1. ACCORDING TO:
JIDDU KRISHNAMURTI
EDUCATION PERSPECTIVE
By: MANJEET SINGH HUDDA(060)
KUMAR GAURAV(061)
ANUPAM KUMAR(065)
GORAKHNATH BANSAL(068)
MONIKA DABAS(075)
DARSHIT BHALLA(112)

2. JIDDU KRISHNAMURTI
LIFE-SKETCH AND INSIGHT IN EDUCATION
NATURE OF EDUCATION
EDUCATIONAL PHILOSOPHY
CURRICULUM
TEACHING METHODOLOGY
TEACHER’S CHARACTERISTICS
CRITICAL APPRAISAL

3. JIDDU KRISHNAMURTI
Jiddu Krishnamurti was brought to England by Annie Besant
(President of the Theosophist Society) and educated by her. She
proclaimed him the Messiah and set up an organization.
Jiddu Krishnamurti (1895 – 1986): Born on 11 May, 1895, at
Madanapalle, a small village in south India. His father was an official
in the Revenue Department of the colonial administration and
Krishnamurti was one of five children. After his retirement from
public service,his father offered his services to the Theosophical
Society in Chennai.
He died on 17, Feb, 1986,
Before death,he travelled throughout the world talking to large
audiences and to individuals about the need for a radical change in
mankind.

4. Krishnamurti was a philosopher whose passionate search for the
‘good society’ was not grounded in any particular religious or
philosophical tradition. He did not seek to follow any specific
path for bringing about ‘goodness’ in both individuals and
society.
In his pursuit of the ‘good society’, Krishnamurti emphasized
the individual’s relationship to society as well as his or her
responsiblity for establishing the ‘good’ society.
Krishnamurti’s discomfort with the present world order
stemmed from his understanding of the human condition
wherein no one is truly happy but ensnared within a
psychological world of sorrow, jealousy, pain, anger, envy and
troubled relationships.
JIDDU KRISHNAMURTI

5. “Truth is a pathless land”. Man cannot come to it through any
organization, through any creed, through any dogma, priest or ritual,
not through any philosophical knowledge or psychological technique.
He has to find it through the mirror of relationship, through the
understanding of the contents of his own mind, through observation
and not through intellectual analysis or introspective dissection
This is as true in educational matters as it is in religious ones. Modern
education is so obviously failing to solve the world’s problems, is so
rightly criticised for not meeting societies’ aspirations, and is so clearly
unable to prepare people for the fundamental challenges of living
 If your heart s filled with love, then there is no need to search any God
more, because love is God.
The true meaning of life can be made understood to man by education
alone, and it is by education that a man on the wrong path can be
brought on the right path.
According to JIDDU KRISHNAMURTI:

6. J. Krishnamurti has neither developed any philosophical school of
thoughts, nor has analyzed any prevalent philosophical ideology. He
was away from all isms. Of course, he had his own viewpoint about
human life, we can terms that as his philosophical thought. We shall
make an effort to understand his philosophical thought in the form of
his
METAPHYSICS (TATV MIMANSA)
EPISTEMOLOGY & LOGIC (GYAN aur TARK MIMANSA)
AXIOLOGY & ETHICS (MULYA aur AACHAAR
MIMANSA)
PHILOSOPHICAL THOUGHT OF
JIDDU KRISHNAMURTI

7. METAPHYSICS (TATV
MIMANSA)
J. Krishnamurti believed in both aspects of man – physical and spiritual
and also believed in God at the same time; but his God is not that has
been crated by different religions. In his view, love is God.
He did not believe in any predetermined truth too. In his view, truth is
not ‘what exists’, but truth is that which creates perception of ‘what
exists’. Man’s understanding of man’s anger, cruelty, violence,
pessimism, pity & suffering in which he lives, is the truth.
In his view, human life in itself is an uncommon literacy. He did not
believe in the theory of KARMA. He argued that the theory of karma
binds us in limits; while man should work on the basis of his
consciousness free from any type of limitation of bindings.

