THE CHALLENGE OF CHANGE

The eNewsletter of the Krishnamurti Foundation of America

November 2009

OGS high school with mountains in background 

Calendar of Events

 

Film Showings at the Krishnamurti Library
this month: Amsterdam, 1981
Pine Cottage, 1098 McAndrew Rd, Ojai, CA
Friday, December 4 - Talk 1

          January 1, 2010 - Talk 2

They concern what K called 'the religious mind'.

Winter 2010 Study Intensive and Retreat Program
with Prof. Satish Telegar & Richard Waxberg
Pine Cottage, 1098 McAndrew Rd., Ojai, California
January 9-17

"The Ground of Silence, the Ending of Thought,
and the Emergence of Creativity"

(Summer 2010 intensive: July 17-25)

 

Summer 2010 Teaching Academy

August 1-7: Re-envisioning education

August 8-16: The art, science and craft of teaching and learning

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Selection from a Krishnamurti dialogue

 

QUESTION: In spite of your warning that the practice of a technique of meditation makes the mind dull and mechanical, it appears to me that your teaching of listening and seeing and learning also involves struggle in the mind to drop its activities.

 

KRISHNAMURTI: Don't ask me, just look at the question itself. Sir, apart from meditation, what does practice do? What is practice? I'll tell you, sir: you go to the office every day from nine to five - I don't know why you do it, but you do. No, no, don't laugh, that's part of your life. And that's a routine, isn't it? Get up in the morning, shave, rush off to have breakfast, rush off to the office, and there you sit at a desk and write, write, whatever you do, or work in a factory. So that becomes a routine, doesn't it? That becomes mechanical, that becomes a practice, a habit. You accept that as the normal way of life, and somebody comes along and says: any system, any practice in meditation will also become mechanical, repetitive, makes the mind dull. Here you accept it and it is also making your mind dull in the office, in the factory. Right? If I am the carpenter, and I all day look at the wood, feel the wood, the right instruments, my mind obviously becomes wooden. A scientist who spends all day long in research inventing, accumulating knowledge - any specialization must inevitably make the mind dull. Obviously. No?

 

Sir, this is fairly simple, isn't it? If you are all the time accumulating knowledge and theorizing about knowledge you are specializing. You understand, sir? Don't you know this? If I sing, nothing but sing all day, however marvellously, I have specialized in that, my voice becomes marvellous but I may know nothing about life, because my specialization keeps me in a narrow groove.

 

Now if this is so, which appears to be so, and the questioner says also, listening, seeing, learning also involves struggle in the mind to drop its activities. Sir, we have made life into a marvellous machine of struggle. Right? We are struggling for everything: for god, for meditation, for love, struggle, struggle, struggle. Right? And you say, listening, seeing, learning is also a struggle. I say, no. Why do we make life into a struggle? Sir, answer these questions, put it to yourself: whether you can live without any conflict in life. Don't say, no. We are used to conflict. Right? To reach god, enlightenment, nirvana, or self-blah, blah, you must struggle.

 

We are asking: is there a way of living which is not lazy, which is not comforting, which is not merely routine, is there a way of living daily life without a single shadow of conflict?

 

Have you ever even asked, enquired to find out if it is possible to live a life, a daily life, without a single sense of conflict, without a single sense of a problem, without this terrible sense of 'I must control'? Go on, sir, enquire. The speaker says, not theoretically, don't accept it, the speaker says, yes it is possible - not escape, not go off into the Himalayas, or become a hermit, but living here on this earth, meeting people, married, if you are, and doing everything that one has to, to live without conflict. Find out, sirs.

 

Why is there conflict in our life? Is it not because we are all trying to become something? Right? If I am not good, I will be good. This idea of perpetual movement of becoming something, ultimately becoming enlightened, which is nonsense.

 

So what is it that is becoming? You understand my question? Who is it that is becoming? The 'me'? And what is the 'me'? My name, my form, my memory, my education, my attachments, my bank account, if I have one, and so on and so on. Right? Why can't we face all this? Why can't we look at it instead of imagining all kinds of things. So as long as there is a desire to become there must be conflict. Right? Then you will say, "If I don't become, what will happen? If I don't succeed in the office, what will happen to me?" Go on, sir, answer it yourself, I don't have to answer it. If you don't become something in the office, you won't have more money, better cars and so on. Right? And if you don't become something inwardly you will never reach whatever you want to reach. So this struggle is going on all the time, for the rich man and for the poor man.

