahamsa 79 Sarada Devi 80 Golap Ma 81 Rama Tirtha Swami 81 Niranjanananda Swami 81 Vireshwarananda Swami 82 Rudrananda Swami 82 Swahananda Swami 82 Narayanananda Swami 83 Vivekananda Swami and Ramakrishna Math 83 Sister Nivedita -
Encyclopedia of Hinduism | Vedas | Shiva
Encyclopedia of Hinduism J: AF Encyclopedia of Buddhism Encyclopedia of Catholicism Encyclopedia of Hinduism Encyclopedia of Islam Encyclopedia of Judaism Encyclopedia of Protestantism Encyclopedia of World Religions nnnnnnnnnnn Encyclopedia of Hinduism J: AF Constance A. Jones and James D. Ryan J. Gordon Melton, Series Editor Encyclopedia of Hinduism Copyright © 2007 by Constance A. Jones and James D. Ryan All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage or retrieval systems, without permission in writing from the pub- lisher. For information contact: Facts On File, Inc. An imprint of Infobase Publishing 132 West 31st Street New York NY 10001 ISBN-10: 0-8160-5458-4 ISBN-13: 978-0-8160-5458-9 Library of Congress Cataloging-in-Publication Data Jones, Constance A., 1961– Encyclopedia of Hinduism / Constance A. Jones and James D. Ryan. p. cm. — (Encyclopedia of world religions) Includes index. ISBN 978-0-8160-5458-9 1. Hinduism—Encyclopedias. I. Ryan, James D. II. Title. III. Series. BL1105.J56 2006 294.503—dc22 2006044419 Facts On File books are available at special discounts when purchased in bulk quantities for businesses, associations, institutions, or sales promotions. Please call our Special Sales Department in New York at (212) 967-8800 or (800) 322-8755. You can find Facts On File on the World Wide Web at http://www.factsonfile.com Text design by Erika K. Arroyo Cover design by Cathy Rincon Printed in the United States of America VB Hermitage 10 9 8 7 6 5 4 3 2 1 This book is printed on acid-free paper. -
Mysticism and Pacifism
Chapter 4 Mysticism and Pacifism Huxley’s mystical turn in the mid-1930s was intimately associated with paci- fism, and his pacifist convictions were reinforced by the mystical philosophy of Gerald Heard and Jiddu Krishnamurti. As noted in Chapter 1, Huxley’s involve- ment with Ottoline Morrell and the Garsington set during World War i had led him to adopt a pacifist position, and the rise of Mussolini and Hitler and the imperial tensions of the 1930s had done nothing to change his mind. His disparaging article “What Gandhi Fails to See” (1930), would seem to contradict this statement, but Huxley was not objecting to Gandhi as a pacifist but as an “ascetic salvationist” whose spirituality blinded him to inconvenient facts, such as the “distressingly easy passage from non-violence to violence”,1 or the fact that reverting to a pre-industrial civilisation, as Gandhi was advocating, would entail the “death by starvation of millions upon millions of human be- ings” (in other words, the exponential increase in population made possible by industrialisation).2 Huxley’s interest in mysticism had been dampened by his trip to India and south-east Asia in 1925–26. In the article, Gandhi is pilloried as a representative of the kind of Hindu spirituality that Huxley had deplored in Jesting Pilate (1926): “To my mind ‘spirituality’ […] is the primal curse of India and the cause of all her misfortunes. […] A little less spirituality and the Indians would now be free – free from foreign dominion and from the tyranny of their own prejudices and traditions”.3 But as the 1930s progressed, Huxley was compelled by personal circumstances to re-evaluate his opinion of both Gandhi and mysticism and by 1936 he was publicly advocating satyagraha and practising meditation with Gerald Heard and members of the Peace Pledge Union (ppu). -
'If You Want to Understand, You Must Look Through My Mind.'
