Summer 2002

Education

Question: What is the significance of history in the education of the young?

If one has read history it is fairly clear that man has struggled against nature, conquered it, destroyed and polluted it; man has struggled against man; there have always been wars. Man struggles to be free and yet he becomes a slave to institutions and organizations from which in turn he tries to break away, only to form another series of institutions and organizations. There is an everlasting struggle to be free. The history of mankind is the history of tribal wars, feudal and colonial wars, the wars of the kings and nations; and it is all still going on; the tribal mind has become national and sophisticated – but it is still the tribal mind. The history of man includes its culture; it is the story of the human being who has gone through all kinds of suffering, through various diseases, through wars, through religious beliefs and dogmas, persecution, inquisition, torture in the name of god, in the name of peace, in the name of ideals.

     And how is all that to be taught to the young?

If it is the story of mankind, the story of human beings, then both the educators and the young are the human beings; it is their story, not merely the story of kings and wars, it is a story of themselves. How can the educator help the student to understand the story himself, which is the story of the past, of which he is the result? That is the problem. If you are the educator and I am the young student, how would you help me to understand the whole nature and structure of myself – myself being the whole of humanity, my brain the result of many million years? It is all in me, the violence, the competition, the aggressiveness, the brutality, the cruelty, the fear, the pleasure and occasional joy and that slight perfume of love. How will you help me to understand all this? It means that the educator must also understand himself and so help me, the student, to understand myself. So it is a communication between the teacher and myself; and in that process of communication he is understanding himself and helping me to understand myself. It is not that the teacher or the educator must first understand himself and then teach – that would take the rest of his life, perhaps – but that in the relationship between the educator and the person to be educated, there is a relationship of mutual investigation. Can this be done with the young child, or with the young student? In what manner would you set about it? That is the question.

   How would you as a parent go into this, how would you help your child to understand the whole nature and structure of his mind, of his desires, of his fears – the whole momentum of life? It is a great problem.

   Are we prepared, as parents and teachers, to bring about a new generation of people, for that is what is implied – a totally different generation of people with totally different minds and hearts?

Are we prepared for that? If you are a parent, would you give up for the sake of your child drink, cigarettes, pot, you know, the whole drug culture and see that both you and the child are good human beings?

    The word ‘good’ means well-fitting –  psychologically, without any friction, like a good door – you understand? like a good motor.  Also, ‘good’ means whole, not broken up, not fragmented. So, are we prepared to bring about, through education, a good human being, a human being who is not afraid – afraid of his neighbour, afraid of the future, afraid of so many things, disease and poverty? Also, are we prepared to help the child and ourselves to have integrity? The word ‘integrity’ also means to be whole and to say what you mean and not say one thing and do something else. Integrity implies honesty. Can we be honest if we have illusions and romantic and speculative ideals and strong beliefs? We may be honest to a belief but that does not imply integrity. As it is, we bring children into the world, spoil them till they are two or three, and then prepare them for war. History has not taught human beings; how many mothers must have cried, their sons having been killed in wars, yet we are incapable of stopping this monstrous killing of each other.

     If we are to teach the young we must have in ourselves a sense of the demand for the good. Good is not an ideal; it is to be whole, to have integrity, to have no fear, not to be confused; these are not ideals, they are facts. Can we be factual and so bring about a good human being through education? Do we really want a different culture, a different human being, with a mind that is not confused, that has no fear. That has this quality of integrity?

 Excerpt from Questions and Answers by J. Krishnamurti(1982)

 

KRISHNAMURTI AUDIO TAPES LIBRARY

 A collection of audio tapes covering a wide range of subjects has been assembled by Jane Evans. These tapes are available to anyone wishing to study Krishnamurti works.

Cost by koha (donation) only, but as a minimum please cover the cost of a blank tape and postage if you would like your own copy, or just postage if you are returning the tape. Any donations beyond necessary expenses will go to the NZ Association or towards acquiring further tapes. We are looking to expand this collection, so if anyone has copies of tapes to donate, please contact us, (or we can make copies and return the originals).

For a list of titles please contact: 

J. Evans, 64 Ryburn Road, R.D.4. Hamilton, or

Phone 07 856 6523, e-mail jevans@thenet.co.nz

  

KANZ NORTH ISLAND STUDY GATHERING

 AND RETREAT

 In July I attended  my first study gathering and retreat held at the Quaker Centre in Wanganui. The weekend retreat seemed like the perfect opportunity for me to reconnect with Krishnamurti’s teachings, providing time to study them without the normal day-to-day distractions.

The highlight of the weekend for me, was viewing the video series entitles “The Transformation of man”, which records dialogues held between Krishnamurti and Professors Bohm and Shainberg. Some of the questions dealt with by the dialogues were why humans live in chaos and misery and why we do not change; the nature of the conscious and unconscious mind and its potential for transformation; and what is required for the transformation to take place: psychological ‘death’ and the emptying of the mind.

Though the last two videos in the series are untitled, I gave to the final one the title ‘Our part in the river of human sorrow’.

