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Books > Philosophy > Philosophers > The Whole Movement of Life is Learning (J. Krishnamurti's Letters to His Schools)
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The Whole Movement of Life is Learning (J. Krishnamurti's Letters to His Schools)
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The Whole Movement of Life is Learning (J. Krishnamurti's Letters to His Schools)
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About the Book

This new collection of J.Krishnamurti's Letter to the Schools combines the letters originally published in Volume I (1981) and Volume II (1985) with seventeen previously unpublished letters from earlier years. In the first of the letters Krishnamurti said:

As I would like to keep in touch with the schools in India, Brockwood Park in England and the Oak Grove School in Ojai, California, I propose to write a letter every fortnight to them for as long as possible.. I would much like to write these letters to convey what the schools should be, to covey to all people responsible for them that these schools are to be excellent academically, but much more. They are to be concerned with the cultivation of the total human being. These centres of education must help the student and the educator to flower.

Introducing the second volume of letters, Krishnamurti, wrote:

These letters are not meant to be read casually when you have a little time from other things, nor are they to be treated as entertainment. These letters are written seriously and if you care to read them, read them with intent to study what is said as you would study a flower by looking at the flower very carefully-its petals, its stem, its colours, its fragrance and its beauty. These letters should be studies in the same manner, not read one morning and forgotten in the rest of the day. One must give time to it, play with it, question it, inquire into it without acceptance. Live with it for some time; digest it so that it yours and not the writer's

Foreword

As I would like to keep in touch with the schools in India, Brockwood Park in England and the Oak Grove School in Ojai, California, I propose t write a letter every fortnight to them for as long as its possible. It is difficult to keep in touch with them all personally, so if I may, I would every much like to write these letters to convey what the schools should be, to convey to all the people who are responsible for them that these schools are to be excellent academically, but much more. They are to be concerned with the cultivation of the total human being. These centres of education must help the student and the educator to flower naturally. The flowering is really very important; otherwise education becomes merely a mechanical process oriented to a career, to some kind of profession. Career, to some kind of profession. Career and profession, as society now exists, are inevitable, but if we lay all our emphasis on that, then the freedom to flower will gradually wither. We have laid far too much emphasis on examinations and getting good degrees. That is not the main purpose for which these schools were founded. This does not mean that the student will be inferior academically. On the contrary, with the flowering of the teacher as well as the student, career and profession will take their right place.

These letters are not meant to be read casually when you have a little time from other things, nor are they to be treated as entertainment. These letters are written seriously and of you care to read them. Read them with intent to study what it said, as you would study a flower by looking at the flower very carefully-its petals, its stem, its colours, its fragrance and its beauty. These letters should be studied in the same manner, not read one morning and forgotten in the rest of the day. One must give time to it, play with it, question it, inquire into it without acceptance. Live with it for some time; digest it so that it is yours and not the writer's.

