| the function of education by jiddu krishnamurti: Education and the Significance of Life Jiddu Krishnamurti, 2010-09-07 The teacher probes the Western problems of conformity and loss of personal values while offering a fresh approach to self-understanding and the meaning of personal freedom and mature love. |
| the function of education by jiddu krishnamurti: Krishnamurti on Education Jiddu Krishnamurti, 2003 |
| the function of education by jiddu krishnamurti: This Matter of Culture Jiddu Krishnamurti, 1964 |
| the function of education by jiddu krishnamurti: Life Ahead Jiddu Krishnamurti, 2010-10-19 Life Ahead presents lessons that move far beyond the traditional forms of education taught in most schools and colleges. Drawn from transcripts of talks given to Indian students, the book covers a wide range of universal topics. In short, accessible chapters, Krishnamurti explores the danger of competition, the value of solitude, the need to understand both the conscious and the unconscious mind, and the critical difference between concentration and attention, and between knowledge and learning. Krishnamurti exposes the roots of fear and eradicates deeply entrenched habits of tradition, limitation, and prejudice. The life he holds forth requires a complete change of thought, even a revolution, one that begins not with theory and ideation, he writes, but with a radical transformation in the mind itself. He explains how such transformation occurs only through an education that concentrates on the total development of the human being, an education carefully described in this simple yet powerful book. |
| the function of education by jiddu krishnamurti: J. Krishnamurti and Educational Practice Meenakshi Thapan, 2018-07-27 First in the series on Education and Society in South Asia, this volume focuses on the educational thought of a world-renowned teacher, thinker, and writer—Jiddu Krishnamurti (1895–1986). This edited volume examines Krishnamurti’s work and explores his contemporary relevance in educational endeavours and practices in different parts of the country. The contributors to the volume argue that Krishnamurti sought to change the way education is perceived, from the mere teaching of curriculum into a life-changing experience of learning from relationships and life. Through a range of essays that address diverse issues and themes, the contributors seek to uncover the practices and processes at some of the institutions that Krishnamurti established in different parts of rural and urban India. These include essays on curriculum building, inclusive education, pedagogy, debates on educational philosophy and practice, and teacher education. They help bring out the barriers and breakthroughs in the educational processes as practiced in these schools and how they may further be applied to other educational institutions. |
| the function of education by jiddu krishnamurti: Beginnings of Learning Jiddu Krishnamurti, 2003 Krishnamurti believed that “education is the heart of the matter.” His longstanding concern with the nature and problems of education led him to found schools in India, England, and America, and his conversations with students, teachers, and parents form the major part of Beginnings of Learning. These lively, often intimate exchanges turn on practical, everyday matters as well as wider philosophical issues, as Krishnamurti encourages his audience to appreciate that the beginning of wisdom is self-knowledge. Jiddu Krishnamurti was born in southern India in 1895 and died in 1986. The essence of his teachings is that societal change and world peace can only occur through a complete change of individual consciousness. |
| the function of education by jiddu krishnamurti: J. Krishnamurti Meenakshi Thapan, 2022-06-01 Teacher, thinker, writer, and speaker, J. Krishnamurti (1895–1986) was an Indian educationist, spiritual leader, and key figure in world philosophy. He raised significant questions about the state of the world, about our tendency to remain passive, conditioned, and in a state of overwhelming confusion about how we relate to the world. Through talks and writings spread over many decades and geographical locations, he articulated an unconditioned, reflective approach which emphasised self-inquiry. This volume provides an understanding of Krishnamurti’s views on the human predicament in a disintegrating world, marked by conflict, divisions, wars, and climate change. It also examines his educational thought and its enormous potential for change. Krishnamurti argued that our minds are so conditioned that we are unable to look, listen, or learn without our prior knowledge that foregrounds the role of memory and time. He highlighted the need to work with young children, with a special focus on the school as the centrepiece of his perception for psychological development and educational excellence. It is within an educational setting that Krishnamurti hoped that the seeds for individual and social change will be catalysed. An introspective look at the life and legacy of an eminent twentieth century thinker, this volume will be of great interest to students and researchers of philosophy, education, religion and spirituality, South Asia studies, modern history, and the social sciences. |
| the function of education by jiddu krishnamurti: A Dialogue with Oneself Jiddu Krishnamurti, 1977 |
