Welcome back, dear reader, to a long-awaited issue of the Journal of Krishnamurti Schools. After the COVID interregnum followed by our special issue, No. 25, we are returning to our customary collection of contributions by teachers and educators from the global family of Krishnamurti schools. The joy of meeting their students face-to-face once again seems to have triggered the creative side of several teachers who answered our call for contributions to the journal. We are happy to present you Journal No. 26.
This issue starts with two pieces sent by educators who talk about the beginnings of Krishnamurti schools that were set up in Ojai, California in the 1970s and, three decades later, a fully residential one near Chennai. Gianni Garubo talks of the days before Oak Grove School was established, when Krishnamurti spoke to prospective teachers and parents on the intention of setting up a school. Krishnamurti wanted such a school to engage in the "whole movement of inquiry into knowledge, into oneself, into the possibility of something beyond knowledge, (that) brings about naturally a psychological revolution…". Gautama elaborates on how Krishnamurti's vision is meaningfully engaged and constantly played out in Pathashaala in the daily life of the children and adults. In particular, he speaks about the contextual challenges and opportunities encountered in the early years of this new school and the responses that have shaped the school's ethos.
In the next cluster of articles, teachers speak of the ways in which they engage students in the teaching and learning of their respective subjects. Parikshit Sharma tries to show why he likes his history classroom to be not "a dead space, but rather, an active and alive one", and how he and his students go about creating such a space. In a similar vein, Indus Chadha and Mallika Asirvatham look at and experience the teaching of poetry and fiction in their literature classes. Indus narrates how from being an alumnus of the Valley School to getting to teach there (with her experiences in a Teachers College abroad thrown in) she has really been engaged in reconciling philosophy, pedagogy, and practice. Mallika gives a fascinating account of her experiences with senior students in the teaching of one novel. Students bring their own understanding of the different facets of each major character, thus facilitating rich and meaningful discussions in class. Every class becomes an experience in showing that it is "not only the novel that was the teacher, but every one of my students in the Elective English classes".
Later in the issue, Meena G shows how, in the teaching of a subject like economics that seems far removed from what Krishnamurti was talking about, critical thinking skills could help bring the issues closer. It would be possible to deal with real world problems on how the individual and society could mobilise the resources available with wisdom.
In an absorbing conversation with his colleagues at the Centre For Learning, Rhythm Parikh attempts to unravel what may be meant by 'child-centred learning'. Among many questions that they together explore is: What does it mean to be at the 'centre' in an interdependent and intricately connected world full of other living beings? Lionel Claris looks at the phrases 'alternative education' and 'holistic education', and shows us how the attempt to conflate them with Krishnamurti's vision of education is flawed. He explores Krishnamurti's educational vision and considers that 'its essence lies in its concern with an inner revolution, therefore they go far beyond the boundaries of 'holistic' education which, after all, does not even consider self-knowledge as an essential part of holistic education.'
Nina Mecagni explores the role of imagination in the learning process. She says, "Awareness of the role thought and imagination play in shaping our sense of reality can be a necessary discomfort." However, this exercise needs to go beyond restraining the imaginative faculty to quickly arrive at the 'known', which is what the brain is accustomed to doing, and come upon a more generative role for imagination. Vaishnavi Narayanan, in the first part of a long article, speaks of the myriad ways in which the teacher's presence could be an enabling factor in the life of the child. She emphasises the need for active engagement in dialogue, as well as providing the child the time and space for self-reflection.
In a moving piece, Rajani Jooju waxes lyrical over her continuing journey with a visually impaired child, a young student of hers. 'A walk in the woods' (in fact several) with this sensitive child (and other children) seems to have made 'all the difference' to them, individually and together. Sangeetha M shows how 'multiple possibilities of engaging with the classroom space', where order and disorder alternate, happens among children of Class I.
With an unsentimental eye, Jenner J Prince shows how 'deception' among animals and insects seems to help them in their struggle for survival. While this biological trait is shared by humans, where it overflows into the realm of human social behaviour however, the situation is ambivalent. In the short run dishonesty and selfishness may help, but honesty breeds trust, from which co-operation flows, which are together central to an educational environment. Prashant Narasimhan has an interesting take on performances at school. He shows how an inherent tendency in us, fuelled to feverish proportions by the playing up of every triviality in our engagement with social media, results in the 'performance' taking over the 'process'. 'What is decidedly critical though is to find a sense of purpose and meaning in the attempt'.
Sanjay Mathur shows how a field trip from Varanasi to far away rural Rajasthan became an experience in 'Unseen Learnings' for the teachers and students who undertook this journey. Bhaveen Sawlani and Sumitra M Gautama describe in fascinating detail the longitudinal survey undertaken by the students of Pathashaala located in rural Tamil Nadu. Beginning with the question 'How do we understand our connection with our neighbourhood?', this project took on a different colour during the recent pandemic.
Manisha Koppala brings alive the world of a young teacher in her relationship with students who would be nearer to her in age than most of her teacher colleagues. In a light-hearted but thoughtful piece, she talks about her conversations with senior students who ask her personal questions but also seek her presence as a 'listener' rather than a problem solver. She sees these occasions as exercises in self-knowledge.
In the final article V Arun asks, 'How do we engage with each student, with care and the intention of bringing about a sense of well-being?'. Also, he explores the need to help students have autonomy, so that there is no element of dependency in them.
The issue ends with a book review. Welcome to the world of vibrant classrooms brought alive by thoughtful teachers.