Contents

  Foreword ix
1 Total Education  
  These school are to cultivate the total human being 1
2 Goodness  
  Freedom is essential for the beauty of goodness 4
3 Leisure  
  Only in leisure can the mind learn 7
4 Fear  
  Goodness cannot flower in the field of fear 10
5 Knowledge  
  Accumulation of knowledge does not lead to intelligence 14
6 Responsibility  
  A human being is the whole of mankind 18
7 Learning  
  The whole movement of life is learning 23
8 Radical Change  
  Education is the cultivation of total responsibility 27
9 Diligence  
  Freedom from self-occupation brings abundant energy 31
10 Security  
  The school is the student's home 35
11 Comparison  
  Imitation corrupts the mind 36
12 Psychological Wounds  
  Education is to free the mind of the limited energy of the "me" 43
13 Habit  
  Habit makes the mind insensitive 47
14 Beauty  
  The movement of thought is not beauty 51
15 Capacity  
  Capacity is limited by desire 55
16 Insight and Honesty  
  Which is the honest desire or thought, and which is not? 58
17 Desire and Disorder  
  Can the senses be supremely active without desire coming in? 62
18 Integrity  
  When there is no measurement, there is the quality of wholeness 67
19 Problems  
  Physical and psychological problems waste our energy 72
20 Status  
  Selfishness ins the essential problem of our life 76
21 Sensitivity  
  The intelligence of the body will guard its own well-being 80
22 Self-centredness  
  Though is the root of all our sorrow, all our ugliness 84
23 The Art of Living  
  Relationship is the art of living 88
24 Words  
  The word prevents actual perception 92
25 Intellect  
  Learn from the book of the story of yourself 96
26 Violence  
  Comparison is one of the many aspects of violence 100
27 Values  
  Live with clarity, which is not a value 103
28 Centres of Learning  
  These places exist for the enlightenment of humanity 106
29 Human Survival  
  The desire to be separate is the source of destruction 109
30 Co-operation  
  Co-operation demands great honesty 112
31 Intelligence  
  The very nature of intelligence is sensitivity, which is love 115
32 The Movement of Thought  
  Thought uses and destroys 118
33 Knowing Yourself  
  You have to be good because you are the future 121
34 Affection  
  When you care, violence in every form desappears from you 124
35 Seeing the Fact  
  People live with ideas and beliefs unrelated to their daily lievs 127
36 Reward and Punishment  
  Action based on reward and punishment brings about conflict 130
37 Communication  
  Communications is learning from each other 133  
38 Educating Oneself  
  To learn about the images we have demands self-awareness 137
39 Efficiency  
  efficiency is not an end in itself 140
40 Thinking Together  
  Freedom is the essence of thinking together 143
41 Attention  
  Awareness brings about subtlety, clarity of mind 146
42 Family and Society  
  Is life a movement of pain with occasional happiness? 148
43 The Vastness of Life  
  The movement of the skies, the earth, human existence, is indivisible 151
44 Awareness  
  To attend implies vast energy 155
45 The Teacher  
  A teacher is deeply involved with the flowering of human beings 159
46 Vulnerability  
  Without teh centre as a self, there is extraordinary strength and beauty 163
47 Intention  
  Our vital intent is to bring about a free human being 167
48 Commitment  
  How are the few to deal with the many? 171
49 Vision  
  The ideal breeds conflict 174
50 Choice  
  Freedom has no opposite 178
51 The Limitation of Knowledge  
  We do not learn from wars but repeat brutality and bestiality 182
52 Humility  
  Humility is the essence of love and intelligence; it is not an achievement 185
53 Mediocrity  
  What energy will make us move out of commonplace? 189
54 Harmony with Nature  
  If you hurt nature you are hurting yourself 193
55 There is Only Learning  
  Learning brings about equality among human beings 198
56 Tradition  
  Revolt against the past brings only another conformity 204
57 Culture  
  True culture is a movement in freedom 207
58 Obedience  
  Fear breeds authority 210
59 Conflict  
  Separation leads to conflict 213
60 Working Together  
  Education is to break down patterns 215
61 Order  
  Obedience to the past is disorder 218
62 Morality  
  Conformity denies virtue 221
63 Action  
  Living is action in relationship 224
64 Prejudice  
  Relationship is not intellectual 226
65 A Different Education  
  The essence of culture is complete harmony 229
66 Fundamental Freedom  
  Without responsibility there is no freedom 232
67 Relationship  
  Relationship is society 236
68 Authority  
  Freedom has no authority 239
69 Compulsion  
  Learn without compulsion 242
70 Discipline  
  Learning is discipline 246
71 Sanity  
  Freedom is sane living in daily life 251
72 Order and Freedom  
  Orders is the action of the new, which is intelligence 256
  Afterword 261
  The Krishnamurti School 262

Sample Pages
















The Whole Movement of Life is Learning (J. Krishnamurti's Letters to His Schools)

Item Code:
NAN197
Cover:
Paperback
Edition:
2017
ISBN:
9788187326748
Language:
English
Size:
8.0 inch X 6.0 inch
Pages:
272
Other Details:
Weight of the Book: 400 gms
Price:
$35.00   Shipping Free
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About the Book

This new collection of J.Krishnamurti's Letter to the Schools combines the letters originally published in Volume I (1981) and Volume II (1985) with seventeen previously unpublished letters from earlier years. In the first of the letters Krishnamurti said:

As I would like to keep in touch with the schools in India, Brockwood Park in England and the Oak Grove School in Ojai, California, I propose to write a letter every fortnight to them for as long as possible.. I would much like to write these letters to convey what the schools should be, to covey to all people responsible for them that these schools are to be excellent academically, but much more. They are to be concerned with the cultivation of the total human being. These centres of education must help the student and the educator to flower.

Introducing the second volume of letters, Krishnamurti, wrote:

These letters are not meant to be read casually when you have a little time from other things, nor are they to be treated as entertainment. These letters are written seriously and if you care to read them, read them with intent to study what is said as you would study a flower by looking at the flower very carefully-its petals, its stem, its colours, its fragrance and its beauty. These letters should be studies in the same manner, not read one morning and forgotten in the rest of the day. One must give time to it, play with it, question it, inquire into it without acceptance. Live with it for some time; digest it so that it yours and not the writer's

Foreword

As I would like to keep in touch with the schools in India, Brockwood Park in England and the Oak Grove School in Ojai, California, I propose t write a letter every fortnight to them for as long as its possible. It is difficult to keep in touch with them all personally, so if I may, I would every much like to write these letters to convey what the schools should be, to convey to all the people who are responsible for them that these schools are to be excellent academically, but much more. They are to be concerned with the cultivation of the total human being. These centres of education must help the student and the educator to flower naturally. The flowering is really very important; otherwise education becomes merely a mechanical process oriented to a career, to some kind of profession. Career, to some kind of profession. Career and profession, as society now exists, are inevitable, but if we lay all our emphasis on that, then the freedom to flower will gradually wither. We have laid far too much emphasis on examinations and getting good degrees. That is not the main purpose for which these schools were founded. This does not mean that the student will be inferior academically. On the contrary, with the flowering of the teacher as well as the student, career and profession will take their right place.