| the function of education by jiddu krishnamurti: What Are You Doing with Your Life? Jiddu Krishnamurti, 2001 WHAT ARE YOU DOING WITH YOUR LIFE?J. KRISHNAMURTII TEACHINGS FOR TEENS, edited by Dale Carlson. Teens learn to understand the self, the purpose of life, work, education, relationships. Through paying attention rather than accepting the authority of their conditioning, they can find out for themselves about love, sex, marriage, work, education, the meaning of life and how to change themselves and the world. The Dalai Lama calls Krishnamurti One of the greatest thinkers of the age. |
| the function of education by jiddu krishnamurti: The Awakening of Intelligence J. Krishnamurti, 2021-01-05 This comprehensive record of Krishnamurti's teachings is an excellent, wide-ranging introduction to the great philosopher's thought. With among others, Jacob Needleman, Alain Naude, and Swami Venkatasananda, Krishnamurti examines such issues as the role of the teacher and tradition; the need for awareness of 'cosmic consciousness; the problem of good and evil; and traditional Vedanta methods of help for different levels of seekers. |
| the function of education by jiddu krishnamurti: Education as Service J. Krishnamurti, 1912 |
| the function of education by jiddu krishnamurti: Freedom from the Known J. Krishnamurti, 2024-10-17 Embark on a profound journey of self-discovery with J. Krishnamurti’s Freedom from the Known. This enlightening work invites you to break free from the shackles of societal expectations and become the true architect of your own destiny. Krishnamurti delves into the essence of human disorder, revealing that our inner turmoil often stems from living according to the dictates of others rather than our own authentic selves. In his most thought-provoking style, Krishnamurti illuminates the path to immediate and radical freedom. He demonstrates how transforming our inner world can reshape our relationships and the very structure of society. This vital book underscores the urgent need for change and the boundless possibilities that arise when we recognize our own potential for transformation. Let Freedom from the Known guide you towards a deeper understanding of yourself and a liberated way of life. |
| the function of education by jiddu krishnamurti: The Revolution from Within Jiddu Krishnamurti, 2013-10-30 “There must be a revolution in our thinking,” declares the author, J. Krishnamurti (1895-1986), who remains one of the greatest philosophers and teachers of modern times. In this series of lectures, given in the U.S. and various cities throughout the world in the 1950s, he again confronts the habitual, projection-making mind, which fails to see what is while it absorbs itself in belief and illusion. Topics covered in these essays include: the process of change at all levels; the development of discipline; quieting the mind; self-awareness; and freedom from slavery to mind. While we humans are constantly making superficial modifications of our circumstances, such gestures never lead to a radical transformation characterized by clarity, lack of prejudice, spontaneity, genuine peace and happiness. People would rather line up behind some leader, or a particular religious teaching, following the dictates of some outside authority, than to think for themselves, Krishnamurti explains. Sadly, “most of our existence is spent in that way—trying to live up to something, trying to bring about a change in our attitude, to change according to the pattern which we have projected as an ideal, as a belief.” Only by rigorous self-observation and self-questioning is there any hope that humankind will overcome its blindness and self-obsession enough to bring about an end of violence, war and other misery on this beleaguered planet. |
| the function of education by jiddu krishnamurti: On Mind and Thought Jiddu Krishnamurti, 1993 On Mind and Thought considers the enigmatic nature of the brain and mind, conditioned thought, and truly creative thinking. Krishnamurti's books have sold more than 200,000 copies. |
| the function of education by jiddu krishnamurti: Unconditioning and Education 1 J Krishnamurti, 2022-09-09 This book is the penultimate volume in a series that presents a collection of dialogues in which renowned educator and religious teacher J. Krishnamurti explores with parents and teachers the need for a radical approach to schooling and their intention to establish such a school in the Ojai Valley in California. They discuss the conditioning effects on children and educators of teaching and environments in schools based on traditional methods of education. They look at the stultifying effects of knowledge-based. |
| the function of education by jiddu krishnamurti: On Freedom Jiddu Krishnamurti, 1992 |
| the function of education by jiddu krishnamurti: Knocking at the Open Door R.E. Mark Lee, 2016-09-30 J. Krishnamurti (1895-1986) was thought by many to be a modern-day equivalent of the Buddha. In fact, he was once even considered to be the second coming of Christ. While many think it wonderful to live and work in close proximity with such a person, its difficult to understand the depth of what this means and how challenging this might be. In Knocking at the Open Door, author R.E. Mark Lee provides an ordinary person view of what being close-up and working together with such a man means, how it challenges one at every turn, and how it causes one to question ceaselessly, even more deeply than one ordinarily would. Lee offers an insightful, candid, and heartfelt narrative that reveals various unknown facets of the eminent world teacher J. Krishnamurti and highlights his distinctive vision for education worldwide. This comprehensive volume brings alive the practical and everyday interactions Lee had with Krishnamurti during a twenty-year period in India and the United Sates. Knocking at the Open Door shares a clear and honest account that demonstrates the challenges of working with Krishnamurti in running a school that is true to the teaching and yet able to function in the reality of modern parental, student, and educational establishment expectations. |
