How would you, if you had a son here or a daughter, you want to educate them, or bring about a holistic life? You’ve got so many students here, capable, intelligent—at least some of them—and would you bring about, through what means, through what kind of attitude, what kind of verbal explanation, would you go through to educate a holistic way of living? That is what I am proposing. I mean by ‘holistic’ whole, unbroken, not splintered up, not fragmented, as most of our lives a

In teaching science, it is more important to help students to under-stand the scientific approach to life and develop a scientific temper than it is to impart scientific knowledge or train them in specific scientific techniques. While scientific knowledge and techniques may be useful to them in their career, the scientific approach to life has much wider ramifications as it is applicable to all aspects of life - social, economic, political and even the religious.

Krishnamurti pointed out that there are three great arts in education. They are listening, looking and learning. When you listen, you can either listen partially because you are preoccupied or because you carry certain prejudices which prevent you from listening completely. When you do listen completely, without any resistance, any prejudices, that is a complete act of learning. You listen to a sound; to silence. One day, years ago, I was walking along with Krishnamurti on El

As we are all aware J. Krishnamurti was not only a great seer but a wise educator, perhaps the most radical that this century has produced. His insights challenged educators to re-examine fundamental issues of education. With great penetration, he probed into questions that are very real for teachers, questions that relate to issues such as freedom and discipline, knowledge, intelligence, creativity, goodness and so on....

Is there any other way of living in which you and I can function in our true vocation?

The history of intellectual and religious inquiry is replete with great minds and great schools. For the most part dialogue traditions have remained in the academic world or are used as stratagem in workshops or classrooms to teach specific skills. The dialogue that I would like to suggest in this exposition is an approach that, in an educational setting, has deeper implications for everyday life.

Things often look different to students and teachers in a school. Having played both roles, I am acutely aware of this. But some things never change. Looking back to the time I joined school in the 7th, I vividly remember my first meeting with my future classmates. One of the first things I was asked was what games I played. Last year a new boy in the 8th joined my house. When I took him to his bedroom there were a couple of boys chatting there.

A year after I joined the Rishi Valley School I was asked to be a 'house parent' to 16 boys of ages 10 to 13. I was to live with them in a newly extended two storey white brick building called Palm House. I had one large room of 10 boys directly above me and a smaller room of 6 on the same floor. I was 24 years old then, with little experience of working with children. What was to be my role as 'house-parent' to 16 pre-adolescent boys in a residential school, living together

We recognize the growing complexity of the challenges facing schools today and we seek answers in educational reform and innovation. There have been enough educational reform movements - as well as political, social and economic reforms — throughout history, yet we must genuinely ask, have human problems been resolved by them?

What is right relationship between a teacher and student, or between a teacher and a colleague? What element must it have so that it is vital and happy and free? What is the art of relationship which Krishnaji so often talked about, and how does it operate in our schools?