These letters are not meant to be read casually when you have a little time from other things, nor are they to be treated as entertainment. These letters are written seriously and of you care to read them. Read them with intent to study what it said, as you would study a flower by looking at the flower very carefully-its petals, its stem, its colours, its fragrance and its beauty. These letters should be studied in the same manner, not read one morning and forgotten in the rest of the day. One must give time to it, play with it, question it, inquire into it without acceptance. Live with it for some time; digest it so that it is yours and not the writer's.

Contents

  Foreword ix
1 Total Education  
  These school are to cultivate the total human being 1
2 Goodness  
  Freedom is essential for the beauty of goodness 4
3 Leisure  
  Only in leisure can the mind learn 7
4 Fear  
  Goodness cannot flower in the field of fear 10
5 Knowledge  
  Accumulation of knowledge does not lead to intelligence 14
6 Responsibility  
  A human being is the whole of mankind 18
7 Learning  
  The whole movement of life is learning 23
8 Radical Change  
  Education is the cultivation of total responsibility 27
9 Diligence  
  Freedom from self-occupation brings abundant energy 31
10 Security  
  The school is the student's home 35
11 Comparison  
  Imitation corrupts the mind 36
12 Psychological Wounds  
  Education is to free the mind of the limited energy of the "me" 43
13 Habit  
  Habit makes the mind insensitive 47
14 Beauty  
  The movement of thought is not beauty 51
15 Capacity  
  Capacity is limited by desire 55
16 Insight and Honesty  
  Which is the honest desire or thought, and which is not? 58
17 Desire and Disorder  
  Can the senses be supremely active without desire coming in? 62
18 Integrity  
  When there is no measurement, there is the quality of wholeness 67
19 Problems  
  Physical and psychological problems waste our energy 72
20 Status  
  Selfishness ins the essential problem of our life 76
21 Sensitivity  
  The intelligence of the body will guard its own well-being 80
22 Self-centredness  
  Though is the root of all our sorrow, all our ugliness 84
23 The Art of Living  
  Relationship is the art of living 88
24 Words  
  The word prevents actual perception 92
25 Intellect  
  Learn from the book of the story of yourself 96
26 Violence  
  Comparison is one of the many aspects of violence 100
27 Values  
  Live with clarity, which is not a value 103
28 Centres of Learning  
  These places exist for the enlightenment of humanity 106
29 Human Survival  
  The desire to be separate is the source of destruction 109
30 Co-operation  
  Co-operation demands great honesty 112
31 Intelligence  
  The very nature of intelligence is sensitivity, which is love 115
32 The Movement of Thought  
  Thought uses and destroys 118
33 Knowing Yourself  
  You have to be good because you are the future 121
34 Affection  
  When you care, violence in every form desappears from you 124
35 Seeing the Fact  
  People live with ideas and beliefs unrelated to their daily lievs 127
36 Reward and Punishment  
  Action based on reward and punishment brings about conflict 130
37 Communication  
  Communications is learning from each other 133  
38 Educating Oneself  
  To learn about the images we have demands self-awareness 137
39 Efficiency  
  efficiency is not an end in itself 140
40 Thinking Together  
  Freedom is the essence of thinking together 143
41 Attention  
  Awareness brings about subtlety, clarity of mind 146
42 Family and Society  
  Is life a movement of pain with occasional happiness? 148
43 The Vastness of Life  
  The movement of the skies, the earth, human existence, is indivisible 151
44 Awareness  
  To attend implies vast energy 155
45 The Teacher  
  A teacher is deeply involved with the flowering of human beings 159
46 Vulnerability  
  Without teh centre as a self, there is extraordinary strength and beauty 163
47 Intention  
  Our vital intent is to bring about a free human being 167
48 Commitment  
  How are the few to deal with the many? 171
49 Vision  
  The ideal breeds conflict 174
50 Choice  
  Freedom has no opposite 178
51 The Limitation of Knowledge  
  We do not learn from wars but repeat brutality and bestiality 182
52 Humility  
  Humility is the essence of love and intelligence; it is not an achievement 185
53 Mediocrity  
  What energy will make us move out of commonplace? 189
54 Harmony with Nature  
  If you hurt nature you are hurting yourself 193
55 There is Only Learning  
  Learning brings about equality among human beings 198
56 Tradition  
  Revolt against the past brings only another conformity 204
57 Culture  
  True culture is a movement in freedom 207
58 Obedience  
  Fear breeds authority 210
59 Conflict  
  Separation leads to conflict 213
60 Working Together  
  Education is to break down patterns 215
61 Order  
  Obedience to the past is disorder 218
62 Morality  
  Conformity denies virtue 221
63 Action  
  Living is action in relationship 224
64 Prejudice  
  Relationship is not intellectual 226
65 A Different Education  
  The essence of culture is complete harmony 229
66 Fundamental Freedom  
  Without responsibility there is no freedom 232
67 Relationship  
  Relationship is society 236
68 Authority  
  Freedom has no authority 239
69 Compulsion  
  Learn without compulsion 242
70 Discipline  
  Learning is discipline 246
71 Sanity  
  Freedom is sane living in daily life 251
72 Order and Freedom  
  Orders is the action of the new, which is intelligence 256
  Afterword 261
  The Krishnamurti School 262

Sample Pages
















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