| the function of education by jiddu krishnamurti: The Urgency of Change Jiddu Krishnamurti, 1971 |
| the function of education by jiddu krishnamurti: This Book Is Not Required Inge Bell, Bernard McGrane, John Gunderson, Terri L. Anderson, 2013-11-21 This edition continues to teach about the university experience as a whole - looking at the personal, social, intellectual, and spiritual demands and opportunities - while incorporating new material highly relevant to today's students. |
| the function of education by jiddu krishnamurti: A Timeless Spring Jiddu Krishnamurti, Geetha Varadan, 1999 |
| the function of education by jiddu krishnamurti: A Wholly Different Way of Living Jiddu Krishnamurti, Allan W. Anderson, 1991 In a time of unprecedented outer change in the political and social spheres, is there a fundamental inner challenge that faces each one of us? In these 18 dialogues, Krishnamurti indicates that pinning hopes on organized religion, science, political ideology or the market economy not only fails to address basic human problems, but actually creates them. Instead, he discusses with Professor Anderson the concept of a wholly different way of living. |
| the function of education by jiddu krishnamurti: The Whole Movement of Life Is Learning Jiddu Krishnamurti, 2015-07-30 Our modern society is based on greed, envy and power. When you consider all this as it actually is, this overpowering commercialism indicates degeneration and basic immorality. We are destroying the earth and all the things on it for our gratification. To radically change this pattern of our life, which is the basis of all society, is the educator's responsibility. Written over a period of fifteen years, Krishnamurti's letters to his schools contain the essence of his teachings. Krishnamurti aims at making the reader understand the way he thinks, how all of us are influenced, moulded to conform to a pattern and free him from the limitations of his mind. Education is to unfold the full human potential. |
| the function of education by jiddu krishnamurti: The First and Last Freedom Jiddu Krishnamurti, 2010-10-05 Krishnamurti is a leading spiritual teacher of our century. In The First and Last Freedom he cuts away symbols and false associations in the search for pure truth and perfect freedom. Through discussions on suffering, fear, gossip, sex and other topics, Krishnamurti’s quest becomes the readers, an undertaking of tremendous significance. |
| the function of education by jiddu krishnamurti: On Krishnamurti's Teachings Allan W. Anderson, 2012-07-01 This seminal collection of works by Allan Anderson expresses his deep concern with vital matters that are shared by all of humanity. His exploration into questions that profoundly affect people of every race and gender, from every quarter of the globe, are brought into focus in his discerning questions posed to J. Krishnamurti. In 1974 he held 18 one hour conversations with the philosopher, teacher and author Krishnamurti, who was perhaps the most noted iconoclast of his day. One who spoke on a wide range of topics, often focusing on 'what is', as he put it. His teaching pointed again and again to not being hobbled by the influence of others, be they those we look up to such as Gurus, Priests and Masters but, also the culture into which we are born, with its deep impact on our conditioned mindset. Our admiration can also include Rulers, Kings or Dictators whose iron hand can impose a sense of order into the confusion and disorder of our lives. Our beliefs, the rules set out by our conditioned past, can prevent us from direct observation and true insight. As a teacher Krishnamurti did not offer comfort or consolation, but rather asked that we take direct responsibility for our actions and to our relationship with others. As the interviews continued under the challenging exploration of both Anderson and Krishnamurti, the topics plumb depths that could only be achieved by those who are able to interact with direct responsiveness. The universality of the topics, ranging in part from questions regarding Fear, Desire, Death, Religion and Authority and lastly Meditation, to offering the widest scope for those willing to face essential questions. The rapport with which the two men interact, the open minded approach to serious issues, indicate not only the depth and passion of their concern but the ability to really listen. Each responding to the other, not as if from across the ravine of pre-held positions, but each looking afresh at every issue as it arises. Lastly, the awakening of that supreme intelligence which does not depend on any authority and which is beyond all thought can only come about from the well-spring of direct perception. Each man, in his own way, makes clear that such perception is possible. (From the Foreword by Evelyne Blau) |
