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Journal articles on the topic 'Jiddu Krishnamurti'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Basnet, Basant Kumar. "Buddha’s and Krishnamurti’s Teachings to Individual Intelligence to Religious Tolerance and Social Harmony." Rupandehi Campus Journal 4, no. 1 (2024): 42–53. http://dx.doi.org/10.3126/rcj.v4i1.62920.

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This paper aims to elaborate the teachings of Buddha and Jiddu Krishnamurti, with a concentration on their importance of individual growth that ultimately results in religious tolerance and social harmony. The literature review reveals that both the Buddha and the contemporary Jidddu Krishnamurti share a common emphasis on the development of the individual as the key to achieving social harmony and religious tolerance. The findings of the author disclose eight themes based on the literature review, including the importance of education. It is crucial for religious organizations, society, exper

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Limbasiya, Nailesh. "Book review: Jiddu Krishnamurti, J. Krishnamurti on Education." Journal of Human Values 28, no. 3 (2022): 271–75. http://dx.doi.org/10.1177/09716858221093445.

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Ogletree, Aaron Peron. "Peace Profile: Jiddu Krishnamurti." Peace Review 19, no. 2 (2007): 277–80. http://dx.doi.org/10.1080/10402650701354032.

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Ranabrata, Majumdar. "EDUCATIONAL IDEAS OF JIDDU KRISHNAMURTI." Scholarly Research Journal for Interdisciplinary Studies 10, no. 76 (2023): 18411–19. https://doi.org/10.5281/zenodo.7965783.

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<em>The well-known Indian thinker Jiddu Krishnamurti is the subject of this study, and the paper's purpose is to examine his philosophical and pedagogical ideas and </em><em>investigate reflective practices of J. Krishnamurti's Ideology.</em><em> He held that consciousness was necessary for the existence of a free mind. He had the belief that the beginning of education and the conclusion of education was equally crucial for understanding life and ourselves. Kindness cannot blossom in an atmosphere of fear, and education is the sustenance that allows compassion to grow</em><em>. In this

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Sangita Medda and Dr. Ashis Kumar Debnath. "An Introduction to Jiddu Krishnamurti’s Philosophy of Education." International Journal for Multidimensional Research Perspectives 3, no. 4 (2025): 62–68. https://doi.org/10.61877/ijmrp.v3i4.263.

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At present, education seems to be a burden to the learners. It puts emphasis on learners and they are taught mechanically by imposing huge information on them. Therefore, in an actual sense, the present education system is declining today because of rigidity and also ruins the creative potential of the learners. To overcome this situation, an ultramodern approach is necessary to grab the right education. Jiddu Krishnamurti provides a new philosophical thought which is radically different from today’s educational philosophy but has little uniformity with Western thoughts. This unconventional st

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Tamaki, Koshiro. "The Fundamental Problems of Jiddu Krishnamurti." JOURNAL OF INDIAN AND BUDDHIST STUDIES (INDOGAKU BUKKYOGAKU KENKYU) 35, no. 2 (1987): 502–11. http://dx.doi.org/10.4259/ibk.35.502.

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7

Downey, Adrian M. "Jiddu Krishnamurti and The Fear of Not Being a “Good” Teacher." Journal of Educational Thought / Revue de la Pensée Educative 54, no. 3 (2022): 241–56. http://dx.doi.org/10.55016/ojs/jet.v54i3.74684.

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Abstract: Fear is a ubiquitous but somewhat underexamined phenomenon in education. In this essay, the author draws on the holistic educational philosophy of Jiddu Krishnamurti in order to reflect on the role of fear in his experiences as a classroom teacher. The author recounts experiences of difficult classroom management in which his fear was piqued. The author then draws on Krishnamurti’s writing to suggest that there is a deep seeded fear of not being a good teacher at the root of the desire to control students’ behaviour. The author concludes the paper by pointing to the need for serious

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PIJUSH, KANTI DUTTA, AMITAVA BHOWMICK DR., and LITON MALLICK DR. "INFLUENCE OF EDUCATIONAL THOUGHT ON SOCIAL & RELIGIOUS LIFE BY JIDDU KRISHNAMURTI." International Educational Scientific Research Journal 10, no. 12 (2024): 34–38. https://doi.org/10.5281/zenodo.14474575.

