给学校的信，1979年2月1日 - 比较
模仿使心灵腐化As we have already pointed out several times in these letters, the schools exist primarily to bring about a profound transformation in human beings. The educator is wholly responsible for this. Unless the teacher realizes this central factor he will be merely instructing the student to become a businessman, an engineer, a lawyer, or a politician. There are so many of these who seem to be incapable of transforming either themselves or their society. Perhaps in the present structure of society lawyers and businessmen may be necessary, but when these schools came into being the intention was, and remains, to transform man profoundly. The teachers in these schools should really understand this, not intellectually,not as an idea, but because they see the full implication of this with their whole being. We are concerned with the total development of a human being, not merely with accumulating knowledge.
在这些信中，我们已经多次指出过，这些学校的存在主要是为了带来一种深刻的人类转变。教育者对此负有完全的责任。除非教师认识到这个最主要的因素，他将只会指导学生成为商人、工程师、律师或政客。这样的人太多了，他们看上去既不能改变自己，也不能改变社会。或许在目前的社会结构中，律师和商人是必要的。但是这些学校自从建立以来的目的就是，并一直将是深刻地改变人类。这些学校里的教师应该真正理解这一点，不是在理智上，不是作为一个观念，而是因为他们通过自己的整个生命看到了它的全部涵义。我们关心的是人的全面发展，而不仅是积累知识。
Ideas and ideals are one thing, and fact, the actual happening, is another. The two can never come together. Ideals have been imposed upon facts and twist what is happening to conform to what should be, the ideal. The utopia is a conclusion drawn from what is happening and sacrifices the actual to conform to that which has been idealized. This has been the process for millennia and every student and all the intellectuals revel in ideations. The avoidance of what is, is the beginning of the corruption of the mind. This corruption pervades all religions, politics and education, all human relationship. The understanding of this process of avoidance and the going beyond it is our concern.
观念、理想是一回事，而事实——那些正在实际发生的事，则是另一回事，两者永远也不会相遇。理想被强加在事实上面，它扭曲事实去迎合那个“应该”，即理想。乌托邦是一个从现实中抽出的结论，它牺牲现实去迎合那个理想化的东西。这个过程已经持续了几千年，每一个学生和所有的知识分子都痴迷于思想的世界。对事实的回避是心灵腐化的开始，这种腐化遍及所有的宗教、政治和教育领域，遍及所有的人类关系。理解这个回避的过程并超越它，是我们关心的事情。
Ideals corrupt the mind: they are born of ideas, judge- ments and hope.Ideas are abstractions of what is and any idea or conclusion about what is actually happening distorts what is happening, and so corruption takes place. It takes away attention from the fact, what is, and so directs attention to the fanciful. This movement away from the fact makes for symbols, images, which then take on all-consuming importance. This movement away from the fact is corruption of the mind. Human beings indulge in this movement in conversation, in their relationships, in almost everything they do. The fact is instantly translated into an idea or a conclusion which then dictates our reactions. When something is seen, thought immediately makes a counterpart and that becomes the real. You see a dog and instantly thought turns to whatever image you may have about dogs, and so you never see the dog.
理想使心灵腐化，它出自于观念、评判和希望。观念是对事实的抽象，任何关于真实的观念或结论都扭曲了真实，于是腐化便产生了。它分散了对事实的关注，并将它转向幻想。这种对事实的回避导致了符号、图像的产生，并使它们占据了最重要的地位。这种对事实的回避就是心灵的腐化。人类在交谈中，在他们的关系中，在他们做的几乎每件事情中都在放任这种倾向。事实被不断地转化为观念或结论，而这些观念和结论则主导着我们的反应。当我们看到一个事物时，思想立即制造出一个它的副本，并将它看成真实的。你看到一条狗时，思想立即转移到你可能有过的对狗的印象，因此你根本没有看到那条狗。
Can this be taught to the students: to remain with the fact, the actual happening now, whether psychologically or externally? Knowledge is not the fact; it is about the fact and that has its proper place, but knowledge prevents perception of what actually is; then corruption takes place.
