CHAPTER 4.

RESEARCH METHODOLOGY

Introduction

This chapter is concerned with Research Design. It explains the plan of the study in detail. It
provides a description of the tools used for collecting information, the population and
sample, the methodology of study and data analysis.

Research is a systematic attempt to obtain answers to meaningful questions about

phenomena or events through the application of scientific procedures. The three types of
research methods are:

1) Historical Method:

This method uses evidence of the past in a systematic and coherent way with the aim
of establishing facts and to draw conclusions based on the data. Historical research
mainly deals with the accurate account of the past to get a clear view of the present
and it could also help in predicting the future to an extent.

2) Descriptive Method:

This method can be applied to draw valid general conclusions on the basis of current
information.

3) Experimental Method:

In this method, the researcher conducts experiments and undertakes purposive

observation in order to deliberately manipulate certain aspects of experiments.
Variables are controlled in order to study the cause effect relationship.

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This study uses the Descriptive method. Descriptive method is usually of the following types
1. Case Study, 2 Survey, 3.Comparative, and 4. Correlational. The present study is directed
towards finding out the various ways in which Krishnamurti's educational philosophy is
implemented in the Krishnamurti Foundation India, run schools. Hence, the Descripfive
method in the Survey form is adopted.

THE PROBLEM

J. Krishnamurti, philosopher of modem time, has expressed his radical thoughts on the
functioning of the human mind, with its far-reaching consequences. He observes that the
mind is conditioned and is gripped with fear; thus is reluctant to think independently. This
leads to the uncritical acceptance of 'authority' in the quest of truth. Krishnamurti is
disturbed with this fundamental predisposition of the mind. He holds the older generations
and the educational system responsible for creating such a dull and conditioned mind. It was
his endeavor to alter the situadon by helping create a new, thinking, free mind. 'Schools' run
by the Krishnamurti Foundafion are one such venture that are committed to implement his
educational vision.

My attempt through this study is to grasp the contributing factors and method of the schools
to implement Krishnamurti's educational thought. I have framed the title of my Thesis as—
"A critical study of J. Krishnamurti's philosophy of Education with special reference to its
application to the Program of Education".

PURPOSE OF STUDY

The Krishnamurti Foundation India mentions in its vision mission statement that the
schools are inspired by the educational philosophy of J. Krishnamurti. This thesis is the
result of the investigation into the manner of the tangible implementation of his
Philosophy in the Schools. Empirical study of the various methods used for the
application of Krishnamurti's Educational philosophy is the purpose of this thesis.

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Operational Deflnitions of Terms

Krishnamurti used some terms in a non -conventional sense. Below is a list of some of
the terms as were used by him.

1. Attention- Awareness that is natural, not imposed that leads to clarity of mind.
2. Authority- Accepting views unquestioningly.
3. Conditioning- Pre conceived notions and thought.
4. Conformity- Adhering to ideas without reflection. It is the uncritical acceptance
and imitation.
5. Discipline—To learn.
6. Flowering- Total cultivation of minds, hearts and physical well-being, blossoming
of the entire being.
7. Fragmentary- Separated, non- harmony between thought and action, between the
sanction of mind and body. Broken up, partial, not whole.

8. Freedom- Freedom from one's thought and to be in the state of inquiry. No

dependence, attachment, obsession, craving or inner resistance (conflict)
including freedom from fear.

9. Integrated Human being- To live in harmonious existence between the different

aspects of one's being.

10. Intelligence- Is not the clever use of thought but the capacity to distinguish
between true and false with compassion and sensitivity. Ability to perceive
holistically.

11. Inquisitiveness- Ability and desire to know. Natural curiosity, inquiry, and
wonder.

12. Learning- It is the awareness of the right. It is of two types a) the cultivation of
knowledge, memory and skills and b) discriminating between the true and the
false, the actual and the imaginary

13. Listening- Hearing with the senses without the interference of knowledge.

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 Perceiving with the senses without interference of knowledge or beUefs.

