One of the last things Krishnamurti said was, “Keep the teachings clean and look after the land,” a statement as remarkable for what it leaves out as it is for the two things he mentions expressly. No mention, for instance, of education or of that broad field he cultivated so carefully, and of whi…
Dharma and Svadharma in the Teachings of J Krishnamurti Read Post »
We are familiar with dialogue in film scripts and novels where it means, simply, a conversational exchange—one person speaks, the other responds. It began, probably, with the dawn of language itself. Only later, with the ancient Hindus and the Greeks, did it acquire the sense of a discourse pursued with the clear intention of arriving at truth.
Kite-Flying for Beginners: Dialogue in our schools and centres 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.
Attention and the Traffic of Thought 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.
Education and Enquiry Read Post »
We are probably all familiar with Krishnamurti’s statement, ‘The first step is the last step’, but what preoccupies teachers on a daily basisis how they will approach a particular student; how they will make theirteaching ‘not boring’; and whether they have the tools for the job, both interms of knowledge and psychological readiness.
Prefatory NoteSince the publication in July 2 2006 of the Journal of Krishnamurti Schools ‘dedicated to the teacher’, there has been an increasing, if varied, response to the necessary task of educating the educator.
The School of Life Read Post »
We are apt to feel, in the cut and press of daily life and in the fulfilment of our responsibilities to the school and to its students, that our lives are caught up in minutiae: ongoing lesson preparation, correction of papers, assessment, examinations, meetings and administrative decisions.
It is the Educator who Needs Educating Read Post »
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.
What Makes a Teacher Read Post »
Because our minds are crowded, we crowd our lives — with busy schedules, multiple activities, plans and projects for a better life.
Being Nothing, Doing Nothing: Cultivating the ‘Other Part’ of the Brain Read Post »
Consciousness is the primary datum of existence, of human existence, and perhaps of all existence.
Towards a Consciousness Curriculum Read Post »
It is strange, indeed, that even in the context, of the Krishnamurti schools, we hesitate to talk about (much less probe into), the very central question of consciousness.
This Question of Consciousness Read Post »