 

So can you find out for yourself whether it is possible to live happily on this earth without all this monstrous divisions and mess? Sir, meditation is something immense, it cannot come through struggle. Right? Through practise, through a system, because your mind then becomes routine, mechanical, by listening, seeing, learning you can also make that mechanical. Anything you can make mechanical. But to see for oneself, aware of one's brain, mind, how it is becoming mechanical. The very perception of the danger ends the danger. That is, when you stand on a precipice the very danger demands that you act. Right? When you see a cobra near you, you act. But we don't see the danger of this mechanical process of living. Right? Why don't you see the danger? Why don't you see the danger of having a leader, religious leaders? Look at you all! Because you want somebody to tell you what to do - in meditation, how to lead a spiritual life, what to do in politics, what to do in business - you follow? Told, educated, go to Harvard to become a business manager. You understand? You are all being told what to do. And the speaker refuses to tell you what to do so you think he is evading. Whereas he is saying something: look at the facts, just look. And when you look very carefully, observe without any prejudice, then the story is told by that which you are observing. Then as the story ends the observation ends.

 

QUESTION: You urge people to look inward and ask fundamental questions, don't you think yoga, meditation and so on prepares one's mind to look within?

 

KRISHNAMURTI: First of all, sirs and ladies, I am not persuading you, or urging you to do anything - nothing. All that he is saying is: look! Look in the mirror as you do when you shave or comb your hair, look at yourself as you are: look. Look at the world, look at the society which we have made, look at all the politicians, what they are doing: just look first. But we don't look; we have prejudices, you follow, all our conditionings which prevents us from looking, therefore looking is not important but why you are asking the question, why you are conditioned. You follow? Then naturally you discover what you are, you don't have to look inward, it is all there. But to look at the outer, which will give you a criteria, and from that criteria look at yourself so that there is no illusion about yourself. I wonder if you understand all this?

 

Now the questioner says: doesn't meditation, yoga and so on help you to prepare yourself to look inward? You have had it for ten thousand years, haven't you, you have been preparing. And you are still preparing, and where are you at the end of it, in spite of your robes, in spite of your meditation, in spite of your real gods? Why don't you ask those questions, sir? Sir, illumination or enlightenment doesn't demand preparation. Take that! Because preparation involves time, many lives, or many years. Right? That's your tradition. You accept it so you say, well, I must life after life, life after life struggle to achieve ultimately this enlightenment which will give me complete happiness.

 

Sir, please do listen to this seriously, if you are interested, I am not persuading you to listen, if you don't want to listen, don't listen. Our minds are conditioned to time, our brains themselves have evolved through time. It's not your brain, or my brain, it is the brain - evolved through time and so it sees everything in terms of time: I am not, but I will be, I am violent but I will not be violent. So by its very conditioning it thinks in terms of time as a process, preparation for enlightenment, preparation as when you want to have a good job you prepare through examinations and so on and so on.

 

So our whole way of thinking, looking at life is to prepare for something. I question this preparation. Is enlightenment, the ultimate comprehension of that extraordinary thing called truth, is that to be approached through preparation? Which means what? Preparing yourself for what? Preparing yourself not to be greedy, not to have desires, not to have sex. You are preparing, which means what? You want to reach truth and you are preparing for it, which means truth is a fixed point. Right? And you are preparing to go towards the fixed point which means you don't begin with freedom, you begin with preparing, struggling, controlling. But you also know unconsciously or consciously that freedom is essential for truth. So why don't you ask yourself, begin yourself by being free now, not ultimately - free from attachment, free from your fears. You follow, sir, why don't you begin there, freedom first? Because it is only when you are completely free the other is.

 

So preparation, according to K, is not necessary at all. What is necessary is to begin with freedom, and that freedom goes with intelligence, not to do what you like. That freedom is responsibility, integrity.

Rajghat 1st Public Question & Answer Meeting 28th November 1981

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A New Introduction to J. Krishnamurti

 

For the better part of the 20th Century he wandered the face of the Earth, crossed oceans and continents—not to conquer empires or to make his fortune, but to share a revolutionary insight into the human condition, into the fundamental wholeness of life.

