Dissertations / Theses on the topic 'Krishnamurti'

Contrairement a ce que Krishnamurti dit de soi-meme et a ce que croient et propagent ses disciples, le present texte soutient que l'enseignement de Krishnamurti est fidele, dans ses grandes lignes, a la tradition, qu'il y a moyen de lui decouvrir des apparentements et des affinites, que les apparentements et affinites les plus nets s'observent entre Krishnamurti et Bouddha, plus precisement avec le Bouddhisme Zen. Une comparaison de ses enseignements avec ceux de Bouddhisme Zen montre qu'un accord foncier regne entre les uns et les autres. Ceci etant acquis, il en resulte, sur le plan de l'histoire de la pensee et des rapports est-ouest, que la penetration en Occident du Bouddhisme Zen--penetration difficile et limitee--aura ete faite avec le succes le plus voyant par un Bouddhiste, pour ainsi dire, honteux: Krishnamurti. (Abstract shortened by UMI.)

Thesis (MA)--University of Stellenbosch, 2005.
ENGLISH ABSTRACT: The following mini-thesis, Things Fall Apart, Power and Krishnamurti, is concerned with the nature by which power is possibly viewed, maintained and transferred by the characters of Chinua Achebe' s novel, Things Fall Apart. The intent of this analysis is to incorporate traditional literary approaches to issues of power in the novel via polarised conceptions, such as east versus west, black versus white or indigenous culture and traditions versus Christianity. Yet simultaneously, by incorporating the unique world-view of Krishnamurti, power, as possibly represented in Things Fall Apart, will be scrutinised as a selfperpetuating entity which chooses its own agents for its manifestation, outside and not necessarily as results of constructions of race, religion or economical design. Specifically, I am interested in Achebe's fictional construction of the indigenous- African maintenance of power and authority within the novel; before and after the arrival of the European colonialists. Did all African villagers, as represented in the fictitious Umuofia, accept the powers-that-be with non-critical minds, or, was power and authority embedded in the processes whereby the Umuofians became accustomed and socially conditioned by the cultural constructs of their particular society? Personally, I do not perceive either of these approaches to be sufficient in the process of holistically comprehending African adaptation to and adoption of 'western' modes of culture. Instead, I believe that though the encroachment of European mercantilism and Christianity upon the African mental and physical landscape was undeniably brutal, this very brutality was in and of itself not variant, compared to psychological and physical maintenance of power in the indigenous realm. This is a primary area of concern of this thesis. I perceive that the African elite, like the European missionaries, used religion and perceptions of tradition and identity to hold on to their elitist and prestigious positions in the indigenous social network. Secondly, this thesis is critical ofthe perception that the dominant emergence of western spiritual and political constructs, over indigenous structures, is a direct result of the acquiescence or absolute physical and mental defeat of African people. Rather, I perceive that African people - in the processes of becoming aware of a new way of life and in making conscious decisions to incorporate this new world-view into their own life-scheme - altered the manipulation and maintenance of power and authority in indigenous society, within the context of Things Fall Apart. In effect, the transfer of political power in Things Fall Apart is not simply a matter of the destruction of African culture by the Europeans. Instead, it is a result of Africans becoming aware of a new way of life, and adopting aspects of this lifestyle in the place of their traditional norms. Krishnamurti's ideas will be incorporated into the above analysis to present a particular world-view that deliberately strives to counteract the human tendency to cling to philosophies, political persuasions, theories or religious fervor. I have included Krishnamurti in the examination of the tension and psychological conversion of African people (as represented in Things Fall Apart) due to moments when they themselves, in the process of introspection, sought to let go of ancient customs and explore the new and foreign, as represented by Christianity. It is my position that in the moments when indigenous authority was questioned by the masses, so began a multifold process: this included the reconstruction of the African self and the readjustment of power relations within the African collective. Krishnamurti posed the following question: When you are told what to do, what to think, to obey, to follow, do you know what it does to you? Your mind becomes dull, it loses its initiative, its quickness. This external, outward imposition of discipline makes the mind stupid, it makes you conform, it makes you imitate (1974:29). I am aware that by juxtaposing the above idea next to African culture might appear blasphemous in the 'new' South Africa, given the great effort to revive 'African' culture. I do not object to this revival and consciousness of tradition and heritage. Yet, I strongly agree with Krishnamurti that the maintenance of power by a select group of elite Africans in the pre-colonial, colonial and post-colonial dispensations is a result of the conformity and acceptance of the masses of African people of the social, spiritual and economic constructions of the elite. The very patterns whereby Africans think was, through centuries, developed by a select group of individuals, as reflected in Things Fall Apart. Culture and tradition have acted as standards whereby individuals measure the worth of their individuality. Hence, Krishnamurti views the struggle of freedom; the struggle of individuals to shake of cultural or traditional constraints, as crucial to the full development of the human self. "Freedom," he says, "liberty, the independence to express what one thinks, to do what one wants to do, is one of the most important things in life. To be really free ... within oneself, is one of the most difficult and dangerous things" (1974:30. As this thesis progresses, we will probe Krishnamurti's claim that the individual attempt to be free, as possibly represented in Achebe's Things Fall Apart, may be both difficult and dangerous.
