J. Krishnamurti (1895-1986) is regarded by many as the most significant voice of our times and as one who has had a most profound impact on human consciousness. Dedicating his life entirely to sharing his insights on the human condition, he travelled constantly around the world, giving talks to thousands of listeners, writing, holding discussions with the brightest minds of the century, or just sitting silently with those who sought his compassionate and healing presence.
Sage, philosopher and thinker, Krishnamurti illumined the lives of millions the world over—intellectuals and laymen, young and old. It has been estimated that he talked to more people than any other person in recorded history. His material legacy, consisting chiefly of recordings of his talks and dialogues, is vast.
And yet Krishnamurti had no ‘philosophy’ to expound; rather, he confronted boldly the problems of contemporary society and analysed with scientific precision the workings of the human mind.
How would you, if you had a son here or a daughter, you want to educate them, or bring about a holistic life? You’ve got so many students here, capable, intelligent—at least some of them—and would you bring about, through what means, through what kind of attitude, what kind of verbal explanation, would you go […]
EDUCATING TO BE WHOLE Read Post »
Have you not noticed that if you sit quietly on the banks of the river you hear its song—the lapping of the water, the sound of the current going by? There is always a sense of movement, an extraordinary movement towards the wider and the deeper. But in the little pool there is no movement at all, its water is stagnant. And if you observe you will see that this is what most of us want: little stagnant pools of existence away from life.
LIFE IS LIKE A RIVER Read Post »
In our search for knowledge, in our acquisitive desires, we are losing love, we are blunting the feeling for beauty, the sensitivity to cruelty; we are becoming more and more specialized and less and less integrated. Wisdom cannot be replaced by knowledge, and no amount of explanation, no accumulation of facts, will free man from suffering. Knowledge is necessary, science has its place; but if the mind and heart are suffocated by knowledge, and if the cause of suffering is explained away, life becomes vain
and meaningless….
Knowledge is not Wisdom Read Post »
W e are concerned with the whole existence of man and whether a human being can ever be free from his travail, his efforts, his anxieties, violence and brutality, and whether there is an end to sorrow. Why have human beings, throughout the ages, sustained and put up with suffering? Can there be a…
If one listens…without effort, with clarity, then I think that very listening is the vehicle of action.
You do not have to do anything about it – the very act of listening is action. It is like seeing something, it is like looking at a flower. We never actually look at a flower, because we look …
Listening, Looking, Learning Read Post »
W hen asked in 1974 by his biographer, Mary
Lutyens, to define his teachings Krishnamurti wrote the following:
The core of Krishnamurti’s teaching is contained in the statement he made in 1929 when he said Truth is a pathless land.
Man cannot come to it through any organization, through any creed…
The Core of the Teachings Read Post »
W hen you look around you, not so much in the human world as in nature, in the heavens, you see an extraordinary sense of order, balance, and harmony. Every tree and flower has its own order, its own beauty; every hilltop and every valley has a sense of its own rhythm and stability. Though man tr…
You must have a clear mind, a free untethered mind; this is essential, you cannot have a clear, penetrating mind if there is fear of any sort. Fear clogs the mind. If the mind does not face its own self-created problems, it is not a clear, deep mind.
To face its own peculiarities, to be aware of…
Happy is the Man Who is Nothing Read Post »
What Do You Mean by Karma?
J KRISHNAMURTI
What Do You Mean by Karma? Read Post »
This is a journal on education that is brought out annually. It is an anthology of writings by educators, teachers and thinkers exploring a new vision of education in its many dimensions—philosophy, psychology, classroom experience, curriculum, nature and environment, and contemporary issues. It lays special emphasis on J Krishnamurti’s principles of education.
Learning is Discipline Read Post »
This is a journal on education that is brought out annually. It is an anthology of writings by educators, teachers and thinkers exploring a new vision of education in its many dimensions—philosophy, psychology, classroom experience, curriculum, nature and environment, and contemporary issues. It lays special emphasis on J Krishnamurti’s principles of education.
Psychological Time Read Post »
This is a journal on education that is brought out annually. It is an anthology of writings by educators, teachers and thinkers exploring a new vision of education in its many dimensions—philosophy, psychology, classroom experience, curriculum, nature and environment, and contemporary issues. It lays special emphasis on J Krishnamurti’s principles of education.
This is a journal on education that is brought out annually. It is an anthology of writings by educators, teachers and thinkers exploring a new vision of education in its many dimensions—philosophy, psychology, classroom experience, curriculum, nature and environment, and contemporary issues. It lays special emphasis on J Krishnamurti’s principles of education.
This is a journal on education that is brought out annually. It is an anthology of writings by educators, teachers and thinkers exploring a new vision of education in its many dimensions—philosophy, psychology, classroom experience, curriculum, nature and environment, and contemporary issues. It lays special emphasis on J Krishnamurti’s principles of education.
This is a journal on education that is brought out annually. It is an anthology of writings by educators, teachers and thinkers exploring a new vision of education in its many dimensions—philosophy, psychology, classroom experience, curriculum, nature and environment, and contemporary issues. It lays special emphasis on J Krishnamurti’s principles of education.
This is a journal on education that is brought out annually. It is an anthology of writings by educators, teachers and thinkers exploring a new vision of education in its many dimensions—philosophy, psychology, classroom experience, curriculum, nature and environment, and contemporary issues. It lays special emphasis on J Krishnamurti’s principles of education.
Goodness can flower only in freedom. It cannot bloom in the soil of persuasion in any form, nor under compulsion, nor is it the outcome of reward.
To continue with what we were saying in our previous letter, we were pointing out your responsibility to study, to learn and to act.
In one of the past letters we said that total responsibility is love.
Letters to Schools: Volume One – 15 December 1978 Read Post »
Question: What kind of education should my child have, in order to face this chaotic world?
In all our schools the educator and those responsible for the students, whether in the classroom, on the playing field or in their rooms, have the responsibility to see that fear in any form does not arise.
Goodness cannot flower in the field of fear Read Post »
Questioner: Could you describe how you are aware that you are inattentive?
Learning about Oneself Read Post »
We have heard people say, that without ambition, we cannot do anything.
On Ambition: A Talk to Students Read Post »
Teachers or educators are human beings. Their function is to help the student to learn not only this or that subject, but to understand the whole activity of learning; not only to gather information about various subjects, but primarily to be complete human beings.
Teachers or educators are human beings Read Post »
One of the most difficult things in life is to find a way of behaviour that is not dictated by circumstances.
Question: What is the significance of history in the education of the young?
What is the significance of history in the education of the young? Read Post »
This is a journal on education that is brought out annually. It is an anthology of writings by educators, teachers and thinkers exploring a new vision of education in its many dimensions—philosophy, psychology, classroom experience, curriculum, nature and environment, and contemporary issues. It lays special emphasis on J Krishnamurti’s principles of education.
Krishnamurti in Dialogue with Students Read Post »
I think most of us know what is happening in the world—the threat of war, the nuclear bomb, the many tensions and conflicts that have brought about new crises.
On the Long Vision Read Post »
To look at a flower or a marvellous cloud, you must have a clear, unspotted eye, an eye that has lived and seen a thousand experiences and yet is free of all experience; it is only then that you can see.
Learning is astonishingly difficult Read Post »
How can the mind know if it has found what it calls the ultimate, the immeasurable, the nameless, the most sublime?
What is meditation? Read Post »
