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CHAPTER 4. RESEARCH METHODOLOGY Introduction This CHAPTER 4. RESEARCH METHODOLOGY Introduction This chapter is concerned with Research Design. It explains the plan of the study in detail. It provides a description of the tools used for collecting information, the population and sample, the methodology of study and data analysis. Research is a systematic attempt to obtain answers to meaningful questions about phenomena or events through the application of scientific procedures. The three types of research methods are: 1) Historical Method: This method uses evidence of the past in a systematic and coherent way with the aim of establishing facts and to draw conclusions based on the data. Historical research mainly deals with the accurate account of the past to get a clear view of the present and it could also help in predicting the future to an extent. 2) Descriptive Method: This method can be applied to draw valid general conclusions on the basis of current information. 3) Experimental Method: In this method, the researcher conducts experiments and undertakes purposive observation in order to deliberately manipulate certain aspects of experiments. Variables are controlled in order to study the cause effect relationship. 128 This study uses the Descriptive method. Descriptive method is usually of the following types 1. Case Study, 2 Survey, 3.Comparative, and 4. Correlational. The present study is directed towards finding out the various ways in which Krishnamurti's educational philosophy is implemented in the Krishnamurti Foundation India, run schools. Hence, the Descripfive method in the Survey form is adopted. THE PROBLEM J. Krishnamurti, philosopher of modem time, has expressed his radical thoughts on the functioning of the human mind, with its far-reaching consequences. He observes that the mind is conditioned and is gripped with fear; thus is reluctant to think independently. This leads to the uncritical acceptance of 'authority' in the quest of truth. Krishnamurti is disturbed with this fundamental predisposition of the mind. He holds the older generations and the educational system responsible for creating such a dull and conditioned mind. It was his endeavor to alter the situadon by helping create a new, thinking, free mind. 'Schools' run by the Krishnamurti Foundafion are one such venture that are committed to implement his educational vision. My attempt through this study is to grasp the contributing factors and method of the schools to implement Krishnamurti's educational thought. I have framed the title of my Thesis as— "A critical study of J. Krishnamurti's philosophy of Education with special reference to its application to the Program of Education". PURPOSE OF STUDY The Krishnamurti Foundation India mentions in its vision mission statement that the schools are inspired by the educational philosophy of J. Krishnamurti. This thesis is the result of the investigation into the manner of the tangible implementation of his Philosophy in the Schools. Empirical study of the various methods used for the application of Krishnamurti's Educational philosophy is the purpose of this thesis. 129 Operational Deflnitions of Terms Krishnamurti used some terms in a non -conventional sense. Below is a list of some of the terms as were used by him. 1. Attention- Awareness that is natural, not imposed that leads to clarity of mind. 2. Authority- Accepting views unquestioningly. 3. Conditioning- Pre conceived notions and thought. 4. Conformity- Adhering to ideas without reflection. It is the uncritical acceptance and imitation. 5. Discipline—To learn. 6. Flowering- Total cultivation of minds, hearts and physical well-being, blossoming of the entire being. 7. Fragmentary- Separated, non- harmony between thought and action, between the sanction of mind and body. Broken up, partial, not whole. 8. Freedom- Freedom from one's thought and to be in the state of inquiry. No dependence, attachment, obsession, craving or inner resistance (conflict) including freedom from fear. 9. Integrated Human being- To live in harmonious existence between the different aspects of one's being. 10. Intelligence- Is not the clever use of thought but the capacity to distinguish between true and false with compassion and sensitivity. Ability to perceive holistically. 11. Inquisitiveness- Ability and desire to know. Natural curiosity, inquiry, and wonder. 12. Learning- It is the awareness of the right. It is of two types a) the cultivation of knowledge, memory and skills and b) discriminating between the true and the false, the actual and the imaginary 13. Listening- Hearing with the senses without the interference of knowledge. 130 Perceiving with the senses without interference of knowledge or beUefs. 14 Observing- Looking with senses without the interference of knowledge. 