- Education, Philosophy of Education, Dialogue, Martin Buber, Buber, Martin Buber (Philosophy), and 19 moreJ. Krishnamurti, Jiddu Krishnamurti, Indian Philosophy, Otherness, Critical Theory, Discourse Analysis, Sociology of Education, Self and Identity, Michel Foucault, Assessment, Curriculum Studies, Sociocultural Theory, Communication, Epistemology, Critical Pedagogy, Continental Philosophy, Émmanuel Lévinas, Donald W. Winnicott, and Alienationedit
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In this chapter, an attempt has been made to reflect on some central questions of education, such as knowing, knowledge, knower, and the relationship between the educator and the educand. This attempt is rooted in the ideas of Jiddu... more
In this chapter, an attempt has been made to reflect on some central questions of education, such as knowing, knowledge, knower, and the relationship between the educator and the educand. This attempt is rooted in the ideas of Jiddu Krishnamurti who not only lectured in many countries but also established schools to concretize his ideas and transformed the prevalent understanding of schooling. Thus, this attempt includes a discussion of some prominent ideas from the talks and lectures of Krishnamurti and a reflection on his idea of school as an institution and the process of schooling that can lead to a personal and social transformation. The chapter argues against any fixed ideas of schooling, teaching, and education in favour of a more relational and dialogical way of engagement between the educator and the educand. The importance and limits of methods, technic, and words in such a relational idea of education have also been reflected upon.
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In this paper, an attempt has been made to exposit how an understanding of Buber’s Philosophy of Dialogue can help us to clarify and a nswer some of the questions that are being raised in the theorization about Education from the... more
In this paper, an attempt has been made to exposit how an understanding of Buber’s Philosophy of Dialogue can help us to clarify and a nswer some of the questions that are being raised in the theorization about Education from the existential perspective. In this attempt, first of all, a discussion about the ways in which the relationship between existentialism and education has been understood. Subsequently, a disc ussion about the critique of an existential perspective in theorization about education will be attempted. An overview of the extent to which the discourse of Philosophy of Education has acknowledged or ignored Buber’s contribution to Philosophy of Education will be pre sented. This will be followed by a discussion about how an understanding of Buber’s Philosophy of Dialogue might help us to answer some of these critiques.
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ABSTRACT Martin Buber engaged with the Upaniʂadic thought and found it essentially mystical and not conducive to man-God dialogue, where dialogue is understood as an I-Thou relation in which the I and the “other” do not become one. This... more
ABSTRACT Martin Buber engaged with the Upaniʂadic thought and found it essentially mystical and not conducive to man-God dialogue, where dialogue is understood as an I-Thou relation in which the I and the “other” do not become one. This paper presents a response to Buber’s critique of Upaniʂadic thought by arguing for the need to understand the differences between the Upaniʂads and Vedānta. In this attempt, the paper discusses Buber’s critique of Vedānta as monological in comparison to his dialogical thought. Further, it delineates the differences and similarities between Buber’s thought and Vedāntic thought concerning their understanding of man, man’s knowledge of the divine, and the relationships between man and divinity. Lastly, the paper situates Buber’s critique in comparison to the various Vedāntin philosophies.
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This paper is a conversational presentation of the points of convergence and divergence between Psychological Counselling and the emerging field of Philosophical Counselling. Dr Vikas Baniwal (VB) shares insights from his learnings in... more
This paper is a conversational presentation of the points of convergence and divergence between Psychological Counselling and the emerging field of Philosophical Counselling. Dr Vikas Baniwal (VB) shares insights from his learnings in clinical psychology and as a certified philosophical counsellor. Prof. Balaganapathi Devarakonda (BD) adds perspective to the conversation as an expert in Indian philosophy and a certified philosophical counsellor. The discussion has been moderated by
Vanshaj Garg (VG), a philosophy student seeking clarity about this emerging field of practice. The central attempt is to develop a broad understanding of the field and to consolidate the emerging questions rather than provide any final answers.