14 Observing- Looking with senses without the interference of knowledge.

15. Order- Ability to fianction clearly, seeing wholly, without any distortion without
conflict or enforced discipline.

16 Religious mind- An enquiring mind that can think sanely, critically, wisely,
holistically with love and compassion.

17 Scientific mind- Mind with logical and analytical skills with the quality of
openness.

18 Self- knowledge- Knowing factually the content of one's thought and mind.
Awareness of the truth including one's motives, knowledge acquired from one's own
perception of what is true and what is false, not from books or others.

19 Sensitivity- Intensity of natural response and perception of beauty.

20 Truth: Is neither an idea and nor the known. It comes into existence when
consciousness perceives the factual without any distortion.

POPULATION AND SAMPLE

For the present study, population refers to three residential schools and one school with a
mixed group of resident and day scholars. The sample consisted of teachers who teach at the
Krishnamurti Schools in India, for a minimum of 2 years.

ASSESSMENT TOOLS (TOOLS USED FOR THE PRESENT STUDY)

1. Self constructed Questionnaire was prepared for the teachers of Krishnamurti schools.

2. I conducted Naturalistic observation in the schools by being unobtrusive, and watched

the teachers and students, in terms of their behaviour and their interaction with each other.

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3. Interview schedules were planned and carried out.

4 Information was collected form the Journal of the. Krishnamurti School

On getting the data , appropriate statistical techniques were applied for data analysis.

Assessment Tool 1—Questionnaire

Preparation of Questionnaire

For the present study, the rating scale to measure teacher's method to implement
Krishnamurti's philosophy of Education in school was prepared by me with the help of my
guide. The items in the Questionnaire were based on my own experience, the experiences of
my colleagues and literature available in Krishnamurti's vision of Education. The rating scale
was called the Measures of Krishnamurti's Educational programe ( M-KEP)- Teachers.

The Questionnaire was prepared to understand adequately the method and attitude of teachers
based on Krishnamurti's educational principles.

Hypotheses were formulated on the basis of 2 aspects of educational vision of Krishnamurti.-

1) Methods used by the teachers to implement the fundamental principles of Krishnamurti's
vision of education. This includes Intellectual, emotional and physical development,
Sensitivity, Freedom from fear and Independent thinking, Religious mind, and Order.
2) Attitude of teachers, indirectly instrumental into the development of the students.

Principle 1: Intellectual, Emotional, and Physical development.

Intellectual
Hypothesis 1
Students are helped to have an insight into the importance and hindrance of knowledge.

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Hypothesis 2
Students are helped to develop right reading habits.

Hypothesis 3
Students are helped to debate and discuss.

Hypothesis 4

Students are encouraged to ask questions outside the curriculum

Emotional development

Hypothesis 5
Students are helped to awaken to constructive and destructive nature of emotions.

Hypothesis 6
Students are helped to understand 'competitive' spirit in the right perspective.

Physical development
Hypothesis 7
Students are encouraged to exercise, play, and awaken to the significance of physical fitness.

Principle 2 : Sensitivity.

Hypothesis 8

Students are sensitized towards nature and the facts of life.

Principle 3: Freedom (from Fear and Conditioning) and Independent thinking.

Hypothesis 9
Students are helped to awaken to their own conditioning.

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Hypothesis 10
Students are helped to be free of all that is destructive.

Hypothesis 11
Students are helped to make choices independently.

Hypothesis 12
Students are encouraged to think independently.

Principle 4: Religious Mind.

Hypothesis 13
Students are helped to be critical of society, their culture, their religion, their family, as well
as their own actions.

Hypothesis 14
Students are encouraged to probe, to question and to develop exploratory attitude.

Hypothesis 15
Students are helped to inculcate a learning mind.

Hypothesis 16

Students are helped to get out of their own confusion.

Principle 5: Order

Hypothesis 17
Students are helped to think clearly and vividly without distortion.

Hypothesis 18

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Students are helped to look at themselves critically.

Teachers' Attitude

Hypothesis 19
Teachers use different teaching techniques.

Hypothesis 20
Teachers do not instill any ideals upon the students.

Hypothesis 21
Teacher does not ridicule the student even if he asks a stupid question.

Hypothesis 22
Teachers care for the students.

Hypothesis 23
Teachers influence the students with their personal opinion.

