给学校的信，1979年10月1日 - 价值观
明澈的生活，这不是一种价值观It is one of the peculiarities of human beings to cultivate values. From childhood we are encouraged to set for ourselves certain deep-rooted values. Each person has his own long-lasting purposes and intents. Naturally the values of one differ from those of another. These are cultivated either by desire or by the intellect. They are either illusory, comfortable, consoling or factual. These values obviously encourage the division between man and man.Values are ignoble or noble according to one's prejudices and intentions.
培育价值观是人类的特点之一。从童年开始，我们就被鼓励要为自己设定一个根深蒂固的价值观。每个人都有自己长期的意向和目的。自然，一个人的价值观会和另一个人不同。这些价值观受到欲望或理智的培养。它们或者是虚幻的、舒适的、安慰性的，或者是实际的。很明显，这些价值观会助长人与人之间的分裂。某种价值观被认为是卑鄙还是高尚，这取决于一个人的偏见和目的。
Without listing various types of values, why is it that human beings have values and what are their consequences? The root meaning of the word value is strength. It comes from the word valour. Strength is not a value. It becomes a value when it is the opposite of weakness. Strength - not of character which is the result of the pressure of society - is the essence of clarity. Clear thinking is without prejudices, without bias;it is observation without distortion. Strength or valour is not a thing to be cultivated as you would cultivate a plant or a new breed.It is not a result. A result has a cause and when there is a cause it indicates a weakness; the consequences of weakness are resistance or yielding. Clarity has no cause. Clarity is not an effect or result; it is the pure observation of thought and its total activity. This clarity is strength.
不用具体列出各种类型的价值观，我们要问的是，为什么人类需要价值观？他们的后果又是什么？价值这个词最基本的含义是力量，它来源于勇猛这个词。力量不是一种价值。当它被当成软弱的对立面的时候它就变成了一种价值。力量——不是个性的力量，那是社会压力的结果——是明澈的精髓。清晰地思考是没有成见和偏见的，也就是没有扭曲的观察。力量或勇猛不是一件可以培养的东西，像你培育一株植物或一个新品种一样。它不是一个结果，结果都是有原因的，当需要原因的时候，那就意味着一种软弱。软弱的结果是抵抗或屈服。明澈没有原因，它不是一个效果或结果，它是对思想及思想的全部活动的纯粹的观察。这种明澈就是力量。
If this is clearly understood, why have human beings projected values? Is it to give them guidance in their daily life? Is it to give them a purpose, for otherwise life becomes uncertain, vague, without direction? But the direction is set by the intellect or desire and so the very direction becomes a distortion.These distortions vary from man to man, and man clings to them in the restless ocean of confusion. One can observe the consequences of having values: they separate man from man and set one human being against another. Extended, this leads to misery, to violence and ultimately to war.
那么人类为什么会预设价值观呢？是要为每日的生活提供指引吗？是要给自己一种目标感吗，没有它生活仿佛就不确定、不明确、没有方向？但是方向是由理智和欲望设定的，所以恰恰是这种方向导致了扭曲。这种扭曲因人而异，人们在混乱的海洋中紧紧抓住它们。你可以观察持有价值观的后果：它们把人和人分开并使他们相互对立。进一步地，他将导致痛苦、暴力，最终导致战争。
Ideals are values. Ideals of any kind are a series of values, national, religious, collective, personal, and one can observe the consequences of these ideals as they are taking place in the world. When one sees the truth of this,the mind is freed of all values and for such a mind there is only clarity. A mind that clings to or desires an experience is pursuing the fallacy of value,and so becomes private, secretive and divisive.
理想就是价值观，任何理想都是一套价值观——民族的、宗教的、集体的或个人的，你可以看到这些理想的后果发生在这个世界上。当你看到这些真相时，你的心就会摒弃所有的价值观。这样一颗心只有明澈。一颗依附或渴求经验的心是在追寻价值观的幻觉，并因而变得私有、秘密和分裂。
As an educator, can you explain this to a student: to have no values whatsoever but to live with clarity which is not a value? This can be brought about when the educator himself has felt deeply the truth of this.If he has not, then it becomes merely a verbal explanation without any deep significance. This has to be conveyed not only to the older students but also to the very young. The older students are already heavily conditioned through the pressure of society and of parents with their values; or they themselves have projected their own goals which become their prison. With the very young what is most important is to help them to free themselves from psychological pressures and problems. Now the very young are being taught complicated intellectual problems; their studies are becoming more and more technical; they are given more and more abstract information; various forms of knowledge are being imposed on their brains, thus conditioning them right from childhood.
作为教育者，你能否向学生说明不抱持任何价值观的必要性，而是活在明澈之中，而那不是一种价值观？当教育者自身深刻地感受到它的真实的时候，这就是可能的。如果他没有感受到它，那么它就仅仅成了一种口头上的解释，没有任何深刻的意义。这一点不仅需要向年长的学生传达，也要向很年幼的学生传达。年长的学生已经被社会压力和父母的价值观严重地限制了，或者他们已经预设了自己的目标，那成了他们的监狱。对很年幼的学生来说，最重要的是帮助他们从心理上的压力和问题中解脱出来。很年幼的学生正在被灌输非常复杂的智力问题；他们的学习正在变得越来越机械；他们接收到越来越多的抽象信息；各种形式的知识被强加到他们的头脑中，这些从童年开始就限制了他们。
Whereas what we are concerned with is to help the very young to have no psychological problems, to be free of fear, anxiety, cruelty,to have care, generosity and affection. This is far more important than the imposition of knowledge on their young minds. This does not mean that the child should not learn to read, write and so on, but the emphasis is on psychological freedom instead of the acquisition of knowledge, though that is necessary. This freedom does not mean the child doing what he wants to do but helping him to understand the nature of his reactions, his desires.
我们关心的是帮助这些年幼的孩子们解除心理上的问题，从恐惧、焦虑、残酷中解脱出来，并拥有关怀、慷慨和友爱。这比往他们心里装填知识重要得多。这不意味着小孩不该去学习阅读、写作等等，而是更强调心理上的自由，而非知识的获得，尽管那也是必要的。这种自由并不意味着让小孩做他想做的事，而是帮他理解他的反应和欲望的本质。
This requires a great deal of insight on the part of the teacher. After all, you want the student to be a complete human being without any psychological problems; otherwise he will misuse any knowledge he is given. Our education is to live in the known and so be a slave to the past with all its traditions, memories, experiences. Our life is from the known to the known, so there is never freedom from the known. If one lives constantly in the known there is nothing new, nothing original, nothing uncontaminated by thought. Thought is the known. If our education is the constant accumulation of the known then our minds and hearts become mechanical without that immense vitality of the unknown. That which has continuity is knowledge, is everlastingly limited. And that which is limited must everlastingly create problems. The ending of the continuity - which is time - is the flowering of the timeless.
这需要教师具有相当的洞察力。毕竟，你想让学生成为一个完整的人，没有任何心理上的问题，否则他就会滥用任何学到的知识。我们的教育是生活在已知中，从而成了过去以及所有的传统、记忆、经验的奴隶。我们的生活总是从已知到已知，从来没有脱离已知的自由。如果一个人一直生活在已知当中，那么就没有什么东西是新鲜的、原始的、未被思想污染的。思想就是已知。如果我们的教育只是持续地积累已知，那么我们的理智和情感就会变得机械，而没有那属于未知的巨大活力。知识这种连续性的东西总是有限的，而有限的东西必定总是制造问题。连续性的终结，也就是时间的终结，就是永恒的绽放。
绿草园翻译工作室
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