ABSTRACT

Jiddu Krishnamurti was a contemporary of the first non-European Nobel Laureate from Asia, Rabindranath Tagore. Their educational ideas and practices of reform were deeply informed by their own troubled experiences of schooling within the highly mechanised industrial model of education imported from colonial England. Both were school dropouts and devoted their adult life to building their own schools for holistic child and community development. Krishnamurti specifically focused on learning as a process of becoming a free-thinking individual outside of all kinds of social conditioning. Lifelong learning is a quest for freeing the self from social conditioning for societal transformation according to him. In this paper, we engage with the writings of J. Krishnamurti as an intrinsic quest for lifelong learning about the inner ‘self’ devoid of any conditioning based on national, racial, religious, ethnic, and other social divides, which trigger war and destruction. This paper presents Krishnamurti’s conception of lifelong learning intrinsically driven by a call for awakening wisdom, i.e. the intelligence to realise the interrelated nature of life on earth. This paper argues that according to Krishnamurti’s lived experience and writings, the whole movement of life is learning about ‘self’ and its integral relationship with other humans and Nature.

摘要

吉杜·克里希那穆提是亚洲第一位非欧洲诺贝尔奖获得者罗宾德拉纳特·泰戈尔的同时代人。他们的教育理念和改革实践深受他们自己在从殖民英国引进的高度机械化的工业教育模式中的学校教育经历的深刻影响。两人都辍学了，他们成年后都致力于建立自己的学校，以促进儿童和社区的全面发展。克里希那穆提特别关注学习，将其视为在各种社会条件之外成为一个自由思考的个体的过程。根据他的说法，终身学习是一种将自我从社会条件中解放出来以实现社会转型的追求。在本文中，我们与 J. 克里希那穆提是对内在“自我”终身学习的内在追求，没有任何基于国家、种族、宗教、民族和其他社会分歧的条件，这些分歧会引发战争和破坏。本文介绍了克里希那穆提的终身学习概念，其本质上是由对觉醒智慧的呼吁所驱动，即实现地球上生命相互关联的本质的智慧。本文认为，根据克里希那穆提的生活经验和著作，生命的整个运动是学习“自我”及其与其他人类和自然的整体关系。意识到地球上生命相互关联的本质的智慧。本文认为，根据克里希那穆提的生活经验和著作，生命的整个运动是学习“自我”及其与其他人类和自然的整体关系。意识到地球上生命相互关联的本质的智慧。本文认为，根据克里希那穆提的生活经验和著作，生命的整个运动是学习“自我”及其与其他人类和自然的整体关系。