BROCKWOOD PARK SCHOOL Parent’s Weekend – 24th & 25th of March Laurent Lafaye, Parent I would like to thank all the school for this wonderful Parent's Weekend which took place the 24 th and the 25 th of March 2012. We had the chance to share with all the staff, teachers and students the life of the school for two days. It has been an opportunity for me to touch this special atmosphere which one can feel there and to ask some questions about the school. And what a chance to have had two sunny days with so warm temperature for early spring! I would like to mention an extract of the published report of the inspection about Brockwood Park School, which took place this year, in order to describe this special atmosphere: “Relationships between adults and pupils are excellent, both in school and in the boarding provision and pupils’ behaviour is outstanding.” We talked a lot about some thefts which took place during the previous terms and how difficult it was to solve the issue, meaning finding out who was the author of the thefts. Some students said that the whole agenda of the school was completely stopped until the thief was found. The whole community was disturbed, and the whole school talked a lot about the issue at that time. And we also talked a lot about it in the weekend: at Supper, at Parents and Students Meeting and during Inquiry time with the whole school. During Inquiry time we heard an extract of a dialogue between Krishnamurti
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BROCKWOOD PARK SCHOOL
Parent’s Weekend – 24th & 25th of March
Laurent Lafaye, Parent
I would like to thank all the school for
this wonderful Parent's Weekend which took
place the 24th and the 25th of March 2012.
We had the chance to share with all the
staff, teachers and students the life of the
school for two days. It has been an
opportunity for me to touch this special
atmosphere which one can feel there and to
ask some questions about the school. And
what a chance to have had two sunny days
with so warm temperature for early spring!
I would like to mention an extract of
the published report of the inspection about
Brockwood Park School, which took place
this year, in order to describe this special
atmosphere: “Relationships between adults
and pupils are excellent, both in school and
in the boarding provision and pupils’
behaviour is outstanding.”
We talked a lot about some thefts
which took place during the previous terms
and how difficult it was to solve the issue,
meaning finding out who was the author of
the thefts. Some students said that the
whole agenda of the school was completely
stopped until the thief was found. The whole
community was disturbed, and the whole
school talked a lot about the issue at that
time. And we also talked a lot about it in the
weekend: at Supper, at Parents and
Students Meeting and during Inquiry time
with the whole school.
During Inquiry time we heard an
extract of a dialogue between Krishnamurti
and students where he talked about disorder,
authority and responsibility. He said that the
one who is in disorder creates an authority: if
I don't wake-up on time, I create the
authority who will tell me to wake-up. He said
also that authority comes from “author”, the
one who originates, and that authority as we
know it now starts when one copies or
imitates the one who is original, who
originates (the whole business of religion).
And we talked also about responsibility, which
means to respond adequately to a challenge.
What is the right response to the
challenge of these thefts taking place at
Brockwood? What is the right action? Is the
response of the past, the reaction I have
which comes from my personal experience, or
the instinctive reaction I have coming from
my culture, my tradition the right response,
the right action: finding the author of the
thefts? Can a limited response coming from
me as the center of my memories, personnel
and collective, be the right action? Should not
each one of us in Brockwood Park School feel
this tremendous responsibility we have to live
in a community where education is the
central intention? What is this feeling of
responsibility?
"It seems to be one of the most difficult things in life to live completely totally - not
fragmentarily but as a total human being - whether you are in your office or in your home, or
whether you are walking in a wood. It is only complete action that brings about intelligence:
total action is intelligence. But we live in fragments: as a family man opposed to the rest of
the world, as a religious man - if one is at all religious - having peculiar theories, ideas,
separate beliefs and dogmas. And one is always struggling to achieve a status, a position, a
prestige, whether that status is worldly or saintly. One is always striving, striving. There is
never a moment when the mind is completely empty and therefore silent. And out of silence
action takes place. We are no longer original. We are the result, as we have said over and
over again, of our environments, of circumstances, of the culture, the tradition in which we
live, and we accept that. And to change always demands a great deal of energy. - Collected