| the function of education by jiddu krishnamurti: Talks with American Students J. Krishnamurti, 2001-05-01 In 1968—a time when young Americans were intensely questioning the values of their society—Krishnamurti gave a series of talks to college students in the United States and Puerto Rico, exploring the true meaning of freedom and rebellion. Collected in this book, these lectures are perhaps even more compelling today, when both adults and young people are searching for the key to genuine change in our world. |
| the function of education by jiddu krishnamurti: The Book of Life Jiddu Krishnamurti, 1995-05-12 Krishnamurti is a leading spiritual teacher of our century. In The First and Last Freedom he cuts away symbols and false associations in the search for pure truth and perfect freedom. Through discussions on suffering, fear, gossip, sex and other topics, Krishnamurti's quest becomes the readers, an undertaking of tremendous significance. |
| the function of education by jiddu krishnamurti: Bhagwan Hugh Milne, 1986-01-01 An insider reveals the secrets of the cult founded by Bhagwan Shree Rajneesh in the early seventies, candidly recounting all aspects of the movement as well as exposing many details about Bhagwan's life |
| the function of education by jiddu krishnamurti: Beyond Bystanders Nimrod Aloni, Lori Weintrob, 2017-04-17 Beyond Bystanders calls for a shift in the professional self-image of teachers from agents of socialization to active advocates of human flourishing, social justice, and world betterment. The editors propose that it is irresponsible for teachers to posit themselves as bystanders and to conceive of globalization as something happening to them. Their role as educators in all disciplines must be to establish educational leadership that would empower students to critically evaluate developing global realities – mass migrations, socioeconomic inequalities, global warming, and the dehumanizing effects of submission to social media and consumerism – and achieve the overarching goals of humanization and facilitation of the fulfilling life. A shared commitment to humanist ethics, pedagogical activism, and social engagement at Kibbutzim College of Education (Tel Aviv) and Wagner College (New York) sparked this collaboration. The authors of the book include educational thinkers such as Nel Noddings, Michael Apple, David Hansen, Pasi Sahlberg, and Wiel Veugelers as well as scholars and practitioners from six different countries and diverse professional and cultural backgrounds. An essential part of our educational enterprise must involve promoting intercultural opportunities, confronting cultural ills and ensuring that civic engagement is more attuned to political realities. Educators in all disciplines can reframe their teaching and schools to be more cooperative and civic-minded and challenge views of marginalized, immigrant, undocumented and refugee communities as strangers. “Education is not only about teaching people to read and to write. It is about teaching human rights and cultural diversity, nourishing peace and fostering inclusive and sustainable development ... I wish to commend Kibbutzim College of Education and Wagner College for joining forces to compile this volume to inspire readers in crafting new models of intellectual and intercultural understanding.” – Irina Bokova, Director-General of UNESCO (from the Foreword) |
| the function of education by jiddu krishnamurti: On Relationships J. KRISHNAMURTI, On Relationship is one of a series of theme books put together from the talks and writings of J. Krishnamurti. In 1950, Krishnamurti said : 'If we are concerned with our own lives, if we understand our relationship with others, we will have created a new society; other wise we will but perpetuate the present chaotic mess and confusion. ' Providing a far-reaching basis for solving many of the world's crises, this book brings together Krishnamurti's most essential teachings on the individual's relationship to other people, to society, and to life itself. The renowned teacher makes it clear that the way we handle personal crises and relationships links us to the problems of all people and has a larger, global meaning. Ending the causes of war, for instance, cannot start without our seeing the need for real respect within the family and for all others. |
| the function of education by jiddu krishnamurti: Love, Peace, and Wisdom in Education Jing Lin, 2006 Love, Peace, and Wisdom in Education challenges our schools to shift from a rationalistic, functionalist perspective emphasizing tests and efficiency to a constructive, transformative paradigm in which the Integrated development of students' intellectual, moral, emotional, spiritual, and ecological abilities to promote understanding of the world helps nurture respect for human beings and nature.--BOOK JACKET. |
| the function of education by jiddu krishnamurti: The Impossible Question Jiddu Krishnamurti, 2003 Krishnamurti explores the origin and roots of thought, the limits of consciousness, the nature of pleasure and joy, personal relationships and meditation, all of which revolve around the central issues of the search for self-knowledge. |
