Just listen to what I am saying because I have got something more to say. Right?

We live our lives (“of quiet desperation”, as Thoreau put it) in the light of opposites – body and soul, violence and non-violence, truth and falsehood, sacred and profane, this world and the next, and so on.

After a decade of involvement in nature education with individuals and groups from widely differing socio-cultural milieus, we have noticed that a profound alienation from the natural and the wild has taken place, in all human societies, for various reasons and to varying degrees.

The question is sometimes raised, why the Krishnamurti schools do not have greater purchase in the educational community and, with the exception of the schools of the Rural Education Programme at Rishi Valley, do not have wider applicability.

For some years now I have been interested in the potential of physical education (PE) to support inquiry and learning.

Castellari’s reflections touch upon many of the ideas I myself have been working on.

As teachers in Krishnamurti Schools, we are concerned with enabling self-discovery and awareness.

In our ongoing engagement with the daily business of teaching and more generally with education, we come up against the question–what are we doing with our children?

Background of NachiketNachiket is one of the many educational centers of the Krishnamurti Foundation.

In this article I will focus on teaching history in a way that is inspired by the Teachings of Krishnamurti.

To discover anything you must look; and to look, your look must be silent.

Class Six was a challenge to all of us who were teaching them: twenty-seven 10-year olds, all extremely energetic and scattered.

Krishnamurti, the quintessential teacher, offered deep insights and perspectives on the human condition and underlined the urgency of approaching the many problems of life with a new, awakened mind.

Teachers are busy people. Their work demands intense engagement with students, other adults, their subject, ways of communicating it, and much else.

Teachers of a school are colleagues in a special sense of the word.

At the time, Andy was on a collision course with staff and in danger of being asked to leave Brockwood.

The Post School Programme, located at the Bangalore Education Centre of KFI, is an attempt to extend these concerns of the Krishnamurti Schools to high school graduates and other young adults.

Two things that are very important in the Krishnamurti movement are the ‘Sacred’ and the ‘Teachings’ (how to get to the sacred).

Prologue The average teacher or for that matter researcher of mathematics rarely bothers herself with the philosophy or epistemology of mathematics.

This book is a significant contribution to the growing literature on education, particularly school education, and it is written by an Assistant Professor at the Centre for the Study of Social Systems, Jawaharlal Nehru University, New Delhi.

Magical Parent, Magical Child, plays with many ways of getting its message across.