Education and the EDUCATION integrated person
The professor said he have been teaching for decades, ever on the grounds EDUCATION that he graduated from university, and had a big variety of boys below him in one of the governmental institutions. He turned out students who ought to skip examinations, which was what the government and dad and mom desired. Of path, there have been high-quality boys who had been given special opportunities, granted scholarships and so on, EDUCATION however the considerable majority were indifferent, stupid, lazy, and truly mEDUCATION ischievous. There were folks who made something of themselves in some thing area they entered, but handiest only a few had the innovative flame. During all of the years he had taught, the wonderful boys have been very rare; now after which there might be one that possibly had the high-quality of genius, however it EDUCATION normally occurred that he too turned into soon smothered by his environment. As a instructor he had visited many components of the sector to examine this query of the great boy, and everywhere it became the identical. He was now retreating from the teaching career, for in the end those years he changed into instead saddened with the aid of the whole lot. However nicely boys were educated, on the entire they became out to be a stupid lot. Some have been smart or assertive and attained excessive positions, but at the back of the display screen in their status and domination they were as petty and anxiety-ridden because the relaxation.
‘The modern academic device is a failure, because it has produced two devastating wars and appalling distress. Learning to study and write and obtaining various techniques, that is the cultivation of memory, is manifestly not sufficient, for it has produced unspeakable sorrow. What do you consider to be the give up motive of schooling?’
Is no longer the imitation of a sample an indication of disintegration?
Is it no longer to bring about an integrated person? If that is the motive of training then we must be clean as to whether or not the man or woman exists for society or whether society exists for the man or woman. If society wishes and makes use of the EDUCATION individual for its personal purposes, then it isn’t involved with the cultivation of an included person; what it wants is an efficient device, a conforming and decent citizen, and this calls for simplest a very superficial integration. As long because the man or woman obeys and is inclined to be thoroughly conditioned, society will discover him beneficial and could spend time and money on him. But if society exists for the individual then it need to help in freeing him from its own conditioning have an impact on. It have to educate him to be an integrated human being.
‘What do you imply by means of an incorporated individual?’
To solution that query one have to technique it negatively, obliquely; one cannot take into account its superb aspect. Positively to nation what an incorporated person is only creates a pattern, a mold, an instance which we attempt to imitate; and isn’t the imitation of a pattern an indication of disintegration? When we attempt to copy an instance, can there be integration? Imitation is a procedure of disintegration; and is this no longer what’s happening in the global? We are all becoming excellent gramophone information: we repeat what so-referred to as religions have taught us or what the state-of-the-art political, financial or spiritual chief has stated. We adhere to ideologies and attend political mass-meetings; there may be mass-enjoyment of recreation, mass-worship, mass-hypnosis. Is this a sign of integration? Conformity isn’t integration, is it?
‘This ends in the very fundamental question of subject. Are you against subject?’
What do you imply by way of discipline?
‘There are many varieties of area: the field in a school, the discipline of citizenship, the party discipline, the social and spiritual disciplines, and self-imposed discipline. Discipline can be consistent with an inner or an outer authority.’
Fundamentally, area implies a few type of conformity. It is conformity to an excellent, to an authority; it is the cultivation of resistance, which of necessity breeds opposition. Resistance is opposition. Discipline is a manner of isolation, whether or not it’s far isolation with a particular institution or the isolation of man or woman resistance. Imitation is a form of resistance.
‘Do you mean that field destroys integration? What could happen in case you had no subject in a school?’
Is it not critical to recognize the crucial significance of discipline, and no longer jump to conclusions or take examples? We are looking to see what are the elements of disintegration, or what hinders integration. Is no longer field inside the feel of conformity, resistance, opposition, warfare, one of the elements of disintegration? Why do we conform? Not only for physical security, however also for mental consolation, protection. Consciously or unconsciously, the worry of being insecure makes for conformity each outwardly and inwardly. We should all have some form of physical security, however it is the fear of being psychologically insecure that makes physical security not possible except for the few. Fear is the basis of all area: the concern of no longer being a success, of being punished, of not gaining, and so on. Discipline is imitation, suppression, resistance, and whether or not it’s far conscious or unconscious, it’s far the result of fear. Is not worry one of the elements of disintegration?
‘With what could you replace discipline? Without discipline there might be even extra chaos than now. Is now not a few form of discipline vital for action?’
The nation controls schooling, it steps in and conditions the human entity for its own functions.
Understanding the false as the false, seeing the actual in the false, and seeing the true because the proper, is the start of intelligence. It is not a question of alternative. You can not update worry with some thing else; in case you do, fear continues to be there. You may also successfully cover it up or run faraway from it, however worry remains. It is the elimination of worry, and not the finding of an alternative to it, that is important. Discipline in any shape whatsoever can by no means convey freedom from fear. Fear needs to be determined, studied, understood. Fear is not an abstraction; it comes into being only in relation to something, and it is this relationship that needs to be understood. To understand is not to resist or oppose. Is no longer discipline then, in its wider and deeper feel, a element of disintegration? Is now not fear, with its consequent imitation and suppression, a disintegrating force?
