BEd 2nd Year Life Sketch of Krishnamurti Study Material Notes
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Brief Sketch of Krishnamurti Life
Born in Madanapalli, Madras District in 1885, Juddu Krishnamurti was placed by his father in the care of and educated by Dr. Annie Besant, who had many brilliant tutors for him, at her Theosophical Headquarters, in Adyar, Madras. He traveled with her to many parts of the world and had some of his higher education in England. As he grew up, his reading was wide and prolific. He became very philosophical and often went into mystical trances. (BEd 2nd Year Life Sketch of Krishnamurti Study Material Notes)
From time to time he had unusual spiritual experiences and transformations. An unusual charisma enveloped him which was noticed and felt by all who came near him. He gave up theosophy and became more deeply involved in philosophy. He learned to speak French as well as Spanish and was invited to speak at large gatherings in many countries of the world: England, Holland, Australia, and North and South America. His profound utterances brought his many followers.
He founded, with the help of his friends and followers, centers for philosophical study in England, Holland, Australia, and North America. He wrote many tracts, articles, and books. People listened to him with rapt attention, and many looked upon him as a World Teacher, a Buddha or as Lord Maitreya. (BEd 2nd Year Life Sketch of Krishnamurti Study Material Notes)
He was deeply interested in education and in schools and the paragraphs the following extracted from Education and the Significance of Life: He founded eight schools in different parts of the world. He emphasizes “Integral Education”.
Shortcomings of the Present Educational System
Education at present is simply accumulating knowledge and collecting information from books. It means acquiring skills and learning techniques that help in earning a living. This technique prevents us from understanding life. Emphasis on efficiency without understanding what life means brings about misery and chaos in the world.
The exclusive creation of technique has produced scientists, mathematicians, and engineers, who have no understanding of the process of life. Technical knowledge and technical progress do solve certain kinds of problems, but they do not resolve deeper issues, nor do they unravel our inner psychological conflicts. The man who can split the atom, but has no love in his heart, becomes a monster.
Any scheme of education which classifies children according to their aptitude or behavior merely emphasizes their differences, and breeds antagonism. Governments control education because they need efficient technicians and workers, not human beings, because human beings can become dangerous to governments and religious organizations. Governments and religious organizations seek to control education and to control independent thinking. (BEd 2nd Year Life Sketch of Krishnamurti Study Material Notes)
Large impersonal schools with crowded classes and mass instruction cannot bring about the accomplishment of superior education; the careful study and understanding of children by teachers becomes impossible. Problems of discipline arise. Rewards and punishments are used to enforce discipline. Thoughtfulness and consideration for others are ruled out in such mass instruction which is .based on strict discipline and the enticements of rewards, and threats of punishments.
The present system of education depends upon authority and domination at all levels: the government, the headmaster, and the teacher. All exercise their powers, and the pupil is at the lowest end, fearful and anxious. Fear thus generated, kills creativity; it can never foster cooperation, the right relationships, and feeling for others. Shaping the child according to a rigidly organized system is one of the pitfalls in our education today. (BEd 2nd Year Life Sketch of Krishnamurti Study Material Notes)
Fear prevents intelligence from functioning. Children are curious, but their curiosity is curbed and brushed aside; teachers are apprehensive of what may be asked of them, and pupils are often asked to accept statements and judgments without any questions. Textbooks are followed rigidly. (BEd 2nd Year Life Sketch of Krishnamurti Study Material Notes)
Existing social values, traditions, forms of government, and religious beliefs in many schools, have to be accepted by the youthful mind, unquestioningly and he is not allowed to discuss or challenge any of them. Curiosity and dissent amongst pupils are not allowed in many schools, because these bring about disorder in the classroom and school. Pupils are persuaded to accept the existing order of things. (BEd 2nd Year Life Sketch of Krishnamurti Study Material Notes)
Priests arid politicians who often control educational systems are not interested in helping the students understand life but only in perpetuating existing beliefs, and the social order. Authority and rigidity control our educational systems. Large schools and mass education, in overcrowded classrooms, prevent the individual pupil from asking questions or discovering truths. Covering the syllabus of instruction is more important for the teacher and for the school.
Educational Aims and Functions
Education in the true sense in helping the individual to be mature and to flower in love and goodness. Love and understanding should be fostered so that these can bring about instant communication among human beings. The purpose of education is to create the right relationships, not only between individuals but between the individual and society.