AFRIKAANSE OPSOMMING: Die volgende mini thesis, "Things Fall Apart, Power and Krishnamurti" is besorg op die manier hoe mag anskou, behou en oorgedra work binne karakters van Chinua Achebe se novel, "Things Fall Apart". Die doel van hierdie analise is om bewus te raak van die tradisionele liturere benadering tot konsepte soos mag gesien vanuit ft polografiese oogpunt, soos bv. oos teenoor wes, swart teenoor wit of inheemse kuluur en tradisie teenoor Christenskap. Inteendeel, deur die unieke sienswyse van Krishnmurti in te sluit, sal mag soos vervat in "Things Fall Apart", in totaliteit gekritiseer word deur sy eie manifesteringe en nie noodwendig vanuit ft oogpunt van ras, geloof of ekonomie nie. Ek is spesifiek geinteriseerd in Achebe se fiktioneie konstruksie van die Inheemse Afrikaanse behouing van magsbeheer in hierdie novel. Beide voor en nadat Europese kolonisme hier gearriveer het, het Afrikaner inwoners, soos voorgehou in die fiktiese "Umofia" magsbeheer in hulle gedagtes aanvaar? Of was magsbeheer onvoorwaardelik in hulle ingeplant deur die sosiale en kulturele aspekte van hul spesifieke gemeenskap. My persoonlike sienswyse is dat hierdie banadering ft oordeelkundige benadering is om gevolglik die Afrikaner aanvaring en uitoefening van westerse kulturele modes te verstaan. Inteendeel argumenteer ek dat die indringing van Europese merkantalisme en Christendom bo-op die Afrikaner geestelike en natuurkundige landskappe onerkenbaar geweldadig was en dat hierdie geweldadigheid in en vanself nie veranderlik was nie, invergelyking met die sielkundige en fisiese behouing van mag soos voorbehou in die Inheemse koningkryk. Die elite wie die opperpriester van prekoloniale Afrikaner gemeenskap saamgestel het, wie aangedring het op ft vorm van getrouheid tot kulturele en politieke konstruksies soos deur hulle bepaal, het ook die psige krag van die plaaslike dorpsbewoners misbruik. Dit is my primere punt van fokus in hierdie thesis. My argument is dat die Afrikaanse elite, soos Europese sendelinge, geloof en persepsies van tradisie en identitiet gebruik het om vas te kleef aan hul eie elite en invloedryke posisies binne die Inheemse en sosiale netwerk. Tweedens, hierdie thesis is krities van die persepsie dat die verskyning van Westerse spiruturele en politieke konstruksies oor inheemse strukture, ft direkte gevolg was van die instemming tot absolute psise en geestelike omverwerping van Afrikaner mense. Ek sal beweer dat Afrikaner mense, in die proses van gewoont raak aan ft nuwe lewenstyl, doelbewuste keuses gemaak het om hierdie nuwe wereld sienswyse in hul eie lewenstyl te inkorpireer. In hierdie proses is die magsbeheer soos voorbehou in die Inheemse gemeenskap gemanupileer binne die konteks van "Things Fall Apart". Gevolglik, die direkte oordrag van politieke mag in "Things Fall Apart" was nie net eenvoudig ft vernietiging van Afrikaner kultuur deur Europese nie. Inteendeel, dit was ft direkte gevolg van Afrikaners wat bewus geraak het van ft nuwe lewenstyl, en in die proses het Afrikaners hierdie lewesstyl as hul eie aanvaar. Krishnamurti se sienswyse sal geinkorpireer word in die boostaande analise wie se wereldwye sienswyse doelbewus stry teen die mens se geneighheid om aan te kleef aan filosofiese en politieke oortuigende gedagtes van theorie en geestelike opgewondenheid. Ek het spesifiek Krishnamurti se sienswyse ingekorpireer om die konflik en filosofiese veranderinge in Afrikaner mense te ondersoek (soos voorbehou in "Things Fall Apart") as gevolg van oomblikke waarin die Afrikaners hulself introspeksie doen en in dié proses, van hul eie eeue oue tradisies en gewoontes afstand gedoen het om die nuwe forum soos voorbehou deur Christenskap aan te kleef. Dit is my sienswyse dat gedurende hierdie tydperk magsbeheer bevraagteken was deur die magdom van mense. Dis hoe die rekonstruksie van die Afrikaner "Ek" en die herskedulering van magsbeheer verhoudinge binne die Afrikaner kollektief plaasgevind het. Krishnamurti stel die volgende vraag: Wanneer ft mens gesê word wat om te doen, wat om te dink, wat om te gehoorsaam, wat om te volg, weet jy wat dit aan n mens doen? Nmens se brein raak traag en die brein verloor sy inisiatief en sy fluksheid. Die uitwendige, die buitewerking van discipline maak jou brein dom, dit laat jou naaboots. (1974:29). Ek is bewus dat deur bogenoemde idea en Afrikaner kultuur naas mekaar te stel mag as godslasterend voorkom binne die konteks van die "nuwe" Suid Afrika, gegewe die groot inspanning om "Afrikaner" kultuur te hernu. Ek maak nie beswaar teen die heruwing en bewussyn van tradisie en erfenis nie. Ek stem saam met Krishnamurti dat deur die beheer van mag van fi selektiewe groep van elite Afrikaners in die prekoloniale, koloniale en post-koloniale dipensasies te gee, is as gevolg van die aanmeerning en aanvaarding deur die magdom van die Afrikaner gemeenskappe van sosiale, spirituele en ekonomiese konstruksies soos dié van dié elite. Die denks wyse waarlangs Afrikaners dink, was vir eeue lank, uitgebrei deur fi selektiewe groep mense, soos voorgehou in "Things Fall Apart". Kultuur en tradisie het fi standard geword waarby fi mens hom kan mee verlyk om sy waarde as individu te kan bepaal. Om hierdie rede, sien Krishnamurti die geveg vir vryheid as die geveg vir individue om kulturele en tradisionele beperkige af te skud en dis inderdaad belangrik vir die uitbreiding van die mens se eie identiteit. "Vryheid", sê hy, "liberalisme, die onafhanklikheid om uit te spreek wat fi mens dink, te doen wat fi mens wil doen, is een van dié mees belangrikste dinge in die lewe. Om innerlik vry te wees ... is een van die moeilikste en gevaarlikste dinge in die lewe" (1974:30). Soos hierdie thesis voortgaan, sal ek Krishnamurti se beweering dat die individu se poging om vry te wees, soos moontlik voorgestel in Achebe se " Things Fall Apart" dalk beide moeilik en gevaarlik mag wees.