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The lessons of Krishnamurti don't have an everyday schedule, except, as people with propensities to sort and coordinate,  attracted to contrasting him and Jean Paul Sartre, the dad of present day existentialism. Krishnamurti's works likewise remember the space of a human for the social and political situation. In the topic , <em>“Influence of Educational Thought on Social & Religious Life By Jiddu Krishnamurti”</em> states so very well that one can't know about something except if the other is likewise present. He gives the case of peacefulness: one can't know about peacef

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Berghout, Amina. "Education and the Significance of Life by Jiddu Krishnamurti." Central European Journal of Educational Research 4, no. 1 (2022): 166–69. http://dx.doi.org/10.37441/cejer/2022/4/1/10681.

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Tuấn, Võ Anh. "VỀ TRIẾT LÝ NHÂN SINH CỦA JIDDU KRISHNAMURTI". Hue University Journal of Science: Social Sciences and Humanities 127, № 6C (2018): 103. http://dx.doi.org/10.26459/hueuni-jssh.v127i6c.4976.

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Thuruthiyil, Scaria. "Jiddu Krishnamurti's Insights into Education." Salesianum 74, no. 3 (2012): 523–43. https://doi.org/10.63343/dl8263vp.

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La proposta educativa di Jiddu Krishnamurti può essere compreso solo nel contesto della sua esperienza mistico-religiosa, che lo portò ad una comprensione radicale della natura umana e della sua missione diretta a rendere gli uomini assolutamente e incondizionatamente liberi, obiettivo che è possibile raggiungere solo attraverso la scoperta personale della verità assoluta e incondizionata. La verità, tuttavia, è senza sentieri, può essere però realizzata attraverso una rivoluzione radicale della psiche (l’ego psicologico) che si ha quando avviene una mutazione della mente. L’educazione consist

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Szymeczek, Józef. "Activities of the Theosophical Society and the Order of the Star in the East in the Czech Lands until 1939." Studia Religiologica 53, no. 1 (2020): 49–62. http://dx.doi.org/10.4467/20844077sr.20.004.12507.

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The study shows the penetration of the Theosophical movement into Austro-Hungarian territory, highlighting this process in the Czech lands from the end of the 19th century. It also examines the development of the Theosophical movement in the territory of Czechoslovakia during the interwar period, and analyses the conflict that occurred in the Theosophical circles as the result of accepting or rejecting the teachings of Jiddu Krishnamurti, recognised as the manifestation of Majtreja, but also as the expected Messiah. The analysis also considers the activities of the Star Order in the East, whic

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Mohan, Vinitha. "PSYCHO-PHILOSOPHICAL TEACHINGS OF JIDDU KRISHNAMURTI: A PARADIGM FOR ENHANCING HUMAN LIFE." International Journal of Psychosocial Rehabilitation 23, no. 4 (2019): 2195–201. https://doi.org/10.61841/93sd2p54.

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Jiddu Krishnamurti's philosophy offers profound insights into the nature of truth and existence, emphasizing the importance of direct observation and liberation from conditioned thinking. The article explores Krishnamurti's rejection of fixed paths to truth, advocating for a holistic understanding of life that transcends intellectual knowledge and emotional entanglements. It delves into his critiques of psychological conditioning, the limitations of ideologies, and the necessity for inner revolution. Krishnamurti's perspective on the mind, consciousness, fear, and identification is elucidated,

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Armenta Beltrán, Margarita. "Los saberes del educador en el discurso pedagógico de Jiddu Krishnamurti." Qurriculum. Revista de Teoría,Investigación y Práctica educativa, no. 32 (2019): 37–62. http://dx.doi.org/10.25145/j.qurricul.2019.32.03.

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Luna, Diego. "La ineludible revolución de la mente: reflexiones sobre educación a partir de «el arte de vivir» de Jiddu Krishnamurti." Teoría de la Educación. Revista Interuniversitaria 27, no. 2 (2015): 71–89. http://dx.doi.org/10.14201/teoredu20152727189.

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En el presente trabajo se proponen una serie de consideraciones sobre educación a partir de las ideas planteadas en la obra El arte de vivir (Life Ahead: On Learning and the Search of Meaning en su edición original en inglés) del pensador indio Jiddu Krishnamurti. Para ello se establecerá, por una parte, una síntesis conceptual de las ideas del autor en relación a los problemas sociales con los que se enfrenta la educación actualmente y, por otra, se reflexionará sobre el posible lugar que estas ocupan dentro de un marco histórico general del pensamiento educativo.