Vanshaj Garg (VG), a philosophy student seeking clarity about this emerging field of practice. The central attempt is to develop a broad understanding of the field and to consolidate the emerging questions rather than provide any final answers.
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Introduction to the Special Issue Vol 18.1 offprint devarakonda & baniwal
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This article is inspired by Jane Sahi’s commentary, ‘Dialogue as Education: Martin Buber’, published under the feature ‘Classics with Commentary’ in the Monsoon 2005 issue of Contemporary Education Dialogue. I seek to further the... more
This article is inspired by Jane Sahi’s commentary, ‘Dialogue as Education: Martin Buber’, published under the feature ‘Classics with Commentary’ in the Monsoon 2005 issue of Contemporary Education Dialogue. I seek to further the discussion of the contributions of Martin Buber to the discourse of education through an elaboration and clarification of the ideas, concerns and critiques exposited by Jane Sahi. These concerns can perhaps be understood under the following themes: (i) reflections on educational practice in the light of Buber’s ideas; (ii) the role of language in dialogue; (iii) the idea of learning; (iv) attitudes towards the ‘other’; (v) the teacher–pupil relationship and (vi) the role of the teacher. Although ideas on these themes in the writings on Martin Buber’s have helped me in articulating this response, Jane Sahi’s commentary forms the basis of my reflections.
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This paper attempts to present the findings of a re search that was conducted with the students of Masters in Education program of a leadi ng central university. The study enabled the researchers to explicate and identify s ome basic... more
This paper attempts to present the findings of a re search that was conducted with the students of Masters in Education program of a leadi ng central university. The study enabled the researchers to explicate and identify s ome basic assumptions that students in higher education share about knowledge, education, performance, and their perception of other’s behaviour. The research was conducted us ing the grounded theory approach, the data was collected through interviews. In order to analyse this data, it was first coded line-by-line and subsequently themes were generated by selective coding, and then the various thematic categories were named. These theme s were then used to build a larger picture in order to address the research questions. Further, an analysis of the thematic categories has also been presented with Paulo Freir e’s educational thought as framework to make sense and problematize these find ings.
This paper is a reflection on the issues, paradoxes, hopes, and challenges that have arises because of the shift to online learning during the long period of lockdown for protection against COVID-19. Even though the transition was... more
This paper is a reflection on the issues, paradoxes, hopes, and challenges that have arises because of the shift to online learning during the long period of lockdown for protection against COVID-19. Even though the transition was metamorphic with a general atmosphere of appreciation about technology and hopes and optimism are high regarding the future of online learning, but, at the same time, there are still many other considerations that need to be reflected upon before any shift towards online learning is made at the state or institutional level. The paper is broadly divided into three sections: School Education, Higher Education, and Teacher Education, within which specific issues have been discussed.
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This paper presents insights for philosophical counseling rooted in the thought of Jiddu Krish-namurti, a modern Indian thinker. This paper does not suggest that Krishnamurti was a philosopher or philosophical counsellor, even though his... more
This paper presents insights for philosophical counseling rooted in the thought of Jiddu Krish-namurti, a modern Indian thinker. This paper does not suggest that Krishnamurti was a philosopher or philosophical counsellor, even though his words inspired many towards personal transformation. Rather, the attempt here is to suggest that a cogent approach to philosophical counseling may be rooted in the thought of Krishnamurti. To develop this proposition, this paper explicates the ideas of illusory self, images and experience from Krishnamurti's thought as these hold relevance to the practice of philosophical counseling. Krishnamurti believes that self is an illusion created of mental images that tend to become so powerful over time that they hinder our genuine engagement with people and the world. This genuine engagement with others and the world is possible only through a non-judgmental state of mind which Krishnamurti calls 'choiceless aware-ness'. This state of mind involves observation devoid of the usual psychological processes, such as, comparing, contrasting, and evaluating. The paper further elaborates on the proposition of mental images being at the core of psychological suffering. Subsequently, the paper explicates the underlying assumptions of the system of philosophical counseling based on the thought of Krishnamurti followed by a detailed discussion on the implications and practical considerations. This discussion is centered around the possibility of using philosophical counselling in deconstructing the images and discovering one's true self to give a direction to one's life. This paper ends with some concluding remarks that highlight the special relevance that Krishnamurti's ideas may hold when applied to philosophical counseling in present times.