"Sem resumo feito pelo autor" - Apresentar um trabalho sobre Krishnamurti é participar o interesse suscitado pela leitura da sua obra e dar conta do consequente esforço investigativo. Ora o que começou por interessar foi a relação entre o discurso pedagógico e o destino particular do autor, tão evidente era a construção da identidade pessoal através do discurso aplicado circunstancialmente. A verdade é que o tema da escuta depressa se impôs, quer por viabilizar uma crítica ao logocêntrismo dominante, quer por conduzir à autenticidade relacional, de extrema tolerância quanto à diversidade e de vigilante sentido de liberdade. A leitura da obra foi duplamente interessante: veio chamar a atenção para a importância que, no domínio da formação humana, representa rever as interpretações estabelecidas e renovar as questões; veio deixar o exemplo de como cada ser humano pode, em concreto, viver intensa e solidariamente o seu tempo. Com a investigação procurou-se alcançar três objectivos: o primeiro foi tornar visível a grande vitalidade interpelativa da obra; o segundo foi compreender a peculiar abordagem da educação realizada por Krishnamurti que, sem ceder à tentação do discurso abstracto, se manteve fiel à radicalidade e universalidade do exercício interrogativo; o terceiro, mais delimitado, foi mostrar como a actividade educativa representa, simultaneamente, uma crítica à autocracia mental, uma ruptura permanente com o já-dado e uma opção pela liberdade, sendo a escuta a atitude diferencial que sinaliza o aprender rigoroso, a comunicação desobstaculizada e a relação criativa. A obra krishnamurtiana tem qualidade hermenêutica suficiente para representar uma reflexão universal sobre o sentido da educação e exprimir, a seu modo, questões de grande pertinência, mas a sua produção oral suscita algumas dificuldades. São muitas e pertinentes as questões educativas provocadas por Krishnamurti. Muitas, não como enunciações avulsas e quantificáveis, não, ainda, como consequência da distensão temporal da sua actividade pedagógica, mas como expressão duma visão global da educação entretecida na compreensão do sentido da vida. Pertinentes, porque assumem a crise da educação, alargando-a à crise do homem e do mundo. As questões distinguem-se porque dispensam o discurso absoluto sem prejuízo da intensidade interpelativa e a maior parte reconhecem-se imediatamente, quer por persistirem na história do pensamento educativo, quer por revelarem aspectos constitutivos da problemática contemporânea. Outras, porém, requerem que se apure o sentido da sua emergência na obra, como é o caso da escuta e art of listening'), condição imprescindível da comunicação autêntica e do aprender livre e verdadeiro. Ora, quando se procura encontrar a razão que dinamiza eticamente tais questões ou a sua justificação radical na ordem da existência, e para isso temos de as integrar na obra, deparamo-nos com dificuldades em localizar o campo de tratamento próprio pois, devido à natureza oral da obra e ao tipo de investigação efectuada (in actu), não existe um corpo sistematizado de clara subordinação temática. Quer dizer, as questões e a investigação por elas desencadeada formam pequenas peças discursivas, cheias de interrupções, de desvios e de aporias, que quase sempre inviabilizam a recuperação do tema central. Da adição de tais pequenas peças resulta a obra e deste difícil comportamento discursivo procede a peculiaridade da sua

The thesis is a critical evaluation of the work of J. Krishnamurti (1895-1986). Part One assesses his religious teaching and educational thought. It contains biographical details, a literature survey and a discussion of Krishnamurti's ideas. Some weaknesses in Krishnamurti's work are identified, notably a tendency towards assertiveness in argument and an over-emphasis on individual psychology as an explanation for social phenomena. It is also argued that Krishnamurti's educational discourse owes much to the New Education Movement which flourished in the 1920s and that he made few contributions to educational theory as such. On the other hand many positive features of his work emerge; in particular an outstanding ability to communicate, a concern with spirituality which is not bound to institutionalized religions, and practical suggestions for evolving forms of education which might develop a high level of awareness among staff and students. Part Two focuses on two schools founded by Krishnamurti. The first, Valley School near Bangalore, South India is a school for six to eighteen year olds. Educational innovations and efforts to encourage a sense of inquiry among its pupils are described and there are reports of interviews with staff and pupils. The other school, Brookwood Park in England, is an educational centre which includes a school for teenagers and a study centre for adults who wish to go on retreat. An account of school life and interviews with staff and students convey Brockwood's atmosphere, difficulties and achievements. The concluding chapter summarizes the observations from the schools and discusses the most significant contributions that Krishnamurti made as religious thinker. Finally some avenues for future research are proposed.

Ce travail rapproche les œuvres de J. -P. Sartre et de J. Krishnamurti. Désigné comme le futur messie par la société théosophique, celui-ci refuse ce rôle et met la libération inconditionnelle des hommes au cœur de ses préoccupations. Voici donc deux philosophies de la liberté et de l'existence. S'accordant pour déclarer que "dieu est mort", elles soulignent la perversion des morales traditionnelles et refusent le secours de toute religion. Quelle morale alors envisager, dans le contexte d'urgence d'un XXème siècle chaotique ? Dans les deux cas, l'homme est seul - ainsi débarrassé des scories du passé, des mensonges et de l'aliénation. Mais chez Sartre, le repli sur la sphère humaine rend difficile la fondation de la morale et la libération du conflit et de la violence. Chez Krishnamurti, l'homme seul s'ouvre à l' "autre", l'"altérite radicale", dans une liberté venant avec la fin de l'ego, lorsque la pensée prend conscience de ses propres limites. Apres un intéressant négativisme, Sartre valorise une action acharnée et une volonté de positif source d'échecs. Krishnamurti, barrant les voies traditionnelles, prône le rejet du faux et une attitude de non-agir psychologique susceptible de désamorcer les conduites conditionnées. Sa sensibilité à ce qui est éveillé alors une intelligence qui est amour et permet l'action juste. Dans cette perspective, Krisnamurti encourage une éducation différente visant le libre épanouissement d'individus sans peur
This study compares the works ofJ. -P. Sartre and J. Krishnamurti. Designated as the future messiah by the theosophical society, he refused this role and made of man's unconditional freedom his main concern. Thus, here are two philosophies focused on freedom and existence. Agreeing with the affirmation that "god is dead", they emphasize the perversion of traditional morals and refuse the help of any religion. So, which morality can be proposed, in this context of urgency characteristic of the chaotic XXth century ? In both cases, man is alone - alleviated from the burden of the past, of falsehood and alienation. But Sartre, who considers only the human sphere, has a difficulty to find a ground for his ethics, and cannot get rid of conflict and violence. According to Krishnamurti, the situation of aloneness leads to the "other" (or "otherness"), when thought becomes aware of its own limitations. After an interesting period of negation, Sartre chooses restless action and pursues positivity - a source of failure. Krishnamurti, rejecting the traditional ways, insists on an attitude based on negation and psychological nonaction, which can stop conditioned behaviors. Then, sensitivity to what is awakes an intelligence that is love and leads to right action. In this aim, Krishnamurti supports a different kind of education that encourages the free flowering of individuals without fear