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Peixoto, Renato Amado. "Nas Laranjeiras: a viagem de Krishnamurti e Maritain ao Brasil e os conceitos de território e ritornello (1935-1936)." História Unisinos 27, no. 02 (2023): 374–88. https://doi.org/10.4013/hist.2023.272.12.

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Em 1935 e 1936, duas das maiores figuras do mundo religioso visitaram o Brasil, a Argentina e o Uruguai: o místico hindu Jiddu Krishnamurti, que havia sido apontado pela Sociedade Teosófica como o “Instrutor do Mundo”, mas que abandonara essa organização para divulgar uma mensagem de congraçamento, autoconhecimento e libertação pessoal; e o filósofo Jacques Maritain, o principal advogado no catolicismo do pluralismo religioso, do diálogo com a sociedade, da defesa da liberdade e da democracia. A aproximação entre os dois pensamentos não passou despercebida aos radicais: ambos sofre

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Trochonowicz, Robert. "Religious Transformation as a Solution to the Contemporary Axiological Dilemmas in the Philosophy of Jiddu Krishnamurti." Kultura i Wartości 33 (July 31, 2022): 47–61. http://dx.doi.org/10.17951/kw.2022.33.47-61.

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Prokopchuk, Yuri V. "The Phenomenon of Consciousness in the Works of Lev Tolstoy and Jiddu Krishnamurti." Russian Studies in Philosophy 59, no. 5 (2021): 425–43. http://dx.doi.org/10.1080/10611967.2021.2010425.

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Chabannes, Dominique. "Les signifiants maternels comme suppléance à la psychose : le cas de Jiddu Krishnamurti." L'information psychiatrique 101, no. 1 (2025): 44–50. https://doi.org/10.1684/ipe.2025.2833.

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Valente dos Passos, Wagner. "ato de desenhar como ação para Revolução Estética e Educação Ambiental." Ambiente & Educação 27, no. 1 (2022): 1–28. http://dx.doi.org/10.14295/ambeduc.v27i1.14251.

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O presente artigo traz o ato de desenhar como uma potencial ferramenta para a Revolução Estética e Educação Ambiental, a partir do pensamento de autores como Jacques Rancière (2009, 2013, 2018), Pablo René Estévez (2004), Augusto Boal (2009), Paulo Freire (1998, 2011), Jiddu Krishnamurti (1967), Ailton Krenak (2020) e Félix Guattari (1990). Resultado de um projeto de pesquisa e de um curso online ministrado durante a pandemia, apresenta um método simplificado de aprendizagem (com acompanhamento ou de forma autodidata) do desenho, possibilitando o resgate e descobertas de potencialidades artíst

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Bernales Albites, Enrique. "La India y César Vallejo." Archivo Vallejo 4, no. 8 (2021): 91–112. http://dx.doi.org/10.31381/archivovallejo.v4n8.5224.

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En este artículo analizaré los escritos de Vallejo en diálogo con la India. Este trabajo se divide en tres partes: en principio, comentaré una referencia exótica de la India en su primer libro de poesía Los heraldos negros (1918). En segundo lugar, examinaré la recepción de la cultura de la India, además de las obras y las figuras de Rabindranath Tagore y Jiddu Krishnamurti, escritores indios muy populares e influyentes de esa época, expresada en sus artículos enviados desde Europa y publicados en Mundial, El Norte y Variedades. Finalmente, abordaré la recepción de la obra de Vallejo en la Ind

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Jadhav, Aaditya. "Philosophical Therapy Through Linguistic Construction." International Journal of Philosophical Practice 7, no. 1 (2021): 1–10. http://dx.doi.org/10.5840/ijpp2021711.

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This paper makes attempts to argue that language inevitably affects emotions, and philosophical therapy is possible through deconstruction of language; here the horizon of language is extended not only to its traditional usage, but also as thoughts. Emotions are perceived through our conditioned thoughts and hence by an analysis of the latter, the former will become clearer. The paper is a literature review of a few books by Jiddu Krishnamurti, a contemporary Indian Philosopher; and a book on Buddhist logic. Since the paper is a literature review, it does not have any practical claim to suppor

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Murashkin, Mykhailo. "The role of the subjective factor in the cases of the subfamily and the mysticism at the hourly stage (the ontological aspect of "Bezsmertya Stan")." Ukrainian Religious Studies, no. 79 (August 30, 2016): 66–72. http://dx.doi.org/10.32420/2016.79.678.