| the function of education by jiddu krishnamurti: A Jewel on a Silver Platter Padmanabhan Krishna, 2015-02-08 This book gives an intimate portrayal of the philosopher sage Jiddu Krishnamurti by several of his colleagues who knew him over many decades and interacted with him closely. It reveals several aspects of the man and investigates his teachings in depth. The author, Professor P.Krishna, was a Professor of Physics and was closely associated with him for nearly 3 decades. He has lectured all over the world and conducted dialogues about Krishnamurti's teachings. |
| the function of education by jiddu krishnamurti: Education as Service J. Krishnamurti, 2019-11-20 In 'Education as Service', J. Krishnamurti challenges the conventional paradigms of education by advocating for a transformative approach that emphasizes self-awareness, inquiry, and the holistic development of the individual. Written with a poignant clarity and philosophical depth, the text interrogates the entrenched systems of knowledge that often serve to bolster societal conditioning rather than encourage genuine learning. Krishnamurti proposes that true education should not merely transmit information; rather, it should cultivate a sense of responsibility towards society and the natural world, thus situating the work within the broader context of 20th-century critiques of rigid educational structures. J. Krishnamurti, a renowned philosopher and educator, spent much of his life exploring the intricacies of the mind and the essence of human existence. His formative years in spiritual communities, coupled with his disdain for dogma, influenced his belief in education as a means of service to humanity. This background underpins the philosophical foundation of 'Education as Service', as Krishnamurti eloquently argues for an evolution in educational practices that prioritize love, compassion, and a deeper understanding of the self and others. This book is essential for educators, philosophers, and anyone interested in the intersections of education and social responsibility. Krishnamurti'Äôs insights challenge readers to reconsider their perceptions of learning and its purpose, prompting a profound reflection on the role of education in nurturing a more harmonious and aware society. Engaging and thought-provoking, it'Äôs a vital addition to the library of anyone committed to fostering a progressive vision of education. |
| the function of education by jiddu krishnamurti: The Golden Future Osho, 2023-09-15 Silence usually is understood to be something negative, something empty, an absence of sound, of noises. This misunderstanding is prevalent because very few people have ever experienced silence. All that they have experienced in the name of silence is noiselessness. But silence is a totally different phenomenon. It is utterly positive. It is existential, it is not empty. It is overflowing with a music that you have never heard before, with a fragrance that is unfamiliar to you, with a light that can only be seen by the inner eyes. It is not something fictitious; it is a reality, and a reality which is already present in everyone -- just we never look in. All our senses are extrovert. Our eyes open outside, our ears open outside, our hands move outside, our legs... all our senses are meant to explore the outside world. |
| the function of education by jiddu krishnamurti: The Heart of Yoga T. K. V. Desikachar, 1999-03-01 The first yoga text to outline a step-by-step sequence for developing a complete practice according to viniyoga--yoga adapted to the needs of the individual. • A contemporary classic by a world-renowned teacher. • This new edition adds thirty-two poems by Krishnamacharya that capture the essence of his teachings. Sri Tirumalai Krishnamacharya, who lived to be over 100 years old, was one of the greatest yogis of the modern era. Elements of Krishnamacharya's teaching have become well known around the world through the work of B. K. S. Iyengar, Pattabhi Jois, and Indra Devi, who all studied with Krishnamacharya. Krishnamacharya's son T. K. V. Desikachar lived and studied with his father all his life and now teaches the full spectrum of Krishnamacharya's yoga. Desikachar has based his method on Krishnamacharya's fundamental concept of viniyoga, which maintains that practices must be continually adapted to the individual's changing needs to achieve the maximum therapeutic value. In The Heart of Yoga Desikachar offers a distillation of his father's system as well as his own practical approach, which he describes as a program for the spine at every level--physical, mental, and spiritual. This is the first yoga text to outline a step-by-step sequence for developing a complete practice according to the age-old principles of yoga. Desikachar discusses all the elements of yoga--poses and counterposes, conscious breathing, meditation, and philosophy--and shows how the yoga student may develop a practice tailored to his or her current state of health, age, occupation, and lifestyle. This is a revised edition of The Heart of Yoga. |