This study traces the development of the teachings of Jiddu Krishnamurti through the primary source material of his first writings in 1912 until he left the Theosophical Society in 1930, as well as his post-Society published work until his death on 17 February 1986. Where they are helpful, the primary source materials of the teenage Krishnamurti’s two influential guardians, Annie Besant and Charles W. Leadbeater are also consulted. Since the teachings in which they indoctrinated the young Krishnamurti were a reworked presentation of the impressive macrohistorical worldview of Helena Petrovna Blavatsky co-founder of the Theosophical Society, this study begins with certain fundamental aspects of her work. A crucial aspect of Blavatsky’s mature teaching was the occult potency of the natural order; sights, smells, sounds, words and conversely silence, were all avenues whereby “one feels oneself rebecoming a god”. Further, the potency of the natural order and the gnosis of one’s divinity, were the substance of a Path of Initiation which had been transmitted from earlier human root races and lay hidden in the books of (1) Enoch, Daniel and Revelation. Jesus had held the gnosis of the mysteries of the Path of Initiation, as well as the knowledge of the cycles of time. According to Blavatsky, his three-year public ministry, which began when he was thirty years of age, reflected a “Cycle of Initiation”. While Blavatsky promoted a seven-key hermeneutics, she concealed and revealed in The Secret Doctrine and The Voice of the Silence a “Lost Word” key. That “Lost Word” key was the voluntary holding of the breath while mentally intoning the keynote Fa, in an occult meditative practice of sensory deprivation. When practiced by the disciple on the Path of Initiation, that occult meditation would raise the energy of kundalini, overcome and eradicate karma, and finish (cf. Dan. 12:7; Rev. 10:7) the cycle of incarnations in the crucifixion of the personality (cf. John 19:30) to an awakened god-consciousness: Blavatsky’s “Consummatum Est”. The successful disciple who finished the seven-gated Path of Initiation outlined in The Voice of the Silence, and who renounced Nirvana in order to help suffering humanity, would be the new Bodhisattva for the present historical period. It was Besant, Blavatsky’s friend, confidante and star of her exclusive Inner Group of pupils, who brought to Leadbeater the gnosis that Blavatsky’s “inner purpose” for the Theosophical Society was to proclaim the coming of a new Teacher. Besant and Leadbeater secretly reworked Blavatsky’s “Messianic Cycle” and her 1975 prediction for the coming of the new Teacher, and Besant defied her mentor’s year date by “perhaps half a century”. Krishnamurti became disillusioned by a perceived failure of his mentors to fulfil the perfectionist ideals of the Path of Initiation in which they had indoctrinated him. With a fidelity to certain sacramentally potent words and phrases in The Voice of the Silence, and unreferenced biblical texts which composed the Theosophical discourse of his early training, Krishnamurti in 1922 at Ojai, California, claimed to have finished the Path of Initiation and to have gained all the qualities of the Lord Maitreya the World Teacher. This study shows Krishnamurti’s claimed initiatory status to have been the result of his imagination and practice of Blavatsky’s occult breathless meditation. Since for Blavatsky, Besant, Leadbeater and Krishnamurti the faculty of imagination held a mythopoeic and sacred function in human consciousness, and since Besant and Leadbeater had created their own Fourth Initiation Adept status, they were trumped by Krishnamurti’s claim. Leadbeater left all responsibility for Krishnamurti to Besant. Besant supported Krishnamurti yet decreed he had passed only the Third Initiation. Krishnamurti, in an uneasy alliance with Besant, publicly defied her authority in his published writings and talks by his use of the sacramental vocabulary of his early indoctrination. As the initiate triumphant, Krishnamurti urged his supporters to use their imagination, as he admitted of himself, to conquer karma and time and finish their evolutionary journey towards a god-conscious perfection and be “the few” (cf. Matt. 7:14) who would help him “change the world”. When Krishnamurti at thirty years of age announced himself as the Teacher in 1925, he mimicked Blavatsky’s proposal that Jesus began his ministry at the age of thirty. Besant confirmed the event as Krishnamurti’s “consecration” in a temporary possession by the Lord Maitreya. On 11 January 1927, in a claimed context of involuntary breathlessness, Krishnamurti declared himself to be the Beloved. Besant ratified his declaration as the permanent possession by the World Teacher for three years, as in the three-year ministry of Jesus in Palestine. Following his 1927 breathless declaration, Krishnamurti placed in his talks and writings a number of literary indicators to the efficacy of the state of involuntary breathlessness apart from any formal Path of Initiation. Three years from 11 January 1927, Krishnamurti dissolved the Order of the Star in the East, his support organization, and resigned from the Theosophical Society. Apart from a few oblique examples in the 1950s, Krishnamurti did not allow any clear reference to the state of involuntary breathless attention to appear in the public domain until 1960. He did, however, during that long silence and until his death use the phrases “rare moments” and “the key”. In The Voice of the Silence, the words rare and key were highly significant. It is shown herein that when Krishnamurti did recommence reference to the state of involuntary breathless attention, those examples, as also his references to “rare moments” and “the key”, were couched in a similar vocabulary derived from both unreferenced biblical texts and non-biblical Theosophical discourse. Further, it is argued herein that Krishnamurti’s commencement once again to refer to a breathless state of attention, was due to a break with his long-time operations manager and editor Rajagopal. Krishnamurti feared Rajagopal would usurp or undermine his World Teacher status by drawing attention to the significance of the state of spontaneous breathlessness.