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An important problem is ninі і відзнайдення подібніості у буті містика і митця. Analiz doslenie і publikacіy showing nayavnіst vzhe vikrukuvanyh materіalіv zy chyogo drive. The subject of ours is written down by the term "Stan Bezsmertya", which is introduced after the documentary facts of people who immigrated immortality (Antti Revonsuo), de death appeared to be uninvolve (William James) and the collapse of the vital of the vital (W. James). Here subunit stіnі місти і митця ми bachimo u mіsticizmі (Jiddu Krishnamurti) і in otsіnyuvannі stіiv mіstistizmu yak creativ stіvі mittsya (Mary Latien

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Chatterjee, Ayanika. "The Correspondence between Self and Death: Philosophical Contemplations of Jiddu Krishnamurti and Martine Heidegger." Amitrakshar International Journal of Interdisciplinary and Transdisciplinary Research 2, no. III (2025): 109–14. https://doi.org/10.63431/aijitr/2.iii.2025.109-114.

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Moolayil, Sebastian Varghese. "Mind as a Way you Love Truth: A Philosophical Appraisal of Mind by Jiddu Krishnamurti." Tattva - Journal of Philosophy 6, no. 1 (2014): 73–85. http://dx.doi.org/10.12726/tjp.11.5.

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Krishnamurti believes that Man can come to truth neither through any organization, through any creed, through any dogma, priest or ritual, nor through any philosophic 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. Man has built in himself images as a fence of security - religious, political, personal. These manifest as symbols, ideas, beliefs. The burden of these images dominates man's thinking, his relati

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Ghahraman, Mahdi. "Analysis of Krishnamurti's Attitude towards Belief and Ideology." International Journal of Multicultural and Multireligious Understanding 8, no. 1 (2021): 463. http://dx.doi.org/10.18415/ijmmu.v8i1.2390.

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Ideology is one of the complex concepts that many thinkers from different sciences have talked about it and studied it; there is no comprehensive definition of what constitutes consensus among thinkers, or at least is acceptable to most of them; thinkers can be divided into three main spectrums regarding the definitions and characteristics that they have proposed for ideology. One group has a positive attitude towards ideology and has introduced it as a necessity for human life; another group has defined the ideology negatively, they not only did not evaluate it positively, but also introduced

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Ray, Merry, and Anjali Sharma. "Value Delivery Practices in the Thoughts of Miyazawa Kenji and Jiddu Krishnamurti: A Systematic Review from an Educational Perspective." Asian Research Journal of Arts & Social Sciences 23, no. 1 (2025): 59–68. https://doi.org/10.9734/arjass/2025/v23i1632.

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The value delivery process engages with the collaboration process of trust, thinking, skills, communicating, relationships, and understanding self. As educated individuals, we are in this engagement process and question the current school education and understanding of childhood in children. The globally connected world where we live together in a material world where Happiness, compassion, and empathy are not reflected in the education system and the potential of a child is determined by grades and scores in exams, which is neglecting the part that drives our actions, the search for meaning a

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Kumar, Ashwani, and Adrian Downey. "Teaching As Meditative Inquiry: A Dialogical Exploration." Journal of the Canadian Association for Curriculum Studies 16, no. 2 (2018): 52–75. http://dx.doi.org/10.25071/1916-4467.40339.

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This is a conversational paper that explores an unconventional pedagogical approach—teaching as meditative inquiry—as developed by Ashwani Kumar. This pedagogical contribution is explored and expounded upon through a related research methodology called dialogical meditative inquiry (DMI). DMI emphasizes listening holistically, learning from silence, as well as having an open and vulnerable attitude to allow for a deeper engagement with self and other participants where inner thoughts and feelings may be expressed in meditative awareness. Through this dialogic approach, the authors explore the

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F*, Lorin. "Health, Illness, Yoga." Journal of Natural & Ayurvedic Medicine 3, no. 3 (2019): 1–2. http://dx.doi.org/10.23880/jonam-16000193.

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T. Krishnamacharya’s teachings on yoga have spread throughout the world through four of his students: BKS IYENGAR, PATTABHI JOY, TKV, DESIKACHAR, T. SHRIBASHYAM, and the latest two being his sons. I had the privilege to meet TKV Desikachar in 1965 in Gstaad, Switzerland when he was the guest of Jiddu Krishnamurti to whom he was then giving âsana-s and prânâyâma s courses. When I started taking classes with him in 1966, in Chennai, I was surprised and fullfilled when I understood it was 121 courses. Furthermore, during the rather lengthy span of years I returned to study with him, from 1966 to

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Berghmans, Claude, and Amélie Weiss. "L’apport de la pensée du philosophe Jiddu Krishnamurti à la méditation : comparaison avec la méditation de pleine conscience dans l’axe des thérapies comportementales et cognitives." Hegel N°3, no. 3 (2020): 193. http://dx.doi.org/10.3917/heg.103.0193.

