Relevant bibliographies by topics / Krishnamurti, J. (Jiddu), 1895-

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Krishnamurti, J. (Jiddu), 1895-'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Krishnamurti, J. (Jiddu), 1895-"

1

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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Dissertations / Theses on the topic "Krishnamurti, J. (Jiddu), 1895-"

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Fauché, Fabienne. "J. -P. Sartre et J. Krishnamurti : deux "athéismes" pour une morale." Paris 4, 1998. http://www.theses.fr/1998PA040128.

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Ce travail rapproche les œuvres de J. -P. Sartre et de J. Krishnamurti. Désigné comme le futur messie par la société théosophique, celui-ci refuse ce rôle et met la libération inconditionnelle des hommes au cœur de ses préoccupations. Voici donc deux philosophies de la liberté et de l'existence. S'accordant pour déclarer que "dieu est mort", elles soulignent la perversion des morales traditionnelles et refusent le secours de toute religion. Quelle morale alors envisager, dans le contexte d'urgence d'un XXème siècle chaotique ? Dans les deux cas, l'homme est seul - ainsi débarrassé des scories
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2

Eybers, Oscar Oliver. "Things fall apart, power and Krishnamurti." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50534.

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Thesis (MA)--University of Stellenbosch, 2005.<br>ENGLISH ABSTRACT: The following mini-thesis, Things Fall Apart, Power and Krishnamurti, is concerned with the nature by which power is possibly viewed, maintained and transferred by the characters of Chinua Achebe' s novel, Things Fall Apart. The intent of this analysis is to incorporate traditional literary approaches to issues of power in the novel via polarised conceptions, such as east versus west, black versus white or indigenous culture and traditions versus Christianity. Yet simultaneously, by incorporating the unique world-view o
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3

Tillett, Gregory John. "Charles Webster Leadbeater 1854-1934 : a biographical study." University of Sydney, 1986. http://hdl.handle.net/2123/1623.

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Doctor of Philosophy<br>Leadbeater was a man who made the most startling claims for himself, and made them in a very matter-of-fact way.[4] He declared that he had penetrated the depths of the atom by his psychic powers, discovered the ultimate unit of matter whilst sitting in a park on the Finchley Road in London, and had psychically extracted individual atoms of various elements from the showcases in the Dresden Museum whilst he reclined several miles away. He also claimed to have sent sea spirits to dig out atoms of another element from the mines of Sabaranganuwa in Ceylon while he lay in h
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Nduwumwami, Louis. "Krishnamurti et sa conception de l'éducation." Nancy 2, 1988. http://www.theses.fr/1988NAN21007.

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Lumare, Geppina. "La spiritualité laïque et l'éducation : de la pensée de Jiddu Krishnamurti à la recherche-action dans une école bolognaise." Paris 8, 2011. http://www.theses.fr/2011PA084037.

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Cette recherche concerne la formulation d’une hypothèse de spiritualité laïque et l’analyse de sa retombé dans le champ de l’éducation. Son objectif est de vérifier si par le dépassement des spécificités liées aux religions et aux différents crédos, on peut valoriser dans une optique laïque, le potentiel humain et ses attitudes spirituelles. Dans une première partie on analyse le concept complexe de la spiritualité laïque, qui déborde dans plusieurs implications théoriques. L’attention particulière dédiée au philosophe Jiddu Krishnamurti, se justifie par sa révolution herméneutique entrainée p
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Chabannes, Dominique. "Impact des signifiants maternels sur les stabilisations des psychoses : les cas de Jiddu Krishnamurti et Ludwig Wittgenstein." Thesis, Rennes 2, 2019. http://www.theses.fr/2019REN20033.

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Cette thèse s’est donné pour but d’examiner dans quelle mesure des formes de stabilisations spécifiques des psychoses peuvent s’appuyer sur certaines caractéristiques du désir maternel. Freud et Lacan ont convenu que, dans l’inconscient, le sexuel, pour les deux sexes, se fonde sur une méconnaissance du sexe féminin et n’est représenté que par une seule figure symbolique, le phallus. Par conséquent, la différence des sexes ne peut s’y inscrire comme telle ; c’est ce que Freud a nommé en 1923 le « primat du phallus ». La fonction paternelle ou fonction phallique, porteuse d’une entame du sujet
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Boutte, Veronica. "The phenomenology of compassion : a study of the teachings of J. Krishnamurti." 1996. http://hdl.handle.net/10500/15824.

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Books on the topic "Krishnamurti, J. (Jiddu), 1895-"

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Krishnamurti: Two birds on one tree. Quest Books, 1995.

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Krishnamurti, J. Krishnamurti: Reflections on the self. Open Court, 1997.

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Rodrigues, Hillary. Insight and religious mind: An analysis of Krishnamurti's thought. P. Lang, 1990.

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Jiddu Krishnamurtis Gedanken aus der phänomenologischen Perspektive Edmund Husserls. P. Lang, 1998.

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Lutyens, Mary. The life and death of Krishnamurti. Rider, 1991.

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6

1917-1992, Bohm David, ed. The limits of thought. Routledge, 1999.

