Issue 19: January 2015
From the Editorial:
‘Unconditioning’ the Minds of the Educator and the Student
‘So, our problem is not so much the child, the boy or the girl, but the teacher, the educator, who needs educating much more than the pupil. And to educate the educator is far more difficult than to educate the child, because the educator is already set, fixed. He merely functions in a routine, because he is really not concerned with the thought process, with the cultivation of intelligence.’ — Krishnamurti.
Here in this brief statement is a leitmotif which runs through all of Krishnamurti’s teachings on education and is a constant concern for teachers in the Krishnamurti schools. This concern about the thought process and the cultivation of the intelligence, particularly of the educator, is a theme which runs through almost all the articles in this issue of the Journal. The challenge Krishnamurti poses to the teachers is: ‘Can the adult teachers who have, through their life experiences, become set and fixed in habits of thought and feeling, and in images about the world and about themselves, undo these fixations and become open to reality and to people, especially to the children in their care? Can they ‘uncondition’ themselves into being open, and cultivate flexibility in meeting situations in life as a whole, and in the process educate children in the art of meeting life?’