8. EPISTEMOLOGY AND LOGIC
(GYAAN AUR TARK MIMANSA)
J. Krishnamurti has divided knowledge into three classes – scientific,
collective and individual.
1. He has placed that knowledge under scientific knowledge which is based
on the analysis of fact.
2. Collective knowledge which is related to man’s interrelationship with
nature.
3. Individual knowledge which is related to the inner-self of man.
In his view, any type of knowledge is attained by intellect and true
knowledge is attained when intellect becomes unprejudiced. He has
further clarified that true knowledge symbolizes internal existence, it is
the guide to life and it can be be got by consciousness.

9. AXIOLOGY AND ETHICS (MULYA
AUR AACHAAR MIMANSA)
J. Krishnamurti preached people for internal development besides
external development, in which there would not be any external show,
it would be simple; it would be devoid of desire, it would be satisfying;
it would not have any enmity, it would have love; it would not have any
violence, it would have cooperation; it would possess love for the whole
of mankind in place of religious hypocrisy.
It would create such a society in which people will not be divided on any
of basis of caste, religion, society, culture or country; rather they all will
be united on the basis of love.

10. He has taught the lesson of simplicity first, and then that of love.
Love is the weapon by which all caste, religious, cultural and
regional bindings can be severed.
It is not that they will have to turn away face from the realities of
life, they will have to work for living life, they have to use science &
technology for progress in vocations; and they would be able to do
all this when they are learned; but any scientific or technological
principal will be used for the welfare of the whole mankind.
***

11. According to krishnamurti education is not merely
acquiring knowledge, gathering and correlating facts.
It is to see the significance of life as a whole. Education
helps us to discover lasting values so that we do not
merely cling to formulas or repeat slogans. It should
help us to breakdown our national and social barriers,
for they breed antagonism between man and man.

12. I. He believes that the development of such total
human being or conscious man who is perfect
from both external and internal viewpoint.
II. He believes in such development of integrated
man who is capable of living the life fully.
III. He believes in development of scientific mind,
spirituality.

15.  Krishnamurti emphasis on the development of new technology, research work in
education.
 Curriculum should develop the working efficiency.
 Development of curriculum should encourage the patriotism in students.
 Curriculum should give the knowledge to find the solution of problems.
 Curriculum should encourage the interest for research and developments in
students.
 Curriculum should. develop the self expression ability in the students
 Curriculum should encourage National Integrity and harmony in the students.
 Teacher should use interactive resources or methods while transacting curriculum.
 Curriculum should encourage curiosity in the students.
 Curriculum should be able to develop praise and aesthetic opinion in students.
 Subject matter should be transacted through discussion method or process.
 Students should have the freedom to analysis their surroundings(nature) and to
think independently and to find himself (atma gyan)

16. Presented By – Anupam
Kumar

18. We should not teach the student ‘what to think’ and
‘how to think’. Allow him freedom to think for
himself.

23. According to him Teacher should
beJ. krishnamurti assign an important place to teacher. The teacher
is a Guru. He is to guide and stimulate the student. He is to keep
them on the right work.
He should have the ability to understand the child, his emotions,
sentiments, interests and potentialities.
TEACHER As a observer:
He should be an observer of child’s development rather than a
information or idea’s giver only.
The teacher must see that the education of the child’s must be in
free environment for their interest inculcation.
The teacher should be facilitator to the student as providing
opportunities to develop the education.
The should know the elementary knowledge of psychology to
learn or study the students.

24. CRITICAL APPRAISALKrishnamurti's attitudes were conditioned by
privilege because he had been supported, even
pampered, by devoted followers from the time of
his "discovery" by the theosophists.
He was at such an "elevated" level that he was
incapable of forming normal personal relationships.
Krishnamurti attracted the interest of the
mainstream religious establishment in India. He
engaged in discussions with several well known
Hindu and Buddhist scholars and leaders only not
with the general public.
In India, Krishnamurti appeared a rather forbidding
philosopher who advocated no crutches of either a
spiritual or an emotional nature and certainly did

25. SPECIAL THANKS TO KAMAL
SIR