Hypothesis 24
Teachers do not mind if challenged by the students.

Hypothesis 25
Teachers do not feel embarrassed to acknowledge his/ her ignorance.

Hypothesis 26
Teachers have a sense of superiority while interacting with the students.

Hypothesis 27
Teachers have the capacity to learn with the students.

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PILOT STUDY

For the study, the content vaUdity of the M-KEP had to be ascertained. The prepared tool was
given to 7 experts belonging to the field of Humanities, Pure Sciences, Management to
ascertain the clarity of the items of the M-KEP so as to ensure the relevance of the tool. All
the items were agreed to be relevant by the experts. However, suggestions to specificity or
clarify the items was taken into account and necessary changes were made.

The Questionnaire was made up of 87 questions. While preparing the scale 2 experts from
the field of education and one in the field of educadonal philosophy were consulted. They
evaluated the scale as having adequate face and validity content. The experts suggested
suitability of the items for its intended use and reformulated some to appear relevant and
plausible. Thus, all items were analysed for qualitative content.

Table 1 Item Details

Type of Questions Number of Questions

Items with options 39
Agree Disagree 19
Often Rarely 28
Open ended quesfions 01
Total 87

A pilot study was conducted on four groups. After the field tesfing the tool on 14 participants
to determine the item validity and reliability of the too, the Questionnaire was fiirther
modified and ready to be used for the final research program.

Table 2 Pilot Study Details

1 Teachers ^ Sophia College 7

2 Ex-students of K. schools Sophia College 3
3 Teachers K schools 3
4 Ex- Teachers K schools 1
Total 14

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The Questionnaire was ready to be administered to the schooheachers in their schools. Thus,
a visit to the schools was fixed up. A brief orientation of 10 minutes for clarification of the
Questionnaire was given. The aim of the Research and the importance of data collection
through this tool was emphasized. The teachers were motivated to answer the questionnaire
in all sincerity. The questionnaires were given to the Respondents to take home, to be
returned in the next 2 days. Teachers were however given a choice to either participate or
exclude themselves from responding to the Questionnaire.

Table 3 Population Details

Questionnaire Total No. No. of non

administered in School population Responses received
Respondents received responses
Rishi valley nil nil nil
The Valley School 50 12 38
Sahyadri School 30 21 09
Rajghat Besant School 50 42 08
Total 130 75 55

Questionnaire is available in Appendix B

STATISTICAL TECHNIQUES

Statistics can be broadly divided into two categories. Descriptive statistics describes subjects
on one or more measures. Inferential statistics is concerned with finding out the extent which
the 'sample' is representative of the 'population'.

Analysis of the data means a study of systematically organized material in order to discover
inherent relationships and differences. The statistical techniques used, fall under two main

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categories - differential statistics and relationship studies. I decided to use the following
statistical techniques.

1. Descriptive analysis.
The characteristics of a particular group can be studied by descriptive statistical
measures. The generalization is limited up to that particular group studied. No
conclusion can be extended beyond this group.
For the present study, statistical measures used for descriptive analysis were as
follows.
Total numbers, proportions. Frequencies, Percentages.
Data has been collected and analysed into frequency distribution. This is an
arithmetic tabulation of the possible values of the responses chosen by the sample.

2. Inferential analysis.
It involves the use of statistical techniques to study the nature of data and the
relationship between variables of the study. Generalization made by inferential
analysis can be extended to infer population characteristics. For the purpose of the
present study, the following techniques were used.
Chi Squares (x 2)
All the issues were investigated in the parameters of Questionnaire, Interviews,
naturalistic observation and information collected form the Journal of the
Krishnamurti Schools. The discussion clearly highlights the data that emerged in each
of the above frameworks. All the hypotheses generated frequency data as responses,
were classified into the several mutually exclusive and exhaustive categories. The Chi
square (x 2) test statistic was used. Chi square (x 2) is a statistical method used in
order to compare sets of observed and theoretical frequencies. This is a non-
parameter test. It does not make assumptions about the normal population
distribution. It is a test used for frequencies and proportions to make inferences. It is a
descriptive measure of the magnitude of the discrepancies between the observed and
expected frequencies. The larger the discrepancies, larger the chi square (x 2) will

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 tend to be. If no discrepancies exist, and the observed and the expected frequencies
are the same, the chi square (%2) will be zero.

