Pub Date : 2018-10-04DOI: 10.1093/oso/9780199487806.003.0001
M. Thapan
The chapter provides the context in which J. Krishnamurti and his work may be understood today. Krishnamurti’s relevance in our understanding of the contemporary human condition when humans can no longer be passive observers in a deeply divided and self-destructive world is examined. It is in the everyday that Krishnamurti seeks out change beginning with the individual and her world, both personal and social. This premise foregrounds his emphasis on educational practice as the medium through which social change is possible. At the same time, education is not an objective instrument but a deeply nuanced method for the transformation of consciousness and social change. To develop an understanding of the transformative value of education, it unravels Krishnamurti’s approach through a focus on education and society, the sacred and universal, and agency, values, and an ethical life. There is also an emphasis on caring for emotions and on addressing diversity in educational practice.
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Pub Date : 2018-10-04DOI: 10.1093/OSO/9780199487806.003.0012
H. Kukreja
This chapter attempts to explore the relevance of Mono-grade methodology for teaching-learning processes in primary schools, considering their contextual and spatial specificities. The analyses employ the findings from fieldwork done in rural schools of the Rishi Valley Education Centre (RVEC), Andhra Pradesh and government primary schools in the Uttarkashi district of Uttarakhand, investigating the meaning of Mono-grade methodology and RVEC’s Multi-Grade Multi-Level (MGML) methodology. These comparative meanings are informed by the promise and practice of MGML in RVEC and primary schools that function amidst the precarity induced by disasters and low-cost private schools in Uttarkashi. In conclusion, it locates the possibilities of context specific teaching-learning process in schools outside the paradigm of standardized Mono-grade teaching-learning processes in primary schools in India.
{"title":"Contextual Challenges for Primary School Education","authors":"H. Kukreja","doi":"10.1093/OSO/9780199487806.003.0012","DOIUrl":"https://doi.org/10.1093/OSO/9780199487806.003.0012","url":null,"abstract":"This chapter attempts to explore the relevance of Mono-grade methodology for teaching-learning processes in primary schools, considering their contextual and spatial specificities. The analyses employ the findings from fieldwork done in rural schools of the Rishi Valley Education Centre (RVEC), Andhra Pradesh and government primary schools in the Uttarkashi district of Uttarakhand, investigating the meaning of Mono-grade methodology and RVEC’s Multi-Grade Multi-Level (MGML) methodology. These comparative meanings are informed by the promise and practice of MGML in RVEC and primary schools that function amidst the precarity induced by disasters and low-cost private schools in Uttarkashi. In conclusion, it locates the possibilities of context specific teaching-learning process in schools outside the paradigm of standardized Mono-grade teaching-learning processes in primary schools in India.","PeriodicalId":341187,"journal":{"name":"J. Krishnamurti and Educational Practice","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125192913","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-04DOI: 10.1093/OSO/9780199487806.003.0004
Abismrita Chakravarty
The chapter is an attempt to coherently weave the observations from brief fieldwork conducted in two unique settings to make inquiries into curriculum practices and its production. It interrogates the notion that curriculum is a fixed transactional entity, designed by distant regulatory bodies that is passively transmitted, to reveal its dynamic components constituting it as a continuous process and dialogue. The ethnographical study of the curricular practices in a mixed age group setting, where there is recognition of the different learning positions of each child that leaves enough room for manoeuvre, provides insights on how learning takes place within and also outside the space of premediated instruction. The ‘lived aspect’ of the curriculum emerges in the close interactions between the learner and teacher, both fluid and interchangeable categories that are embedded in an environment that has a very different organisation of time and space.
{"title":"Curricular Concerns and Practices in a Krishnamurti School","authors":"Abismrita Chakravarty","doi":"10.1093/OSO/9780199487806.003.0004","DOIUrl":"https://doi.org/10.1093/OSO/9780199487806.003.0004","url":null,"abstract":"The chapter is an attempt to coherently weave the observations from brief fieldwork conducted in two unique settings to make inquiries into curriculum practices and its production. It interrogates the notion that curriculum is a fixed transactional entity, designed by distant regulatory bodies that is passively transmitted, to reveal its dynamic components constituting it as a continuous process and dialogue. The ethnographical study of the curricular practices in a mixed age group setting, where there is recognition of the different learning positions of each child that leaves enough room for manoeuvre, provides insights on how learning takes place within and also outside the space of premediated instruction. The ‘lived aspect’ of the curriculum emerges in the close interactions between the learner and teacher, both fluid and interchangeable categories that are embedded in an environment that has a very different organisation of time and space.","PeriodicalId":341187,"journal":{"name":"J. Krishnamurti and Educational Practice","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115831131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-04DOI: 10.1093/oso/9780199487806.003.0005
Vikas Baniwal
In this chapter, an attempt has been made to reflect on some central questions of education, such as knowing, knowledge, knower, and the relationship between the educator and the educand. This attempt is rooted in the ideas of Jiddu Krishnamurti who not only lectured in many countries but also established schools to concretize his ideas and transformed the prevalent understanding of schooling. Thus, this attempt includes a discussion of some prominent ideas from the talks and lectures of Krishnamurti and a reflection on his idea of school as an institution and the process of schooling that can lead to a personal and social transformation. The chapter argues against any fixed ideas of schooling, teaching, and education in favour of a more relational and dialogical way of engagement between the educator and the educand. The importance and limits of methods, technic, and words in such a relational idea of education have also been reflected upon.
