Speaking of God
In every human being there is the quest for the unknown, and in every consciousness, whether young or old, whether traditional or modern, there is a notion of God.
An Approach to Teaching Religion
In the 1950s and ’60s, the secular, objective, ‘scientific’ study of religion broke away from the traditional discipline of religion (i.e., apologetics for a particular dominant religion).
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Global Violence and Individual Responsibility
The spectacular events of terrorism that took place in the United States a few months ago have focussed the attention of the whole world on the issue of global violence.
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The Unbearable Ennui of being Sherlock Holmes: A Meditation in Three Movements
Sherlock Holmes, as is well known, was a person who was subject to violent fluctuations of mood.
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On Nurturing a Non-verbal Movement of the Mind
In educating children, apart from developing their physical, intellectual and aesthetic capacities, are we not concerned with a non-verbal movement of the mind, with a heightened quality of attention, of observation and listening?
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Towards a Consciousness Curriculum
Consciousness is the primary datum of existence, of human existence, and perhaps of all existence.
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The Power of Truth
I wonder what the future holds for us in the Krishnamurti schools.
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The Subject of History
How I teach history—daily, in my high school classroom—is a complex affair.
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Krishnamurti and the Modern Mind
Of the great Indian religious philosophers born in the nineteenth century, Krishnamurti was the youngest as well as the most radical.
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The Arts of Listening, Looking and Learning
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.
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The Language of Nature
To meet the challenge of the twenty-first century we need to buildeducation on the foundation of eco-literacy.
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As the Mystery Unfolds
Working with children on a project has been a most rewarding experience.
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Science and Insight
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.
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Reflections on the Nature of Insight
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.
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Demystifying Insight
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.
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The Middle Ground
This a reflection on the attempt we are making at Brockwood to put into practice the educational intentions of Krishnamurti.
Concept and Awareness: Two Approaches to Truth
One of the persistent and nagging concerns of the Krishnamurti schools seems to be that of ‘locating the place of academics in the total vision of education’ .
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Learning Through Dialogue
Krishnamurti has emphasised the need for students and teachers to learn about themselves while they are teaching and learning about the world around them, through the planned curriculum and activities of the school.
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The Insight Curriculum
What is the relationship, if any, between the teachings of Krishnamurti, and the findings of contemporary research in educational psychology?
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Knowing and Being – The Two Aspects of Education
‘We teach what we know, but educate what we are’
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This Question of Consciousness
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.
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Aldous Huxley and Krishnamurti
The attempt to understand Krishnamurti takes us far and wide in the realm of 20th Century thought.
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Ecological Perception
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.
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Observation, Leisure and Learning
During our annual curriculum meetings in April ’96, two crucial questions were raised.
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A True Art of Learning: Dialogue in Education
The history of intellectual and religious inquiry is replete with great minds and great schools.
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On Relationship
What is right relationship between a teacher and student, or between a teacher and a colleague?
Skotmos in School
We recognize the growing complexity of the challenges facing schools today and we seek answers in educational reform and innovation.
Krishnamurti and the Scientific Mind
In teaching science, it is more important to help students to under-stand the scientific approach to life and develop a scientific temper than it is to impart scientific knowledge or train them in specific scientific techniques.
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The Three Great Arts of Education
Krishnamurti pointed out that there are three great arts in education.
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