15. Order- Ability to fianction clearly, seeing wholly, without any distortion without conflict or enforced discipline. 16 Religious mind- An enquiring mind that can think sanely, critically, wisely, holistically with love and compassion. 17 Scientific mind- Mind with logical and analytical skills with the quality of openness. 18 Self- knowledge- Knowing factually the content of one's thought and mind. Awareness of the truth including one's motives, knowledge acquired from one's own perception of what is true and what is false, not from books or others. 19 Sensitivity- Intensity of natural response and perception of beauty. 20 Truth: Is neither an idea and nor the known. It comes into existence when consciousness perceives the factual without any distortion. POPULATION AND SAMPLE For the present study, population refers to three residential schools and one school with a mixed group of resident and day scholars. The sample consisted of teachers who teach at the Krishnamurti Schools in India, for a minimum of 2 years. ASSESSMENT TOOLS (TOOLS USED FOR THE PRESENT STUDY) 1. Self constructed Questionnaire was prepared for the teachers of Krishnamurti schools. 2. I conducted Naturalistic observation in the schools by being unobtrusive, and watched the teachers and students, in terms of their behaviour and their interaction with each other. 131 3. Interview schedules were planned and carried out. 4 Information was collected form the Journal of the. Krishnamurti School On getting the data , appropriate statistical techniques were applied for data analysis. Assessment Tool 1—Questionnaire Preparation of Questionnaire For the present study, the rating scale to measure teacher's method to implement Krishnamurti's philosophy of Education in school was prepared by me with the help of my guide. The items in the Questionnaire were based on my own experience, the experiences of my colleagues and literature available in Krishnamurti's vision of Education. The rating scale was called the Measures of Krishnamurti's Educational programe ( M-KEP)- Teachers. The Questionnaire was prepared to understand adequately the method and attitude of teachers based on Krishnamurti's educational principles. Hypotheses were formulated on the basis of 2 aspects of educational vision of Krishnamurti.- 1) Methods used by the teachers to implement the fundamental principles of Krishnamurti's vision of education. This includes Intellectual, emotional and physical development, Sensitivity, Freedom from fear and Independent thinking, Religious mind, and Order. 2) Attitude of teachers, indirectly instrumental into the development of the students. Principle 1: Intellectual, Emotional, and Physical development. Intellectual Hypothesis 1 Students are helped to have an insight into the importance and hindrance of knowledge. 132 Hypothesis 2 Students are helped to develop right reading habits. Hypothesis 3 Students are helped to debate and discuss. Hypothesis 4 Students are encouraged to ask questions outside the curriculum Emotional development Hypothesis 5 Students are helped to awaken to constructive and destructive nature of emotions. Hypothesis 6 Students are helped to understand 'competitive' spirit in the right perspective. Physical development Hypothesis 7 Students are encouraged to exercise, play, and awaken to the significance of physical fitness. Principle 2 : Sensitivity. Hypothesis 8 Students are sensitized towards nature and the facts of life. Principle 3: Freedom (from Fear and Conditioning) and Independent thinking. Hypothesis 9 Students are helped to awaken to their own conditioning. 133 Hypothesis 10 Students are helped to be free of all that is destructive. Hypothesis 11 Students are helped to make choices independently. Hypothesis 12 Students are encouraged to think independently. Principle 4: Religious Mind. Hypothesis 13 Students are helped to be critical of society, their culture, their religion, their family, as well as their own actions. Hypothesis 14 Students are encouraged to probe, to question and to develop exploratory attitude. Hypothesis 15 Students are helped to inculcate a learning mind. Hypothesis 16 Students are helped to get out of their own confusion. Principle 5: Order Hypothesis 17 Students are helped to think clearly and vividly without distortion. Hypothesis 18 134 Students are helped to look at themselves critically. Teachers' Attitude Hypothesis 19 Teachers use different teaching techniques. Hypothesis 20 Teachers do not instill any ideals upon the students. Hypothesis 21 Teacher does not ridicule the student even if he asks a stupid question. Hypothesis 22 Teachers care for the students. Hypothesis 23 Teachers influence the students with their personal opinion. Hypothesis 24 Teachers do not mind if challenged by the students. Hypothesis 25
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