‘If you want to understand, you must look through my mind.’ THE KRISHNAMURTI SYNDROME Ludo Noens I n 1986, Jiddu Krishnamurti, the remarkable Indian speaker and philosophical teacher, passed away. For many people he was and still is the most incorruptible and radical ‘spiritual leader’ of the 20th century. To analyse this extremely sharp witted and profound Indian thinker in the context of a controversial psychiatric disease such as multiple personality disorder or MPD (recently reclassified as dissociative identity disorder or DID) may offend a good number of people. But then again, what is a ‘psychiatric illness’? After all, is psychiatry not largely a pseudoscientific special- ism that uses the word illness very lavishly? Anyway, a careful reading of two standard biographies indicates that the functioning of Krishnamurti’s mind indeed very often showed similarities with that of many ‘cases’ from the scientific, clinical MPD literature. Pos- sibly, the MPD-crisis Krishnamurti endured as a young man, may have laid the basis for his destructive opinion on the status of thought, memory and the Ego. Central in Krishnamurti’s philosophy is the notion that the, mostly blindly assimilated and automatically react- ing, human personality is erroneously perceived as an autonomous and self-determined ego. For Krishnamurti the very idea of the ego is a boring and conflict sowing illusion, sustained by the sensation of continuity (memory, psychological time). By the way, this point of view is not only in accord- ance with the millennia-old Hindu Upanishads but also to a certain extent with the most recent findings of neuroscientists studying the functioning of the brain. -
Alternative Schooling in India VITTACHI FM:SAROJINI FM.Qxd 10/12/2007 11:08 AM Page 2 VITTACHI FM:SAROJINI FM.Qxd 10/12/2007 11:08 AM Page 3
VITTACHI_FM:SAROJINI_FM.qxd 10/12/2007 11:08 AM Page 1 Alternative Schooling in India VITTACHI_FM:SAROJINI_FM.qxd 10/12/2007 11:08 AM Page 2 VITTACHI_FM:SAROJINI_FM.qxd 10/12/2007 11:08 AM Page 3 Alternative Schooling in India Edited by Sarojini Vittachi Neeraja Raghavan with Kiran Raj VITTACHI_FM:SAROJINI_FM.qxd 10/12/2007 11:08 AM Page 4 Copyright © Sarojini Vittachi, 2007 All rights reserved. No part of this book may be reproduced or utilised in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage or retrieval system, without permission in writing from the publisher. First published in 2007 by Sage Publications India Pvt Ltd B1/I-1, Mohan Cooperative Industrial Area Mathura Road, New Delhi 110044 www.sagepub.in Sage Publications Inc 2455 Teller Road Thousand Oaks, California 91320 Sage Publications Ltd 1 Oliver’s Yard 55 City Road, London EC1Y 1SP Sage Publications Asia-Pacific Pte Ltd 33, Pekin Street #02-01, Far East Square, Singapore 048763 Published by Vivek Mehra for Sage Publications India Pvt Ltd, typeset in 10/12 pt CharterBT by Quick Sort India Private Limited, Chennai and printed at Chaman Enterprises, New Delhi. Library of Congress Cataloging-in-Publication Data Available ISBN: 978-0-7619-3619-0 (PB) 978-81-7829-783-5 (India-PB) The Sage Team: Su Deep Kohli and Vikas Jain VITTACHI_FM:SAROJINI_FM.qxd 10/12/2007 11:08 AM Page 5 Contents Foreword by Krishna Kumar 7 Acknowledgements 9 1. Introduction 13 Sarojini Vittachi 2. Origins of Alternative Education in India: 25 A Continuing Journey Deepti Priya Mehrotra 3. -
Available Online at 92
Social Science Researcher, Feb 2013- Jul 2013, 2.2:92-107 Dey Sucharita Social Science Researcher Vol. 2 No. 2 Social Science Researcher North Lakhimpur College ISSN: 2319 – 8362 VIVEKANANDA ON HUMANISM WITH SPECIAL REFERENCE TO JIDDU KRISHNAMURTI Sucharita Dey Associate Professor, Dept of Philosophy, B. Borooah College, Guwahati, 781007 Abstract Swami Vivekananda, known in his pre-monistic life as Narendranath Nath Datta was born on January 12, 1863 in Kolkata. As the prophet of the present age, Vivekananda in the middle of 1890, embarked on a long journey of exploration and discovery of India. During his travels all over India, Vivekananda was deeply moved to see the appalling poverty and backwardness of the masses. He immediately grasped the crux of the problem of human feelings for others in different relationships. Finally at this back-drop we can see the principle of ‘Practical Humanism’ for Vivekananda. Being an Advaitin and not merely an Advaita philosopher, here he observes that humanism is a value oriented life inspiring ennobling principle of Vedanta. He finds this message in the principle of the ‘Atman’ i.e., in ‘Being-Consciouness’, the doctrine of the potential divinity of the soul. According to him all that is required to improve the integrated wholesome of human person is to infuse into the mind-set up, only ‘faith in oneself’. Faith in oneself can only strengthen the value of humanism. The greatest challenge arises here is: how to make the value of humanism practical? I suppose it is an indubitable issue that value in any form cannot be taught to any individual. -
Worlds of Fear: School Cultures Educational Conference | December 12Th-15Th, 2015 | Centre for Learning
1 Worlds of Fear: School Cultures Educational conference | December 12th-15th, 2015 | Centre For Learning 2 Contents 5 Fear: J Krishnamurti 7 CFL Conference 2015 8 Schedule for the conference 9 Profiles of conference speakers 12 Veena concert 13 Centre For Learning: Celebrating 25 years in education 23 Talks on August 1st, 2015 23 Professor Samdhong Rinpoche 28 Anurag Behar 36 Alumni writings 57 Articles by teachers 57 Intimations of fear Usha Mukunda 59 Twenty-five years later Yasmin Jayathirtha 60 Psychological aspects of fear and learning Kamala Mukunda 63 Talking to fear Shashidhar Jagadeeshan This souvenir is being released on the occasion of our educational conference, Worlds of Fear: School Cultures (December 2015). The conference is part of Centre For Learning’s 25th anniversary celebrations. This publication is for private circulation only. Design by Studio Onion Photographs by staff, alumni and students of CFL Printed by Maya Printers LLP We would like to thank everyone who helped us with the conference: former parents, alumni, current parents, students and other friends Fear ...You know most of us have some kind of fear, have kind of fear, it twists your mind, and you can never we not? Do you know your particular fear? You be intelligent. Fear is like a dark cloud and, when might be afraid of your teacher, of your guardian, you have fear, it is like walking in sunshine with a of your parents, of the older people, or of a snake, dark cloud in your mind, always frightened... or a buffalo, or of what somebody says, or of death You know there are natural reactions of the body, and so on. -
