We forwarded you a cyber-crime notification email beginning of the year from NationalFraud Intelligence Bureau. We just want to emphasise again that if you receive anemail from Brockwood Park School purporting to amend our bank details, pleasedelete it. We will never communicate a change in bank account details by email. If youhave any doubt about the legitimacy of an email purporting to be from us pleasecontact the School by telephone or email to clarify.

Brockwood Park School Brockwood Park School January & February NewsletterJanuary & February Newsletter

How can one know oneself without being an ``observer''? What do we mean by ``knowing''? - Iam not quibbling about words - what do we mean by ``knowing'', to ``know''? When do I ``know''something? I say I ``know'' Sanskrit, I ``know'' Latin - or I say I ``know'' my wife or husband.Knowing a language is different from ``knowing'' my wife or husband. I learn to know a languagebut can I ever say I know my wife? - or husband? When I say I ``know'' my wife it is that I have animage about her: but that image is always in the past; that image prevents me from looking at her -she may already be changing. So can I ever say I ``know''? When one asks, ``Can I know myselfwithout the observer?, - see what takes place.

It is rather complex: I learn about myself; in learning about myself I accumulate knowledge aboutmyself and use that knowledge, which is of the past, to learn something more about myself. Withthe accumulated knowledge I have about myself I look at myself and I try to learn something newabout myself. Can I do that? It is impossible.

To learn about myself and to know about myself: the two things are entirely different. Learning isa constant, non-accumulative process, and ``myself'' is something changing all the time, newthoughts, new feelings, new variations, new intimations, new hints. To learn is not somethingrelated to the past or the future; I cannot say I have learnt and I am going to learn. So the mindmust be in a constant state of learning, therefore always in the active present, always fresh; notstale with the accumulated knowledge of yesterday. Then you will see, if you go into it, that thereis only learning and not the acquiring of knowledge; then the mind becomes extraordinarily alert,aware and sharp to look. I can never say I ``know'' about myself: and any person who says, ``Iknow'', obviously does not know. Learning is a constant, active process; it is not a matter ofhaving learnt. I learn more in order to add to what I have already learnt. To learn about myselfthere must be freedom to look and this freedom to look is denied when I look through theknowledge of yesterday.

You Are The World Chapter 1, 18th October 1968, 1st Public Talk at Brandeis University

- J. Krishnamurti

Education Corner

What is the purpose of a school? Is it to encourage or foster an atmosphere of inquiry, that of'The Intelligent Mind'. Not a utilitarian mind trained to be efficient and knowledgeable, but onethat will meet life in a totally different way. Harmony, peace, beauty, equality, health, and vitalityare qualities greatly desired in the world but are mostly approached with a movement of idealismand reward-seeking, no different to the personal drives that are causing so much havoc in society.The work to bring such qualities to the world begins by nurturing something very different in theindividual mind of a young person, naturally equipped with great energy and potential for making asignificant contribution in life, in a way that no computer programme can achieve. Would an intelligent mind not be caught up in anxiety and fear and the need to escape intoentertainment and consumerism, but rather use leisure to both search for and create beauty in itsmidst? Is it a mind that does not think and act mechanically but rather thinks creatively andcompassionately? Is it a mind not bound by authority and coercion but rather seekingcollaboration and cooperation? A mind so alert that it is not influenced by its environment andacts meaningfully within it. A sensitive mind, so touched by the beauty and mystery of the planetthat it will not deliberately act to destroy another living organism.Can an 'intelligent mind' be cultivated in an educational environment? What would the day-to-dayactivities consist of? What kind of relationships would one expect to have? What learningopportunities would be proposed?

For a world without followers accepting the corrupt and destructive acts of powerfulorganisations, maybe we need to nurture free spirits and independent thinkers by eliminatingcoercive control and hierarchy on the school grounds. Rather than competing for results thatlead to a temporary and false sense of achievement for the few, and fixed feelings of failure forthe many, we can do away with tests and assessments, and have children enjoy the process ofworking together on meaningful activities and topics of interest; learning how to learn rather thanlearning for personal gain. We can offer plenty of opportunities for uninterrupted play and watchtheir interpersonal skills unfold and imaginations expand. We can bring quietness to their day withmoments to engage with life alone, walk and sit alone, allow pauses between activities andbetween conversations; an un-rushed momentum to the daily rhythm that allows for spontaneity,growing awareness and reflection. Opportunities to develop the capacities and sensitivities of thebody through physically engaging with the surroundings. Permission to be sad, angry, frightened,joyful, silly - emotions explored and therefore more deeply understood.

