this section we feature articles written by our teachers on various
Their scope will include:
- Mainstream curricular material;
- Enrichment material;
- Material suitable for slow learners, or those with some
learning disability; and
- Krishnamurti’s views on education, and how they can
find expression within a school context.
We briefly elaborate on these descriptions. Concerning the
first item, the poor availability of well-written textbooks
dealing with mainstream curricular material is well known,
especially in certain subjects. We refer to books that are
written in a lively and relevant manner, and which do not overwhelm
the student with excessive detail and inappropriate exercises.
Teachers therefore need to share good curricular resources
in a wider forum.
Finding appropriate ways of teaching and nurturing students
of exceptional ability, or students who are slow learners or
have some kind of learning disability, continues to represent
an area of great difficulty in the Indian context. School education
today is largely addressed to the mythical “average” student.
The needs of those who are gifted and who could do something
much more than the regular syllabus are generally ignored,
on the ground that they can “look after themselves.” Equally,
teachers looking for material addressed to slow learners or
first generation learners find that there is almost nothing suitable. It is clear that a great deal of work needs to be
done in these two areas by the teacher community at large.
As regards Krishnamurti’s views on education, an important
point to be emphasized is that though Krishnamurti spoke at
length and over many decades to teachers, he never left any “blueprint” on
how a school is to be run. Those familiar with his approach
in religious and other matters will know that this was part
of his teaching and therefore not an oversight.
This being so, issues of certain kinds are ever of relevance
in a Krishnamurti school: issues concerning freedom, authority,
relationship, and so on.
This forum will feature reflections by our teachers on these
and related matters. Generally, there will be three to four
such articles here at any given time.
Teachers are invited to use the material in any appropriate
manner. Material may be downloaded freely, but should be acknowledged.
We invite comments from readers. Authors may be contacted
by e-mail at the IDs given alongside the articles.
For further information contact: email@example.com