Education for Self and social Change by Jiddu Krishnamurthy

1. NAME : NAFEESA KHAN
ROLL NO: 04
PAPER CODE: MEDN - 102
Education for
Self and Social Change
JIDDU
KRISHNAMURTHY

2. A BRIEF LIFE HISTORY
J.Krishnamurthy’s family migrated from Andhra and
settled in Tamil Nadu.
He did not like book learning and the school
atmosphere, but was a keen observer.
About his school he wrote in his memoir ― “I cannot
say I was particularly happy at school, teachers were not very kind
and gave me lessons that were too hard for me.” He made three
unsuccessful attempts to pass matriculations.
At the age of 15, Krishnamurthy accompanied Miss
Annie Besant to England in 1911.
In 1912, he wrote a book entitled ‘Education as
Service’ in which he described the life of an ideal school
where love rules and inspires the students to develop of
their vocation.

3. BASIC IDEOLOGY OF LIFE
 It necessary to encourage the development of good mind that is
capable of dealing issues of life holistically. Thus knowledge is
essential to cultivate the good mind.
 He believes that the development of such total human being or
conscious man who is perfect from both external and internal
viewpoint.
 He believes in such development of integrated man who is
capable of living the life fully.
 He believes in development of scientific mind, spirituality.
 It can basically sum up in two F’s Freedom of mind and
fearlessness

4. EDUCATIONAL PHILOSOPHY
 According to Krishnamurthy, education is not merely
acquiring knowledge, gathering and correlating facts.
 It is to see the significance of life as a whole.
 Education helps us to discover lasting values so that
we do not merely cling to formulas or repeat slogans.
 It should help us to breakdown our national and
social barriers, for they breed antagonism between
man and man.

5. AIM OF EDUCATION
Educating the whole person
Educating the person as a whole
( not as a part)
Educating person within a whole
(As part of society, humanity, nature)
For him education is about preparation for the whole life and
not preparation for part of life (like work).

6. Intention of Education -
Inner Transformation
&
Liberation of the Human Being
from that
Society Transformed

7. SHORTCOMINGS OF THE PREVAILING SYSTEM OF EDUCATION
 Makes independent thinking extremely difficult.
 Strangulates spontaneity.
 Leads to dull and lackluster mind.
 Develops fear in the mind to deviate from established standards even if they are legitimate.
 Fails to enable us to understand the higher and wider significance of life.
 Fails to integrate thoughts and feelings.
 Is lopsided and doesn‘t provide overall growth of the individual.
 Trains us only to seek personal gains and security and fight for ourselves.
 Considers examinations and degrees as criteria for intelligence.
 Merely train the mind to be cunning and avoid vital human issues.

8. CHARACTERISTICS OF INTEGRAL EDUCATION
 Development of capacities to face the
challenges:
 Development of self knowledge
 Helping to have integrated experience
 Freedom from readymade ideals
 Development of free and mature human
beings
 Re-Education
 Development of Right Understanding of
Environment

9.  Development of Wisdom and not Acquiring
Knowledge
 Development of Attitude of Love towards
Others
 Development of Right Relationship
 Development of freedom and integration
 Development of creative intelligence
 Development of International understanding
 Freedom from ideology
 Freedom and discipline
 Rewards and punishments
 Spiritual Training and not Religious Education

10. METHODS OF TEACHING
Should not Teach
“What to Think ” &
“ How to Think”
Students should be treated as
equal partner
Problem solving and
exploratory method

11. TEACHER’S ROLE
TURE EDUCATOR
Integrated
Educator
Understanding
of the child not
Thrusting
Teacher’s
Keen
Observer

12. EDUCATION IMPLICATION
 Krishnamurthy to spell out his aims for
education, by articulating three central aims:
 Cultivation of a global outlook
 Concern for human beings and the natural
environment
 Inquiry into all dimensions of human life
 As part of it one should understand one‘s purpose
of life and use everything to achieve it. Knowing
what one “loves” to do is part of education. He
says it is not “doing is being”, but “being is
doing”.

13. SELF REFLECTON
 Allows each child to grow according to his ability and
leanings.
 Present-day education is a complete failure because it has
overemphasized technique.
 The exclusive cultivation of technique has produced scientists,
mathematicians, bridge builders, space conquerors; but they
don’t understand the total process of life.
 Technological progress does solve certain kinds of problems
for some people at one level, but not the wider and deeper
issues of life, which will enable him to meet its ever-increasing
complexities.
 Total integrated education must be a part of our present
education system.