An 'intelligent mind' needs forest walks, hill-top scrambles, quiet moments under a tree, thesound of birdsong and thunder, a sunset, the sparkle of morning dew, and cold water on bareskin. The senses awakened in nature's communion allows for fresh insights to arise out of thewhole being rather than acting from a conditioned brain. With the emphasis shifted torelationships and nature, perhaps school settings can be better places for the innate intelligenceof goodness to flower. Such a new mind would not 'fit in' to the society as we know it, but be aninstigator of a marvelous new world.

Inquiry TimeInquiry Time

January 24th - ExpectationsWe listed from everybody as many expectations as we could on a whiteboard and then askedabout what happens when they get broken, unmet or unfulfilled.Some expectations arereasonable, some demand a certain behaviour from others, which can lead to a deterioration inrelationships. We usually become aware of them when they are not met.

January 31st - HumanThe previous day in the late afternoon the whole school watched the video called 'Human' byYann Arthus-Bertrand. There were Many interviews from all over the world about four topics:love, work, poverty and women. We decided to pursue this powerful film the following day bysplitting into four groups and discussing the film and our reactions to it. What can we do or whatare we doing in Brockwood as a response to the world crisis were the main questions which cameup? The answer might be in the question.

February 7th - ChangeIt was a sunny and cold day and we offered the choice of going for a walk or having a discussionon change. We watched a 10 minute video by Krishnamurti on the fear of changing, followed upby a discussion. Some of the points that came up were; it is easier to remain as we are, theconflict of wanting to change in oneself, suppression or indulgence are the two forms of dealingwith what we are, can we do something different?

February 14th - Being in a safe place, hurt and comparisonWe watched a 15 minutes video by Shane Koyczan on bullying and a 10 minutes video byKrishnamurti and Anderson on hurt. Can we educate students so they can never be hurt? Thewhole school discussed the topics of being safe, hurt and comparison. The latter point caught fireand we had a lively discussion.

Thursday Morning in Biology Class Biology teacher Tom makes osmosis "simple".

Thursday Morning in the Art Barn Core Art students paint a live model, our Teacher Apprentice Carole.

January/February Events & Happenings

January 19th: Students return to Brockwood after the Holidays. January 30th: A-Level art students took a trip to the New Forest for the full morning to take partin a solo exploration through ancient woodlands. The point of the exercise was to engage with amore natural experience for a longer period of time during a colder time of the year without theusual physical or social activity. The secluded forest provided enough space for the students to

spread out and not be disturbed. We entered the session with some poetry and a short readingfrom Krishnamurti´s last journal, "Krishnamurti to Himself," and made our way into the landscapewith no pressing activities on our minds. Students spent three hours alone in the woods and moorsof the forest. Below is an image of the passage that was read to the group.

February 2nd: Students studying photography participated in a morning of photographingWinchester on its streets and in various locations. The aim of the morning was to get out in public,explore the surroundings of the city, and engage with the local people. Students went off on theirown throughout the morning and also paired up with other students to share their ideas andobservations. The morning resulted in breaking out of our comfort zone, meeting an array ofpeople and discovering unknown corners of the city through the lens of the camera. Theexperience was also a way to bring more attention to our opinions or judgments that form whenwe are observing and perceiving our surroundings.

Mercedes taking a portrait of a woman working in a cafe whom she approachedand asked to photograph.

February 5 - 9th: Musician and dancer, Nils Kirchner and Kira Kaipainez spent the week with us

offering African drumming and dance. Their background in music stems specifically from the Guineanmusic and dance tradition as well as the music and dance from neighbouring countries Mali, TheGambia, and Senegal. Students spent the week learning to play the djembe and to dance to thebeat, accessing some basic primal movements of our ancestors.

Nils and Kira with their collection of drums.

February 3rd: Some students went on a beautiful day out to see the Royal Siberian Ballet companyperform Swan Lake at the Basingstoke theatre.

February 6th: Patrick Chalmer's 'Present Tense' Talk on Journalism and Democracy

Patrick Chalmers has been a Journalist for nigh-on 30 years. In 1994, he joined Reuters in Brussels,staying 11 years with the company. He took postings in London, Kuala Lumpur and back, withspecific reporting assignments taking him all over the world. Over that time, Patrick witnessed theworkings of politics and media first hand and grew dispirited with what he saw. He quit Reuters in2005 to write Fraudcast News, a critique of the media and political landscape, which suggestedpossible remedies. In work since, he has focused on journalism that examines more participatoryand transparent political systems - something closer to the ideals of original democracy. Patrick'slatest project All Hands On features short films looking at the crisis in Western democracy andreal-life remedies to its problems. While working on this project he visited Brockwood Park Schoolto share some of his explorations.

