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标题: 给学校的信,1979年6月1日 - 问题 [打印本页]

作者: Sue    时间: 2010-8-9 12:21     标题: 给学校的信,1979年6月1日 - 问题

身体上和心理上的问题浪费我们的能量

As a rule parents have very little time for their children except when they are babies. They send them to the local or boarding schools or they allow others to look after them. They may not have time or the necessary patience to educate them at home. They are occupied with their own problems. So our schools become the children's home and the educators become the parents with all the responsibility. We have written about this earlier and it is not out of place to repeat it: home is a place where there is a certain freedom,a sense of being secure, provided for and sheltered. Do the children in these schools feel this? - that they are being carefully watched over, given a great deal of thought and affection, and concern for their behaviour, their food, their clothes and their manner? If so the school becomes a place where the student feels that he is really at home,with all its implications,that there are people around him who are looking after his tastes, the way he talks, that he is being looked after physically as well as psychologically, being helped to be free from hurts and fear. This is the responsibility of every teacher in these schools, not of one or two. The whole school exists for this, for an atmosphere in which both the educators and the students are flowering in goodness.

一般来说,父母很少有时间给自己的孩子,除了他们还是婴儿的时候。他们把孩子送到本地的或寄宿的学校里,或者让别人来照看。他们可能没有时间或必要的耐心在家里教育他们。他们被自己的问题占据了。因此我们的学校成了孩子们的家,而教育者成了负有全部责任的父母。我们前面写过这一点,而重复它并不多余:家是一个自由的地方,是提供安全、生存和庇护的地方。这些学校里的孩子们是否感受到他们正在被精心照看,被给予了充分的注意和喜爱,他们的行为、食物、衣服和习惯都得到了关心?如果是这样的话,学校就成了这样的地方:学生觉得他真的是在家里,在任何意义上都是,觉得周围有人在关心他的喜好,他说话的方式,在身体上和心理上照看他,帮助他免于伤害和恐惧。这是这些学校里每一位教师的责任,而不是一两个人的。整个学校的存在就是为了这个目的,为了营造这样一种氛围:让教师和学生可以在善中绽放。

     The educator needs leisure to be quiet by himself, to gather the energy that has been expended, to be aware of his own personal problems and resolve them, so that when he meets the students again he does not carry the rumour, the noise of his personal turmoil. As we have pointed out earlier, any problem arising in our lives should be resolved instantly or as quickly as possible, for problems, when they are carried from day to day, degenerate the sensitivity of the whole mind. This sensitivity is essential. We lose this sensitivity when we are merely instructing the student in a subject. When the subject becomes the only importance, sensitivity fades away and then you really lose contact with the student. The student then is merely a receptacle for information. Thus your mind and the student's become mechanical.

教师需要悠闲来安静地独处,聚集耗散的能量,觉察自身的问题并解决它们,于是当他再次面对学生的时候,他就不必带着个人的混乱噪音。我们以前指出过,生活中出现的任何问题都应该被立即或尽快地解决,因为如果问题被日复一日地携带着,整个心灵的敏感性就会衰退。这种敏感性是非常重要的。如果我们仅仅只是教授学生某一门课程,我们就失去了这种敏感性。当课程成了唯一重要的事情,敏感性就丧失了,那时你就和学生失去了联系。那样学生就只是一个信息的接收器。于是你的心和学生的心就都变得机械了。

Generally we are sensitive to our own problems, to our own desires and thoughts and rarely to others. When we are constantly in contact with the students there is a tendency to impose our own images on them, or, if the student has his own strong image, there is conflict between these images. So it becomes very important that the educator should leave his images at home and become concerned with the images that parents or society have imposed on the student, or the image that he himself has created. It is only in function that there can be relationship and generally the relationship between two images is illusory.

一般来说,我们对自己的问题、自己的欲望和思想是敏感的,但很少对别人敏感。当我们持续和学生接触时,就会有一种把自己的形象强加给他们的倾向,如果学生有他自己牢固的形象,那么这些形象之间就会发生冲突。因此,教师应该把他的形象留在家里,而去关心父母和社会强加给学生的形象,或者学生自己制造的形象。

     Physical and psychological problems waste our energy. Can the educator be physically secure in these schools yet be free of psychologic problems? This is really important to understand. When there is not this sense of physical security, uncertainty brings about psychological turmoil. This encourages dullness of the mind and so the passion that is so necessary in our daily life withers away and enthusiasm takes its place.
     Enthusiasm is a dangerous thing for it is never constant. It rises in a wave and is gone. This is mistaken for seriousness. You may be enthusiastic for some time about what you are doing, eager, active, but inherent in it is dissipation. Again it is essential that we understand this for most relationship is prone to this wastage.

