Krishnamurti has been described as a ‘revolutionary teacher who worked tirelessly to awaken people-to awaken their intelligence, to awaken their sense of responsibility, to awaken a flame of discontent’, and this commitment to awakening the consciousness of people was undoubtedly based on a ‘strong moral passion’ (Herzberger & Herzberger, 1998). His concern for what he considered ‘right education’ was clearly not an attempt to provide temporary solutions to society’s problems or seek to correct them through merely educating people to read or write. Krishnamurti was not an educator in the narrow or formal sense of the term, as he had no formal qualifications to either propagate or promote educational goals or establish educational institutions. Krishnamurti on the educational ethos of alternative Indian education has been of an unquantifiable quality, although this is often not visible in the formal components of secondary school education.
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