Whole Teachers: A Holistic Education Perspective on Krishnamurti‘s Educational Philosophy

The purpose of this qualitative research study, which utilizes a phenomenological inquiry method, is to inquire into the awareness of what it means to be a whole teacher from the perspective of the philosophy of Jiddu Krishnamurti, a philosopher/spiritual teacher. Four participants (teachers) were interviewed from the Oak Grove School, an alternative, holistic school founded by Krishnamurti in 1974. This inquiry probed into teachers’ thinking, teachers’ lives, teachers’ inner lives, teachers’ contemplative practices, teachers’ calling/vocation and teachers’ pedagogy. The findings of this inquiry reveal the awareness that exists among the participants with regards to their understanding of Krishnamurti’s educational philosophy and the way in which this philosophy has shaped their lives and the lives of their students (both implicit- ly and explicitly) The findings from this research further show that Krishnamurti’s philosophy has certainly had an impact on the participants’ wholeness. Krishnamurti was never interested in imposing his philosophy on the teachers to think in a narrow groove. Rather, he challenged them to arrive at wholeness or a holistic approach towards living by their own volition, by putting aside all philosophy, including his own. This research points towards the possible ways in which wholeness can be developed using: Innate wisdom (teachers’ inner life, teachers’ calling); wisdom gained through experiencing life (teachers’ life, teachers’ thinking); wisdom gained through their teaching experience (teachers’ pedagogy) and wisdom gained through practices that bring harmony to the mind, body and spirit (teachers’ contemplative approaches). An experiential model titled, The Flower Model: An Experiential Metaphor – which integrates the three stages of awareness – was developed using Krishnamurti’s approach towards wholeness. This model can be used to guide teachers with their respective psychological conditionings that reside or exist in their thinking, lives, inner lives, contemplative practices, vocation and pedagogy/curriculum design.

Department dc:contributor.department

Curriculum, Teaching and Learning

Year dc:date.issued

2013

Author dc:creator

• Rathnam, Anbananthan

Advisor dc:contributor.advisor

• Miller, John P.

• Whole Teachers
• Holistic Education
• Jiddu Krishnamurti
• Krishnamurti's Educational Philosophy
• Qualitative Research
• Phenomenology
• Oak Grove School
• Awareness
• Mindfulness
• Teachers' Thinking
• Teachers' Lives
• Teachers' Inner Lives
• Teachers' Contemplative Approaches
• Teachers' Calling
• Teachers' Vocation
• Teachers' Pedagogy
• Wholeness
• The Flower Model: An Experiential Metaphor
• Teacher Development
• Teacher Education
• Holistic Schools
• Alternative Schools
• Krishnamurti Schools
• Spirituality
• Parker Palmer
• Deepak Chopra
• Hidden Wholeness
• Shadow Effect
• The Conditioned Mind
• Nature of Thinking
• Nature of Attention and Concentration
• Choiceless Awareness
• The Observer is the Observed
• Krishnamurti's Educational Aim
• Religious Education
• Religious Mind
• Scientific Mind
• Meditation
• Epoche
• Phenomenological Reduction
• Imaginative Variation
• Colaizzi
• John P. Miller
• Anbananthan Rathnam
• Ramana Maharshi
• Krishnamurti
• Inquiry
• Freedom to Inquire
• Timeless Learning
• Good Teaching
• Self
• Self-Knowledge
• Teachers' Vulnerability
• Contemplation
• Pedagogy

Language dc:language.iso

en_ca

Handle dc:identifier.uri

http://hdl.handle.net/1807/35936

OAI identifier oai:identifier

oai:utoronto.scholaris.ca:1807/35936