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Karivets, Ihor. "Jiddu Krishnamurti’s apophatic philosophy of freedom." Filosofska dumka (Philosophical Thought), no. 3 (September 12, 2019): 104–16. http://dx.doi.org/10.15407/fd2019.03.104.

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Chae, Eun Hie. "Contemplation on Life and Death: Focusing on Jiddu Krishnamurti’s Theme Essay Series." Journal of Humanities and Social sciences 21 9, no. 3 (2018): 571–86. http://dx.doi.org/10.22143/hss21.9.3.43.

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Reddy, Raghurami. "Modern Psychiatry Need for Innovations and Excavations Jiddu Krishnamurthy & Beyond Analysis." Indian Journal of Psychological Medicine 16, no. 1 (1993): 1–8. http://dx.doi.org/10.1177/0975156419930101.

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Norris, Neal A. "Learning at the Interface: Doing Community College Sts Education as if Tomorrow Really Mattered." Bulletin of Science, Technology & Society 6, no. 2 (1986): 268–75. http://dx.doi.org/10.1177/027046768600600222.

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Though there is a higher and wider significance to life, of what value is our education if we never discover it? We may be highly educated, but if we are without deep integration of thought and feeling, our lives are incomplete, contradictory and torn with many fears; and as long as education does not cultivate an integrated outlook on life, it has very little significance.1 Jiddh Krishnamurti, 1953All education springs from some image of the future. If the image of the future held by a society is grossly inaccurate, its education system will betray its youth.2 Alvin Toffler, 1974

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Ke, Yu. "Meditative compositions in contemporary Ukrainian music: background, context and realization." Aspects of Historical Musicology 38, no. 38 (2025): 313–30. https://doi.org/10.34064/khnum2-38.14.

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Statement of the problem. The desire to comprehend the numerous challenges of cultural and artistic interaction between different cultures is one of the main tasks of our time, marked by the ideas of global understanding and tolerance. Among artistic searches by Ukrainian musicians, an important place is occupied by the appeal to the Eastern type of meditation, which is not typical of Western academic music of the past centuries, but at the same time is in tune with the contemplative aspects of the Christian worldview. Creating a new and very interesting national image of a geographically dist

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Chatterjee, Arup K. "Jiddu Krishnamurti and the Problem of Conscience." Implicit Religion 24, no. 3-4 (2023). http://dx.doi.org/10.1558/imre.21305.

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Jiddu Krishnamurti (1895–1986) remains an enigma for philosophers, historians and lay audiences. Being chosen to be made “World Teacher” by the Theosophical Society (Adyar), Krishnamurti renounced his demi-godhood, in 1929, and went on to become a spiritual teacher. Krishnamurti’s vexed life has increasingly come under scrutiny, in the last three decades, owing to his perceived acts of immoral behavior. This correlates to the growing culture of public denunciations of acts of moral transgressions that we have witnessed particularly over the last decade. Considering the importance of the themes

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Yogiswari, Krisna Sukma. "PENDIDIKAN HOLISTIK JIDDU KRISHNAMURTI." GUNA WIDYA: JURNAL PENDIDIKAN HINDU 5, no. 1 (2018). http://dx.doi.org/10.25078/gw.v5i1.610.

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<p>Pendidikan merupakan cara yang strategis kaitannya dengan upaya individu mengembangkan potensinya. Strategi pembelajaran terus diperbaiki guna tercapainya cita-cita pendidikan itu sendiri. Pendidikan holistik yang menjadi fokus kajian para aktivis dan pemerhati pendidikan. Model pendidikan holistik menekankan pentingnya perilaku psikomotorik serta keaktifan yang menyeluruh. Pengembangan kemampuan kognitif yang menyangkut nilai-nilai akademis tetap dianggap penting meskipun bukan merupakan satu-satunya tujuan utama yang harus diasah. Filsafat Jiddu Krishnamurti yang mengajarkan humanis

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Manika . A . M . G, Habeeba. "DO WE LIVE IN A SICK SOCIETY?" GLOBAL JOURNAL FOR RESEARCH ANALYSIS, August 15, 2023, 51–52. http://dx.doi.org/10.36106/gjra/7804280.