Data Collected with its Analysis is mentioned in Chapter 5 namely Discussions &
Findings. Graphs are available in Appendix C.

Assessment Tool 2—Exploratory Naturalistic Observation.

In order to observe the school environment I was a covert naturalistic observer. Students and
Teachers of the Krishnamurti schools were unaware of being watched. I was unobtrusive and
there was no attempt to control or change any behaviour. I was not noticeable and the
observed behaviour was not given any prominence that it was an object of interest or
concern.
The objective of the coverage involved the breadth and depth of observation. The usual
school settings were chosen for observation. These settings were,
Table 4 Observation Settings

Setting Sample Size

Assembly, 100
Games, 50
Meals, 100
Class room 10
Hostel 10
Music Room 03
Dance Room 03
School Bus 20
Examination. 05

Observation was done with a specific purpose of finding out the applicafion of the following
aims as are mentioned below.

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Hypotheses.

Hypothesis 1
The student Teacher relationship is based on love and affection.

Hypothesis 2
Students are happy in the school atmosphere.

Hypothesis 3
Square meals are served.

Hypothesis 4
Students are involved in extra curricular activities.

Hypothesis 5
The class room atmosphere encourages personal learning.

Hypothesis 6

Students are encouraged to use the library.

Hypothesis 7

Students are awakened to discipline, with no outside compulsion.

Hypothesis 8
Students participate in co-curricular activities.
Hypothesis 9
Students have a cordial relation among each other.

Hypothesis 10
Teachers observe their students thoroughly.

The Data collected is in Appendix D

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Assessment Tool 3 ....Interview

Sample

Table No. 5 gives the details of the Teachers interviewed from the population of four
Krishnamurti Schools and the Trustees of Krishnamurti Foundation India.

Table 5 Interview Population

No. of intervie
conducted
Trustees 04
Rishi valley 14
Raj ghat Besant 17
The valley 05
Sahyadri nil
Total 40

Teachers vv'ere interviewed on the following questions that needed elaboration and detailed
communication. The interviews were tape recorded.
1 How do you create the ambience of goodness and love?
2 How do you motivate students without inculcating competitive spirit in them?
3 What do you do when a student misbehaves?
4 How do you help the child perceive his own conditioning?
5. How do you make your students perceive the importance of discipline?
6. Why don't you use comparison to motivate your students?
7. What do you understand by 'integrated human being'?
8. How do you help the students to live effortlessly?
9. How do you awaken the students to the importance of Order?
10 What do you do if the student is not paying attention in class?

Information gathered from the Interviews is compiled and available in Appendix D.

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 Assessment Tool 4 Journals of the Krishnamurti Schools.

"he schools run by Krishnamurti Foundation, pubHsh an annual journal in which Teachers share
heir experiences, challenges faced, and various issues related to the Krishnamurti manner of
ducation. The Journals thus proved to be a rich source of information on the methods adopted by
he Teachers and various activities undertaken by them to implement effectively the school's
ision.
'o quote from the Editorial of a Journal, "...So it ahs been with the Journal, firmly rooted as it is
n the ground of Krishnamurti's vision of education. Fro the very first issue, we have sought to
nclude writings that explored the ways in which Krishnamurti's teachings can be translated in
chool- 'philosophy in practice,...and yet all stemming from people's whole-hearted engagement
/ith the questions he has raised". (Journal of the Krishnamurti Schools, No 8, p.l)

'he Editorial mentions, "The Journal provides a forum for sharing perceptions and dilemmas that
rise; frameworks and principles that emerge; innovative curricula and worthwhile experiences
[lat happen in the classroom and outside..." (Journal of the Krishnamurti Schools, No 6, p.l)

Summary
This chapter explains in detail the Research Methodology and design of the study. It has
provided in details the tools for collecting information, population and sample,
methodology of study and data analysis. The following chapter discusses the findings got
on the said methodology.

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