Jiddu Krishnamurti’s philosophy cannot be separated from religious intuition. Like Theosophy, it emphasizes intuition and revelation and derives from the Hinduism of India, in which the human and the divine are realized as one through reincarnation, transmigration, and karma: Each person struggles to achieve wisdom and self-liberation in Nirvana. Krishnamurti retains the substance of both Theosophy and Hinduism, but he rejects the forms and names, even as he rejects any organized religion or body of beliefs.

The book is a collection of Krishnamurti’s discussions with students, teachers, and parents in India. There are twenty-seven chapters, each of which opens with Krishnamurti’s exposition of a main theme, followed by his answers to questions posed by his listeners.


The first is a discussion of education as preparation to understand life as a whole experience. Even ambition can interfere with freedom, because it limits energies and interferes with unbiased attention to reality. People so inhibited must revolt against everything, including society, religion, and tradition. Chapter 2 examines the problem of freedom as caused by wishing to become something. It can be solved only when education begins at childhood to cultivate the self free of goals set by others. Freedom is restricted by all institutions, including education, because it is limited by claims of absolute belief and needs to pursue knowledge.


Next, freedom requires love. There can be no dependence of any kind, including dependence on family or nation. Love can itself be misleading and a dependence, so long as it causes a wish for something in return. Listening carefully is the theme of the fourth session. If happiness is to be possible, a person must learn to listen well. The mind is like a river. One must watch it flow past in its restlessness. It is important to distinguish the discontent of this restlessness from the discontent of struggles to succeed at becoming something in the world. Discontent can be creative or destructive. The creative kind emanates from the mind which observes itself as it is, rather than observing the world as a goal for measuring success.

Beyond Ego

It is extraordinarily difficult to grasp the whole of life, which is the subject of the sixth discourse. The mind has to get outside the limits placed on its energies by a selfish society and history. Individuals prepared by education as a training for a job will never conceive the wholeness of their lives; a single spoke in a wheel cannot conceive of the rim and the hub that lie beyond it. The person who wants to revolutionize the world must first get rid of the wish to revolutionize, because that is to set a goal and is a symptom of ego. Failure to do so leads to opposition and destructive competition. Conflict always issues from such desires and pursuits. Competition breeds chaos and violence. To prevent that from occurring, ambition must be dissolved by love. The eighth chapter examines orderly thinking, which seems necessary for learning. However, the very effort to be orderly is pernicious and undermines genuine learning, because it eliminates so much of reality, setting limits on the mind. When loving minds are open to all experience, the world is created anew as a whole, self-affirming process.

Mind and Revolution

The crucial importance of an open mind is the subject of the next talk. Most people consider thinking to be a matter of calling upon memory, but that is wrong. Real thinking is a matter of current attention to what actually exists. Memory is a weight that interferes with real thinking. Clear attention requires removal of prejudices of all kinds, since they screen and filter experience in such a way as to reduce reality. The truly open mind will be simple and austere in its repose. Simplicity is an attribute of inward beauty because it indicates the abandonment of acquisitiveness and selfishness. It comes to the mind through love for all things of the world.

Tradition presses for conformity; truth cries out for revolt. In the eleventh chapter, revolution is emphasized as most fit for a free and open mind. Not only must the mind revolt against the patterns within society, but it must also revolt against all of society itself. The mind is like a prisoner who can revolt to demand improved conditions within the prison and still be a prisoner, or revolt to escape from the prison itself. It is only outside the walls of society’s prison that genuine freedom can be found. This freedom comes to innocence. Thus, the next section probes the actual achievements promoted by Krishnamurti. The innocence here is a quality of openness and tolerance, rather than a matter of obedience to morals or laws.


Free of the walls and open to God as Truth, the mind affirms equality. This occurs because no one is superior to any other when everyone drops ambition for success. Schools ought to create an atmosphere in which this happens, where each person feels confident in his or her own innocence of purpose. The thirteenth chapter indicates the paradoxical truth that equality is possible only when all are free, and freedom exists only when all are equal. Individuals enjoy freedom and equality when they break free of traditions imposed on them by conventional education. The fourteenth chapter examines a matter often associated with successful learning: self-discipline. This subjection to rigor of thought is rejected as a dulling process in which the sharp mind is ground down to accept conformity. If integration occurs, no discipline is needed, because integration is the totality of being in all its dimensions.

Any form of inducement discourages freedom and equality. Even the inducement to reward will be detrimental. The fifteenth talk explores the nature of cooperation and sharing as products of freedom and equality. An agreement on a common goal is an inducement, and so it also subverts genuine freedom. If the goal or the plan is more important than the process of cooperation, there is no freedom; when the goal dissolves or the idea evaporates, so will the freedom and the cooperation. The joy of doing something together is the only reliable measure, and it can occur only when there is no hope of reward or fear of punishment for failure. The next discussion turns around the idea of renewal. It begins with a question about the signs of deterioration in all things of the world, including the body but also the mind; minds deteriorate because they have been made heavy and dull by the weight of history and tradition.

The River: Metaphor for Life

Chapter 17 employs a favorite image to make its point: Life in its flow and process is like the movement of a river, wide and deep. To this may be compared a pool that is stagnant and heavy with scum. This contrast is used to compare the lives of individuals, most of whom stagnate in their pools of habit and decay. To escape, they must break through barricades and free their life force to flow into and with the great river. The barricades are such things as family, ambition, gods, and fear of death. The next discussion describes a free mind as an attentive one. The practice of attention is not easy, because it requires notice of the gaps in, as well as the facts of, existence. One must observe absence as well as presence, nothing...

(The entire section is 155 words.)

Learning, Religion, and Mental Freedom

Barricades to mental freedom examined in chapter 19 are knowledge and tradition. There is a kind of knowledge that is more hindering than helpful to understanding: the knowledge taught as beliefs and ideals that divide rather than unite people. Such knowledge is destructive because it prevents the discovery of truth and God, who is all of being and reality. To overcome this kind of knowledge requires an attention that is sensitive to everything, including even unconscious processes of the mind itself. Drawing on previous discussions of inward beauty, the next chapter examines what it means to be religious. Krishnamurti’s answer is that a religious person is one who is sensitive to reality. This reality, in all its details, is a...

(The entire section is 582 words.)

Learning as God-Seeking

The final chapter is a conclusive discussion that learning is seeking God because God is truth. Education should prepare students for this learning, not dissipate their energies and distract them with pressures to conform to political and religious ideals, to train for jobs, and to bend to the dehumanizing and divisive pressures of societies and nations. The revolution for which Krishnamurti calls is like the ever-widening circle of energy caused by a pebble thrown in the lake of life.

Think on These Things is a collection of discussions that Krishnamurti repeated many times in many places to many different audiences. It looks back on decades of his thinking and anticipates still more years of similar thoughts....

(The entire section is 187 words.)


Additional Reading

Blau, Evelyne. Krishnamurti: 100 Years. New York: Stewart, Tabori, and Chang, 1995. A stirring assortment of recollections, writings, and photos published as a tribute to denote the centennial of Krishnamurti’s birth.

Chandmal, Asit. One Thousand Suns: Krishnamurti at Eighty-five and the Last Walk. New York: Aperture, 1995. A becoming tribute to Krishnamurti’s life and work.

Huxley, Aldous. Foreword to The First and Last Freedom. New York: Harper, 1954. The main theme of Jiddu Krishnamurti is that hope lives in individuals, not in societies. Huxley met and...

(The entire section is 263 words.)