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O texto remete-se à discussão acerca do sentido e significado da educação convencional contraposto à concepção krishnamurtiana de Educação Correta que, neste contexto, analisamos sob a perspectiva da Educação Integral, a qual propõe pensar o ente humano como totalidade, isto é, pathos, ratio, psyche, libertas e as possibilidades daí engendráveis. Propõe-se, deste modo, refletir sobre a educação para que esta possa continuamente repensar-se, reestruturar-se e dialogar com suas carências e necessidades, constituindo-se em um elo de ligação entre a existência e a construção do sujeito enquanto ente humano integral que carece de (trans)formação do seu ser além de informações técnicas profissionais. Utilizamos como pano de fundo as perspectivas propostas pela pós-modernidade, considerando as influências que tal contexto ocasiona para a formação do indivíduo enquanto ente relacional com a existência,com a alteridade e, em especial, consigo mesmo, com seus conflitos, desejos e humanidades.
Salvador

In Understanding Curriculum As Meditative Inquiry: A Study of the Ideas of Jiddu Krishnamurti and James Macdonald, I study the relationship among consciousness, meditative inquiry, and curriculum. I argue that human consciousness, which is the basis of our thinking, feeling, and action, is common to all humanity and is in crisis. This crisis of consciousness—which is characterized by fear, conditioning, becoming, and fragmentation— affects and is deeply affected by the nature of contemporary educational institutions. Contemporary educational institutions create in children fear of authority, exams, and punishment. They also condition their minds with state-controlled and market-driven knowledge. In addition, modern educational institutions alienate children from their bodies, emotions, and spirits due to their overemphasis on cognitive learning. The crisis of consciousness is an existential problem and, therefore, in order to understand its depth and complexities we require an existential approach. Meditative inquiry, which is to be aware of the movement of consciousness without analysis or judgment, is an existential approach to understanding and transforming consciousness to create a peaceful world. On the one hand, meditative inquiry underscores the limitations of thinking and analysis and, on the other hand, it emphasizes meditative listening and observation. Because of the existential nature of our consciousness and the significance of meditative inquiry to comprehending the former, I propose viewing curriculum as a space for meditative inquiry. Curriculum as meditative inquiry is a transformative approach to educational experience that aspires to undermine and possibly dissolve the conflicted nature of our consciousness by cultivating a deeper sense of awareness. Specifically, curriculum as meditative inquiry emphasizes the arts of listening and seeing to have a deeper perception into one’s own consciousness and one’s relationships. It encourages the cultivation of the qualities of openness, aesthetics, and freedom in educational experience. Viewed from the perspective of meditative inquiry, education no more remains a problem of information transmission or means-end learning. On the contrary, it emerges as a space of freedom where the main focus is to learn about oneself and one’s relationships to people, nature, and ideas.

Cette thèse s’est donné pour but d’examiner dans quelle mesure des formes de stabilisations spécifiques des psychoses peuvent s’appuyer sur certaines caractéristiques du désir maternel. Freud et Lacan ont convenu que, dans l’inconscient, le sexuel, pour les deux sexes, se fonde sur une méconnaissance du sexe féminin et n’est représenté que par une seule figure symbolique, le phallus. Par conséquent, la différence des sexes ne peut s’y inscrire comme telle ; c’est ce que Freud a nommé en 1923 le « primat du phallus ». La fonction paternelle ou fonction phallique, porteuse d’une entame du sujet et d’une limitation de sa jouissance par l’accès au langage organise les représentations inconscientes du sujet. Ces aspects théoriques de la psychanalyse s’organisent essentiellement autour du père et la mère ne semble y intervenir que par ses soins, dans le réel. Lacan a cependant mis en avant que la mère joue un rôle dans la transmission du phallus symbolique en désignant à son enfant le père comme porteur du phallus symbolique et comme objet orientant son désir. La psychose se caractérise par l’inopérance du signifiant du Nom-du-Père. Dans ce travail, nous nous sommes questionné sur le rôle des signifiants maternels lorsque la transmission phallique a échoué. Nous nous sommes intéressé à deux sujets, auteurs contemporains connus : Krishnamurti, orateur philosophique indien et Ludwig Wittgenstein, philosophe analytique. Ces deux sujets étaient de structure psychotique. Krishnamurti décompensa une psychose de type schizophrénique. La psychose de Ludwig Wittgenstein resta compensée tout au long de son existence. Nous proposons ici une lecture des trajets de vie et des choix subjectifs de ces deux personnages selon un angle de vision qui donne à l’objet maternel un rôle prépondérant
The aim of this doctoral dissertation is to determine to what extent some forms of stabilization of psychotic symptomatology can be supported by some characteristics of maternal desire. Freud and Lacan agreed on the fact that in the unconscious and for both sexes, presentation of sexuality is based on the ignorance of the female sex; it is actually only represented by one symbolic figure: the phallus. Therefore, the difference between the two sexes is not presented - Freud coined this phenomenon “the phallus primacy” in 1923. The paternal function (or phallic function) which dents the subject and limits its jouissance through access to language, organizes the subject's unconscious presentations. These theoretical aspects of psychoanalysis fundamentally revolve around the father figure, whereas the mother only seems to be directly involved through her care. Lacan however underlined how important the mother's role is in passing on the symbolic value of the phallus: in front of her child, she refers to the father as the bearer of the symbolic phallus and as the object of her desire. Psychosis is characterized by the inoperativeness of the Nom-du-Père signifier. This study examines the role of the maternal signifiers when the phallic transmission has failed. Two subjects have come under scrutiny, both well-known contemporary authors: Krishnamurti, an Indian philosophical orator, and Ludwig Wittgenstein, an analytic philosopher. Both subjects had a psychotic structure. Krishnamurti decompensated a schizophrenic psychosis. Ludwig Wittgenstein's psychosis remained compensated during his entire life. This work intends to examine these two characters' life courses and subjective choices in a way that gives the maternal object a dominant importance

Thesis (Ph. D.)--University of Sydney, 1987.
Title from title screen (viewed 25 March 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Dept. of Religious Studies. Degree awarded 1987; thesis submitted 1986. Includes bibliographical references. Also available in print form.