| the function of education by jiddu krishnamurti: Insights Into Education J Krishnamurti, 2022-09-09 Insights into Education presents the educational philosophy of J. Krishnamurti in an easy to use, topic-based format. It is a practical handbook that comes alive when used as an introduction to group investigation and dialogue. What it offers to teachers everywhere is an inroad into the many matters of concern with which they are faced on a daily basis. That we cannot continue as we have been doing, with rote-learning, fact-finding, and a modicum of analysis as the building blocks of education, is obvious to anyone who is at all concerned with teaching and learning in a world with accelerating technological advancement, alienation, and despair. It is these very issues that are tackled here, sometimes implicitly but always at depth. What Krishnamurti proposes, and here discloses, is a different approach to learning altogether, one that distinguishes itself radically from what we normally understand by that term: the accumulation of knowledge, with its application and testing. By narrowing down our understanding to the pragmatic and the measurable, we forfeit the opportunity to probe deeply and to awaken intelligence in our students and in ourselves. What is meant by intelligence in this context is not the capacity to memorize and measure, but that subtler ability to see the whole which comes alive in a human being when he/she sees the limits of the measurable. To awaken this intelligence is the goal of education.O›Insights into Education presents the educational philosophy of J. Krishnamurti in an easy to use, topic-based format. It is a practical handbook that comes alive when used as an introduction to group investigation and dialogue. What it offers to teachers everywhere is an inroad into the many matters of concern with which they are faced on a daily basis. That we cannot continue as we have been doing, with rote-learning, fact-finding, and a modicum of analysis as the building blocks of education, is obvious to anyone who is at all concerned with teaching and learning in a world with accelerating technological advancement, alienation, and despair. It is these very issues that are tackled here, sometimes implicitly but always at depth. What Krishnamurti proposes, and here discloses, is a different approach to learning altogether, one that distinguishes itself radically from what we normally understand by that term: the accumulation of knowledge, with its application and testing. By narrowing down our understanding to the pragmatic and the measurable, we forfeit the opportunity to probe deeply and to awaken intelligence in our students and in ourselves. What is meant by intelligence in this context is not the capacity to memorize and measure, but that subtler ability to see the whole which comes alive in a human being when he/she sees the limits of the measurable. To awaken this intelligence is the goal of education. |
| the function of education by jiddu krishnamurti: Relationships Jiddu Krishnamurti, 2008 Family & other relationships. |
| the function of education by jiddu krishnamurti: Life at School Meenakshi Thapan, 2006 This volume explores the complex relationship between ideas, institutions and the people in them, by examining the case of the Rishi Valley School, which is informed by the world-view of the renowned philosopher Jiddu Krishnamurti. |
| the function of education by jiddu krishnamurti: A Bibliography of the Life and Teachings of Jiddu Krishnamurti Susunaga Weeraperuma, 2023-07-17 |
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syntax - What does %>% function mean in R? - Stack Overflow
Nov 25, 2014 · The funny percent-sign syntax is how R lets users define their own infix functions. An example of a built-in infix operator in R is +; the + in 1 + 2 actually does the function call …
Defining and calling function in one step - Stack Overflow
Dec 30, 2015 · Is there a way in Javascript to define a function and immediately call it, in a way that allows it to be reused? I know you can do one-off anonymous functions: (function(i) { var …
How do function pointers in C work? - Stack Overflow
May 8, 2009 · Function pointers become easy to declare once you have the basic declarators: id: ID: ID is a; Pointer: *D: D pointer to; Function: D(): D function taking …
What's the difference between __PRETTY_FUNCTION__, …
Dec 29, 2023 · constexpr const char* function_name() const noexcept; 6 Returns: If this object represents a position in the body of a function, returns an implementation-defined NTBS that …
language agnostic - What is a callback function? - Stack Overflow
May 5, 2009 · A callback function is a function you pass (as a reference or a pointer) to a certain function or object. This function or object will call this function back any time later, possibly …
How can I return two values from a function in Python?
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Function for factorial in Python - Stack Overflow
Jan 6, 2022 · 4 function calls in 5.164 seconds Using the stack is convenient (like recursive call), but it comes at a cost: storing detailed information can take up a lot of memory. If the stack is …
How to return a result from a VBA function - Stack Overflow
Public Function testRange() As Range Set testRange = Range("A1") End Function Example usage: Dim r As Range Set r = testRange() Note that assigning a return value to the function …
Returning multiple values from a C++ function - Stack Overflow
Aug 19, 2015 · If your function returns a value via reference, the compiler cannot store it in a register when calling other functions because, theoretically, the first function can save the …
AppSettings for AzureFunction on .NET 8 (Isolated)
Mar 7, 2024 · The function returns {"Foo":"yolo"} if I add a DummyOption__Foo = yolo in the Azure Envrionement panel, but again I dont want to do that. This would be a pain to maintain …