There are instinctive fears in every child, and as he grows up, they dominate his attitude and judgment and create many problems. The right kind of education must take into consideration this question of fear because fear warps our whole outlook. To be without fear is the beginning of wisdom. (BEd 2nd Year Life Sketch of Krishnamurti Study Material Notes)
True education is concerned with individual freedom which alone can bring about cooperation with the whole and with the many. But this brings about cooperation with the whole and with the many. But this freedom is not achieved through the pursuit of one’s own aggrandizement and success. Freedom comes with self-knowledge. It is the function of education to help each pupil to discover his own inner psychological resources and to develop his own individual strengths, as well as to realize his weaknesses, without imposing upon him the teachers, notion of what he should be. (BEd 2nd Year Life Sketch of Krishnamurti Study Material Notes)
Integral Education
Education is at present concerned with outward efficiency and develops the external part of man. To educate the student rightly is to help him understand his total being, for it is only when there is the integration of the mind and the heart in everyday action that there can be intelligence and inward transformation. (BEd 2nd Year Life Sketch of Krishnamurti Study Material Notes)
While imparting information and technical knowledge, education should above all encourage an integrated outlook on life. It should help the student recognize and break down in himself all Social distinctions and discourage the acquisitive pursuit of power and domination. Education should encourage self-observation and the experiencing of life as a whole, not to “me” and “mine” but to go above and beyond to discover the real. (BEd 2nd Year Life Sketch of Krishnamurti Study Material Notes)
In imparting integral education there can be no fanatical or unreasonable emphasis by the teacher on any one phase of life. It is the understanding of the whole process of existence that brings about integration. Human beings must be integrated if they are to survive any crisis. The teacher must be a properly integrated human being. Another function of education is to create new values and not merely to implant existing values in the mind of the child or to make him conform to ideals without his intelligent discussion or questioning. (BEd 2nd Year Life Sketch of Krishnamurti Study Material Notes)
The Educator’s Role
True education is intimately related to the present events in the world, and the educator who sees the causes of universal chaos should ask himself how to awaken the student’s intelligent understanding so that he may be helped to avoid future conflicts and disasters in the coming generation. The educator has to be careful, thoughtful, and affectionate in the creation of the right environment for the development of understanding to enable the child to deal intelligently with human problems.
In order to achieve all this, the educator needs to understand himself, instead of relying on ideologies, systems, and beliefs. Let the educator not be concerned in terms of principles and ideals, but be concerned with things as they
are. The teacher will not depend upon a method but will study each individual pupil. In his relationship with young pupils and children, the teacher is dealing not with mechanical devices, but with human beings who are impressionable, volatile, sensitive, afraid, and affectionate. In order to deal with them, great patience and understanding are needed.
Parents and teachers try to shape the pupil’s ways of thinking and feeling and mold them in accordance with their own carvings and intentions. Many parents and teachers often seek to fulfill themselves in their children and build walls around them, conditioning them by their own beliefs and ideologies, fears, and hopes. But the right kind of teacher helps each individual pupil to become aware of himself and the influence around him. (BEd 2nd Year Life Sketch of Krishnamurti Study Material Notes)
If the teacher is merely an instrument for imparting knowledge, there can be no respect for him from his pupils. In order to obtain respect from his pupils, he must respect his pupils first, and treat them as intelligent beings otherwise he can only get indifference or even disrespect from them. (BEd 2nd Year Life Sketch of Krishnamurti Study Material Notes)
The best teachers are those who become teachers by their own choice, and not by persuasion or selection by others. Dedication and vitality are needed in all teachers. The teacher should discuss matters relating to the classroom and the well-being of the students, with them. (BEd 2nd Year Life Sketch of Krishnamurti Study Material Notes)
Delegation of many kinds of responsibilities to students in the classroom should form an important part of the educative process. The teacher should encourage students to be considerate and understand the moods and peculiarities of their classmates, and to be helpful, kind, thoughtful, and patient in their relationships with their classmates and other schoolmates.
Discouraging pupils from merely accepting statements from books, and formulae, and exercising their critical thinking and judgment, questioning, and skepticism, need to be part of the educative process in the classroom. Creative intelligence is thereby being encouraged by the teacher. (BEd 2nd Year Life Sketch of Krishnamurti Study Material Notes)
Guidance
The teacher will not guide the student to any particular vocational goal, because that impairs creativity. He can help the student to discover what he is most interested in, so that he may be able ultimately to find his own vocation. An educator is not merely a giver of information, he is the one who points the way for his students to attain wisdom and truth because he does not teach pupils what to think; but how to think. The true educator is inwardly rich and should be given the highest place in an enlightened society.
The School
A school that is successful in the wordy sense is more often than not a failure as a center of education. A large and flourishing institution in which hundreds of children are educated together, with all its accompanying show and success can produce bank managers, supersalesmen, industrialists, and engineers-superficial people who are technically efficient.
There is hope only in the integrated individual, which only small schools with a limited number of pupils, and where there are small classes, not schools on a large scale. Nothing of fundamental value can be accomplished through mass education. True education needs careful study and understanding of the difficulties, tendencies, and capacities of each pupil, by the educator. Those who want to help the young, should come together and start a school to help the child to become integrated and intelligent.
One can be a true teacher at home, as a parent. Those who love their own children as well as the children around them, and are in earnest, will see to it that schools started somewhere around the corner. To maintain a small school of the right kind is of course financially difficult; it can only nourish on self-sacrifice and not on a fat bank account. The institution, however, should not be more important than the child. (BEd 2nd Year Life Sketch of Krishnamurti Study Material Notes)