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Pub Date : 2018-10-04DOI: 10.1093/oso/9780199487806.003.0010
Thomas Müller
Very close to his death, Krishnamurti made sure that ‘The Rishi Valley School’ starts with small schools in the surrounding remote villages. The so-called Satellite Schools exist now for more than 30 years and have inspired thousands of schools worldwide by their MultiGradeMultiLevel-Methodology. More than the methodology it seems to be the attitude of the teachers that bring children as well as themselves ‘in the driver’s seat’ and realize therefore schools that run without fear—an aim Krishnamurti always focussed on. The contribution briefly introduces the educational ideas of Jiddu Krishnamurti’s philosophy and shows how they can be identified in the MultiGradeMultiLevel-Methodology and its ideas of teacher education.
{"title":"Philosophy of Jiddu Krishnamurti in the Educational Practice of the Multigrade–Multilevel Methodology","authors":"Thomas Müller","doi":"10.1093/oso/9780199487806.003.0010","DOIUrl":"https://doi.org/10.1093/oso/9780199487806.003.0010","url":null,"abstract":"Very close to his death, Krishnamurti made sure that ‘The Rishi Valley School’ starts with small schools in the surrounding remote villages. The so-called Satellite Schools exist now for more than 30 years and have inspired thousands of schools worldwide by their MultiGradeMultiLevel-Methodology. More than the methodology it seems to be the attitude of the teachers that bring children as well as themselves ‘in the driver’s seat’ and realize therefore schools that run without fear—an aim Krishnamurti always focussed on. The contribution briefly introduces the educational ideas of Jiddu Krishnamurti’s philosophy and shows how they can be identified in the MultiGradeMultiLevel-Methodology and its ideas of teacher education.","PeriodicalId":341187,"journal":{"name":"J. Krishnamurti and Educational Practice","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131984334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-04DOI: 10.1093/OSO/9780199487806.003.0003
Radhika Herzberger
This expository essay describes various facets of translating J. Krishnamurti’s educational thought into an institutional setting at Rishi Valley School. Krishnamurti’s is a spiritual philosophy embedded in a transcendental vision; schools are secular institutions located in particular space and time; the former occupies a religious space, the latter address secular issues. How is the gap bridged? And, is there an interface between the secular and the spiritual in Krishnamutri’s thought? These questions form the core of the exposition. The chapter examines the values derived from the founder’s thought embedded in the school’s curricula, the norms that guide student-teacher relationships, and the shape of its outreach programmes in the areas of conservation, health and rural education.
{"title":"Values and the Culture of Schools","authors":"Radhika Herzberger","doi":"10.1093/OSO/9780199487806.003.0003","DOIUrl":"https://doi.org/10.1093/OSO/9780199487806.003.0003","url":null,"abstract":"This expository essay describes various facets of translating J. Krishnamurti’s educational thought into an institutional setting at Rishi Valley School. Krishnamurti’s is a spiritual philosophy embedded in a transcendental vision; schools are secular institutions located in particular space and time; the former occupies a religious space, the latter address secular issues. How is the gap bridged? And, is there an interface between the secular and the spiritual in Krishnamutri’s thought? These questions form the core of the exposition. The chapter examines the values derived from the founder’s thought embedded in the school’s curricula, the norms that guide student-teacher relationships, and the shape of its outreach programmes in the areas of conservation, health and rural education.","PeriodicalId":341187,"journal":{"name":"J. Krishnamurti and Educational Practice","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128241151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-04DOI: 10.1093/OSO/9780199487806.003.0006
Madhulika Sonkar
This chapter is an ethnographic examination of the teacher-student relationship at Rishi Valley School, Andhra Pradesh, India. Departing from Krishnamurti’s vision on right relationship, the study reconfigures the pertinent dimensions of freedom, authority and hierarchy (or the lack of these) between students and teachers in the school’s everyday life. Interspersed across multiple spaces, contexts and situations, the study weaves together diverse narratives of how teachers and students grapple with challenges in their approach to build ‘right relationship’. Methodologically located at the intersection of anthropology and educational practice, the attempt is to understand educational philosophy as an action, and not merely a concept.
