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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. -
A Concise Biography of Jiddu Krishnamurti: an Indian Philosopher of Contemporary Society
International Journal of Humanities Social Sciences and Education (IJHSSE) Volume 5, Issue 11, November 2018, PP 38-42 ISSN 2349-0373 (Print) & ISSN 2349-0381 (Online) http://dx.doi.org/10.20431/2349-0381.0511005 www.arcjournals.org A Concise Biography of Jiddu krishnamurti: An Indian Philosopher of Contemporary Society Paulo Nuno Martins* Interuniversity Center for History of Science and Technology, New University of Lisbon, Campus of Caparica, Building VII, Floor 2, 2829-516 Caparica, Portugal *Corresponding Author: Paulo Nuno Martins, Interuniversity Center for History of Science and Technology, New University of Lisbon, Campus of Caparica, Building VII, Floor 2, 2829-516 Caparica, Portugal Abstract : Jiddu Krishnamurti was a spiritual Indian philosopher of contemporary society. In this essay, I will describe the most important milestones of his life, particularly the main works (talks, books, videos) performed by him in the field of meditation, relationships and education. Keywords: Spiritual Indian Philosopher, Initiation (Mystical Union),Meditation, Relationships, Education. 1. INTRODUCTION Jiddu Krishnamurti was born on 12th May 1895, in the town of Mandanapalle, in Andhra Pradesh from a family of Brahmins who spoke the Telegu. He was the eighth son of Jiddu Narianiah (father) and Jiddu Sanjeevamma (mother) who had eleven children. His mother died when he was ten years old, while his father worked in the Revenue Department of the British administration and was a member of Theosophical Society [1]. In 1907, after retired from his job, Narianiah became a clerk in the Theosophical Society, in Adyar. During this time, Krishnamurti and his brother Nitya were tutored by the theosophists Charles Lead beater and Annie Besant. -
A School That Values Connectedness: an Educational Project in the Midst of a Beautiful Natural Environment
A School That Values Connectedness: An Educational Project in the Midst of a Beautiful Natural Environment Hiroshi Mochizuki Master Student, Master's Program in the Graduate School Division of Education, International Christian University “Many people are highly aware of other people’s happiness and try to share in it. On the other hand, many human beings pay no attention to others’ misery.”1 When thinking about Education for Sustainable Development (ESD), it is probably important to understand how sharing contributes to consciousness of the connectedness between oneself and others, as expressed in the quote above. In this paper, I would like to discuss the educational practices of Rishi Valley Education Centre, which is located in the suburbs of India’s Andhra Pradesh State about 140 kilometers northeast of the city of Bangalore in the state of Karnataka. The institution promotes connectedness between students and teachers through discussion and interaction, and fosters connectedness with nature by enabling students and teachers to experience the blessings of the natural environment. The Natural Environment of Rishi Valley Education Centre The Rishi Valley Education Centre was established in 1926 in Andhra Pradesh State in southern India in order to give concrete form to the educational ideas of the Indian philosopher Jiddu Krishnamurti (1895-1986). Educational institutions established by Krishnamurti exist both within and outside India.2 Among these institutions, Rishi Valley Education Centre was the first to be established. The spacious 250-acre campus includes the Rishi Valley School, the boarding school that all of the approximately 350 students in grades 4-12 (ages 8-17) attend; the Rishi Valley Rural Education Centre, which provides free educational opportunities for residents of nearby rural villages; a Rural Health Centre that plays the role of a hospital and includes facilities for tuberculosis treatment and for eye care; and a Krishnamurti Study Centre which houses books about Krishnamurti and which visitors can use as a library. -
Bulletin 2015
bulletin Krishnamurti Foundation of America No. 89 2015 The Krishnamurti Foundation of America P.O. Box 1560 Ojai, CA 93024 U.S.A. Ph: 805-646-2726 Fx: 805-646-6674 Email: [email protected] Web: www.kfa.org The Foundation gratefully accepts donations to support its many publications, which include books, CDs, DVDs, and downloadable web-based files. © Krishnamurti Foundation of America 2015 All rights reserved. Krishnamurti with students at Oak Grove School, 1979 Photo by Michael Mendizza KFA Bulletin #89 2015 Unconditioning & Education Dear Friends, The material in this Bulletin is a chapter from a new book titled Unconditioning and Education. It contains one of the discussions Krishnamurti had with staff, trustees and parents in 1975, on founding the Oak Grove School in Ojai. It