 

For more than sixty years he persevered in his intent, announced in 1929, to set human beings absolutely, unconditionally free: from the burdens of fear and tradition, from the strictures of guilt and age-old conditioning.

 

He spoke and discussed with individuals and groups, gave public talks to audiences of thousands in five continents, to inquire into the perennial questions that have concerned human beings since the dawn of history.

 

He spoke of the silent mind: a mind free of fear and worries, free from the ceaseless chatter that dominates most of our waking hours. By demonstrating the penetrating clarity of simple observation and the astonishing freedom of what he called ‘choiceless awareness’ he pointed to a realm, beyond words, definitions and speculations, of the sacred that is present even in our day-to-day living. He suggested that it is not something to be accomplished through practice, effort or ritual but can be seen directly. And without effort he manifested this among us, because his actions did not differ from his words: his teaching informed his everyday living. Thus he embodied goodness.

 

He felt the way to help bring about the necessary transformation in human consciousness was through a different kind of education. And so he founded schools in India, England and California, and on a regular basis met and discussed with staff, students and parents, conveying a startlingly different way of inquiry and perception that never lost track of the context of wholeness.

 

Throughout his life he saw himself as a guest on Earth, and his respect for life and love of nature was profound and all-encompassing. He cared for trees and flowers, animals and every living creature with passion and compassion, yet without any proprietary sense.

 

Was the man the message? — yes and no. Comparison did not arise in his mind: the destructiveness of psychological measurement was clearly seen and pointed out. If there was perfection, it did not lie in the arena of the personal but in the capacity to perceive beauty directly—the living, breathing moment at hand; the truth in what is: everything as vast emptiness.

 

Michael Krohnen, Ojai November 20, 2009 (From: ‘Voyage into Boundless Calm’)

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TRUTH IS A PATHLESS LAND…

 

Eighty years ago in 1929 Krishnamurti gave his enduring declaration of independence speech stating “Truth is a pathless land…” and proceeded to travel the world as the peripatetic World Teacher speaking to millions his message of freedom from spiritual and psychological authority; thinking for oneself, and living intelligently.

 

On the anniversary of that speech the KFA organized a dialogue / study / retreat October  9, 10, and 11th at the Krishnamurti Education Center at Pine Cottage in Ojai for thirty-four people.  Together in one group, the participants explored ‘authority’ of all kinds, ‘thinking for oneself’, and ‘perception of truth’ as perennial human issues. A short sound film from 1930 of Krishnamurti rereading the speech in Ojai, California was screened along with historical footage from the 1929 Star Camp in Holland.

 

The connotation of the dialogue/study was that slow and careful reading of text materials can lead to insights of a different nature than those from dialogue and discussion. There was a lengthy exploration of ‘truth’ and ‘self’ with capitals and without and what are their implications. The words ‘organize’ and ‘organization’ are used over thirty-five times in the speech and the group looked deeply into ‘authority’, ‘inner organization’ and ‘corruption’. 

 

Midway through the weekend local composer and concert pianist Scott Hiltzik gave a recital of improvised music on the new Steinway Concert grand piano in the Center. It was a fine exercise of the listening ability of the participants.

 

YOU ARE THE WORLD…

 

For the past thirty years the KFA has hosted occasional gatherings in New York City where people interested in the teachings of Krishnamurti are drawn together. On October 18th at Tibet House forty-five individuals from Boston, New York, and Washington D.C. met together for a one-day program on the themes of ‘You Are the World’ and ‘Looking Into Insight’.

 

Theodore L. Kneupper Ph.D. (Professor Emeritus of Slippery Rock University, Penn.] and Hillary Rodrigues Ph.D. [Lethbridge University, Canada] read their thoughtfully crafted papers on the themes and answered questions posed by the participants. [A streaming video of their talks will be linked on our website.] After lunch, the whole assembly engaged in a discussion moderated by R.E. Mark Lee of KFA, rather than a dialogue, of issues from the papers and their implications for daily living. Each participant was provided with a boxed Indian lunch and were given four KFA DVDs and a copy of Dr. Rodrigues' book “Krishnamurti’s Insight: An Examination of His Teachings on the Nature of Mind and Religion”.  