{"title":"‘Right Relationship’ between Teachers and Students","authors":"Madhulika Sonkar","doi":"10.1093/OSO/9780199487806.003.0006","DOIUrl":"https://doi.org/10.1093/OSO/9780199487806.003.0006","url":null,"abstract":"This chapter is an ethnographic examination of the teacher-student relationship at Rishi Valley School, Andhra Pradesh, India. Departing from Krishnamurti’s vision on right relationship, the study reconfigures the pertinent dimensions of freedom, authority and hierarchy (or the lack of these) between students and teachers in the school’s everyday life. Interspersed across multiple spaces, contexts and situations, the study weaves together diverse narratives of how teachers and students grapple with challenges in their approach to build ‘right relationship’. Methodologically located at the intersection of anthropology and educational practice, the attempt is to understand educational philosophy as an action, and not merely a concept.","PeriodicalId":341187,"journal":{"name":"J. Krishnamurti and Educational Practice","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115357807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-04DOI: 10.1093/OSO/9780199487806.003.0002
H. Rodrigues
For over fifty years, Jiddu Krishnamurti (1895–1986) spoke on a wide array of topics, but primarily directed his teachings at the problem of human suffering. He taught that all conflict is intrinsically tied to our psyches, which have been heavily conditioned by our upbringing. Aligned with other renowned Western and Eastern thinkers on the wisdom of self-discovery, Krishnamurti presents a distinctive vision for learning that encourages self-understanding through sensitive observation and choiceless awareness. He calls for a radical transformation of human consciousness, thereby enabling pliant minds to blossom. This flowering of intelligence, through a liberating insight into the mechanisms of conditioning, is at the heart of his educational philosophy. Institutions that embrace his approach must be vigilant not to succumb to the traditional modes of academic training and norms of success, lest they perpetuate the structures of fear, violence, and conformity that continue to stifle the creativity of human spirit.
{"title":"Insight through Awareness","authors":"H. Rodrigues","doi":"10.1093/OSO/9780199487806.003.0002","DOIUrl":"https://doi.org/10.1093/OSO/9780199487806.003.0002","url":null,"abstract":"For over fifty years, Jiddu Krishnamurti (1895–1986) spoke on a wide array of topics, but primarily directed his teachings at the problem of human suffering. He taught that all conflict is intrinsically tied to our psyches, which have been heavily conditioned by our upbringing. Aligned with other renowned Western and Eastern thinkers on the wisdom of self-discovery, Krishnamurti presents a distinctive vision for learning that encourages self-understanding through sensitive observation and choiceless awareness. He calls for a radical transformation of human consciousness, thereby enabling pliant minds to blossom. This flowering of intelligence, through a liberating insight into the mechanisms of conditioning, is at the heart of his educational philosophy. Institutions that embrace his approach must be vigilant not to succumb to the traditional modes of academic training and norms of success, lest they perpetuate the structures of fear, violence, and conformity that continue to stifle the creativity of human spirit.","PeriodicalId":341187,"journal":{"name":"J. Krishnamurti and Educational Practice","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115899918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-10-04DOI: 10.1093/OSO/9780199487806.003.0009
Radhika Herzberger
Recent surveys of the education scenario in India’s countryside highlight the fact that within a single classroom student learning levels vary greatly. Multigrade classrooms, i.e. classrooms where student competency levels are identified, and each student is enabled to move at his or her own pace, are the need of the hour. This essay examines multigrade classroom structures pioneered in south India by Gordon F. Pearce at Rishi Valley School and David Horsburgh at Neel Bagh. A no less important purpose of the essay is to show that the culture of multigrade classrooms of Pearce’s and Horsburgh’s design, though very different, promoted a vision of education enunciated by Rishi Valley’s founder, J. Krishnamurti.
最近对印度农村教育情况的调查强调了一个事实，即在一个教室里，学生的学习水平差异很大。多年级教室，即确定学生能力水平的教室，每个学生都能按照自己的节奏学习，这是时间的需要。本文考察了印度南部由riishi Valley学校的Gordon F. Pearce和Neel Bagh学校的David Horsburgh开创的多级教室结构。这篇文章的另一个同样重要的目的是表明，皮尔斯和霍斯伯格设计的多年级教室的文化，尽管非常不同，却促进了理士谷创始人J.克里希那穆提所阐述的教育愿景。
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Pub Date : 2018-10-04DOI: 10.1093/OSO/9780199487806.003.0011
R. Mohan
Placing the larger concepts of MGML, the notions of child-centred learning and key ideas of J. Krishnamurti on education at the centre of analysis, this chapter documents the translation of these concepts in everyday classroom life in a rural context of the satellite schools of Rishi Valley. It explores the ‘School in a box’ tool used in these schools and its instrumentality in engendering classroom processes that re-center the child’s autonomy in the learning process by rearranging the use of time, space, objects, and teacher-student relationships in the classroom. It also explores the learning and living continuum between the school and community life, and corporeal experience of learning in the MGML classroom. It also discusses the challenges in the classroom including the management of multiple learning contexts in the MGML classroom and the dual role of the teacher as facilitator and continuous assessor.
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