has been a rarity in history that such an important religious and philosophical teacher be directly involved in creating schools to bring about a deep psychological change. The topics of the discussions are unusual for a school setting—bringing about a new human being, freedom versus authority, religion and a new culture, psychological change, the art of listening and how to invite trust. Changing human consciousness is the mission of the school. This implies a responsibility of the whole of humanity beyond those directly involved in the school. The vision of these teachings is truly a paradigm shift. In these discussions Krishnamurti challenges the participants to look beyond the question of “how to”. He challenges them to drop methods and systems when it comes to creating an atmosphere where students and staff can flower together and come upon something sacred. -
The Beauty of the Mountain · Memories of J. Krishnamurti
The Beauty of the Mountain · Memories of J. Krishnamurti The BeautyMemories of theof J. KrishnamurtiMountain Friedrich Grohe Including the following quotations from Krishnamurti: ‘Shall I talk about your teachings?’ ‘Brockwood Today and in the Future’ ‘The Intent of the Schools’ ‘The setting sun had transformed everything’ ‘Relationship with nature’ ‘Indifference and understanding’ ‘An idea put together by thought’ ‘Education for the very young’ ‘An extraordinary space in the mind’ ‘It is our earth, not yours or mine’ ‘The Core of K’s Teaching’ ‘The Study Centres’ ‘Krishnamurti’s Notebook – A Book Review’ © 1991 and 2014 Friedrich Grohe Seventh Edition Photographs were taken by Friedrich Grohe unless stated otherwise www.fgrohephotos.com Design: Brandt-Zeichen · Rheinbach · Germany Printed by Pragati Offset Pvt Ltd, India All Krishnamurti extracts are © Krishnamurti Foundation Trust Ltd, except for those from On Living and Dying, which are © Krishnamurti Foundation Trust Ltd and Krishnamurti Foundation of America. ISBN 978-1-937902-25-4 KRISHNAMURTI FOUNDATIONS Krishnamurti Foundation Trust Ltd Brockwood Park, Bramdean, Hampshire SO24 0LQ, England Tel: [44] (0)1962 771 525 [email protected] www.kfoundation.org Krishnamurti Foundation of America P.O. Box 1560, Ojai, California 93024, USA Tel: [1] (805) 646 2726 [email protected] www.kfa.org Krishnamurti Foundation India Vasanta Vihar, 124 Greenways Road, RA Puram, Chennai 600 028, India Tel: [91] 44 2 493 7803 [email protected] www.kfionline.org Fundación Krishnamurti Latinoamericana Calle Ernest Solvay 10, 08260 Suria (Barcelona), Spain Tel: [34] 938 695 042 [email protected] www.fkla.org Additional Websites www.jkrishnamurti.org www.kinfonet.org ontents C Acknowledgements . -
Transcending Curriculum Ideologies: Educating Human Beings Well
University of Denver Digital Commons @ DU Electronic Theses and Dissertations Graduate Studies 1-1-2008 Transcending Curriculum Ideologies: Educating Human Beings Well Kevin M. Cloninger University of Denver Follow this and additional works at: https://digitalcommons.du.edu/etd Part of the Educational Psychology Commons Recommended Citation Cloninger, Kevin M., "Transcending Curriculum Ideologies: Educating Human Beings Well" (2008). Electronic Theses and Dissertations. 783. https://digitalcommons.du.edu/etd/783 This Dissertation is brought to you for free and open access by the Graduate Studies at Digital Commons @ DU. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons @ DU. For more information, please contact [email protected],[email protected]. TRANSCENDING CURRICULUM IDEOLOGIES: EDUCATING HUMAN BEINGS WELL __________ A Dissertation Presented to the College of Education University of Denver __________ In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy __________ by Kevin M. Cloninger November 2008 Advisor: P. Bruce Uhrmacher Ph. D. ©Copyright by Kevin M. Cloninger 2008 All Rights Reserved Author: Kevin Cloninger Title: Transcending Curriculum Ideologies: Educating Human Beings Well Advisor: Dr. P. Bruce Uhrmacher Degree Date: November 2008 Abstract The purpose of this dissertation is to consider the role of well-being in schooling. Recent advances in the fields of psychology, psychiatry, and medicine have led to a reexamination of the role of well-being in society. There is a growing body of educational theory on the subject of well-being in schools that draws on these advances (Cohen, 2006; Noddings, 2003, 2006; Ruyter, 2004; Spring, 2007). -
Bulletin 2019 (PDF)
