By J. Krishnamurti
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For generations, colleges have aimed to introduce scholars to a extensive variety of issues via curriculum that make sure that they're going to not less than have a few acquaintance with such a lot components of human wisdom by the point they graduate. but such vast wisdom can’t aid yet be a bit superficial—and, as Kieran Egan argues, it omits a very important point of actual schooling: deep knowledge.
Real schooling, Egan explains, involves either common wisdom and exact realizing, and in studying intensive he outlines an formidable but functional plan to include deep wisdom into easy schooling. below Egan’s application, scholars will keep on with the standard curriculum, yet with one an important addition: starting with their first days of college and carrying on with till commencement, they'll each one additionally research one topic—such as apples, birds, sacred structures, mollusks, circuses, or stars—in intensity. through the years, with the assistance and tips in their supervising instructor, scholars will extend their realizing in their one subject and construct portfolios of information that develop and alter besides them. by the point they graduate each one scholar will comprehend as a lot approximately his or her subject as nearly an individual on earth—and within the method may have discovered very important, even life-changing classes concerning the which means of craftsmanship, the price of commitment, and the pride of figuring out anything in depth.
Though Egan’s application should be radical in its results, it's strikingly uncomplicated to implement—as a few colleges have already discovered—and with studying extensive as a blueprint, mom and dad, educators, and directors can immediately start taking the 1st steps towards remodeling our colleges and essentially deepening their students’ minds.
Co-published with the organization for Bah? ’? experiences In 1844 a charismatic younger Persian service provider from Shiraz, often called the B? b, electrified the Sh? ’ih global by means of claiming to be the go back of the Hidden 12th Imam of Islamic prophecy. yet opposite to standard expectancies of apocalyptic holy conflict, the B?
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Extra resources for A Flame of Learning, Krishnamurti with Teachers
Rather than say, ‘Don’t do this, do that’, say, ‘Be awake’. Then in that wakeful state we tell him about long hair, short hair, and I think he’ll be quicker grasping it rather than taking months over it. If I could, as a teacher, help him to learn what it means to be watchful, the student and I learn together to be watchful, about everything, then in that, while he’s learning, I tell him, ‘Look, watch your hair’, or whatever. T: Are you going to do that? K: I think you can do it if you can teach me how to be watchful, if I can learn to be watchful.
T: Unless there is this depth, it’s rather meaningless. K: It’s meaningless, so we’re both going to learn together what it is to have a motive and what it is not to have a motive. It is not I’m telling you and you’re going to do that with the students. Together we’re doing this. Now, have I a motive in this? Have you a motive in this, a motive in the sense of direction, to be free of violence, deeply? For what? Why? T: You’re saying, ‘So that you will be free of violence’. Doesn’t that imply a motive?
All I’m saying is, are you interested and responsible to see if you realize the world is you and you are the world? And that one of the factors in this monstrous world, of which you are, is violence, psychological violence, from which breeds external violence? How do you help yourself who are the world, and the student, to be free of this violence? How shall we go about it together with those students? You asked me to get off my pedestal, so I have. And so I have established a relationship with the student, saying, ‘Look, we are together in this’.