Issue 09 || 2005
We live our lives (“of quiet desperation”, as Thoreau put it) in the light of opposites – body and soul, violence and non-violence, truth and falsehood, sacred and profane, this world and the next, and so on. This common human predicament is naturally reflected in our role as educators–how we grapple with this division in ourselves and help children live a life that is not divided, broken up, in constant conflict. The interesting question is–what do we teach our children? Is it ‘only’ knowledge or, worse still, just information that we convey? We as teachers do take part (as midwives perhaps) in the process of making children see ‘connections’ between concept and application, fact and its significance, theory and practice; that is the pith of day-to-day schooling.
Krishnamurti in Dialogue with Students
Written by J.Krishnamurti
Just listen to what I am saying because I have got something more to say. Right?
Editorial
Written By P. Ramesh
We live our lives (“of quiet desperation”, as Thoreau put it) in the light of opposites – body and soul, violence and non-violence, truth and falsehood, sacred and profane, this world and the next, and so on.
Alienation from the Wild
Written by Suprabha Seshan
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.
What Makes a Teacher
Written By Stephen Smith
The question is sometimes raised, why the Krishnamurti schools do not have greater purchase in the educational community and, with the exception of the schools of the Rural Education Programme at Rishi Valley, do not have wider applicability.
Towards a Philosophy of Physical Education
Written by Steffi Barna and Lorenzo Castellari
For some years now I have been interested in the potential of physical education (PE) to support inquiry and learning.
Exploring the Potential of Physical Education as a Support for Learning (Part One)
Written By Steffi Barna and Lorenzo Castellari
Castellari’s reflections touch upon many of the ideas I myself have been working on.
Physical Inquiry: The Body as Means of Learning (Part Two)
Written by Steffi Barna and Lorenzo Castellari
As teachers in Krishnamurti Schools, we are concerned with enabling self-discovery and awareness.
Curriculum for an Inquiring Mind
Written By Editors
In our ongoing engagement with the daily business of teaching and more generally with education, we come up against the question–what are we doing with our children?
A Script for Self-Learning
Written by R. Saraswati
Background of Nachiket Nachiket is one of the many educational centers of the Krishnamurti Foundation.
Teaching History: Learning to Look into the Mirror
Written By Toon Zweers
In this article I will focus on teaching history in a way that is inspired by the Teachings of Krishnamurti.
Silent Looking: Exploring Perception with J. Krishnamurti
Written by John V. Christianson
To discover anything you must look; and to look, your look must be silent.
Yoga in the Classroom
Written By Roopa Devadassan
Class Six was a challenge to all of us who were teaching them: twenty-seven 10-year olds, all extremely energetic and scattered.
A New Initiative – The Centre for Teacher Learning
Written by Alok Mathur and Chandrika Mathur
Krishnamurti, the quintessential teacher, offered deep insights and perspectives on the human condition and underlined the urgency of approaching the many problems of life with a new, awakened mind.
Leaves from a Teacher’s Journal
Written By Monica Kochar
Teachers are busy people. Their work demands intense engagement with students, other adults, their subject, ways of communicating it, and much else.
Brockwood Park School: Staff Retreat
Written by Marleen Schepers
Teachers of a school are colleagues in a special sense of the word.
Krishnamurti on the Timetable
Written By Bill Taylor
At the time, Andy was on a collision course with staff and in danger of being asked to leave Brockwood.
After School, What?
Written by Students
The Post School Programme, located at the Bangalore Education Centre of KFI, is an attempt to extend these concerns of the Krishnamurti Schools to high school graduates and other young adults.
The Teachings: Pushing the Envelope
Written By Patrick Foster
Two things that are very important in the Krishnamurti movement are the ‘Sacred’ and the ‘Teachings’ (how to get to the sacred).
The Nature of Mathematics – an Unfolding Story
Written By Shashidhar Jagadeeshan
Prologue The average teacher or for that matter researcher of mathematics rarely bothers herself with the philosophy or epistemology of mathematics.
Review of “Social Implications of Schooling: Knowledge, Pedagogy and Consciousness”, Avijit Pathak
Written By Editors
This book is a significant contribution to the growing literature on education, particularly school education, and it is written by an Assistant Professor at the Centre for the Study of Social Systems, Jawaharlal Nehru University, New Delhi.
Review of “Magical Parent, Magical Child: The Art of Joyful Parenting”, Michael Mendizza and Chilton Pearce
Written By Editors
Magical Parent, Magical Child, plays with many ways of getting its message across.