‘But how is one to be unfastened from worry? In a category of many students, except there’s a few sort of field – or if you select, worry – how can there be order?’
By having very few students and the proper kind of education. This of path is not feasible so long as the kingdom is interested by mass-produced residents. The state prefers mass-schooling; the rulers do not need the encouragement of discontent, for his or her role might quickly be untenable. The state controls training, it steps in and conditions the human entity for its personal purposes; and the very best manner to try this is through worry, via discipline, through punishment and reward. Freedom from fear is any other count; fear must be understood and no longer resisted, suppressed, or sublimated. The problem of disintegration is quite complicated, like each other human hassle. Is no longer battle another thing of disintegration?
‘But war is crucial, otherwise we’d stagnate. Without striving there would be no development no development, no subculture. Without effort, war, we might still be savages.’
Perhaps we nevertheless are. Why do we constantly leap to conclusions or oppose when something new is recommended? We are manifestly savages when we kill lots for some cause or other, for our usa; killing another person is the peak of savagery. But allow us to get on with what we were speaking approximately. Is not war a sign of disintegration?
‘What do you suggest by using struggle?’
Conflict in each form: among husband and spouse, between two agencies of human beings with conflicting ideas, among what’s and way of life, between what’s and the perfect, the have to be, the destiny. Conflict is inner and outer strife. At present there’s struggle at all the numerous levels of our lifestyles, the conscious as well as the subconscious. Our life is a chain of conflicts, a battleground – and for what? Do we apprehend via strife? Can I apprehend you if I am in battle with you? To understand there need to be a sure amount of peace. Creation can take location best in peace, in happiness, not whilst there’s warfare and strife. Our constant war is between what’s and what need to be, among thesis and antithesis. We have conventional this war as inevitable, and the inevitable has grow to be the norm, the proper – though it could be fake. Can what is be transformed through the warfare with its contrary? I am this, and by way of struggling to be that, which is the other, have I changed this? Is not the opposite, the antithesis, a modified projection of what’s? Has no longer the alternative always the elements of its own opposite?Through assessment is there expertise of what’s? Is no longer any end about what’s a drawback to the know-how of what’s? If you’ll understand some thing, need to you no longer have a look at it, study it? Can you take a look at it freely in case you are prejudiced in favour of or towards it? If you will recognize your son need to you not take a look at him, neither identifying yourself with nor condemning him? If you’re in warfare with your son, there may be no expertise of him. So, is struggle important to information? Is battle in any subject effective of understanding? Is there no longer a non-stop chain of warfare inside the effort, the desire to be, to come to be, whether advantageous or terrible? Does now not the purpose of conflict end up the effect, which in its flip will become the cause? There isn’t any launch from battle until there is an understanding of what is. The what is can never be understood through the screen of EDUCATION idea; it have to be approached afresh. As the what is is in no way static, the thoughts have to no longer be certain to expertise, to an ideology, to a notion, to a conclusion. In its very nature struggle is separative, as all opposition is; and isn’t exclusion, separation, a thing of disintegration? Any shape of power, whether man or woman or of the state, any effort to turn out to be more or to become less, is a method of disintegration. All ideas, beliefs, structures of idea, are separative, special. Effort, conflict, can’t under any circumstances convey expertise, and so it is a degenerating component inside the individual as well as in society.
When there is no struggle there is integration. Integration is a country of entire interest.
‘What then is integration? I greater or less apprehend what are the factors of disintegration, however this is most effective a negation. Through negation one cannot come to integration. I may also realize what is incorrect, which does now not imply that I recognize what’s right.’
When the fake is visible as the fake, the actual is. When one is privy to the elements of degeneration, not merely verbally but deeply, then is there now not integration? Is integration static, some thing to be gained and finished with? Integration cannot be arrived at; arrival is loss of life. It is not a intention, an stop, however a kingdom of being; it is a dwelling factor and the way can a dwelling issue be a intention, a purpose? The desire to be integrated isn’t always special from another choice, and all preference is a reason of conflict. When there may be no warfare there’s integration. Integration is a nation of entire attention. There cannot be entire interest if there is effort, war, resistance or concentration. Concentration is a fixation; attention is a manner of separation, exclusion, and complete interest is not viable when there is exclusion. To exclude is to slim down, and the slim can never be aware about the whole. Complete, complete interest isn’t possible while there is condemnation, justification or identity, or when the mind is clouded by means of conclusions, speculations or theories. When we apprehend the obstacles, then most effective is there freedom. Freedom is an abstraction to the person in prison; but passive watchfulness uncovers the stumbling blocks, and with freedom from those, integration comes into being.
From the e-book Commentaries on Living, Series 2 by using J. Krishnamurti — Purchase Here