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Martin Buber engaged with the Upaniʂadic thought and found it essentially mystical and not conducive to man-God dialogue, where dialogue is understood as an I-Thou relation in which the I and the “other” do not become one. This paper... more
Martin Buber engaged with the Upaniʂadic thought and found it essentially mystical and not conducive to man-God dialogue, where dialogue is understood as an I-Thou relation in which the I and the “other” do not become one. This paper presents a response to Buber’s critique of Upaniʂadic thought by arguing for the need to understand the differences between the Upaniʂads and Vedānta. In this attempt, the paper discusses Buber’s critique of Vedānta as monological in comparison to his dialogical thought. Further, it delineates the differences and similarities between Buber’s thought and Vedāntic thought concerning their understanding of man, man’s knowledge of the divine, and the relationships between man and divinity. Lastly, the paper situates Buber’s critique in comparison to the various Vedāntin philosophies.
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This is a report of the course on Philosophical Counseling with American Philosophical Practitioners Association which encompasses the summaries of the course of study and training alongside individual group sessions with different... more
This is a report of the course on Philosophical Counseling with American Philosophical Practitioners Association which encompasses the summaries of the course of study and training alongside individual group sessions with different expertise from the field.
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Reflections on the educational ideas of Jiddu Krishnamurti
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An overview of the papers included in Section A of this volume
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The present paper attempts to explore the transformative potential of education, not just for personal transformation, but also social change. However, since every attempt at transformation is not without resistance, thus, this paper also... more
The present paper attempts to explore the transformative potential of education, not just for personal transformation, but also social change. However, since every attempt at transformation is not without resistance, thus, this paper also discusses a few of the struggles and road blocks that one faces on the road to transformation. The paper builds on the experiences of pupil-teachers of the Department of Education at the University of Delhi, through narratives of their significant experiences during their School Experience Program. These experiences were discussed with the teacher-educator to reflect on the possible responses and their theoretical justifications. The paper, thus, articulates questions that arose in the young minds of the pupil-teachers and some of the directions that they found to answer these questions.
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Indian Journal of School Health and Wellbeing. ISSN 2349-5464. Jan-April 2016. 2(2). pp.35-41
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This paper attempts to problematize the various educational processes by highlighting their oppressive nature which can be indicated by an invisibility of the learner within the system. The impact of these various oppressive structures... more
This paper attempts to problematize the various educational processes by highlighting their oppressive nature which can be indicated by an invisibility of the learner within the system. The impact of these various oppressive structures may be called, after Johan Galtung, as Systemic Violence. In order to resist any form of systemic violence, this paper proposes ‘dialogue’ as a way of relating with others. In this paper Buber’s understanding of dialogue has been taken as the theoretical framework because it can also lead to the conception of the school as a community that fosters peace and growth of the being.
Martin Buber’s fundamental thesis is about the way we approach the world, which is according to our two-fold attitude as that of ‘I-It’ and ‘I-Thou’. These are the two attitudes with which we address the ‘other’: one is a dialogic... more
Martin Buber’s fundamental thesis is about the way we approach the world, which is according to our two-fold attitude as that of ‘I-It’ and ‘I-Thou’. These are the two attitudes with which we address the ‘other’: one is a dialogic relation of ‘I-thou’ and the other is a non-dialogic relation of ‘I-It’. In I-It relation the other is objectified and there is no reciprocity but the ‘other’ may also objectify the ‘I’. In an ‘I-It’ relation the ‘other’ is perceived as consisting of specific, isolated qualities, and the world is thought of as consisting of things. I-It is a relation of person with thing, of a subject with an object, involving some form of utilization, domination, or control. However, in ‘dialogue’, we acknowledge the other as having a distinct otherness that neither be reduced to the realm of the sameness and nor can be negated. The present paper is an attempt to understand the origin of violence from the dialogical perspective of Martin Buber. Further, the paper attempts to explore how this understanding of violence places a lot of emphasis on a person’s sense of responsibility and forms a basis of the determination of the ‘ethical’.
