By exploring the teaching of Artificial Intelligence (AI) from the perspective of the philosopher Jiddu Krishnamurti, through the Inquiry-Based Learning (IBL) methodology, we can foster a deep and reflective approach to knowledge. Krishnamurti emphasized the value of self-knowledge through open and questioning dialogue, encouraging critical and independent thinking regarding everyday and technological phenomena.

Inquiry-Based Learning and Critical Thinking

The IBL methodology, based on active inquiry and the independent search for answers, resonates directly with the teachings of Krishnamurti. When applied to AI, this approach encourages students and teachers to explore essential questions such as: What is the role of human consciousness in comparison to artificial intelligence? How can we ensure the ethical and mindful use of emerging technologies?

Inquiry-Based Learning, in this sense, is also closely related to computational thinking— both emphasize the formulation of questions, the breakdown of complex problems, and the search for meaningful solutions. However, because it is guided by an existential and ethical perspective, as Krishnamurti proposes, the process is not limited to logic but extends into the realm of perception, attention, and presence.

Interactive dialogs and self-awareness

These topics, which spark scientific curiosity, facilitate meaningful interactions among students, educators, and experts in the field. By fostering dialogues based on inquiry and self-awareness, the Krishnamurti-inspired approach allows discussions about AI to transcend mere technical considerations and address the ethical, social, and existential issues surrounding the technology.

Collaboration and knowledge sharing

Inspired by Krishnamurti’s approach, educational practices that incorporate questioning, active listening, and reflection foster collaborative environments that transcend the traditional model. Rather than a hierarchy of knowledge, the proposal is to create horizontal learning networks in which teachers, students, experts, and technology engage in continuous dialogue.

In this ecosystem, Artificial Intelligence does not replace humans, but rather expands the possibilities for interaction, analysis, and discovery. AI-based platforms can be used to map learning patterns, personalize paths of inquiry, and facilitate conversations across different fields of knowledge. The essential element, however, remains: the exchange that arises from a genuine interest in understanding and learning together.

The Role of the Teacher and Student Autonomy

In this process, the teacher acts as a mediator in awakening students’ critical consciousness, fostering the development of intellectual and emotional autonomy. Rather than simply teaching answers, the teacher creates the conditions for each student to formulate their own questions and find their own paths. Inspired by Krishnamurti, the educator becomes a facilitator of freedom of thought, breaking away from rigid models and making room for a vibrant, experiential, and transformative education.

Who Was Jiddu Krishnamurti and What Was His Impact on Education and Technology?

Jiddu Krishnamurti (1895–1986) was a philosopher, writer, and educator who dedicated his life to the exploration of the human mind, freedom, and inner transformation. He rejected all forms of spiritual or ideological authority, arguing that truth cannot be followed—it must be discovered by each individual, freely, directly, and without intermediaries.

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In the field of education, Krishnamurti founded schools in India, England, and the United States with the aim of cultivating the whole intelligence of the human being—emotional, rational, and ethical. These schools emphasize inner silence, nonjudgmental observation, and inquiry through dialogue.

His influence reached thinkers and innovators around the world, including:

• Steve Jobs, who recognized the value of silence, mindfulness, and intuition—core principles in Krishnamurti’s schools—which influenced his thinking on design and simplicity.
   
• José Pacheco, founder of Escola da Ponte in Portugal, whose educational approach—centered on student autonomy, dialogue, and the dismantling of traditional school structures—is strongly aligned with Krishnamurti’s vision.
   
• David Bohm, a quantum physicist who engaged in profound dialogues with Krishnamurti on the nature of thought, language, and reality.
   
• Tristan Harris, a former Google designer and founder of the Center for Humane Technology, is an advocate for the creation of technologies that respect human attention and collective mental health.

In one of his final remarks, Krishnamurti warned:

“Technology is advancing faster than human wisdom. We are becoming more efficient, but not wiser.”

His message remains relevant today: in an era dominated by artificial intelligence, algorithms, and data, the only truly transformative answer is still consciousness.

In this context, thinking about Artificial Intelligence in terms of self-knowledge means understanding that its true value lies in how we use it to broaden our perception of ourselves and the world. After all, as Krishnamurti said, “truth is a land without paths.”

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