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7

Krishnamurti's notebook. Gollancz, 1985.

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8

Narayan, G. As the river joins the ocean: Reflections about J. Krishnamurti. Book Faith India, 1998.

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9

Chandramouli, Narsipur, ed. As the river joins the ocean: Reflections about J. Krishnamurti. Edwin House Pub., 1998.

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10

Krishnamurti, J. Krishnamurti's journal. Gollancz, 1991.

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Book chapters on the topic "Krishnamurti, J. (Jiddu), 1895-"

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Rodrigues, Hillary. "Insight through Awareness." In J. Krishnamurti and Educational Practice. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199487806.003.0002.

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For over fifty years, Jiddu Krishnamurti (1895–1986) spoke on a wide array of topics, but primarily directed his teachings at the problem of human suffering. He taught that all conflict is intrinsically tied to our psyches, which have been heavily conditioned by our upbringing. Aligned with other renowned Western and Eastern thinkers on the wisdom of self-discovery, Krishnamurti presents a distinctive vision for learning that encourages self-understanding through sensitive observation and choiceless awareness. He calls for a radical transformation of human consciousness, thereby enabling pliant minds to blossom. This flowering of intelligence, through a liberating insight into the mechanisms of conditioning, is at the heart of his educational philosophy. Institutions that embrace his approach must be vigilant not to succumb to the traditional modes of academic training and norms of success, lest they perpetuate the structures of fear, violence, and conformity that continue to stifle the creativity of human spirit.
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Müller, Thomas. "Philosophy of Jiddu Krishnamurti in the Educational Practice of the Multigrade–Multilevel Methodology." In J. Krishnamurti and Educational Practice. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199487806.003.0010.

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Very close to his death, Krishnamurti made sure that ‘The Rishi Valley School’ starts with small schools in the surrounding remote villages. The so-called Satellite Schools exist now for more than 30 years and have inspired thousands of schools worldwide by their MultiGradeMultiLevel-Methodology. More than the methodology it seems to be the attitude of the teachers that bring children as well as themselves ‘in the driver’s seat’ and realize therefore schools that run without fear—an aim Krishnamurti always focussed on. The contribution briefly introduces the educational ideas of Jiddu Krishnamurti’s philosophy and shows how they can be identified in the MultiGradeMultiLevel-Methodology and its ideas of teacher education.
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Pandey, Disha. "Celebrating Diversities." In J. Krishnamurti and Educational Practice. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199487806.003.0008.

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Previously, scholars who have extensively researched inclusion have argued that some schools, under the shroud of being inclusive, are inherently and discreetly exclusionary. Following this, the chapter evaluates how inclusive education unfolds within the walls of the Valley school. It navigates through the waters of the student-teacher relationship at the school which is combined with Jiddu Krishnamurti’s philosophy in the setting of mixed-age classrooms that encourage dialogue and participation from all students. This chapter argues that inclusion in the junior-school takes place precisely because the school celebrates diversity of every child without holding a strict benchmark for an ideal student. The main focus here is to analyse the processes that successfully combine to enable inclusion as opposed to assimilation – a concept that has been recklessly assumed to be identical to inclusion. The chapter also engages with a pertinent question: is inclusion a possible future for all our schools?
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Suri, Bharat. "Going beyond the Self1." In J. Krishnamurti and Educational Practice. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199487806.003.0013.

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This chapter is a study of the efforts of Rishi Valley Institute for Educational Resources (RIVER) to transform teacher education in India; it explores the aims, intents and structure of RIVER’s Teacher Enrichment Programme (RTEP). Through RTEP, RIVER seeks to supplement the implementation of the Diploma in Elementary Education (DElEd) programme in teacher education institutes across Andhra Pradesh. RTEP is grounded in the educational philosophy of Jiddu Krishnamurti and places immense faith in the compassionate role of the teacher; it may be read as RIVER’s application of Krishnamurti’s ideas to the contemporary context of Indian teacher education. In attempting to bring about teacher self-knowledge in its content and form, as well as openness in its method of dissemination, RTEP responds to the existing institutional challenges of teacher education in India. In doing so, this chapter argues, RTEP represents and reflects the tremendous power, foresight, and malleability of Krishnamurti’s philosophical thought.
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Baniwal, Vikas. "Krishnamurti’s Dialogue as Being Open to the ‘Other’." In J. Krishnamurti and Educational Practice. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199487806.003.0005.

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In this chapter, an attempt has been made to reflect on some central questions of education, such as knowing, knowledge, knower, and the relationship between the educator and the educand. This attempt is rooted in the ideas of Jiddu Krishnamurti who not only lectured in many countries but also established schools to concretize his ideas and transformed the prevalent understanding of schooling. Thus, this attempt includes a discussion of some prominent ideas from the talks and lectures of Krishnamurti and a reflection on his idea of school as an institution and the process of schooling that can lead to a personal and social transformation. The chapter argues against any fixed ideas of schooling, teaching, and education in favour of a more relational and dialogical way of engagement between the educator and the educand. The importance and limits of methods, technic, and words in such a relational idea of education have also been reflected upon.
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