The present paper is an attempt to further the discussion initiated by Saraswati Haider(1998)on Dialogue as method for collection of ‘authentic’ data in social studies. In this attempt, the paper derives its theoretical framework from... more
The present paper is an attempt to further the discussion initiated by Saraswati Haider(1998)on Dialogue as method for collection of ‘authentic’ data in social studies. In this attempt, the paper derives its theoretical framework from Martin Buber’s conceptualization of Dialogue as an ‘I-Thou’ encounter with the ‘other’ and attempts to search for the possibilities of ‘dialogue as method’.
After a brief discussion of Buber’s understanding of Dialogue, the possibility of dialogue being more than a method has been explored. Further, an exploration of the relation between the self and the ‘other’ can be understood in dialogue and the involvement of the whole being in such a relation has been done. This is followed by a discussion of the concern about ethical in dialogue and the possibility of writing dialogically.
After a brief discussion of Buber’s understanding of Dialogue, the possibility of dialogue being more than a method has been explored. Further, an exploration of the relation between the self and the ‘other’ can be understood in dialogue and the involvement of the whole being in such a relation has been done. This is followed by a discussion of the concern about ethical in dialogue and the possibility of writing dialogically.
This paper attempts to present the findings of a research that was conducted with the students of Masters in Education program of a leading central university. The study enabled the researchers to explicate and identify some basic... more
This paper attempts to present the findings of a research that was conducted with the students of Masters in Education program of a leading central university. The study enabled the researchers to explicate and identify some basic assumptions that students in higher education share about knowledge, education, performance, and their perception of other’s behaviour. The research was conducted using the grounded theory approach, the data was collected through interviews. In order to analyse this data, it was first coded line-by-line and subsequently themes were generated by selective coding, and then the various thematic categories were named. These themes were then used to build a larger picture in order to address the research questions. Further, an analysis of the thematic categories has also been presented with Paulo Freire’s educational thought as framework to make sense and problematize these findings.
In this paper, an attempt has been made to exposit how an understanding of Buber’s Philosophy of Dialogue can help us to clarify and answer some of the questions that are being raised in the theorization about Education from the... more
In this paper, an attempt has been made to exposit how an understanding of Buber’s Philosophy of Dialogue can help us to clarify and answer some of the questions that are being raised in the theorization about Education from the existential perspective. In this attempt, first of all, a discussion about the ways in which the relationship between existentialism and education has been understood. Subsequently, a discussion about the critique of an existential perspective in theorization about education will be attempted. An overview of the extent to which the discourse of Philosophy of Education has acknowledged or ignored Buber’s contribution to Philosophy of Education will be presented. This will be followed by a discussion about how an understanding of Buber’s Philosophy of Dialogue might help us to answer some of these critiques.
In the scanty scholarly work available on relating Krishnamurti (1895- 1986) and Buber (1878- 1965), their thought is often characterized as ethically and spiritually anti-foundational (Mouzelis, 2010) because they question the authority... more
In the scanty scholarly work available on relating Krishnamurti (1895- 1986) and Buber (1878- 1965), their thought is often characterized as ethically and spiritually anti-foundational (Mouzelis, 2010) because they question the authority of any particular religion, sect, philosophy, text and testimony as the basis for determining what is ethical and spiritual. Their emphasis is on basing ethics and spirituality on the relationship-in-the- present rather than remembering and repeating the past. Though they were contemporaries and Krishnamurti traveled extensively, yet there is no reference to their meeting in person or in ideas. However, they come quite close to each other in their philosophizing of the existential reality of human life. Though the terms and concepts that they use are quite different, yet their understanding and approach to human life converge more often than not. Though their place in the literature of philosophy is quite different yet their engagement with life is very much the same.