 

It is what will grow out of the connections made at the conference that is significant. A dialogue group is being formed of interested people in NYC and there were many renewed contacts among people seriously interested in Krishnamurti’s teachings.  

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Poetry by Michael Krohnen

 

Summer Time in the Land of the River Saane

 

This night, my heart listens

To the silence that embraces

 The many songs of the Earth:

The rushing river, the breeze in the fir trees,

The rain drops drumming against the canvas.

 

Tomorrow morning there will be

A gathering of thousands,

A congress of humanity,

In the huge tent

On the other side of the river.

 

He will invite us

To take a journey together,

Into an unknown pathless land,

Where you might be

A light unto yourself.

 

Michael Krohnen, Saanen, Switzerland 1971;

(Revised, Ojai, California 2009)

 

Friedrich Grohe - Switzerland

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New KFA Trustee

 

With deep appreciation, we welcome Rabindra Singh as a new KFA trustee. Rabindra has been a core member of Friedrich Grohe's Krishnamurti Link International (see their website as well as The Link magazine) and has travelled the world meeting with people interested in Krishnamurti, helping to put them in touch with each other, as well as providing material support. He plans to be in Ojai for at least three of the six annual trustee meetings and attend the rest by speakerphone.

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Krishnamurti Publications of America

  

Interview with KPA Director Derek Dodds in new Chinese magazine [excerpt roughly translated]

...Guide to a happy life: I have said many times that I'm jealous of your life, I think you are very happy that you travel around the world, in different beaches surfing, and all kinds of human interaction ... then how can we like you find happiness or joy? Whether people can learn to achieve happiness?

 

Derek: Learning cannot achieve happiness. Being concerned about their thinking, behavior, feelings and actions, is the only way to bring about change.

 

Guide to a happy life: This is the Guide to a happy life's inaugural issue. What is your message to us?

 

Derek: A happy life would really be too difficult; but rooted in love and truth of life is more noble. It requires passion and clarity of mind, all of the energy of this one man has been released with deep compassion to prevent people from living a life of shackles [bondage]. 

 

 

 

See our publishing blog at:
http://orgkrishnamurti.tumblr.com/ or http://kpublications.com/

Derek Dodds, Publisher/International Rights Director
Krishnamurti Publications International
Sales 805-485-0180 | Fax 866-380-7554

-rights: http://www.kpublications.com/
-twitter: http://twitter.com/orgKrishnamurti
-sales: http://krishnamurtibookstore.com/

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Krishnamurti Foundation of America

P.O. Box 1560

Ojai, CA 93024, USA

(805) 646-2726

kfa@kfa.org

www.kfa.org and www.oakgroveschool.com

K and child at meal

Table of Contents
 

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Krishnamurti Winter Study-Intensive and Retreat Program 2010
for adults and college students

 

THE KRISHNAMURTI FOUNDATION OF AMERICA IS EXCITED TO PRESENT THE NEW 9-DAY WINTER STUDY-INTENSIVE & RETREAT PROGRAM AT PINE COTTAGE AND THE PEPPER TREE RETREAT IN OJAI, CALIFORNIA  

 

The Ground of Silence, the Ending of Thought, and the Emergence of Creativity

Saturday, January 9 to Sunday, January 17, 2010

 

The emphasis of this winter's program will be on exploring that dimension of intelligence that exists beyond the thought-based mind, what Krishnamurti called insight. Also we will examine the relationship between listening and silence, in which there is no interval of separation nor fragmentation, only a direct seeing of the truth. We will also explore what we must do to bring about true creativity in our lives, to free the mind of all incumbrances so that our minds are free to meet life without the shadow of fear or sense of limitation.

 

This fully-immersive 9-day Program was created for adults and college students interested in exploring in-depth the core essen­tials of Krishnamurti’s teachings, with an emphasis on awakening a different dimension of intelligence and bringing about true creativity in our lives.

 

To read more, visit our website. For further details please call Richard Waxberg, director of the KFA Study Intensives, at 805-640-0532 or email: richard@kfa.org.

 

We would like you to know that we are looking for modest donations to help college students to participate in our program at a reduced rate. That is the key to its ongoing survival - donations from people concerned about exposing college students to Krishnamurti's teachings during a time in their lives when they are open, curious and are beginning to think for themselves.