2 Krishnamurti Foundation Bulletin 93 3 America 2019 s you leave the Pacific behind and enter into the country, winding over various small hills, The air is peaceful, quiet, full of that strange dignity of A the country, you enter the valley. It is quiet, perfumed almost untouched by man. You enter into this valley, which is almost like a vast cup, a nest. Then you leave the little village and climb to about 1,400 feet, passing rows and with orange rows of orange orchards and groves. The air is perfumed with orange blossom. The whole valley is filled with that blossom scent. And the smell of it is in your mind, in your heart, in your whole body. And there is a quietness in the mountains, a dignity. And each time you look at those hills and the high mountain, which is over 6,000 feet, you are really surprised that such a country exists. Each time you come to this quiet, peaceful valley there is a feeling of strange aloofness, of deep silence, and the vast spreading of slow time. And the mountains that morning were extraordinarily beautiful. You could almost touch them. The majesty, the vast sense of permanency is there in them. And you enter quietly into the house where you have lived for over sixty years and the atmosphere, the air, is, if one can use that word, holy; you can feel it. As it has rained considerably, for it is the rainy season, all the hills and the little folds of the mountain are green, flourishing, full – the earth is smiling with such delight, with some deep quiet understanding of its own existence. -
The Valley School, Bengaluru
The Valley School, Bengaluru Invites applications for admission to Teacher Education Program 15th June - 15th October, 2019 (A collaborative initiative of the Schools of Krishnamurti Foundation India) Last date of Applications 15th April The right kind of education begins with the educator, who must understand himself and be free from established patterns of thought; for what he is, that he imparts. If he has not been rightly educated, what can he teach except the same mechanical knowledge on which he himself has been brought up? So, our problem is not so much the child, the boy or the girl, but the teacher, the educator, who needs educating much more than the pupil. And to educate the educator is far more difficult than to educate the child, because the educator is already set, fixed. He merely functions in a routine, because he is really not concerned with the thought process, with the cultivation of intelligence. - J Krishnamurti Objectives of the program The Teacher Education Program is a four month residential program that will enable participants to engage with J Krishamurti’s teachings, their relevance in contemporary times and the educational philosophy that derives from the teachings. It will also involve practical work (internship) at one of the KFI schools. It will provide : • A sustained orientation and development of prospective teachers who wish to teach in schools. • A structured opportunity for interested young people who are either starting out in teaching or planning to make a career change to education. • An opportunity to gain a strong and supple foothold in the ethos and practices of education before taking up full-time responsibilities. -
Bulletin 2011
bulletin Krishnamurti Foundation of America No. 85 2011 2 Bulletin#85Cover_2.indd 1 12/26/11 9:23:28 AM The Krishnamurti Foundation of America P.O. Box 1560 Ojai, CA 93024 U.S.A. Phone: 805-646-2726 Fax: 805-646-6674 Email: [email protected] Web: www.kfa.org The Foundation gratefully accepts donations to support its many publications, which include books, CDs, DVDs, and downloadable web-based files. Copyright © 2011 Krishnamurti Foundation of America and Krishnamurti Foundation Trust Limited All rights reserved. Copyright Ralph T. Gardner Ojai, 1978 with Beau, a Samoyed 2 Bulletin#85Cover_2.indd 2 12/26/11 9:23:29 AM KFA Bulletin #85 2011 The School and the Educational Center 4 Bulletin_Basic Template 85.indd 1 12/28/11 12:50:56 PM 4 Bulletin_Basic Template 85.indd 2 12/28/11 12:50:56 PM Preface In Malibu in 1975, Krishnamurti met with trustees and friends to consider the future work of KFA. The ensuing dialogue demonstrates his commitment to the schools. “They must go on, because the schools are intended to bring about a different mind, an intelligent, active, creative mind, unconditioned.” We also include an interview with K by a local reporter about his intentions for the new Oak Grove School. In addition to the school, he showed how much he cared about an educational center, how hard he worked to create a place “for grown- up people to gather together to discuss these teachings, go into them, live them, try to go beyond the teachings if they can.” We have also included selections from two international trustees meetings in 1977 that explore in depth what he had in mind for an adult center. -
J.Krishnamurti's Notion of Freedom from the Known: an Observation