This paper attempts tentatively to exposit the points of convergence between Krishnamurti and Buber. My entry into the thought of Krishnamurti and Buber is in their assumptions about human being, the intersubjective relation of the subject with the ‘other’, their understanding of Dialogue and the nature of dialogic relationship.
This paper attempts tentatively to exposit the points of convergence between Krishnamurti and Buber. My entry into the thought of Krishnamurti and Buber is in their assumptions about human being, the intersubjective relation of the subject with the ‘other’, their understanding of Dialogue and the nature of dialogic relationship.
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Varied forms of modernity have emerged in South Asia as a response to and as also an alternative interpretation of “western” modernity. The thinkers presented and discussed in this chapter were at the forefront of such engagements. They... more
Varied forms of modernity have emerged in South Asia as a response to and as also an alternative interpretation of “western” modernity. The thinkers presented and discussed in this chapter were at the forefront of such engagements. They not only interpreted, translated, and critiqued some of these ideas but also filtered and redefined them to formulate their own vision of society. This engagement was not always smooth and fluid, rather it was an adventurous journey full of shifts, turns, obstacles, and paradoxes. Keeping education as the center, this chapter focuses on some key ideas of thinkers that challenge, reinterpret, or extend influential enlightenment ideas of modernity. This chapter will (a) address central ideas of modernity; (b) present the contextual relevance of the ideas of these thinkers; (c) discuss the relevance of these ideas to the meaning and purpose of education; (d) highlight the contemporary relevance of the ideas; and (e) reflect on their vision of the nation, and the role of education in it.
N. Ranganathan (ed.) Understanding Childhood and Adolescence.
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In D. Shukla (ed.), . 2016. Meerut, India: Anu Books. ISSN: 09789382166450
In M. Thapan (ed.) Krishnamurti and Educational Practice: Social and Moral Vision for Inclusive Education. Oxford University Press. 2018. ISBN:9780199487806
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Post-doctoral engagement as a General Fellow at Indian Council of Philosophical Research with registration at Centre for Philosophy, Jawaharlal Nehru University 2015-2017
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Ph.D. Thesis submitted to the Department of Education, University of Delhi in 2015
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This is a report of the course on Philosophical Counselling that was conducted by American Philosophical Practitioners Association, New York.
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Baniwal, V. (2016). Review of Transfer Of Knowledge And Children’s Agency: Reconstructing The Paradigm Of Socialization By Marine Carrin, Harald Tambs-Lyche And Dominique Blanc. The Book Review. Volume XL (11). ISSN: 0970-4175, p.21
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Chaudhary, A. & Baniwal, V. (2017). Review of Guidance and Counselling for Children and Adolescents In Schools By Namita Ranganathan and Toolika Wadhwa. The Book Review. Volume XLI (11). 25. ISSN: 0970-4175
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Most children dream of acing their board exams and get a perfect score. However, this seemingly flawless achievement raises thought-provoking questions about our education system. Celebrating a perfect score-100 out of 100-in board... more
Most children dream of acing their board exams and get a perfect score. However, this seemingly flawless achievement raises thought-provoking questions about our education system. Celebrating a perfect score-100 out of 100-in board examinations is a moment of pride for students, parents, and teachers alike. However, beneath the surface, this seemingly flawless achievement raises thought-provoking questions about our education system. Between the wishes of their relatives and the plan of their schools and coaching centres to display their photographs on hoardings to claim their decisive role in this achievement, we forget to look at the factors behind this phenomenon.