A Quote by Jiddu Krishnamurti
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.
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The only thing that really matters is that there be an action of goodness, love and intelligence in living. Is goodness individual or collective, is love personal or impersonal, is intelligence yours, mine or somebody else? If it is yours or mine then it is not intelligence, or love, or goodness. If goodness is an affair of the individual or of the collective, according to one's particular preference or decision, then it is no longer goodness.
No skill, no special aptitude, no vividness of imagination or precision of thinking would go unrecognized because the child who possessed it was of one sex rather than the other. No child would be relentlessly shaped to one pattern of behavior, but instead there should be many patterns, in a world that had learned to allow to each individual the pattern which was most congenial to his gifts.
In my early life, and probably even today, it is not sufficiently understood that a child's education should include at least a rudimentary grasp of religion, sex, and money. Without a basic knowledge of these three primary facts in a normal human being's life --subjects which stir the emotions, create events and opportunities, and if they do not wholly decide must greatly influence an individual's personality --no human being's education can have a safe foundation.
Each individual man and each individual country, according to the principles of natural reason, is free from bondage. Consequently, if there is some threat that might infringe upon a country's freedom, then that country should not hesitate even to take up arms against all the countries of the world.
Of course each citizen should try to educate him or herself, but only after receiving some essential, basic blocks of knowledge. Formal education should always be free; from kindergarten to PhD. It is free in many European countries, and in several Latin American ones (including Cuba, Mexico and Argentina). China is returning to free education, as it is returning to universal health care. In countries like Chile, people are on the streets right now fighting for free education, and they are winning!
True love should be, according to its origin, entirely arbitrary and entirely accidental at the same time; it should seem both necessary and free; in keeping with its nature, however, it should be both destiny and virtue and appear as a mystery and a miracle.
Marriage may be polygamic, monogamic, polyandric, complex according to the Oneida pattern, or other, and is true marriage (I do not say perfect marriage) so long as it promotes the happiness of the persons married, and the procreation, support, and education of children, and so long as it is founded on the joint free contract of the persons married, and remains under the sanction of the organic society of which those persons are members.
Education should foster; this education is meant to repress. Education should inspire; this education is meant to tame. Education should harden; this education is meant to enervate. The English are too wise a people to attempt to educate the Irish in any worthy sense. As well expect them to arm us.
Love affairs have always greatly interested me, but I do not greatly care for them in books or moving pictures. In a love affair, I wish to be the hero, with no audience present.
By the 'mud-sill' theory it is assumed that labor and education are incompatible; and any practical combination of them impossible. According to that theory, a blind horse upon a tread-mill, is a perfect illustration of what a laborer should be -- all the better for being blind, that he could not tread out of place, or kick understandingly. According to that theory, the education of laborers, is not only useless, but pernicious, and dangerous. In fact, it is, in some sort, deemed a misfortune that laborers should have heads at all.
A flower is not a flower. It is made only of non-flower elements - sunshine, clouds, time, space, earth, minerals, gardeners, and so on. A true flower contains the whole universe. If we return any one of these non-flower elements to its source, there will be no flower.
Music education can help spark a child's imagination or ignite a lifetime of passion. When you provide a child with new worlds to explore and challenges to tackle, the possibilities are endless. Music education should not be a privilege for a lucky few, it should be a part of every child's world of possiblity.
A mature person has the integrity to stand alone. And when a mature person gives love, he or she gives without any strings attached to it. When two mature persons are in love, one of the great paradoxes of life happens, one of the most beautiful phenomena: they are together and yet tremendously alone. They are together so much that they are almost one. Two mature persons in love help each other to become more free. There is no politics involved, no diplomacy, no effort to dominate. Only freedom and love.
The fact is that given the challenges we face, education doesn't need to be reformed -- it needs to be transformed. The key to this transformation is not to standardize education, but to personalize it, to build achievement on discovering the individual talents of each child, to put students in an environment where they want to learn and where they can naturally discover their true passions.
Social entrepreneurship is like a butterfly, sucking honey from a flower, but the flower won't die. They're helping the flower to make pollination.
Education is identical with helping the child realize his potentialities. The opposite of education is manipulation, which is based on the absence of faith in the growth of potentialities and the connection that a child will be right only if the adults put into him what is desirable and suppress what seems to be undesirable.
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