Jiddu Krishnamurti
Jiddu Krishnamurti
Jiddu Krishnamurtiwas a speaker and writer on matters that concerned humankind. In his early life he was groomed to be the new World Teacher but later rejected this mantle and withdrew from the organization behind it. His subject matter included psychological revolution, the nature of mind, meditation, inquiry, human relationships, and bringing about radical change in society. He constantly stressed the need for a revolution in the psyche of every human being and emphasised that such revolution cannot be brought...
NationalityIndian
ProfessionPhilosopher
Date of Birth12 May 1895
CountryIndia
...it is important to understand, not intellectually but actually in your daily life, how you have built images about your wife, your husband, your neighbor, your child, your country, your leaders, your politicians, your gods-you have nothing but images. The images create the space between you and what you observe and in that space there is conflict, so what we are going to find out now together is whether it is possible to be free of the space we create, not only outside ourselves but in ourselves, the space which divides people in all their relationships...
Education in the true sense is helping the individual to be mature and free, to flower greatly in love and goodness. That is what we should be interested in, and not in shaping the child according to some idealistic pattern.
What brings understanding is love. When your heart is full, then you will listen to the teacher, to the beggar, to the laughter of children, to the rainbow, and to the sorrow of man. Under every stone and leaf, that which is eternal exists.
Merely to stuff the child with a lot of information, making him pass examinations, is the most unintelligent form of education.
If there is no order in your relationship with your wife, with your husband, with your children, with your neighbour - whether that neighbour is near or very far away - forget about meditation...
We want the children to conform; we want to control their minds, to shape their conduct, their way of living, so that they will fit into the pattern of society, That is what every parent wants, is it not? And that is exactly what is happening, whether it be in America or in Europe, in Russia or in India. The pattern may vary slightly, but they all want the child to conform.
If people who say they love their children meant it, would there be war? And would there be division of nationalities - would there be these separations?
In our relationship with children and young people, we are not dealing with mechanical devices that can be quickly repaired, but with living beings who are impressionable, volatile, sensitive, afraid, affectionate; and to deal with them we have to have great understanding, the strength of patience and love.
It is much easier to condemn a child than to understand a child.
It's no measure of health to be well adjusted to a profoundly sick society.
There is no need to education. It is not that you read a book, pass an examination, and finish with education. The whole of life, from the moment you are born to the moment you die, is a process of learning.
Learning is the very essence of humility . . .
You can only hear clearly when you sit quietly, when you give your attention. Nor can you have order if you are not free to watch, if you are not free to listen, if you are not free to be considerate. This problem of freedom and order is one of the most difficult and urgent problems in life. It is a very complex problem. It needs to be thought over much more than mathematics, geography, or history.
Some go to sleep in an organization and never wake up, and those who do wake up put them selves to sleep again by joining another. This acquisitive movement is called expansion of thought, progress.