 

[continued below]

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Oak Grove School and Krishnamurti Education

Personal Observations
Krishnamurti and Education
Differences in Form, Function and Significance

by Michael Mendizza

 

(for a complete version of this article, click here.)

 

Summary:
Krishnamurti schools look and feel in many ways similar to other alternative educational environments. It is important therefore to define as simply as possible how Krishnamurti’s views in general and specifically his approach to education differs from other models. Comparison is challenging. Krishnamurti questions a number of basic assumptions that most other approaches do not consider and by doing so creates a different context and therefore different meaning and value to the normal activities and relationships called education. The activities may look the same, going to classes, writing papers - it is this change of context and the way it expresses through relationship that alters the meaning of education.

 

For example:

Nearly every approach to education serves to condition young people in ways that conform to society. Krishnamurti’s approach cultivates a silent state of acute awareness and attention that acts to free the mind from this conditioning and its implied authority.

 

He is much more concerned with the state of the heart and mind than its content. By optimizing the state of the learner in relationship - academics and meeting all other challenges are optimized as well.

 

Krishnamurti views intelligence not as content, not thought, memory or an idea, rather as a vital and universal force that expresses spontaneously when the human heart, mind and body is completely safe, coherent, free to observe, to act appropriately and learn. His approach to education awakens this intelligence and its quiet intensity.

 

He understood that the formation of a social self-image is the catalyst that gives cultural conditioning its immense power. His teachings and approach to education questions the integrality, permanency, value and need of this image along with the self-centered thought, action and conflict it generates.

 

Not being an image is the real goal of true education, "knowing one’s self" assumes a completely different meaning. Self refers to the moment by moment reactions one experiences spontaneously in the mirror created by relationships with others and the world. What one sees looking in this mirror at a Krishnamurti school is fundamentally different from the same mirror found in other environments.

 

What distinguishes Krishnamurti’s view of education from all others is the way these and other unique elements combine to create a different context for the normal activities we call parenting and education, and how this different context alters the meaning of each activity and therefore of education, its form, function and significance. The unique context Krishnamurti’s approach to education creates redefines the meaning of education in the same way his teachings in general redefine the meaning of individual and collective human life.

 

[continued below]

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Connecting Science, Literature, and Life

through the Art of Inquiry

By Meredy Benson Rice, Head of Oak Grove School

 

Oak Grove students in Jenn Jesu-Anter’s chemistry class are involved in a simulation.  Having discovered dead fish on the river bank, a fictional town council has to deal with a heated debate:  should they shut down the water supply assuming contamination (which would mean canceling the annual Fishing Festival – an event that brings much needed tourist dollars into the community) or not?  How can scientists help to assess the truth of the situation?   The students will conduct a series of experiments to help resolve the problem but first their teacher takes a moment to discuss with the students “the art of observation”.  As students make initial observations of their water samples, they are asked to consider what assumptions they may be carrying.  “I see the water is clear, and I may be assuming that clear means pure or uncontaminated,” one student offers.  Another says, “Or I might assume that particles in the water make it unsafe to drink even though the water might be fine.”  A discussion ensues about how these underlying assumptions may distort the facts.  “If you want to be a good scientist,” says Jenn “then you need to be as aware of your thinking on the inside as your observations on the outside.”

 

Down the hall in their English class, students are exploring the art of observation in a different context.  Having just read A Fine Balance by Rohinton Mistry, a novel set in mid-70’s urban India, the students are asked to consider why a certain character seems to be incapable of seeing the injustices that surround him.  “His upbringing is determining how he sees the world,” comments one student.  “Right,” another says, “he can only see the world through the system he was raised in.”  Together with their teacher, Paul Herder, the students continue to discuss how thoughts, opinions, and beliefs can interfere with our ability to perceive directly.  “We humans are always categorizing, comparing, predicting,” says Paul, “all highly sophisticated cognitive processes that we take for granted.  Unfortunately, these processes are also prone to inaccuracy and can distort how we experience ourselves and the people around us.”

