给学校的信，1979年9月15日 - 暴力
比较是暴力的一部分One is apt to forget or disregard the responsibility of the educator to bring about a new generation of human beings who are psychologically, inwardly free of miseries, anxieties and travail. It is a sacred responsibility, not to be easily set aside for one's own ambitions,status or power. If the educator feels such a responsibility - the greatness of it and the depth and beauty of that responsibility - he will find the capacity to instruct and to sustain his own energy.
教育的责任是培养新一代的人类，让他们的精神和内心从痛苦、焦虑和辛劳中解脱出来，而我们总是倾向于忘记或忽视这一点。这是一个神圣的责任，不应该为了自己的野心、地位或权力而轻易地将它放到一边。如果教育者感受到这样的责任，它的伟大、深刻和它的美，他就会发现教育学生的能力，以及保持自身能量的能力。
This demands great diligence, not a periodic, haphazard endeavour, and the very profound responsibility will kindle the fire that will maintain him as a total human being and a great teacher. As the world is rapidly degenerating, there must be in all these schools a group of teachers and students who are dedicated to bringing about a radical transformation of human beings through right education. The word right is not a matter of opinion, evaluation or some concept invented by the intellect. The word right denotes total action in which all self-interested motive ceases. The very dominant responsibility, the concern not only of the educator but also of the student, banishes self-perpetuating problems. However immature the mind, once you accept this responsibility that very acceptance brings about the flowering of the mind.This flowering is in the relationship between the student and the educator. It is not a one-sided affair.
这要求极大的勤奋，不是时有时无的努力。正是这种深远的责任将会点燃那使他成为一个完整的人和一个伟大教师的火焰。因为世界正在迅速地退化，这些学校中必须有这样一群教师和学生，他们为了使人类产生根本性的转变而投身于正确的教育。正确这个词不是一个看法、评价或智力创造的观念，它指的是全然的行动，其中所有自利的动机都停止了。正是这个巨大的责任，教师和学生对此的关注，驱逐了那些自我延续着的问题。不论心智是多么的不成熟，一旦你承担了这个责任，这个承担就会带来心灵的绽放。这种绽放就发生在教师和学生的关系当中。它不是单方面的事情。
When you read this, please give your total attention and feel the urgency and intensity of this responsibility. Please do not make it into an abstraction, an idea, but rather observe the actual fact, the actual happening in the reading of this.
在读这些的时候，请付出你全部的注意力，感受这个责任的紧迫和强烈。请不要将它转变成一个抽象的概念，一个想法，而是去观察实际的事实，在阅读过程中正在实际发生的。
Almost all human beings in their lives desire power and wealth. When there is wealth there is a sense of freedom, and pleasure is pursued. The desire for power seems be an instinct which expresses itself in many ways. It is in the priest, the guru, the husband or the wife, or in one boy over another. This desire to dominate or to submit is one of the conditions of man, probably inherited from the animal.This aggressiveness and the yielding to it pervert all relationships throughout life. This has been the pattern from the beginning of time. Man has accepted this as a natural way of life, with all the conflicts and miseries it brings.
几乎所有人一生都在渴望权力和财富。有了财富的时候，就会有一种自由的感觉，然后我们就去追求快感。对权力的欲望似乎是一种本能，它表现在很多方面。它存在于牧师、古鲁、丈夫或妻子身上，或一个学生对另一个学生的行为中。这种对支配或屈从的渴望是人类的局限，它或许是从动物遗传而来的。这种侵略性和对它的屈从把生活中所有的关系都破坏了。这是有史以来就存在的模式。人类将它和它带来的所有冲突和痛苦作为一种自然的生活方式接受下来。
Basically measurement is involved in it - the more and the less, the greater and the smaller - which is essentially comparison. One is always comparing oneself with another, comparing one painting with another; there is comparison between the greater power and the lesser, between the timid and the aggressive. It begins almost at birth and continues throughout life - this constant measurement of power, position, wealth. This is encouraged in schools, colleges and universities. Their whole system of gradation is this comparative value of knowledge. When A is compared to B, who is clever, bright, assertive, that very comparison destroys A. This destruction takes the form of competition, of imitation and conformity to the patterns set by B. This breeds, consciously or unconsciously, antagonism, jealousy, anxiety and even fear; and this becomes the condition in which A lives for the rest of his life, always measuring, always comparing psychologically and physically.
从根本上讲，它牵涉到量度——多或少，大或小——这本质上是比较。你总是拿自己和别人比较，拿一幅画和另一幅比较。在较大和较小的权力之间，怯懦和好斗之间也存在比较。这种对权力、地位和财富的不断度量几乎从一出生就开始了，并且持续终生。它在学校、学院和大学里受到鼓励。它们整个的分数制度就是在赋予知识以比较的价值。当甲被拿来和聪明、漂亮、自信的乙比较，正是这个比较毁灭了甲。这种破坏的表现形式有竞争、模仿，符合乙的模式。这有意或无意地引起了敌对、妒忌、焦虑，甚至恐惧。而这成了一种模式，让甲在他的余生中总是在心理上和身体上进行度量和比较。
This comparison is one of the many aspects of violence. The word "more" is always comparative, as is the word "better". The question is, can the educator put aside all comparison, all measurement, in his teaching? Can he take the student as he is, not as what he should be, not make judgements based on comparative evaluations? It is only when there is comparison between the one called clever and the one called dull that there is such a quality as dullness.
这种比较是暴力的众多面目之一。“更多”这个词总是相比较而言的，和“更好”这个词一样。问题是，教育者能否在教学中抛开所有的比较、所有的度量？他能否按照学生本来的样子来对待他，而不是按照他应该的样子，不去基于相对的价值做出判断？只有在拿被认为聪明的人和被认为迟钝的人进行比较的时候，迟钝这样的品质才会存在。
The idiot - is he an idiot because of comparison or because he is incapable of certain activities? We set certain standards which are based on measurement and those who do not come up to them are considered deficient. When the educator puts aside comparison and measurement, then he is concerned with the student as he is and his relationship with the student is direct and totally different. This is really very important to understand. Love is not comparative. It has no measurement.
迟钝这样的品质才会存在。
笨蛋是出于比较，还是因为他缺乏从事某种活动的能力？我们设置了基于度量的特定标准，那些没有达到它们的人被认为是有缺陷的。当教育者把比较和度量撇在一边，他就会关心学生本来的样子，他和学生的关系就会是直接的，完全不同的。理解这点是很重要的。爱不是比较而来的，它没有度量。
Comparison and measurement are ways of the intellect. This is divisive. When this is basically understood,not the verbal meaning but the actual truth of it - the relationship of teacher and student undergoes a radical change. The ultimate tests of measurement are the examinations with their fear and anxieties which deeply affect the future life of the student. The whole atmosphere of a school undergoes a change when there is no sense of competition, comparison.
比较和度量是智力的方式，它是分别性的。当你从根本上理解了这点，不是它的口头意义，而是它的真实意义，那么教师和学生的关系就会经历一个彻底的转变。度量的最终形式是考试，以及与之相伴随的恐惧与焦虑，它将深深地影响着学生的未来生活。在没有了竞争和比较时，学校的整个氛围将完全不同。
绿草园翻译工作室
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