身体上和心理上的问题会浪费我们的能量。在这些学校里,教师能否拥有身体上的安全,同时免于心理上的问题?理解这点是很重要的。如果没有这种生理上的安全感,不确定会造成心理上的混乱。这会助长心灵的迟钝,使我们日常生活非常重要的激情枯萎,取而代之的是热情。热情是一个危险的东西,因为它从来都不是持续的。它高涨一时然后就过去了,这被误认为是认真。你可能在一段时间内对正在做的事情非常积极,充满兴趣和渴望,但它本质上是耗散。理解这点同样是非常重要的,因为大多数的关系都有这种浪费的倾向。

     Passion is wholly different from lust, interest or enthusiasm. Interest in something can be very deep and you can use that interest for profit or for power, but that interest is not passion. Interest may be stimulated by an object or by an idea. Interest is self-indulgence. Passion is free of the self. Enthusiasm is always about something. Passion is a flame of itself. Enthusiasm can be aroused by another, something outside of you. Passion is the summation of energy which is not the outcome of any kind of stimulation. Passion is beyond the self.

激情和情欲、兴趣或热情是完全不同的。对某个事物的兴趣也许会很深,你可能用那个兴趣来获得利益或权力,但那个兴趣不是激情。兴趣可能会被某个对象或观念激发。兴趣是自我放纵。而激情是没有自我的。热情总是针对什么,而激情自身就是火焰。热情能够被别人或外在于你的东西激起。激情则是能量的总和,它不是任何一种刺激的结果。激情是超越自我的。

     Have the teachers this sense of passion? - for out of this comes creation. In teaching subjects one has to find new ways of transmitting information without this information making the mind mechanical. Can you teach history - which is the story of mankind - not as the Indian, the English, American and so on, but as the story of man which is global? Then the educator's mind is always fresh, eager, discovering a wholly different approach to teaching. In this the educator is intensely alive and with this aliveness goes passion.

教师拥有这种激情的感觉吗?因为它是创造的源泉。在教学上,你需要找到新的途径来传递信息,不让这些信息使心灵变得机械。历史是人类的故事。你能这样来教授历史吗,不是作为印度人的历史,英国人的历史,美国人的历史,而是作为整个人类的故事?那样的话教师的心就总是新鲜的,热切的,在发现一种完全不同的教学方式。在这个过程中教育者是异常活跃的,而激情就存在于这种活力中。

     Can this be done in all our schools? - for we are concerned with bringing about a different society, with the flowering of goodness, with a non-mechanistic mind. True education is this, and will you, the educators, undertake this responsibility? In this responsibility lies the flowering of goodness in yourself and in the student. We are responsible for the whole of mankind - which is you and the student. You have to start there and cover the whole earth. You can go very far if you start very near. The nearest is you and your student. We generally start with the farthest - the supreme principle, the greatest ideal, and get lost in some hazy dream of imaginative thought. But when you start very near, with the nearest, which is you, then the whole world is open, for you are the world and the world beyond you is only nature. Nature is not imaginary: it is actual and what is happening to you now is actual. From the actual you must begin - with what is happening now - and the now is timeless.

我们所有的学校是不是都能做到这一点?因为我们关心带来一个不同的社会,关心善的绽放,以及一颗不机械的心。这是真正的教育。你们,作为教育者,会承担这个责任吗?你和学生内心善的绽放就存在于这个责任中。我们对整个人类负有责任,人类就是你和学生。你必须从那里开始,然后遍及整个地球。如果你从很近的地方开始,你就能够走得很远。最近的就是你自己和你的学生。我们通常开始于最远的地方,最高的原则,最伟大的理想,然后迷失在富有想象力的思想制造的模糊梦境中。但是如果你从很近的地方开始,从最近的地方——你自己开始,那么整个世界就打开了,因为你就是世界,超出你的世界只有自然。自然不是想象的,它是实际的。现在正在你身上发生的也是实际的。你必须从实际的地方开始,从现在正在发生的开始。而现在就是永恒。

                                                       绿草园翻译工作室




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