 

Krishnamurti often expressed that the highest form of intelligence was the ability to observe, just observe, and state the facts, without judging, without opinion.  When the curriculum is rich with real opportunities for students and teachers to explore this notion, we begin to connect this to our everyday lives.  This kind of awareness can potentially help us in daily relationships and the way we communicate with each other.  For example, before emotionally reacting to a situation or a conversation, a person might stop and ask themselves: have I really got all the facts?  It’s great to talk with students about this and have them imagine the difference in the world if we were all able to do this.

 

The art of observation is a subset of the Art of Inquiry, one of six “arts” (the others being communication, academia, engagement, aesthetics, caring and relationship) that provide a framework for learning at Oak Grove School.  These arts are embedded in everything we do.  They connect across subject areas, grade levels, and extra-curricular activities.  They really inform our whole approach to education.

 

 

Oak Grove School is a progressive pre-school through college preparatory co-educational day & boarding school in Ojai. For more information, visit www.oakgroveschool.com or call (805) 646-8236.

 

To see a video of the 2009 High School graduation, click here.

Thank you to our donors!

 

The Day of Reading fundraiser was a great success. Over $25,000 will go to sustain and enhance the art and music programs and to refurbish the main house. We will post on the web site photos and videos from the day.

 

Thank you also to the members of the Extraordinary Life Society for their gracious five-year pledge to support Oak Grove School.

 

Chris Bailey and Carolyn Glasoe Bailey

Louis and Evelyne Blau

Daniel and Victoria Breen

Jacqui Burge and Kai Ewert

Jorge Carrillo and Leslie Lange

Cindy Convery

Robert M. Dautch and Elizabeth Pretzinger-Dautch

Steven Edelson and Maria Cristina Cuellar

Peter and Melinda Farrelly

Oded Fehr and Rhonda Tollefson-Fehr

Lila and Dines Francese

David and Faith Friedlander

Jodi Grass and Kevin Doss

John and Sharon Graves

Whitney and Martin Hartmann

Trudy Frohlich Huberman

Irmgard B. James

Rachel and Hillel Janai

Ken and Carol Leandro

Mark and Asha Lee

Joy Maguire-Parsons and Rick Thompson

Yassie Montakhab

Michael and Tanya Smith-Montano

Michelle Murray and Michael Nelson

Nourish America

Nancy and Nick Oatway

James Paul

Digvijay and Yukiko Puar

Dennis Rice and Meredy Benson Rice

Simone Scharff

Matthew and Taralee Schoen

Jay and Wendy Silverstein

Troy Sizemore and Victoria Johansen

Keri and Charlie Starbuck

Francis Steen

Mary Steenburgen and Ted Danson

Troy Sumrall

Dan and Krista Swanner

Robert and Ann Tisserand

Ross G. and Lenore Venokur

Patricia Waltcher

Guy and Leone Webster

Diane White

James and Laura Whitney

Tony and Nina Winecoff

Friedrich Grohe - Ojai oaks

Krishnamurti and Education [continued]

 

Krishnamurti’s vision of education:

Each generation more or less conforms to the past generation; therefore no generation is ever a new generation. What we are trying to do here is to create a new generation… who won’t be afraid, who won’t conform.

How to live in this insanity and yet be sane?

To live intelligently, with great love and affection and not be smothered, corrupted by society… So education becomes of the greatest importance. Education, not being merely the acquisition of technical knowledge, but understanding, with sensitivity and intelligence… the whole structure of human existence.

 

Conditioning:

Don’t fool yourself, you have been conditioned by that insane world, shaped by past generations – including your parents.

 

Authority:

The moment you follow somebody you are making yourself an idiot [dull] and the one you follow also an idiot - because they have [both] stopped learning.

 

Attention:

Quietness is necessary because a mind that is really very quiet, not distorted, understands something which is not distorted, which is really beyond the measure of thought. And that is the origin of everything.

 

Intelligence:

I feel you ought to leave this place highly intelligent, not just pass some exams, but be tremendously intelligent, aware, beautiful persons… Then your life will be sacred.

 

Self-as-image:

I want to live freely; I want to have no walls around me… How do you prevent this image from being formed?

 

Self-knowledge:

You see your reflection in the mirror, exactly what you look like, unless the mirror is crooked or cracked. Can you look at yourself in the same way…without any distortion, without any twists, without any deviation, just to see exactly as you see in a mirror?

