UNDERSTANDING OURSELVES KRISHNAMURTI FOUNDATION TRUST, BROCKWOOD PARK, BRAMDEAN, HAMPSHIRE SO24 OLQ, ENGLAND, 1999, £ 9 – 14 US $.
Introducing Books by Krishnamurti on life and learning Read Post »
The story is told about a kind-hearted amateur who raised butterflies as a hobby.
The Greening of the Mindscape Read Post »
A school, like any other institution, is a complex amalgam of intentions, processes, practices and of course, people.
Learning in Mixed Age Groups: How We Made the Transition Read Post »
‘You are supposed to be teachers and you don’t send your children to school?!’ The local community was aghast.
Innovations in Education: Vidyodaya – an attempt to walk a different path Read Post »
There are many issues related to the problems of growing up that we face in school.
Issues in growing up – The need for sex education in schools Read Post »
One of the features of schools is that teachers are expected to do what they are allocated.
Creating an Atmosphere in School: For ‘teachers-who-are-learners’ Read Post »
The Annual Teachers’ Conference held at The Valley School, Bangalore between 15 and 17 Oct, 1999, was an occasion for the coming together of teachers from the various KFI centres.
Questioning Ourselves: Reflections on a Teachers’ Gathering Read Post »
The buildings were the same. So were some of the faces.
Baptism of a Boy Miss! Read Post »
Find your place on earth, dig in, and take your responsibilities from there.
Biologists have identified India as one of the top twelve megadiversity countries of the world.
Studies of Biodiversity on Campus Read Post »
All across Scandinavia small children are running wild! From Lapland to Jutland, you will see flocks of youngsters chasing through meadows and woodland, with mud-spattered faces and small rucksacks on their backs.
Every year around 2000 people walk up the three kilometres of dirt road, in rain and sun, to visit the gardens at the Gurukula Botanical Sanctuary.
A School in the Forest Read Post »
The current climate in so-called mainstream education, both private and government controlled, indicates that it has reached a kind of impasse.
On Ethics in Education Read Post »
How I teach history—daily, in my high school classroom—is a complex affair.
The Subject of History Read Post »
Of the great Indian religious philosophers born in the nineteenth century, Krishnamurti was the youngest as well as the most radical.
Krishnamurti and the Modern Mind Read Post »
The question posed before me as an architect is, “Can architectural space influence the learning process in a positive way?” or, “Can architectural space contribute to the personal growth of a child with joy, freedom, compassion and awareness?” From my experience in designing and studying a number of educational institutions from primary schools to postgraduate research institutions, and from various postoccupational surveys, my answer to the above questions is a resounding “Yes!”
A Space for Learning: An Architect’s Vision Read Post »
Excerpts from a talk at the National Conference of the National Center for Montessori Education, San Diego, California, March, 1999As a teacher, educator, and speaker, Krishnamurti had a strong prepossession to awaken in people the ability to learn, and live full, intelligent lives.
The Arts of Listening, Looking and Learning Read Post »
The ground around is covered with dry leaves, and above, the birds twitter and hop among the bare branches.
Since education is the responsibility of the parents as well as of the teachers, we must learn the art of working together, and this is possible only when each one of us perceives what is true.
Art of working together Read Post »
Resurgence is a magazine published every two months from Cornwall, U.K.
Review of “Resurgence”, Edited by Satish Kumar Read Post »
Is history only a study of what happened’ and when, and what happened next?
Human beings and the natural world are on a collision course.
World Scientists’ Warning to Humanity (Courtesy: Union of Concerned Scientists, MA, USA) Read Post »
(Based on deliberations at a Workshop on Bio-diversity)
For an Earth-Centred Curriculum (Based on deliberations at a Workshop on Bio-diversity) Read Post »
To meet the challenge of the twenty-first century we need to buildeducation on the foundation of eco-literacy.
The Language of Nature Read Post »
The author has known Eklavya for many years through his parents and teachers, and through Eklavya’s children’s magazine ‘Chakmak’.
Innovations in Education – EKLAVYA: A Report Read Post »
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 Post-School Programme Read Post »
Krishnamurti has often spoken about all our schools being one.
Learning to be a Teacher: Impressions of the Teachers’ Conference – 1998 Read Post »
It seems that more and more governments today, democratic ones at least, are claiming to have education at the top of their priority lists.
On Redefining Education Read Post »
Working with children on a project has been a most rewarding experience.
As the Mystery Unfolds Read Post »
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.
Science and Insight Read Post »
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.
Reflections on the Nature of Insight Read Post »
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.
Demystifying Insight Read Post »
