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This Element explores the life, teaching, and legacy of philosopher and spiritual teacher Jiddu Krishnamurti. From an obscure childhood in south India, he was 'discovered' at age fourteen by the Theosophical Society as the vehicle for the prophesied World Teacher of this cosmic age. At age 34, he disaffiliated from the Society, became an independent teacher, and, for sixty years, traveled widely and addressed thousands of audiences on the need to develop awareness and attention for transformation of consciousness. His teaching defines the human condition as perilous, dominated almost completely by cultural and personal conditioning, fear, and negative emotions. Freedom from these perils, his teaching states, occurs through rigorous self-observation and inquiry in the search for truth. While extremely popular, Krishnamurti rejected the mantle of authority invariably attributed to spiritual masters and teachers. He created schools in his name to implement his pedagogy of non-authoritarianism and freedom from conditioning.
An increasing appreciation of the moral dynamic of freedom has led to the development of a range of positive conceptions of liberty. For T. H.Green positive freedom concerns the acquisition of moral agency, and this acquisition is made possible through successful internalisation of moral ideals. Interestingly, however, moral ideals have been seen both as constitutive of – as in the case of Green – and as threatening to positive freedom. Christman defines positive freedom as a form of autonomy, key aspects of which are one’s capacity to be “moved by values, desires, and motives that are reflections of an authentic, reflective self and not entirely alien to the agent or externally imposed by manipulative forces outside his control.” In other words, for Green positive freedom depends on the internalization of existing moral ideals, even though this has to be critically done, while for Christman it depends on our effective capacity to question such ideals. In this paper, I argue that positive freedom cannot both aspire towards values but also effectively resist them. We need to choose whether to align positive freedom with the first or the second. I argue that positive freedom should be understood as the acquisition of moral agency or attainment of excellence in a recognized field and that both of these entail some form of value affirmation.
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