 

Relationship:

First it’s the feeling…When we are really friends, when I love you and you love me – not sex and all that – but really feeling together, then we are safe, aren’t we? You will protect me and I will protect you in the spirit of working together… Can we create that feeling here? Otherwise, what’s the point of all this? Can’t we have a sense of well being, a sense of caring, of affection, love? Surely then, we shall create something totally new.

from conversations with students and staff at Brockwood Park
published in 1975 as Beginnings of Learning

 

[for the complete article, click here.]

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Krishnamurti Winter Study Intensive and Retreat Program 2010 (continued)

 

Report on the 2009 Summer Study-Intensive

It took place for the first time within the beautiful grounds of the new Krishnamurti Education Center campus. The aim of our program is to provide the ideal atmosphere for participants to enter into an in-depth, penetrating inquiry to find out for themselves what is actually preventing each of us from a transformation of consciousness, and to experience a shift from the linear thought-based mind to a new dimension of intelligence and awareness that Krishnamurti called insight. The emphasis of the work we do together is to help each participant create a ground for self-discovery and self-knowledge; we want to understand Krishnamurti's teachings for ourselves, deeply and clearly.

 

This summer's program combined college students with adults, which created a wonderful balance and mutual support in our work. Thanks to generous and dedicated donors, we were able to offer several Tuition Discounted Scholarships. Together with 3 co-facilitators, Professor Satish Telegar, Richard Waxberg and Deborah Kerner, the 11 participants entered into 2 dynamically interactive, shared dialogues each day. The theme of this summer's program was The Ending of Time, based on a series of dialogues between Krishnamurti and physicist David Bohm.

 

The pulse of the 2 dialogues each day created the perfect opportunity for us to keep the undisturbed continuity of our inquiry intact from one dialogue to the next and from one day to the next. This had the effect of building intense energy together, and of establishing trust and a real sense of mutual affection. The result was a merging of each participants personal exploration into the intention of the entire group's shared dynamic inquiry, which propelled us to depths of seeing perhaps impossible to reach on our own. 

 

Here is a quote from one of this summer's participants:

 

I am truly amazed to have gotten a glimpse into the art of dialoguing in a group. It was a wonderful experience to be part of group exploration and inquiry... to delve deep into fear and illusion without conflict. I saw during the retreat, and more so since returning home, that there is no understanding this teaching intellectually, it must be felt with one's complete being.  I admit to needing help... I am not likened to a new seed blowing in the wind, but rather an old tree who has been brought to the nursery after struggling for too long in the wrong environment with the wrong nourishment. I am confident though that even as my old withered limbs are cut away (thought, etc.) new life can come forward.  Love and Blessings,  River Rose

 

for more, click here

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News from Rishi Valley

Another award for one of the projects of a Krishnamurti school in India - Rishi Valley Institute for Educational Resources (RIVER) is a pioneer of the Multi-Grade Multi-Level Methodology. Striving for excellence in Rural Education. Please visit their site

 

“SOCIAL ENTREPRENEUR OF THE YEAR” INDIA WINNERS ANNOUNCED

                                         

New Delhi, India, 6 November 2009 – The Schwab Foundation for Social Entrepreneurship, in collaboration with the United Nations Development Programme (UNDP), has selected three social enterprises with significant impact in India as winners of the India Social Entrepreneurs Award for 2009: Rajendra Joshi, Managing Trustee, Saath; Brij Kothari, Director, PlanetRead; and Padmanabha and Rama Rao, Co-Directors, RIVER. 

 

This is the fifth edition of the award, which has been given annually since 2005 to individuals that have founded organizations or companies that do not maximize profits, but benefit society or the environment...      

 

– Padmanabha and Rama Rao (www.rishivalley.org), RIVER, Andhra Pradesh

 Rishi Valley and OGS student

Teachers in India’s 1.1 million single-teacher schools lack the appropriate methodologies, curricula and support systems to educate their students. RIVER’s education model helps teachers adapt to these challenges. Government curricula are adapted for local context, and divided into smaller modules so learning is aligned with each student’s ability. Local accountability chains are established between teachers, parents and government. RIVER’s success in improving the quality of primary education has led to its replication in over 75,000 schools as part of the Sarva Shiksha Abhiyan, reaching eight million children across India per year.