能否把这一点教给学生：和事实、那正在实际发生的在一起，无论是心理上的还是外在的？知识不是事实，它是关于事实的，它有自己恰当的位置，但是知识阻碍了对事实的感知，于是腐化产生了。
This is really very important to understand. Ideals are considered noble, exalted, of great purposeful significance, and what is actually happening is considered merely sensory, worldly and of lesser value. Schools the world over have some exalted purpose, ideal; so they are educating the students in corruption.
理解这一点是非常重要的。我们认为理想是崇高的、具有伟大的目的和意义，而认为正在实际发生的事情仅仅是感官的、世俗的，只具有较少的价值。全世界的学校都有某种崇高的目的和理想，因此它们正在教育学生腐化。
What corrupts the mind? We are using the word mind to imply the senses, the capacity to think, and the brain that stores all memories and experiences as knowledge. This total movement is the mind. The conscious as well as the unconscious, the so-called super-consciousness - the whole of this is the mind. We are asking what are the factors, the seeds of corruption in all this? We said ideals corrupt. Knowledge also corrupts the mind. Knowledge, particular or extensive, is the movement of the past, and when the past overshadows the actual, corruption takes place. Knowledge, projected into the future and directing what is happening now, is corruption. We are using the word corruption to mean that which is being broken up, that which is not taken as a whole. The fact can never be broken up; the fact can never be limited by knowledge. The completeness of the fact opens the door to infinity. Completeness cannot be divided; it is not self-contradictory; it cannot divide itself. Completeness, wholeness, is infinite movement.
是什么让心灵腐化？我们在使用心灵这个词来表示感觉、思考能力，以及将所有记忆和经验作为知识贮存的大脑，这全部的活动就是心灵。意识、潜意识以及所谓的超意识，整个这一切就是心灵。我们要问的是，在所有这些之中，哪些是腐化的要素？我们说理想会腐化心灵，知识也会腐化心灵。知识，无论狭义的还是广义的，都是过去的运动，当过去的阴影遮蔽了事实，腐化就产生了。知识，它在向未来投射的同时，却在指导着现在的事情，这就是腐化。我们正在用腐化这个词来表示破碎了的东西，不是整体的东西。事实从来不会破碎，事实无法被知识限制。事实的完整性开启了通向无限之门。完整不能被分割，它不是自相矛盾的，它不会分割自己。完整性和整体性是无限的运动。
Imitation, conformity, is one of the great factors of corruption of the mind; the example, the hero, the saviour, the guru, is the most destructive factor of corruption. To follow, to obey, to conform, deny freedom. Freedom is from the beginning, not at the end. It is not to conform, to imitate, accept first and eventually find freedom. That is the spirit of totalitarianism, whether of the guru or the priest. This is the cruelty, the ruthlessness, of the dictator, of the authority, of the guru or of the high priest.
模仿、依循是心灵腐化的显著因素之一。榜样——英雄、救世主、古鲁是导致腐化的最具破坏性的因素。追随、服从、依循否定了自由。自由存在于起点，而不是终点。不是先依循、模仿、接受，然后再发现自由。那是极权主义的精神，那是独裁者、权威、古鲁或牧师的冷酷无情。
So authority is corruption. Authority is the breaking up of integrity, the whole, the complete - the authority of a teacher in a school, the authority of a purpose, of an ideal, of the one who says I know, the authority of an institution. The pressure of authority in any form is the distorting factor of corruption. Authority basically denies freedom. It is the function of a true teacher to instruct, point out, inform, without the corrupting influence of authority. The authority of comparison destroys. When one student is compared to another, both are being hurt. To live without comparison is to have integrity.
因此权威就是腐化。权威是对完全、完整、完善的破坏，无论它是学校老师的权威、组织的权威、目的的权威、理想的权威，还是那个说“我知道”的人的权威。任何形式的权威的压力都是导致腐化的扭曲性因素。权威本质上是否定自由的。一个真正的教师，他的职责是引导、指出、告知，同时又不携带权威的腐化影响。出自于比较的权威是破坏性的。在拿一个学生和另一个学生进行比较时，双方都受到了伤害。不带比较地生活就是拥有健全。
Will you, the teacher, do this?
作为教师，你们会这样做吗？
绿草园翻译工作室
页:
[1]