Why do we go to school, why do we learn various subjects, why do we pass examinations and compete with each other for better grades? What does this so-called education mean, and what is it all about? This is really a very important question, not only for the students, but also for the parents, for the teachers , and for everyone who loves this earth. Why do we go through the struggle to be educated? Is it merely in order to pass some examinations and get a job?
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For Krishnamurti education is: i Educating the whole person. Educating the person as a whole not as an assemblage of parts. Educating the person within a whole. As part of society, humanity, nature, etc. For him education is about preparation for the whole life and not preparation for part of life like work. In his educational institutions, he insisted that children must be educated rightly in order to make them religious human beings of course, according to his interpretation of religiousness.
These places should be meant for only the enlightened ones. Education should awaken the capacity to be self aware and not merely, indulge in gratifying self expression. The right kind of education is not concerned with any ideology, however much it offers to future Utopia. It is not based on any system, however carefully thought out, nor is it a means of conditioning the individual in some special manner. That is what we should be interested in, and not in shaping the child according to some idealistic pattern.
According to this great teacher the main aim of education is to enable the child to develop mentally in such a way that he should know himself.
Education should help one to feel freedom of mind and fearlessness. For Jiddu Krishnamurti, the intentions of education must be the inner transformation and liberation of the human being and, from that, society would be transformed.
Education is intended to assist people to become truly religious. These intentions must not be just pleasant sounding ideals to which one pays lip service, and they are not to be arrived at by their opposites. And the religious intentions are not for some eventual goal, but for life in educational centers from moment to moment.
The function of education is to help us from childhood not to imitate anybody, but to be ourselves all the time. So freedom lies We are not [normally] educated for this; our education encourages us to become something or the other To understand life is to understand ourselves, and that is both the beginning and the end of education.
To Krishnamurti the individual is of first importance; not the system, and as long as the individual does not understand the total process of himself, no system can bring order and peace to the world. Education in the true sense is the understanding of oneself for it is within each one of us that the whole of existence is gathered.
Integrated experience. Freedom from readymade ideas. According to Jiddu Krishnamurti ideas have no place in education for they prevent the comprehension of the present and escaping into the future cannot make one aware of what is to be after an idea indicates sluggishness of mind and a desire to avoid the present.
Pursuit of a readymade utopia is denial of the freedom and integration of the individual. What we need is not an idealistic entity or mechanical minds but integrated human beings who are intelligent and free. Development of free and mature human beings.
To jiddu krishnamurti, the right kind of education is free from ideology and conditioning. Education in true sense should help the individual to be free and mature and to blossom in love and goodness. The Indian scenario gives ample examples of lack of brotherhood understanding and resistance. Re-education Right education comes with transformation of ourselves. We must learn to be compassionate, to be content with little and to seek the supreme for, only then can there be the true salvation of mankind.
Development of Right Understanding of Environment. We must realize the fact that we are not conditioned by the environment, but we are the environment. The self is made of these entities, which are merely desires in various forms.
In our desire to acquire more knowledge, we are losing love, feeling for beauty and sensitivity to cruelty. When we become more and more specialized, we are becoming less and less integrated. Wisdom cannot be replaced by knowledge and no amount of explanation or accumulation of facts will free man from suffering.
Our education is making us more and more shallow and is not helping us to overcome the deeper meanings of our being and our lives are becoming increasingly meaningless, disharmonious and empty. Knowledge of facts though ever increasing is limited by its very nature, whereas wisdom is infinite. It includes knowledge and the way of action. What we normally do is holding a branch; assume it is the whole tree.
Through the knowledge of the past, we can never realize the joy of the whole. We are like the blind men who tried to describe the elephant after feeling different parts of the elephant. Intellect alone can never give a holistic view because it is only a segment of the whole.
Only true love and right thinking will bring about revolution within oneself. But it cannot be achieved through pursuit of the ideal of love. What can be done is to keep ourselves free from hatred, greed, exploitation envy and ego. Education should help an individual to cultivate right relationship between individuals and society and this is possible only if he understands his own psychological process. Intelligence lies in understanding oneself and going above and beyond oneself.
