ABSTRACT
This chapter offers a glimpse of the learning experienced by children whose schooling has been more or less shaped by the educational vision of Krishnamurti. Krishnamurti pedagogy emphasizes this presence in nature; it would be easy to say 'self-presence' but that awareness of individuated self may give way to a sense of a self that is more thoroughly integrated into and a part of nature, present to itself. For Krishnamurti, identification is the means by which an illusory sense of a permanent self is generated. Krishnamurti is critical of these processes of identification because they would appear to perpetuate a harmful imagined self. Krishnamurti's approach suggests that such a challenge may be met if the way they approach nature resists appropriation and ownership. In a sense Krishnamurti's schools embody a set of Arcadian ideals: they are places of beauty, connectedness and earth-awareness, calming human desires and balancing them against the needs of the environment.