Cette recherche concerne la formulation d’une hypothèse de spiritualité laïque et l’analyse de sa retombé dans le champ de l’éducation. Son objectif est de vérifier si par le dépassement des spécificités liées aux religions et aux différents crédos, on peut valoriser dans une optique laïque, le potentiel humain et ses attitudes spirituelles. Dans une première partie on analyse le concept complexe de la spiritualité laïque, qui déborde dans plusieurs implications théoriques. L’attention particulière dédiée au philosophe Jiddu Krishnamurti, se justifie par sa révolution herméneutique entrainée par le bouleversement de toute méthode visant à saisir des vérités. La partie centrale décrit l’action pratique sur le terrain scolaire, notamment dans un institut professionnel de deuxième degré de la ville de Bologne. La problématique abordée concerne l’enseignement de la religion catholique dans l’école italienne et l’absence d’offres formatives alternatives à cet enseignement, malgré les écoles soient obligées par la loi, à les garantir. Par la méthode de la recherche-action on a impliqué les enseignants et les élèves de l’institut, au fin de comprendre si une éducation à la spiritualité laïque peut être conçue et comment pourrait-elle devenir une offre formative alternative à l’enseignement de la religion catholique dans l’école. La dernière partie plonge le regarde sur les sciences de l’éducation et sur les concepts de savoir et d’apprentissage. On analyse les approches éducatives, les méthodes et des dispositifs pédagogiques les plus proches à la conception et à la réalisation d’une éducation à la spiritualité laïque
This research concerns the formulation of a hypothesis of laic spirituality and its analysis involving the field of the education. Its aim is to verify if we can give value to human potential -- and its spiritual attitudes-- in a laic view, bypassing the specific connections to religions and/or different beliefs. In a first part we analyze the complex concept of the laic spirituality, which overflows in several theoretical implications. Great attention is paid to the philosopher Jiddu Krishnamurti, due to the hermeneutical revolution that he accomplishes through the revision of all the methods available to seize the truth. The central part describes the practical action research on the school, in particular in a vocational institute (part of the secondary school system) in the city of Bologna. The approached problem concerns the TCR (Teaching Catholic Religion) in the Italian school and the absence of alternative options to this subject, even if schools administrators are supposed, by law, to offer them. Through the method of the action-research we involved the teachers and the pupils of the school to understand if a laic spirituality education can be conceived and how it could become an alternative to a subject like TCR in the public secondary school. The last part dives into educational sciences and deals with the concepts of knowledge and learning. We analyze the educational approaches, the methods and the closest educational tools to the concept --and the actual practice-- of a laic spirituality teaching

Leadbeater was a man who made the most startling claims for himself, and made them in a very matter-of-fact way.[4] He declared that he had penetrated the depths of the atom by his psychic powers, discovered the ultimate unit of matter whilst sitting in a park on the Finchley Road in London, and had psychically extracted individual atoms of various elements from the showcases in the Dresden Museum whilst he reclined several miles away. He also claimed to have sent sea spirits to dig out atoms of another element from the mines of Sabaranganuwa in Ceylon while he lay in his bed in Madras in India.[5] He claimed to have explored most of the planets in the Solar System, while his body remained on earth, and described their climates and inhabitants in some detail.[6] He claimed to be in regular communication with the Powers which govern the earth from the Inner Planes, the Masters or Mahatmas, the Supermen who constitute the Occult Hierachy of this planet. And, so he said, he conducted parties of pupils to the secret places in Tibet where these same Masters resided, while the bodies of both the pupils and their guide slept securely in their beds.[7](Excerpt from Introduction pp.3-4)

Doctor of Philosophy
Leadbeater was a man who made the most startling claims for himself, and made them in a very matter-of-fact way.[4] He declared that he had penetrated the depths of the atom by his psychic powers, discovered the ultimate unit of matter whilst sitting in a park on the Finchley Road in London, and had psychically extracted individual atoms of various elements from the showcases in the Dresden Museum whilst he reclined several miles away. He also claimed to have sent sea spirits to dig out atoms of another element from the mines of Sabaranganuwa in Ceylon while he lay in his bed in Madras in India.[5] He claimed to have explored most of the planets in the Solar System, while his body remained on earth, and described their climates and inhabitants in some detail.[6] He claimed to be in regular communication with the Powers which govern the earth from the Inner Planes, the Masters or Mahatmas, the Supermen who constitute the Occult Hierachy of this planet. And, so he said, he conducted parties of pupils to the secret places in Tibet where these same Masters resided, while the bodies of both the pupils and their guide slept securely in their beds.[7](Excerpt from Introduction pp.3-4)

