What happened to all the children? I did not find anyone on my way here,’ enquired my guest, who was visiting Rishi Valley after a gap of several years.
Decline of Outdoor Activities Among Children: Why Should it Concern Us? Read Post »
From ancient times to the present, seekers of truth have felt the call to dwell in mountain silences, to live in the hush and shadows of the forests or even to go to the deserts where nature is shorn of all excess, to get away from the throng and maddening crowd, and discover an invincible peace.
In my childhood, nature had an amorphous, seraphic form.
Close Encounters of a Natural Kind: Nature-based Curriculum from Intent to Action Read Post »
Do animals feel fear? On the face of it, this seems to be an absurd question, for of course, animals do feel fear.
Anxiety, Openness and Freedom Read Post »
As it is the United Nations’ Year of Biodiversity, it seems an appropriate time to stand back and take stock of the way we teach environmental education in Krishnamurti Schools.
Environmental Education in Our Schools Read Post »
‘Is man a part of nature, or apart from nature?’ It seems paradoxical to ask such a question.
Can One Learn the Art of Living from Nature? Read Post »
Deep Ecology, a current philosophical movement initiated by the Norwegian philosopher Arne Naess in 1972, is shaping the environmental debate by asking fundamental questions about who we are and what human progress means rather than searching merely for technological fixes.
Krishnamurti and Deep Ecology Read Post »
Exulting in an unexpected shower in the summer, running off to float paper boats in puddles after the rains, looking for delicious berries at a particular time of the year, watching little insects, picking wild flowers to make bouquets, finding shining smooth pebbles or shells, feeling the soft sand and the rushing water on the beach, climbing a giant tree, running up and down a hillside—the list can go on.
Walks: To Nurture the Natural Read Post »
This article is based on my experience of teaching Environmental Education for Classes 9 and 10 for the past ten years.
An Approach to Environmental Education: Lessons from Krishnamurti Read Post »
Education and dialogue have gone together from the beginning.
Knowledge and Dialogue in Education Read Post »
Have you ever taken a walk down a long winding road along the banks of a river, amidst strewn pebbles, clusters of wild grass, acorns and scattered chestnuts?
On Mathematics, Nature, and the Nature of Learning Read Post »
…seeing all these outward things without condemnation, without choice, you can ride on the tide of inner awareness.
Philosophy, perhaps more than any other academic discipline, is thought to deal with intellectual things, or ‘ideas’.
A Philosophical Look at Modern Culture Read Post »
Long before a child sees that the world is made up of books and classrooms he is aware that he can do the most amazing things with his hands and feet.
A Feeling for Beauty: Dance in Education Read Post »
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.
Alienation from the Wild Read Post »
“Look, a hare is jumping out of that bush!” “Let’s sit and quietly watch the snake coming out of its hole.” “Please help me get off this rock, aunty! I can’t find the grips!” “Hey, there’s a bird fallen on the ground.
On the Nature of a Walk Read Post »
A tree derives its strength from its roots, striking deep into the earth, giving it stability and sustenance.
Sridhar (S): Rajesh, many people feel that Krishnamurti’s teaching is abstract and impractical for today’s world and especially so in the organizational context of a school.
A Journey into Education: An interview Read Post »
In this article I would like to explore the possible ways in which the potentialinherent in geography as a subject can be unfolded, for the teacher and the student.
Relating with the Earth: An Exploration of the Possibilities in Teaching Geography Read Post »
I start with Krishnamurti’s statement: …reality cannot come into being…without self-knowledge, self-knowledge which is discovered from moment to moment in the mirror of relationship, so that all illusion is stripped away, so that the ego does not build fantasies, escapes.
The Frog Prince: Embracing the Negative in Our Selves Read Post »
There was a slight movement on the branch above us, well over fifty feet high.
Learning through Birds 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 »
In the days before scientific thinking took hold in the West the earth was seen as a vast living being worthy of deep respect and reverence.
Ecological Perception Read Post »
In this paper we explore the possibility of doing away with the current practice of animal dissection in schools, which as per the current norms is an integral part of the Biology curriculum for most examination boards.
Dissection Experiments at School Read Post »