To educate a child is to help him to understand freedom and integration. To have freedom, there must be order and order is achieved only through virtue. Integration is achieved through simplicity- simplicity in both our inward life and outward needs. The spirit of constant inquiry and the feeling of discomfort in the existing system can bring forth creative intelligence.
To keep this spirit alive is cumbersome task. Most people do not want their children to have this kind of intelligence, the reason being the uncomfortability they have to face when the established values are questioned. If we are to change radically our present human relationship, our only and immediate task is to transform ourselves through self-knowledge.
We normally dodge this point and instead of owning up the responsibility, put the government, religious and ideologies responsible. The government is what we are. The religious and ideologies are but projection of us.
Until we change ourselves fundamentally there can neither be right education nor a peaceful world. In a competitive society we cannot have brotherhood. It is only in individual freedom that love and goodness can blossom. Only the right kind of education offers this freedom. One of the dangers of freedom is that this system becomes important than the human beings. Here, discipline becomes a substitute for love.
It is because our hearts are empty that we cling to discipline. Freedom can never be achieved through discipline. Freedom is not a goal or an end to be achieved. Freedom is at the beginning and not at the end.
For this he himself should be free from ideologies and dogmas. Sensitivity can never be awakened through compulsion. Compulsion breeds antagonism and fear. Reward and punishment in any form only make the mind subservient and dull. If a child persists on disorderliness or is unreasonably mischievous, the educator should inquire into the cause which may be found in wrong diet, lack of rest, family wrangles or some hidden fear. To him dogmas, mysteries and rituals are not conducive to spiritual life.
Religious education in the true sense is to encourage the child to understand his own relationship to people, Things and to nature. There is no existence without relationships. It is rather impossible to explain this to a child. But the educator and parents can grasp its significance and the meaning of spirituality and covey the same to the child through their attitude, conduct and speech. There is hope for a better world only if the youth have the spirit of inquiry and the urge to to search out the truth of all things.
Allow him freedom to think for himself. Study the child thoroughly and employ such methods that suit him best. The student should be treated as an equal partner. Problem solving and explorative methods should be encouraged. Repetition encourages the mind of the child to be sluggish. He will study each pupil closely. He is fully aware of the fact that the pupils are living beings who are impressionable, volatile, sensitive, affectionate and often timid.
He knows that he should have a lot of patience and love to deal with them. The absence of these qualities makes a teacher mechanical in his attitude and shirks away the demands of the profession. The teaher should not be tempted to project upon the child his prejudices, hopes and fears. The ideal teacher will desist from molding him to fit his idiosyncrasies, prejudices and ideas which gratifies himself.
Truth is more important than the teacher himself. The search for truth is religion. Truth is of no country and of any creed. Without the search for the truth, the society will decay. To create a new society each one of us has to be a true teacher.
Function of Education on Krishnamurti Essay
For Krishnamurti education is: i Educating the whole person. Educating the person as a whole not as an assemblage of parts. Educating the person within a whole. As part of society, humanity, nature, etc. For him education is about preparation for the whole life and not preparation for part of life like work.
Jiddu Krishnamurti's Philosophy of Education
Society is corrupt, violent, and oppressive. They must think freely so that they will rebel against everything that is wrong with society, so that they can change society. Jiddu Krishnamurti argues that the purpose of education should not just be to prepare people …show more content… Life is beautiful, but people have made it out to be an ugly thing, and because they believed it was so horrible they have made it horrible. Every part of society is based on the belief that life is horrible; the education system, organized religion, everything. Everyone is struggling against everyone else in order to be safe; in a position of power or comfort. People are educated to fit into this insane world, they are encouraged to fit into it, by the education system, by their parents, by nearly everyone, and most people want to fit in. So they would revolt against it, discover what is really true, and change the world.