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Tubali, Shai. "Will humans ever become conscious? Jiddu Krishnamurti’s thought about AI as a fresh perspective on current debates." AI & SOCIETY, September 5, 2024. http://dx.doi.org/10.1007/s00146-024-02057-0.

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AbstractIn 1980, the 85 year-old mystic and thinker Jiddu Krishnamurti (1895–1986), having been introduced to the subject of artificial intelligence by computer scientists, became engrossed in the challenge posed to the human mind by the prospect of the machine taking over its processes and faculties. What makes Krishnamurti’s angle worthy of separate discussion is that it accentuates not social and cultural ramifications, but a mostly overlooked potential philosophical and psychological crisis. As a thinker and mystic whose life work entirely centred on the transformation of the human mind, K

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Malhotra, Meeta. "Relevance of Educational Contribution Of Jiddu Krishnamurti In The Present System Of Education." International Journal of Scientific Research and Management 6, no. 01 (2018). http://dx.doi.org/10.18535/ijsrm/v6i1.el07.

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Jiddu .Kishnamurti's influence on the educational ethos of alternative Indian education is immense. Although he was not an educator in the narrow sense of the term, he worked incessantly in the field of education. He is appropriately described as a 'revolutionary teacher who worked tirelessly to awaken people'. He felt that if people could be awakened to their conditioning of nationality, religion and desires, which inevitably leads to conflicts, they might bring a total change in their lives. His concern for 'good society' found expression in the establishment of schools in India and abroad.

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Mohan, Dr Vinitha. "PSYCHO-PHILOSOPHICAL TEACHINGS OF JIDDU KRISHNAMURTI: A PARADIGM FOR ENHANCING HUMAN LIFE." International Journal of Psychosocial Rehabilitation, 2019, 2195–201. http://dx.doi.org/10.61841/v23i4/400359.

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Jiddu Krishnamurti's philosophy offers profound insights into the nature of truth and existence, emphasizing the importance of direct observation and liberation from conditioned thinking. The article explores Krishnamurti's rejection of fixed paths to truth, advocating for a holistic understanding of life that transcends intellectual knowledge and emotional entanglements. It delves into his critiques of psychological conditioning, the limitations of ideologies, and the necessity for inner revolution. Krishnamurti's perspective on the mind, consciousness, fear, and identification is elucidated,

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"A Concise Biography of Jiddu krishnamurti: An Indian Philosopher of Contemporary Society." International Journal of Humanities, Social Sciences and Education 5, no. 11 (2018). http://dx.doi.org/10.20431/2349-0381.0511005.

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Dhillon, Sunny. "Adorno, Jiddu Krishnamurti, and Critical Theory: Negative Dialectics and Non-identity Thinking." Comparative and Continental Philosophy, February 12, 2024, 1–14. http://dx.doi.org/10.1080/17570638.2024.2317125.

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Dutta, Pijush Kanti, and Dr Amitava Bhowmick. "PERSPECTIVE OF TEACHER EDUCATION AND EDUCATIONAL PHILOSOPHY OF JIDDU KRISHNAMURTI: AN EDUCATIONAL REVIEW." Journal of Dynamics and Control, August 31, 2024, 129–36. https://doi.org/10.71058/jodac.v8i10011.

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Srinivasan, Aarthi, and Leon Benade. "Considering the relevance of Jiddu Krishnamurti to contemporary Indian education: In conversation with the thought of Gert Biesta." Educational Philosophy and Theory, November 9, 2024, 1–13. http://dx.doi.org/10.1080/00131857.2024.2425333.

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"Jiddu Krishnamurti’s method of psychological perception." Central European Management Journal, 2023. http://dx.doi.org/10.57030/23364890.cemj.31.1.89.

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Prakash, Nitya. "A Critical Consciousness of Choice: An Existential Import." International Journal of Finance, Entrepreneurship & Sustainability, August 8, 2022. http://dx.doi.org/10.56763/ijfes.v1i.38.

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Abstract:

The paper attempts to conceptually explore the notion of choice from an existential perspective. Employing the critical theoretical frame of French thinker Jean Paul Sartre, the paper situates choice by exploring its linkages with self, freedom and nothingness. Tracing the phenomenological shift, the paper conceptually highlights the role of an ‘experiencing individual’ at the center of philosophy, where humans are looked upon as agents and creators of both action and its meanings. The premise, ‘Existence precedes Essence’ is deliberated upon with a radical insight that one &#39;s identity

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