In the discussions that naturally followed the videos, it was fascinating to reflect on how differently each person had received and understood the dialogues. I found the series totally absorbing but also arduous. It helped to treat them as a form of meditation, and by closing my eyes I could focus more deeply on what was being said. This only worked for a certain period of time, but when I lost concentration or became sleepy, I could re-focus by opening my eyes.

In terms of structure, the majority of participants indicated that they preferred the current informality, which still allowed for organised dialogues or other group interaction.

All in all I came away feeling my time had been very well spent. And thanks to Mum for the yoga class!

Jo Galvin

 

The Krishnamurti Association in New Zealand

 The Krishnamurti Association in New Zealand is a registered charity, providing information and services relating to the teachings of Jiddu Krishnamurti (1895-1986)’The Trustees of the Association are Warwick Bradshaw, Carol Galvin, Arcot Somashekar, Keith Symonds, Plonia Krikke and Kyoko Giebel.

Please address all correspondence to:   Warwick Bradshaw, KANZ Administrator, P.O. Box 3057,Ohope, Whakatane 3085;   Phone (07) 312 4860; Fax: (07) 312 4861.

 

VIDEO LIBRARY

    1 North Street, Te Awamutu.

 LIBRARIAN:    Mrs Kamlesh Duggal

List of Titles available on request

THE VIDEOS:  All the tapes available in the library are VHS PAL. On each tape there is one talk and in most cases a talk runs for about one and a quarter hours.

Note: *indicates the recording is in black and white.

           + indicates a new video.

TO ORDER:  Each tape is assigned a code: simply state the required code plus an alternative choice and send with the rental fee of $6.00 per tape to the above address. Please add $2.50 extra if you would like a “Courier Post” bag included for returning the tapes. Cheques to be made payable to “The Krishnamurti Association” Only one or two tapes may be ordered at any one time. For our convenience, please write your name, address and the video codes in  BLOCK LETTERS.

DELIVERY: The tapes are sent to you by ‘Courier Post’, and we ask that you return them in the same manner. The ‘Courier Post’ bags are available at Post Shops throughout New Zealand. This service is inexpensive, fast and reliable.

Please add extra padding to protect the tape(s)

IMPORTANT: Because of the demand on tapes please return them within seven days of receipt. Loans which extend beyond this time may be liable for a further $6.00 charge.

 

SOUTH ISLAND STUDY GATHERING

NELSON – EASTER 2003

 KANZ  will host a study gathering/retreat at Melrose House in Nelson from the afternoon of Friday, 18 April

(registration will start at 2.00pm) to the afternoon of Monday, 21 April 2003 during the Easter holidays. Melrose House is located between Brougham Street and Melrose Terrace. The second and third streets off Trafalgar Street to the south of Trafalgar Square. It is well within walking distance from Trafalgar Square, the centre of Nelson.

Participation in the study gathering/retreat is open to anyone interested in inquiring into Krishnamurti’s teachings either alone or with others. A library of Krishnamurti’s books and tapes (audio & video) will be available for individual as well as group use.

Transport from Nelson airport can be arranged. All food will be prepared by volunteers, and participants will be asked to help with cleaning up after meals.

 Costs: NZ$25/day/person (three meals and the hire of Melrose House).

 Accommodation: Accommodation can be arranged at the following rates:  Lynton Lodge Motel

                Share 3/unit - $34 day/person

                Share 2/unit - $43 day/person

                One double bed unit: Single usage - $70 per day

                Double usage - $75 per day/two persons

                                Leisure Lodge

                Share 4/unit - $37.25 day/person

                Share 3/unit - $44 day/person

                Share 2/unit - $58 day/person

 Space is also available for two tents at a private garden and a tent for single occupancy is available free of charge.

Please note that bookings at these motels will be made as soon as possible on a first-come-first served basis, and that the unit of your choice may not necessarily be available.

Those who will be making their own accommodation arrangements are asked to send a non-refundable deposit of NZ$30 by the end of February 2003.

All deposits should be sent to: Kyoko Giebel, Glenrowan, Purau-Port Levy Road, Purau, Diamond Harbour, R.D. Christchurch 8030, New Zealand.

For inquiries, please contact Kyoko Giebel,

Ph/fax (03) 3294 789; email: kyoko@paradise.net.nz

 

Contacts

 Contact people throughout New Zealand provide information on activities in their area, which usually take the form of video showing or small group dialogues.

 Auckland: Warren Snow……………………..  (09) 443 7276

Auckland: Colin Watson…………………….. (09) 627 9278

Auckland: Sreejith Soman……………………  (09) 278 1323

Coromandel Peninsula: Dan Hansen………… (07) 866 3848

Hamilton: Jane Evans………………………... (07) 856 6523

Whakatane: Warwick Bradshaw……………..  (07) 312 4860

Hawkes Bay: Keith Symonds………………..      (06) 875 0180

New Plymouth: Carol Galvin………………….. (06) 759 1700

Palmerston North: Peter W. French…………. (06) 357 5967

Wellington: Glenn Muir……………………..  (04) 972 3598

Nelson: Ulla Schneider………………………  (03) 548 9375

Christchurch: Paul and Pauline Matsis……… (03) 385 9461

    Banks Peninsula: Kyoko Giebel……………..  (03) 329 4789