Issue 10 - July 2006
- Written by J. Krishnamurti
Question: What is the significance of history in the education of the young?
- Written by Dr. C. Seshadri
Scholarly research into the philosophy of education abounds with accounts of contributions of several educational and social leaders to the understanding and practice of education.
- Written by Mary Cadogan
I have been asked to contribute to the Journal which is now marking the first decade of its existence, and I am happy to do so because of my involvement in the work of the Foundations, which, of course, can be seen at so many levels as part of the world of education.
- Written by Siddharth Menon
There is a parable of a passer by who encountered three workmen cutting stones on a vast building site.
- Written by Ray McCoy
It is a great privilege to be involved in editing Krishnamurti's works.
- Written by Devdas Menon
Pre-conventional, Conventional and Trans-personal Stages of Development Recent psychological studies in human development suggest an interesting three-stage model of development: pre-conventional, conventional and trans-personal (or post-conventional).
- Written by Kartik Kalyanram
As a teacher, house parent and a parent, not necessarily in that order, I have often wondered at the seemingly irreconcilable differences between an energetic, impulsive, complaining, 'immature', angst ridden adolescent and the staid, 'mature', orderly adult.
- Written by Stephen Smith and Alok Mathur
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.