Live not by intellect alone; for that way leads to perversion, the mechanization of life.

The third volume of the Journal goes out to readers a few months earlier this time.

The spirit of nationalism was hovering in the Indian air when J. Krishnamurti was born in 1895.

One of the persistent and nagging concerns of the Krishnamurti schools seems to be that of 'locating the place of academics in the total vision of education'.

This a reflection on the attempt we are making at Brockwood to put into practice the educational intentions of Krishnamurti.

Sreedhar (S): Rajesh, for over two decades, you have been associated with the schools Krishnamurti founded in India.

A few years ago I attended some major teacher conferences and came away with a deep sense of unease.

Having been a professional in the manufacturing industry for some years, I have observed that a professional is liked by those who have gone beyond the profession and developed a deeper relationship with all around.

There is a Sufi story told of how a poor farmer had journeyed to Delhi to beg for some financial help from the great Sufi Saint Hazrat Nizamuddin Aulia.

At Centre For Learning, we have an open library. Open, available, accessible, friendly and welcoming to the users.

As a teacher who has spent over ten years teaching senior school students in those tumultuous years when they are growing up, facing the pressures of a performance-dominated society, I have time and again returned to the question of the place of the larger vision of education - of this whole concern with the art of living correctly - in my class.

Geography began with the realization that there was another side to the mountain and other people across the sea.

The following three pieces have been received in response to David Moody's article: 'The Insight Curriculum', which appearedin Volume 2 of the journa1, July 1998.

I would like to begin by thanking David Moody for writing his interesting article, thus giving me an opportunity to note down some of my thoughts on the nature of insight.

The greatest challenge facing a science teacher (I have been one for more than a decade now) is this whole matter of the student's intuition.

Working with children on a project has been a most rewarding experience.

It seems that more and more governments today, democratic ones at least, are claiming to have education at the top of their priority lists.

Krishnamurti has often spoken about all our schools being one.

The question asked most often by visitors to the Centre For Learning is, '...but how do your children manage in the Real World outside, when they leave this school?' There was a time when this question would perplex me - isn't CFL in the real world just as everything else?! But over the last few years, I have begun to think more about this issue, and I can see that there is a need to answer such a question in depth and with seriousness.

The author has known Eklavya for many years through his parents and teachers, and through Eklavya's children's magazine 'Chakmak'.

To meet the challenge of the twenty-first century we need to buildeducation on the foundation of eco-literacy.

In December 1998, Navadanya and Rishi Valley School jointly organized a workshop on bio-diversity and conservation issues.

Human beings and the natural world are on a collision course.

Is history only a study of what happened' and when, and what happened next?

Resurgence is a magazine published every two months from Cornwall, U.K.