J. Krishnamurti's Philosophy of Education
International Journal of Research in all Subjects in Multi Languages Vol. 8, Issue: 8, August: 2020 [Author:Vandana Anand] [Sub.: Education] I.F.6.156 (IJRSML) ISSN: 2321 - 2853 J. Krishnamurti’s Philosophy of Education VANDANA ANAND Assistant Professor U.P. Higher Education Services Commission Abstract: The field of Education has always been an interesting area for all philosophers as this provides them a means to give a concrete form to his thoughts or vision and Krishnamurti is no exception. J. Krishnamurti has a deep concern about education and considers bringing about an integrated individual who is physically fit, fearless, have true values, possess a spirit of inquiry, intelligent, creative, have good aesthetic sense, opt right vocation, and thus achieves the wholeness of personality and develops a new social order. For producing such an integrated and holistic personality, Krishnamurti advocated integrated curriculum and pedagogy, integrated teachers, small size schools, experience based learning, respect and sensitive towards nature, maintain fearless and stimulating learning environment, promoting culture of no-competition and qualitative or formative assessment. Reflections of his vision or educational thought or Philosophy of Education in the latest National Education Policy 2020 proves the relevance of his philosophy in 21st century. Keywords: J. Krishnamurti, Philosophy of Education, Right Education 1. Introduction Education has always been a churning topic for the entire philosophers from the time immemorial. Like all other philosophers J. Krishnamurti, an eminent philosopher and world teacher, also has a deep concern about education. Apart from this, he also talked about many other common things related everyday life. He talked about the problems of living in modern society with its violence and corruption, about the individual’s search for security and happiness, and about the need for mankind to free him from inner burdens of fear, anger, hurt and sorrow, about marriage, relationships, meditation, peace etc. -
Issue 18 (2014)
Journal of the Krishnamurti Schools ournal Krishnamurti Foundation India No 18, 2014 of the krishnamurti schools ournal of the krishnamurti schools No.18, 2014 An Educational Journal This is a journal on education that is brought out annually. It is an anthology of writings by educators, SUBSCRIPTION teachers and thinkers exploring a new Within India: Rs.120. May be vision of education in its many remitted by D.D. or Cheque in favour of dimensions—philosophy, psychology, Krishnamurti Foundation India, payable at classroom experience, curriculum, Chennai. nature and environment, and (For outstation cheques please add Rs.40 towards contemporary issues. It lays special Bank Charges) emphasis on J Krishnamurti’s Outside India US$5 by Bank Draft in favour principles of education, and will be of of Krishnamurti Foundation India or by use to teachers, parents, educational Pay Order. administrators, teacher-educators and You may also order a copy online at any one interested in education. kfionline.org Editorial Team PUBLISHED ANNUALLY BY: Viju Jaithirtha, D. Anantha Jyothi Krishnamurti Foundation India Alok Mathur, Kamala V Mukunda 124-126, Greenways Road, RA Puram Jayashree Nambiar, Venkatesh Onkar Chennai - 600 028 P Ramesh, O R Rao E-MAIL: [email protected] WEBSITE: www.journal.kfionline.org Please note: The Journal of the Krishnamurti Schools No. 19 will be published in January 2015. Letters to Schools Volume One - 15 December 1978 In one of the past letters we said that total responsibility is love. This responsibility is not for a particular nation or a particular group, community, or for a particular deity, or some form of political programme or for your own guru, but for all mankind. -
The University of Sydney Copyright in Relation to This Thesis·
The University of Sydney Copyright in relation to this thesis· Under the Copyright Act 1968 (several provision of which are referred to below), this thesis must be used only under the normal conditions of scholarly fair dealing for the purposes of research, criticism or review. In particular no results or conclusions should be extracted from it. nor should it be copied or closely paraphrased in whole or in part without the written consent of the author. Proper written acknowledgement should be made for any assistance obtained from this thesis. Under Section 35(2) of the Copyright Act 1968 'the author of a literary, dramatic, musical or artistic work is the owner of any copyright subsisting in the work'. By virtue of Section 32( I) copyright 'subsists in an original literary, dramatic, musical or artistic work that is unpublished' and of which the author was an Australian citizen, an Australian protected person or a person reSident in Australia. The Act. by Section 36( I) provides: 'Subject to this Act. the copyright in a literary, dramatic, musical or artistic work is mfringed by a person who, not being the owner of the copyright and without the licence of the owner of the copyright, does in Australia. or authorises the doing in Australia of, any act comprised in the copyright'. Section 31 (I )(a)(i) provides that copyright includes the exclusive right to 'reproduce the work in a material form'.Thus, copyright IS mfringed by a person who, not being the owner of the copyright. reproduces or authorises the reproduction of a work.