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The Putnam Pit
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Education

On Socially Responsible Education
By Scott H. Forbes, D.Phil.
Special to The Putnam Pit

[Editor’s Note: Dr. Forbes contributes writings on holistic education from time to time to these pages. He received his doctorate at University of Oxford. Dr. Forbes now serves as executive director and teacher at Holistic Education, Inc., of Portland, Oregon.]

The increasing interest in introducing more social responsibility into education reflects widespread concern with the declining authority of the traditional institutions that dealt with childhood socialization, such as organized religion and the family. In this context, many people turn to education to fill the vacuum. However, it is not clear what a “socially responsible education” might mean.  More


Dr. Scott H. Forbes

Values in Holistic Education
Alternative schools are a whole new ball game
By SCOTT H. FORBES, Putnam Pit contributing education columnist
 

Should the state determine what children learn?
 

By GEOFF DAVIDIAN
c. 1996 The Putnam Pit

KRASNAYA POLJANA, Russia -- Aleg Nikolaiovich Kikilo, 36, is midway through his first term as principal of the 500-student Secondary School No. 65, a neat and unassuming building on a muddy, unpaved road in a valley amid the peaks of the Caucasus Mountains.

A history major in college, Kikilo went on to graduate school to study the Science of Communism with a specialization in Paraguay. But with the demise of the Communist state, Kikilo found himself having to teach the idea of the development of the world from a human, rather than economic, perspective.

"I am trying to understand this myself but I don't," Kikilo confessed the other day in an interview with an American reporter.  More

 

Brockwood Park School
Brockwood Park School was founded by Krishnamurti in 1969 for educators and students from around the world to pursue excellence in education and to explore the challenges that confront the world we live in. Students and educators inquire together into themselves and into the nature of humanity. Learning is pursued not only as knowledge in the academic disciplines but as a continuous process of understanding every aspect of living and the world. Such learning leads to a deepening of the human capacity and perhaps to an understanding of what Krishnamurti called right living, and the transformation of man.