My thesis is a cultural history of New Age religion in Taiwan. I focus on C.C. Wang (1941-) and Terry Hu (1953-), the two earliest and most prolific sinophone proponents of a ‘Xinshidai [New Age]’. I consider their lives (as New Agers) and written works (as New Age figures), concentrating on the period to 2000. In this thesis I explore how Wang and Hu introduced New Age religion to Taiwan through analysis of their publicly available writings and translations. In chronologically examining their life experiences and the various ideologies that they gradually wove into their work, I demonstrate the agency of these two women as New Age innovators and show how they represented their own lives as evidence of the transformational efficacy of New Age religion for modern Taiwanese women. Raised in a family who escaped from China and then converted to Catholicism, Wang’s most important contributions are her translations of Jane Roberts’s Seth books (beginning in 1982). These continue to be popular with readers and have inspired a new generation of teachers and students. She also translated internationally popular texts such as Kahlil Gibran’s The Prophet (1970) and Neale Donald Walsch’s Conversations with God (1998). Viewing this work alongside her efforts in beginning the Fine Press’ New Age Series (1989-) and establishing the Chinese New Age Society (1992), her publisher described her as “the mother of the New Age in Taiwan” (2012). Wang began developing expertise on American culture when raising a family there in the mid 1960s and again for much of the 1970s. She used these domestic experiences as the basis of her burgeoning literary career. An important part of Wang’s oeuvre are the monthly columns she published pseudonymously in The Woman and China Ladies between 1969 and 1981. In these columns Wang not only established herself as a trans-Pacific expert of everyday life techniques (especially regarding relationships and parenting), she also articulated the psychological unease that she would later seek to remedy through spiritual exploration and, ultimately, in translating New Age books. Her early work is notable for both illustrating a particular type of modernity available to young urban females and for establishing the nurturing and inquisitive spirituality she would later disseminate widely. Already interested in the type of ideas discussed in the New Age, it was only after a life-altering encounter with a Seth book in a California library in 1976 that Wang began exploring the New Age more deeply. She eventually discovered Shirley MacLaine’s Out on a Limb (and later wrote the preface to the 1986 Mandarin translation), which she described as inspiring and “a book of enlightenment.” Hu was born to a politician father who also escaped from China. She learnt English as a child and developed a fascination with American culture. After a short stint in New York’s bohemian Greenwich Village in the early 1970s, she soon became a film star in Taiwan. She featured in several dozen movies and was briefly married to the author Li Ao (b.1935). She retired from acting in 1988 and devoted her energy to translating New Age texts, especially the work of Jiddu Krishnamurti (1895-1986) who she depicted as a “New Age Buddhist.” Throughout her careers as an actor and author Hu appeared as an archetype of the global, modern and, ultimately, spiritually sophisticated woman. Hu’s individual identity was strongly grounded in the social context of Taiwan’s elite, and she increasingly blended martial law-era Chineseness and her celebrity status with American post-hippie spiritual trends. Her multifaceted and evolving identity augments dominant identity and gender discourses in Taiwan and binds her into the New Age’s transnational web of religious innovation and personal transformation.

碩士
淡江大學
歷史學系
91
Jiddu Krishnamurti（1895-1986）was a philosopher born in India .People often consider Krishnamurti a spiritual teacher. His teachings explore the nature of human consciousness and the possibility of its transformation through insight. From 1929, Krishnamurti spent his life speaking publicly around the world, often having dialogues with politicians, scientists, and psychologists. He was also interested in education. In his opinion, the purpose of education is not merely to impart students with knowledge and skill. Education should help students explore what they love to do and the significance of life. Educators（parents and teachers）should create an atmosphere of freedom and learning. Then, children can grow up without fear and authority. Education should help students understand the process of the whole of life. This thesis defines “Krishnamurti''s educational view” with three core meanings: 1. Education should encourages students to think independently. Education should not condition students to become mechanical robots. 2. Education requires instructing students with knowledge and skill. Besides, education should develop students self-knowledge, regarding the psychological aspects of living and relationships. Then, students will be aware of the inner activities, how they think and how they feel. Krishnamurti asserted that a total human being is one who can keep the balance of inward and outward. 3. Krishnamurti considered that people should not divide the world by nationality, racialism and religions. People who are self- centered are unintelligent but a sense of the self is important to develop real intelligence. Everyone is part of the world which means we have responsibility to the world. As a human being we must be concerned with the total welfare of the world. This thesis focus on three definition to explain “Krishnamurti educational view”.

Thesis (Ph.D.)--State University of New York at Buffalo, 2007.
Title from PDF title page (viewed on Feb. 21, 2008) Available through UMI ProQuest Digital Dissertations. Thesis adviser: Lawler, James. Includes bibliographical references.

Socrate et Krishnamurti comptent parmi les personnages importants de l'histoire de la pensée. Le premier fut proclamé le "père" de la philosophie occidentale alors que le second fut considéré comme l'un des cinq grands "saints" du XXème siècle par la prestigieuse revue Time. Le présent mémoire porte sur les rapprochements qu'il est possible de montrer entre ces deux penseurs considérés par la postérité comme "inclassables". Ce qui les réunit d'emblée toutefois, c'est leur préoccupation indéniable pour le thème universel de la connaissance de soi. C'est donc sur cette trame de fond que nous avons abordé l'étude des ressemblances entre eux. Celles-ci apparaissent particulièrement dans leur engagement indéfectible eu égard à la recherche de la vérité en ce qui a trait aux principes de la vie bonne et de la vertu. Nous avons tenté d'établir un certain nombre de faits qui démontrent que leurs discours portaient en substance sur les mérites de la réflexion pour que l'être humain comprenne qu'il avait tout intérêt à se préoccuper de la relation qu'il entretient avec sa pensée afin de mieux se connaître lui-même.
Important figures in the history of thought includes Socrates and Krishnamurti. The former was proclaimed the "father" of western philosophy while the latter was regarded as one of the five great "saints" of the 20th century by the prestigious journal Time. This case focuses on tne connections it is possible to show between these two thinkers regarded by posterity as "unclassifiable". Which brings them together with at the outset however, it is clear concern for the universal theme of self-knowledge. It is therefore on this shading that we have approached the studies of the similarities between them. They appear especially in their unwavering commitment to the search of truth with respect to the principles of virtue. We tried to establish a number of facts which demonstrate that their speeches were in substance on the merits of the reflection for a human to understand that he had any interest to concern itself with the relationship he has with his thinking to better understand itself.

