Beruflich Dokumente
Kultur Dokumente
by Federico Battistutta
It happens sometimes that the contributions, if not more important, certainly more
stimulating and provocative that come across in any subject area so-called outsiders
come from authors, without the intellectual or academic certifications deemed necessary
according to the maintenance of the celebrators status quo of knowledge. This is the case
of the relationship between Krishnamurti and the world of education.
Born in India in the late nineteenth century and died in California in 1986, a thinker Jiddu
Krishnamurti was a stateless person who did not want to belong to any organization,
nationality or religion. Raised and educated as a child, to become a spiritual master,
himself, in 1929, rejecting the role of authority to award, broke dramatically with this
perspective. He will say right on that occasion: "You remember the story of the devil and
his friend that walking, they see a man bending over, picking something up off the
ground and put it in your pocket. The friend asked the devil: "What have you collected?".
"A piece of truth," replied the devil. "A bad deal for you," said the friend. "Not at all,"
answered the devil. "I will wait to organize it." I maintain that truth is a pathless land and
you can not get through any way, no religion, no school. This is my point of view, and
will adhere fully and unconditionally. Because the truth is unlimited, unconditional,
unreachable by any road, can not be organized, and no organization can be created to
lead or coerce the other along a particular path. "
He devoted the rest of his life traveling the world, talking to many people and talking
with students of schools established by him. What was really at the heart of man
Krishnamurti was the liberation from the constraints, by submission to authority, passive
acceptance of any dogma, always insisting on the necessary rejection of all authority,
starting with their own, to see to the end how the structure of society the individual
conditions. He was under no confidence in the ability to edit the various political
institutions, since these would come not from man's liberation, but this possibility lies in
man himself, is contained within him the story of all humanity. The step is then aimed at
the liberation of the individual forms of voluntary servitude of which is at once victim
and author. Hence the interest in educational processes.
It is appropriate, however, a preliminary clarification as to limit exposure to a specific
field - that of education, in fact - you may see a form parcellizzante ultimately a
specialized way to deal with man's relationship to exist, in contrast to always advocated a
comprehensive approach by Krishnamurti. No coincidence that on one occasion says: "If,
by examining a flower, he ripped the petals one by one, at the end of the flower is gone.
You hold parts of a flower, but those pieces are not the beauty of the flower. "
But it is also true that it has always been central to his thinking, just the prospect of
liberation from oppressive social various devices, attention and analysis to the various
conditioning processes that cast the subject in terms of unhappiness and inauthenticity .
Not only that it remains beyond any doubt that Krishnamurti has always been a relentless
critic to any tendency to codify and institutionalize the flow of life without end, it is
equally true that there is a place - the school - which has not declined at all and indeed he
worked to make it suitable for children (or teenager). Moreover, we will discuss the
pedagogy will be free from fixations prescriptive, preferring to call an observation
innovative, active and participating in silence, towards a multilateral training of the
person.
Educate to life
Reading Krishnamurti
Source: http://www.arivista.org/?nr=366&pag=78_en.htm