Education as Service
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7,40 |
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7,40 |
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9,40 |
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Beschrijving
Bol
Education as Service presents a spiritually inflected vision of teaching as moral vocation rather than mere instruction. Written in a lucid, exhortatory style, the book reflects the early twentieth-century Theosophical context in which education was understood as the cultivation of character, self-mastery, reverence, and responsibility. Its central concern is the formation of the whole person: the teacher must serve the child's inward growth, while the student learns discipline, sympathy, and purposeful action. J. Krishnamurti, later renowned for his radical critiques of authority, tradition, and psychological conditioning, wrote this work in his early period, when he was closely associated with Annie Besant and the Theosophical movement. The book bears the marks of that milieu: idealism, universal brotherhood, and a belief that education could prepare human beings for a nobler social and spiritual life. Yet it also anticipates Krishnamurti's lifelong insistence that genuine transformation begins within. This volume is recommended for readers interested in educational philosophy, spiritual pedagogy, and the formative stages of Krishnamurti's thought. It offers a concise but revealing meditation on what it means to teach, learn, and serve with seriousness.
Beschrijving
(2)
Education as Service presents a spiritually inflected vision of teaching as moral vocation rather than mere instruction. Written in a lucid, exhortatory style, the book reflects the early twentieth-century Theosophical context in which education was understood as the cultivation of character, self-mastery, reverence, and responsibility. Its central concern is the formation of the whole person: the teacher must serve the child's inward growth, while the student learns discipline, sympathy, and purposeful action. J. Krishnamurti, later renowned for his radical critiques of authority, tradition, and psychological conditioning, wrote this work in his early period, when he was closely associated with Annie Besant and the Theosophical movement. The book bears the marks of that milieu: idealism, universal brotherhood, and a belief that education could prepare human beings for a nobler social and spiritual life. Yet it also anticipates Krishnamurti's lifelong insistence that genuine transformation begins within. This volume is recommended for readers interested in educational philosophy, spiritual pedagogy, and the formative stages of Krishnamurti's thought. It offers a concise but revealing meditation on what it means to teach, learn, and serve with seriousness.
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