There is a Krishnamurti Foundation for Spanish America;

The Fundacion Krishnamurti Latinoamericana, or KFL.

They have a website in Spanish at: www.fundacionkrishnamurti.org

In July 2006 a new Web site will be launched with a range of professional features. This new Site will have a large section dedicated to education and much of the information will appear in Spanish and English. It is hoped this will help solve some of the language difficulties and also will integrate the work in education that has been going on.

There are at least two Krishnamurti-related schools in Spanish America (see 'Schools' page). Two members of the KFL recently made a trip there, and the article below is taken from a report that was made for the other Krishnamurti Foundations.

Any enquiries about Krishnamurti-related education in Spanish America may be directed to:

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MEXICO - The following day we were invited by Hanrath School for a presentation-dialogue with teachers and parents. Seventy people attended, and it was a very dynamic meeting, where issues like the meaning of education, our responsibility towards our children and ourselves, and self-knowledge were approached. So good was the rapport all through the meeting that, at the end, the school asked us to meet with them again the next time that the FKL visited Aguascalientes. The school maintains direct communication with Oak Grove. We believe Gloria’s son ―Gloria is the School head teacher― was a student in Ojai, and her daughter will be too this coming year. Because Aguascalientes was holding its annual fiesta during our stay, the radio interview for the program “Opiniones” had to be cancelled, and the same can be said about our appointment at Aguascalientes University, though we have a standing invitation to visit them. Together with the mentioned activities pending for our next trip to Aguascalientes, there is Mexico D.F. Central University as well as two schools in this city who have shown their interest in receiving the FKL for a presentation and dialogue.


ECUADOR - Escuela Nueva América. Our main reason for visiting Ecuador again this time was the invitation that the FKL got from this school, asking that the FKL visited them whenever possible with the purpose of discussing the Teachings and the subject of education with teachers and students together. The next question we approached was how could the relationship between the school and the FKL be strengthened, and it was agreed that the FKL would continue to support the school through diverse material and would be permanently in contact with the school. There was a first presentation and dialogue with students aged 12 to 16, and a second one with older students, between 16 and 18. To our surprise, we realized from the beginning that some of these students were quite clear about what had been discussed during our previous visit, which allowed for a more direct and deeper investigation into subjects such as fear and its origins, and the thinking process. This was followed by lunch, with the board of teachers and the school headship. In the afternoon, during a three-hour meeting, we discussed together the relationship between the Teachings and education. It was extremely interesting to talk about the day-to-day issues that arise at school, the teacher-student relationship, and the meaning of “educating the educator”. There was great participation and intensity in the approach. There could not have been a better end to our visit. William’s son, Jose Carlos, on the other hand, was filling in the application forms for Brockwood, expecting to study there the next academic course 2006/2007, and spending in Brockwood two years. He is now a student in Nueva America, and talked to us about the non-violent atmosphere at the school, which contrasted greatly with what he had seen in other Ecuadorian schools.


VENEZUELA - The next morning, fourteen of us went for breakfast to Turgua ―a beautiful spot high up in the mountains surrounding Caracas― intending to look deeply into the process and structure created by thought, and whether it is possible, through investigation, to see the limited nature of that psychological structure. In the afternoon we visited “(School) Colegio los Naranjos”, where a presentation-dialogue was held with teachers and parents. Twenty-five people participated; the central subject was our responsibility towards the students and our own children, which was followed by the importance of facing our fear to cross the door that leads to self-knowledge. The subjects approached were of interest to all the attendees, and there was sharing and participation. We were invited to visit the school again in a future journey.

Report by Joan Colell and Daniel Herschthal


 

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