American International Journal of Available online at http://www.iasir.net Research in Humanities, Arts and Social Sciences ISSN (Print): 2328-3734, ISSN (Online): 2328-3696, ISSN (CD-ROM): 2328-3688 AIJRHASS is a refereed, indexed, peer-reviewed, multidisciplinary and open access journal published by International Association of Scientific Innovation and Research (IASIR), USA (An Association Unifying the Sciences, Engineering, and Applied Research) J.Krishnamurti’s Notion of Freedom from the Known: an Observation Dr. Prantika Sarmah Guwahati.781026 Abstract: It cannot be denied that philosophers of different ages have grappled with the problem of freedom from various perspectives, and like any philosophical problem, the problem of freedom has continued to perplex us to the present day. Freedom from the experience of the sensory world, freedom from gross materiality and freedom from fear and anxieties are aimed naturally by man. It appears through the pages of history that man has aimed to attain perfect inward peace, which is difficult to be expressed. Jiddu Krishnamurti who is a leading spiritual teacher in our century belongs to no tradition of Indian or Western negates any attempt to discover freedom. The debate on the controversial issue over the means of attaining freedom from Krishnamurti’s perspective is the main focus of these pages. Choiceless awareness, stillness of mind, mutation of brain cells etc. are the topics presented in the following pages from Krishnamurti’s outlook. Key Words: Freedom, Krishnamurti, choiceless awareness, mutation. I. Introduction The quest for freedom is forever new. From Socrates to Strawson, from Samkara to Krishnamurti, both east and west have produced thinkers who have contributed to a greater or a lesser extent to the understanding of this concept of freedom. -
J. KRISHNAMURTI (1895–1986) Meenakshi Thapan*
The following text was originally published in Prospects: the quarterly review of comparative education (Paris, UNESCO: International Bureau of Education), vol. XXXI, no. 2, June 2001, p.273-286. ©UNESCO: International Bureau of Education, 2001 This document may be reproduced free of charge as long as acknowledgement is made of the source. J. KRISHNAMURTI (1895–1986) Meenakshi Thapan* The impact of the philosopher J. Krishnamurti on the educational ethos of alternative Indian education has been of an unquantifiable quality, although this is often not visible in the formal components of secondary school education. Krishnamurti was not an educator in the narrow or formal sense of the term, as he had no formal qualifications to either propagate or promote educational goals or establish educational institutions. His concern for what he considered ‘right education’ was clearly not an attempt to provide temporary solutions to society’s problems or seek to correct them through merely educating people to read or write. Krishnamurti has been described as a ‘revolutionary teacher [...] who worked tirelessly to awaken people—to awaken their intelligence, to awaken their sense of responsibility, to awaken a flame of discontent’, and this commitment to awakening the consciousness of people was undoubtedly based on a ‘strong moral passion’ (Herzberger & Herzberger, 1998). It is Krishnamurti’s moral passion that formed the basis for his relentless pursuit of the ‘good society’ that was grounded in ‘right values’ and ‘right relationships’. Krishnamurti was a philosopher whose passionate search for the ‘good society’ was not grounded in any particular religious or philosophical tradition. He did not seek to follow any specific path for bringing about ‘goodness’ in both individuals and society. -
LANDSCHAFT SAANEN 1 Jiddu Krishnamurti (1895– 1986) Was Born of Indian Parents, Educated in Eng- Land, and Gave Talks Around the World
J. Krishnamurti in Saanen 1961 – 1985 “When the me is absent, totally, there is beauty.” J. Krishnamurti 14. 12. 2019 – 12. 04. 2020 Tuesdays – Sundays 14.00 – 17.00 MUSEUM DER LANDSCHAFT SAANEN 1 Jiddu Krishnamurti (1895– 1986) was born of Indian parents, educated in Eng- land, and gave talks around the world. He claimed alle- giance to no caste, nation- ality, or religion and was Photo by Mark Edwards © KFT bound by no tradition. His extensive teachings are published in more than 75 books, 2000 audios and 650 videos. Thus far, over 4 million copies of his books have been sold in 22 languages. Together with the Dalai Lama and Mother Teresa, Krishnamurti was declared by Time magazine to be one of the five saints of the 20th century. He travelled the world for 65 years speaking to large audiences until the end of his life at age 90. He rejected all spiritual and psychological authority, including his own. He maintained that it is necessary for human beings to free themselves from their age-old conditioning through the direct under- standing of the working of their minds. This self-knowledge might then bring about a profound change in human consciousness. It was clear to him that no political, social or economic strategies can transform the chaotic and violent world into a life of goodness, love and compassion. It can only be transformed through a total inner revolution brought about through direct observation and insight. Krishnamurti’s stature as an original religious philosopher attracted traditional and non- traditional thinkers. He bridged science and religion.