This study examines the dialogic approach of the Indian-born educational philosopher Jiddu Krishnamurti (1895 – 1986), who had developed his own unique approach to dialogue with small groups. The research considered two questions. First, whether Krishnamurti’s dialogic approach is one that could be described by specific strategies and techniques; and second, whether this approach and its strategies and techniques could be adapted, adopted, or emulated for use in higher education. In Chapter One of the paper, Krishnamurti’s general philosophy and his specific philosophy of education are reviewed, with the aim of placing his dialogic approach within the context of his educational philosophy. The second chapter addresses the study’s research questions by presenting a two-part analysis of a transcript of the one-hour dialogue that took place in California in 1981 between Krishnamurti and six American college students. First, even though he used no notes and no lesson plan, the thematic content analysis of this particular dialogue shows that relevant content had in fact been covered and learned, and that this content had emerged as a consequence of Krishnamurti’s direction as a facilitator of learning. Second, specific strategies and techniques employed by Krishnamurti in this dialogue were identified and described, with specific examples as presented from the transcript. The third chapter explores the context of Krishnamurti’s approach within a recent developing trend in educational philosophy; a trend described as holistic and transformative, focused as it is on encouraging change in learners’ thinking about concepts, rather than on transmitting knowledge from educators to learners. This exploration is done by describing several existing examples of holistic and transformative educational approaches. Some of these described existing approaches are expressly informed by Krishnamurti’s educational philosophy, while others, though not expressly informed by Krishnamurti, are nonetheless consistent with his approach. In the final chapter, it is proposed that the analysis of the dialogue in Chapter Two and the comparative context analysis in Chapter Three show that Krishnamurti’s dialogic approach both fits well within the general direction and nature of this existing and developing holistic and transformative trend in the philosophy of education, on the one hand, and is also uniquely distinguishable from existing approaches in meaningful ways, on the other. Chapter Four concludes, then, as a result, that Krishnamurti’s approach can be adapted, emulated, or adopted for beneficial results in higher education.
Graduate

碩士
臺北巿立體育學院
舞蹈碩士班
98
In the contemporary art field, the creation of dance art has been developed into various directions. Some focus on the dancer’s physical expression, while the others concentrate on the significances behind the physical expression. By comparison, the content of the latter tends to express the spiritual meanings of a dance work. Although this is not quite popular in the contemporary dance art, it is still visible in the presentation of the contemporary dance art. Thus, this thesis focuses on the exploration of the meanings and significances that are embedded or implied in the text of the novel entitled “Siddhartha” and an adopted dance piece entitled “Songs of the Wanderers.” As an analytical tool, I used selected themes that are discussed in a book of life philosophy entitled “Krishnamurti: A Biography”, adding Chinese and Western philosophical discourses, to explore the spiritual archetypes for life that underlie the physical language and theatrical elements of “Songs of the Wanderers”. Based on the mentioned intention, my research will mainly focus on three topics: “loneliness”, “effortless doing” and “negation”. The topic of “loneliness” focuses on the meaning of the dynamic structure between Siddhartha and the other dancers; and on the analysis of his body perception of emptiness as well. In the “effortless doing”, I have chosen two scenes for the study purpose. The first scene shows us a dancer portraying a farmer, quietly, non-intentionally raking the rice-grains on the stage. The second one is about the calm water metaphor. Finally, I explore the meaning of “negation” behind the dancers’ strong physical presentation by way of the following two scenes: first, a soloist dancer is falling from the sky, performing a distorted body in order to negate the previous experiences; secondly, a group of dancers is whipping their bodies with dry twigs, showing a road to the body enlightenment.

This Master thesis analyzes the conception of self-knowledge in work of Jiddu Krishnamurti. Jiddu Krishnamurti (1895-1986) was a spiritual teacher and writer, born in India and lived in USA. The goal of the thesis is to show Krishnamurti's conception of self-knowledge from its own. In thesis there are quotations from Krishnamurti's works and also from works of others related authors from ranks of philosophy, science or literature. The first part of thesis shows Krishnamurti's life and his work in general. The second part analyzes a topic of self-knowledge in work of Krishnamurti. First of all, the thesis tries to introduce the way in which Krishnamurti understands a self-knowledge and its potential. In the second place, it tries to incorporate Krishnamurti's work into context of whole human searchng with intention to find a dialog between science and spirituality and between East and West.

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.

Porphyra abbottiae Krishnamurthy (Rhodophyta) is an intertidal red alga harvested by a number of coastal First Nations in British Columbia. The Kwakwaka’wakw have a long history of harvesting P. abbottiae as food and medicine, reflected in the language, songs and stories of the Kwakwaka’wakw oral tradition. Harvesting and drying practices for this alga have undergone changes with the introduction of new technologies and a decrease in time available for seaweed harvesting. The adoption of timesaving equipment into the seaweed harvest has given harvesters the flexibility to work around constraints including work and school obligations, tides, long distances to harvesting sites, and unpredictable weather conditions. Harvesting and drying practices reflect a thorough understanding of the lifecycle, biology, and ecology of P. abbottiae. Timing of the harvest during the seasonal round optimizes the taste and texture of P. abbottiae fronds while avoiding the seaweed in its reproductive stage. Songs and taboos associated with the harvest promote safety and efficiency while harvesting the seaweed. Concerns about potential contamination of edible seaweed led to the second part of this research: testing for metal contamination. Inductively coupled plasma mass spectrometry analysis for selected metals and trace elements revealed the presence of arsenic, cadmium, lead, and mercury in Porphyra abbottiae sampled from the southern Queen Charlotte and Broughton Straits. Mercury concentrations fell below the detection limit of 0.01 ng/mL in 28 of 112 samples. Calcium was the most abundant element measured, averaging 1445 mg/kg dry seaweed. The remaining metals, in decreasing order of concentration, are: Fe>As>Zn>Mn>Cu>Cd>Pb>Cr>Co>Se>Hg. Copper-zinc (r=0.835) and copper-lead (r=0.948) concentrations are significantly correlated (p<0.05), suggesting selective uptake of these elements. PCA analysis suggests that the location of harvesting sites within specific water channels is influencing metal concentrations. Hazard quotients calculated using guidelines set by Health Canada and the World Health Organization revealed that, among the suite of elements surveyed, arsenic followed by cadmium ranked the highest in relative risk for consumers of P. abbottiae. An average 60 kg adult consumer can safely consume approximately 9.4 g dried seaweed per day and not exceed tolerable upper intake limit guidelines. In conclusion, Porphyra abbottiae can be eaten in moderation with minimal risk of chronic metal contamination. Kwakwaka’wakw consumers can also benefit from cultural reconnection with this important traditional food.
Graduate