This commentary, unlike other commentaries published in this journal, does not focus on a book; rather, it brings together Krishnamurti’s views concerning the importance of educational ideals and educational pursuits. Unlike other educational thinkers of his time, such as Sri Aurobindo, Gandhi, Tagore and Phule, Krishnamurti does not view education as a matter of indigenous, nationalistic or international agendas. Krishnamurti categorically rejected all philosophies, theories, religions, ideologies and policies as of little use for freedom of the mind. Still, recent studies have presented Krishnamurti as a post-colonial thinker. They highlight Krishnamurti’s emphasis on freedom of the mind, the unconditioned mind and the nurturing of free thinkers as the bases for a decolonising project. This article examines the claim that Krishnamurti can be considered a de/post-colonial thinker. This requires a critical analysis of his views on nationalism and colonialism, as well as positioning Krishnamurti as a nationalistic, post-colonial thinker. After examining the tenability of viewing Krishnamurti as a post-colonial thinker, the article argues that, although Krishnamurti critiques mainstream education, he cannot be categorised into any such category because his vision is one of transformative education that is not seeking a movement from the political arena of colonialism but from within the frame of education itself. Finally, the article presents excerpts from Krishnamurti’s words, arranged in a conversational format that speaks to the reader, should they choose to listen.
Vikas Baniwal (Sun,) studied this question.