February 10th: Students attended an orchestral concert at the internationally renowned MenuhinSchool. The performances included Mozart Overture - Cosi Fan TutteBeethoven Piano Concerto No. 1Mendelssohn Overture - The Fair MelusineMendelssohn Symphony No. 1Soloist: James Brawn- Piano

February 12th: Stargazing trip at University of Surrey

The students enjoyed a night of astronomy lectures, activities and a little star-gazing when wevisited the University of Surrey's Star-Gazing 2018. Most of the students attended lectures by

Professor Jim Al-Khalili on Aliens: Science's Search for Extraterrestrial Life; by Dr Michelle Collinson 'The Moon: Past, Present and Future of Exploration'; by Tom Berry on 'Nuclear Physics: Puttingthe N in CERN'; and by Dr Denis Erkal on 'Why do we need dark matter?'. Others used thetelescopes and learned from the various astronomy stalls on site.

Upcoming Events

The Importance of Being Earnest We invite you to join us for our upcoming student performance of Oscar Wilde's renowned play.The play will take place in the suitable setting of the West-Wing Drawing Room of the School'smain building. To attend please RSVP.

Award Winning Musical Performances at Brockwood

Our Classical Concert Series continues and we would like to invite you to a special event here inthe School. We are delighted to welcome back the Linos Piano Trio who will perform on 24th

March.

The Linos Trio: 24 March 2018 - 8.15pm (pre-concert workshop - 7.30pm)

Konrad Elias-Trostmann - Violin Vladimir Waltham - CelloPrach Boondiskulchok - Piano

First prize winner of Melbourne International Chamber Music Competition, and RoyalPhilharmonic Society Frost Prize winner, the Linos Piano Trio is one of UK and Germany's mostdynamic and highly regarded ensembles. The Trio returns with their typically colourful and creativeprogramme, Debussy's evocative orchestral masterpiece is reimagined by the Linos Trio in theirown arrangement, followed by Beethoven's renown "Ghost" trio with its eerie slow movementthat contains some of Beethoven's most adventurous exploration of other-worldly sounds. TheRavel trio, a work that the ensemble considers "the greatest of all trios", is accompanied by a newwork written for the trio by Oscar Colombian ì Bosch. Watch the Linos Piano Trio in Schumann's Trio no. 3 Programme Claude Debussy - Prélude à l'après-midi d'un Faune (arr. Linos Trio)Ludwig van Beethoven - Piano Trio in D Major Op. 70 no. 1 "Ghost"Oscar Colomina ì Bosch (b. 1977) - Nocturne for Piano Trio (2017)Maurice Ravel - Piano Trio

Concert III: Consone String Quartet: 12 May 2018 - 8.15pm(pre-concert workshop - 7.30pm)

Agate Daraskaite - Violin IMagdalena Loth-Hill - Violin IIElitsa Bogdanova - ViolaGeorge Ross - Cello

Winner of the Ensemble Prize at the 2016 Royal Over-Seas League Competition, the Londonbased Consone Quartet is dedicated to exploring and recreating the sound-worlds of classicaland early romantic string quartet repertoire through period instruments.

The quartet's success at the 2015 York Early Music International Young Artists Competitionbrought them onto the prestigious European Emerging Ensembles, which has taken the quartetto the concert stages throughout the Czech Republic, France, Germany, Austria, Bulgaria, Belgiumand Italy.

ProgrammeFranz Schubert - String Quartet No.1, D.18Joseph Haydn - String Quartet in C major, Op.20/2Felix Mendelssohn - String Quartet in E minor, Op.44/2 (28')

School GallerySchool Gallery

Gemma an Elle feeding the fire during Human Ecology.

A group of A-Level Art students in the New Forest after having spent three solo hours in theancient woods.

Antonia and Meher after having just baked a home-made pizza in the school kitchen for abirthday.

Abhi using his shoe as a tool during a morning of "ActionPainting."

Eva gathering tree limbs for the fire.

Anais exploring a small and colourful alleyway of Winchester with her camera on a photo

excursion.

Kira and Nils offering West African drumming sessions with a group of students.

Art students participating in an "Action Painting" morning seminar.

Preparation for the New Forest solo time.

Shaurya and Luca feeding the fire during Human Ecology.

Abhi, Tais, and Elyse on their way to the New Forest on cold, yet sunny Januarymorning.

Students enjoying a cold Wednesday morning walk in the surrounding area.

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