Jiddu Krishnamurti
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Constructivism and Education; Prospects
qunrti.rly rcL ie\v ot cornpar,ltive education OPEN FILE CONSTRUCTIVISM AND EDUCATION GUEST EDITOR: JEAN-JACQUES DUCRET INTE.RNATIONAL BUREAU OF EDUCATION / I - 1 I 1 INTERNATIONAL BUREAU OF EDUCATION PROSPECTS quarterly review of comparative education This journal is available in the following languages: ARABIC i&la& ~J.i,.J\ Q.u ‘y&h &A ISSN: 0254-l 19-X CHINESE ENGLISH PROSPECTS quarterly review of comparative education ISSN: 0033-1538 FRENCH PERSPECTIVES revue trimestrielle d’education comparte ISSN: 0304-3045 RUSSIAN nepcneKlHBbl exeKsspTsnbnufilwypnmcpaanmnbnblx “CcJlo&awnii I)06Mclw o6pmosanwn ISSN: 0207-8953 SPANISH PERSPECTIVAS revista trimestral de education comparada ISSN: 0304-3053 The annual subscription rates for Prospects are printed on the order form at the end of this issue. Subscription requests for the different language editions can be? l either sent to the national distributor of UNESCO publications in your country (see list at the end of this issue); l or sent to Subscription Service, Jean De Lannoy, Avenue du Roi 202, 1190 Brussels, Belgium (see order form at the end of this issue). ISSUE NUMBER ONE HUNDRED AND EIGHTEEN PROSPECTS quarterly review of comparative education Vol. XxX1, no. 2, June 2001 EDITORIAL Social changes and challenges to education in the twenty-first century Cecilia Braslavsky 129 VIEWPOINTS/CONTROVERSIES Globalization, education and the technological revolution Jose’Joaquin Brunner 131 OPEN FILE: CONSTRUCTIVISM AND EDUCATION Constructivism: uses and prospects in education Jean-Jacques Ducret -
KFA Bulletin #91
KFA Bulletin #91 2017 The Mirror of Relationship This annual Bulletin is offered to a small group of supporters and typically includes previously unpublished material by Krishnamurti. In our archives we have a great deal of unpublished content, including audio recordings, which require some work to transcribe and verify. There are some compelling materials in the vault that will one day be put into book form. Dear Friends, Every year we select a theme to focus on in order to align various programs at the Krishnamurti Center in Ojai and inquiry activities at the Oak Grove School. This year we’ve chosen the theme The Mirror of Relationship. In this hitherto unpublished talk that took place in Saanen in 1979, Krishnamurti talks about “thinking together”. He points towards our inability to think together and implies at the same time that the acute realization of this inability brings about “thinking together.” He spells out that thinking together means to meet at the same point, at the same level, with the same intensity. Responding to a question from the audience, he states that you cannot try this, that trying is another trick of the mind to avoid. To consider “doing without trying” is a huge challenge for our brains which habitually base action on a progression of gradual improvement. Our brains are caught in time. Krishnamurti connects the ability to think together directly with the need to bring about a good society in which we can live happily, without fear, without terror, without all the horrible things that are going on in the world. -
Krishnamurthi on Education and the Educated Person
KRISHNAMURTHI ON EDUCATION AND THE EDUCATED PERSON Leela Kobbekaduwa In this paper I propose to elucidate some aspects of Krishnamurtis notion of 'education' and the 'educated person'. Jiddu Krishnamurti (1895 - 1986), as is well known, is an eminent spiritual and humanist philosopher. His key concepts in education are presented in his writings with the informality of spontaneous talks and dialogues - of which his books are mostly, in fact, transcripts. For almost fifty years he travelled widely delivering talks to, and engaging in discussions with, mixed audiences of different cultural orientations, and varying intellectual capacities, without any distinction of race, class or creed. Krishnamurti does not expound a definite philosophy, nor does he preach any doctrine. He speaks of a variety of topics concerning the human condition. His talks are directed at establishing a communion with his listeners. Thus it would he correct to assert that what he would say in a particular talk is somewhat a joint product of the speaker and the audience. Consequently, it is difficult to find a systematic exposition of a specific theme in his talks. Undoubtedly, this presents a formidable task to anyone engaged in the understanding and the intellectual clarification of his ideas. What we may therefore best do to understand what he stood for is to examine, even if briefly some of his most salient ideas on the matter of Education. 1. Education as Freedom from Conditioninl: Krishnamurti considers freedom from conditioning as fundamental to education. In my view the following statement summarizes Krishnamurti's notion of education and the related notion of the educated person. -
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. -
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. -
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 . -
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. -
Observer Issue 43, Spring/Summer 2014
The Newsletter of The Brockwood Brockwood Park School founded by J. Krishnamurti observer www.brockwood.org.uk Issue 43, Spring/Summer 2014 ON SITTING QUIETLY Sarah Lewis, Mature Student ‘I would go to a morning meeting because I wanted to sit quietly for a few minutes, or half an hour, not only to look and listen to what other people were saying or what was being read, but also to look at myself. I want to see what kind of animal I am, what kind of person I am, why I do this and why I do that, why I think this, why I want that—I want to know myself’. J. Krishnamurti from The Beginnings of Learning nthused by today’s role as an investigative journalist, I me back to an understanding of what the Brockwood E swept into Morning Meeting intent on finding out community has seen since its founding—the true meaning what it means to sit quietly. I counted the people in the of sitting quietly can only be discovered by oneself. room, noted their names and whether their eyes were At Brockwood Park School, the ten-minute Morning open or closed. Afterwards, I thought about this article, Meeting starting the day is optional, but the school-wide and interrogated the others about their quiet sittings. Some Morning Assembly always ends with five minutes or more were verbose, others less vocal. Some were not willing to of silence. This takes place in the context of an increasingly comment at all, and I was dismayed by their silence. -
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.