THE FUNCTION OF EDUCATION BY JIDDU KRISHNAMURTI PDF

have children, and then become mare and more like m chines.. We remain fearful . anxious, frightened of life. So is -t the function of education to help us underst. student to discover his own uniqueness, to understand his peculiar function in life . Krishnamurti obviously condemns the present system of mass education and. Conventional education makes independent thinking extremely difficult. . The function of education is to create human beings who are integrated and therefore .

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Any method which classifies children according to temperament and aptitude merely emphasizes their differences; it breeds antagonism, encourages divisions in society and does not help to develop integrated human beings.

As the integrated whole or that which is religious or sacred is always involved, it makes no sense to think of sequentially developing particulars first and the whole later i.

Of what value is it to be trained as lawyers if we perpetuate litigation?

Education and the Significance of Life – Book from Krishnamurti’s Teachings

The right kind of education will encourage thoughtfulness and consideration for others without enticements or threats of any kind. But human beings are not machines to be established according to a definite pattern. Our so-called religious training discourages questioning and doubt, yet it is only when we inquire into the significance of the values which society and religion have placed about us that we begin to find out what is eduvation.

And, like Keats, whose poetry he greatly admired, Krishnamurti felt that beauty was related to truth. Krishnamurti left a large body of literature in the form of public talks, writings, discussions with teachers and students, with scientists and religious figures, conversations with individuals, television and radio interviews, and letters.

I must again contain my comments to just those few which seem necessary for the theme of this paper.

Education and the Significance of Life

Intelligence lies in understanding oneself and going above and beyond oneself; but there cannot be intelligence as long as there is fear. Only when creative intelligence is awakened in the individual is there a possibility of a peaceful and happy life. As society is now organized, we send our children to school to learn some technique by which they can eventually earn a livelihood. Fortunately, there are a few who are in earnest, functkon are jiiddu to examine our human problems without the prejudice of the right or of the left; but in the vast majority of us, there is no real spirit of discontent, of revolt.

If a child tells lies, for example, of what value is it to put before him the ideal of truth? From then, for nearly sixty years until his death on 17 Februaryhe travelled throughout the world talking to large audiences and to individuals about the need for a radical change in humankind.

Education is not merely acquiring knowledge, gathering and correlating facts; it is to see the significance of life as a whole.

Freedom comes only educahion one understands the ways of the self, the experiencer. I am concerning myself with only one essential thing; to funftion man free.

Jdidu illustrate this he would cite places that at one time were known to have had very special and powerful atmospheres but which were destroyed through neglect, incompetence or corrupt behaviour. Discipline can only build walls about us; it is always exclusive, ever making for conflict. Surely, technique is secondary; and if technique is the only thing we are striving for, we are obviously denying what is by far the greater part of life.

The system still needs to be reformed. The cultivation of respect for others is an essential part of right education, but if the educator himself has not this quality, he cannot help his students to an integrated life. Partial freedom for the individual is no freedom at all.

Krishnamurti on Education – Jiddu Krishnamurti

We will not allow our greed to be interfered with, or the foundations of our present social structure to be altered; we want things to continue as juddu are with only superficial modifications, and so the powerful, the cunning inevitably rule our lives. The time to grow straight and clear is when one is young; and those of us who are older can, if we have understanding, help the young to free themselves from the hindrances which society has imposed upon them, as well as from those which they themselves eduxation projecting.

But what would happen if we were to put aside such obvious hindrances to understanding as authority, belief, nationalism and the whole hierarchical spirit? Awareness of this whole process, both the conscious and the hidden, is meditation; and through this meditation the self, with its desires and conflicts, is transcended.

Krishnamurti spoke not as a guru but as a friend, and his talks and discussions are based not on tradition-based knowledge but on his own insights into the human mind and his vision of the sacred, so he always communicates a sense of freshness and directness although the essence of his message remained unchanged over the years. I would also prefer avoiding them because any coverage of these topics, no matter what space was available, would probably be contentious because:.

This is not possible if we give undue emphasis to the intellect.

This process of education may be convenient for the teacher, but neither the practice of a system nor the tyranny of opinion and learning can bring about an integrated human being. He and his brother were adopted in their youth by Dr Annie Besant, then president of the Theosophical Society. May 13, The Bookself rated it it was amazing.

To discover the areas where knowledge and technical skills are educarion and where they are irrelevant and even harmful, is to Krishnamurti one of the fundamental tasks of education, because it is only when the mind learns the significance of the existence of areas where knowledge is irrelevant that a totally new dimension is realized, new energies generated and the unused potentialities of the human mind activated. Some form of compulsion, the discipline of punishment and reward, may be necessary to maintain order and seeming quietness among a large number of students herded together oc a classroom; but with the right kind of educator and a small number of students, would any repression, krizhnamurti called discipline, be required?

Krishnamurti did not fujction define positions; instead, his understanding is interwoven through out his work. When there is self-knowledge, the power of creating illusions ceases, and only then is it possible krishnamuti reality or God to be.

The self is made up of these entities, which are merely desires in various forms. Without an integrated understanding of life, our individual and collective problems will only deepen and extend.

The Valley School, established inis one of the five schools of the Krishnamurti Foundation India. When the showing of respect to elders is required of children, it generally becomes a habit, a mere outward performance, and fear assumes the form of veneration.

We cannot understand existence abstractly or theoretically. The right kind of education is not concerned with any ideology, however much it may promise a future Utopia: To live at one level, disregarding the total process of life, is to kridhnamurti misery and destruction.