给学校的信，1982年12月1日 - 柔弱
没有了自我的中心，就会有非同寻常的力量和美It appears that very few teachers are aware of their great responsibility, not only to the parents, but also in their relationship to the students. What is this relationship? How does one regard this relationship? Is it communication of information? Is it the verbal statement of certain facts, and is the relationship superficial, casual and passing? Is the teacher an example? Am I as a teacher an influence? If I am an example that some of my students should follow, then I become a tyrant; then discipline becomes conformity. They imitate me, my ways, my gestures and so on. But I do not want them to follow me, to influence them. I want them to understand how all of us are influenced, moulded to conform to a pattern. My perception, my intention is to help my students to be free of every kind of influence, good or bad, so that they see for themselves what is right action. Not to be told what is right action but to have the capacity and drive to see the false and the true. That is, my concern is primarily to cultivate their intelligence so that they can meet life with all its complexities intelligently. I see this not as a goal but as an immediate reality. I know they are influenced by their parents, by their fellow students and by the world around them. Young people are easily influenced. They may rebel against it but consciously or unconsciously there is pressure and the strain of this pressure. So I ask my self as a teacher, and as a human being, in what manner can I bring about the character and energy of that intelligence?
似乎很少有教师能意识到，他们对家长，以及他们与学生之间的关系负有巨大的责任。什么是教师和学生的关系？你怎么看待这种关系？它是信息的流通吗？它是对某些事实的语言陈述吗？这种关系是肤浅、随意和暂时的吗？教师是一个榜样吗？我作为一个教师是一种对别人的影响吗？如果我是一个被学生追随的榜样，那么我就成了一个暴君，那么纪律就变成了遵从。他们模仿我，模仿我的习惯、姿势等等。但是我不想让他们追随我或受我的影响。我希望他们理解我们所有人是如何被影响，如何被塑造去遵循一个模式的。我的看法和目的是，帮助我的学生从每一种好的或坏的影响中解脱，使他们自己看到什么是正确的行动，不是被别人告知什么是正确的行动，而是拥有看清虚假和真实的能力和动力。也就是说，我主要关心的是启发他们的智慧，以使他们能够理性地面对生活和它所有的复杂性。我不是将它看作一个目标，而是眼前的事。我知道他们正受到父母、同学和周围世界的影响，年轻人很容易被影响。他们或许会反抗它，但是压力及其导致的紧张总是存在——无论他们能否意识到。因此我问自己，作为一个教师，作为一个人，我能以什么方式带来智慧的品质和能力。
I begin to see that I must be both introvert and extrovert, in the world of action, and inwardly not be self-centred but turn my eyes and my hearing to the subtleties of life. That is, I must be able to protect and at the same time cultivate generosity, be both the receiver and the giver. I feel all this if I am a really dedicated teacher in the true sense of that word. To me it is not a profession; it is something that has to be done. So I become very much more aware of the world, what is happening there, and inwardly comprehend the necessity to go beyond and above self-centred interest. I see this as a whole movement, the outward and the inner, indivisible like the waters of the sea that come in and go out. Now my question is: how am I to help the student to be aware of this?
我开始看到，在这个行动的世界上，以及在我的内心里，我必须是一个既内向又外向的人，不再自我中心，而是将眼睛和耳朵转向生活的微妙性。也就是说，我必须能够同时保持和培养慷慨，既是接受者也是给予者。如果我是一个真正意义上的教师，能够全然地投入，我就会感觉到这一切。对我来说，它不是一个职业，它是必须要做的事情。因而我变得对这个世界、对那里正在发生的事情更有意识，并从内心理解超越自我中心的必要性。我看到这是一个整体的运动，外在和内在不可分割，就像海水的涨落一样。现在，我要如何帮助学生意识到这一点呢?
Sensitivity implies being vulnerable. One is sensitive to one's reactions, to one's hurts, one's beleaguered existence: that is, one is sensitive about oneself and in this vulnerable state there is really self-interest and therefore the capability of being hurt, of becoming neurotic. It is a form of resistance which is essentially concentrated on the self. The strength of vulnerability is not self-centred. It is like the young spring leaf that can withstand strong winds and flourish. This vulnerability is incapable of being hurt, whatever the circumstances. Vul- nerability is without centre as the self. It has an extraordinary strength, vitality and beauty.
敏感意味着柔弱。你对自己的反应、伤痛和困窘的生活敏感，也就是说，你对你自己敏感，这种柔弱的状态中存在着自我利益，因而也存在着受伤或变得神经质的可能。它是一种抵抗，本质上仍是自我关注。而柔弱的力量不是自我中心的，它就像狂风中舞动的嫩叶，这种柔弱无论在什么环境下都不会受伤。柔弱没有自我中心，它具有一种非同寻常的力量、活力和美。
As a human being, in myself and as a teacher, I see all this as clearly as possible, but as a teacher I am not all this. I am studying this, learning. As a teacher I am in relationship with my students and in that relation I am learning. In what manner am I to convey all this to my students who are conditioned, thoughtless, full of play, mischievous as normal children are? I teach subjects and am wondering if I can convey all this through mathematics, biology, physics. Or are they apart, something to be memorized? I see the other as not the cultivation of memory, so I have this problem: on the one hand the cultivation of memory in history and so on to pass examinations and ultimately for an occupation, and on the other I have a glimmer that intelligence is not mechanical, is not the cultivation of memory. This is my problem. I am asking myself if these two are separate? Or if intelligence, if it is awakened from the very beginning of one's life, can include memory and not be a slave to it? The greater includes the lesser. The universe contains the particular. But the particular cannot remain in its own narrow sphere.
从内心来说，作为一个人和一个教师，我会尽可能地看清所有这一切。但作为教师，我并不仅仅是这些。我正在研究、学习。作为教师，我处于和学生的关系之中，我在这种关系中学习。学生是受限的、粗心的、贪玩的、淘气的，和普通的孩子一样，我要通过什么方式把所有这些传达给他们？我在教授着各门课程，但我在想能否通过数学、生物、物理来传达这一切。还是说它们是某种不同的，需要被记住的东西？我看到，智慧不是来自于记忆的培养。因此我有个问题：一方面，我看到为了通过考试并最终获得一份职业，培养记忆是必要的；另一方面，我有一种模糊的感觉，智慧不是机械的，不是记忆的培养。这是我的问题。我在问自己，这两者是否是分离的，还是说，智慧——如果它在人生的初期就被唤醒的话——它能够包含记忆，而又不成为记忆的奴隶。大的包含着小的，宇宙包含着个别，但是个别只能待在自己狭窄的领域之内。
I am beginning to comprehend this important factor for I am a dedicated teacher who is using teaching as a steppingstone to something else. So I am wondering what to do with these children in front of me. They are not interested in all this. They are ready to bully each other, to compete with each other, are envious and so on. Now you who are the outsider, do you understand my problem? You have to because you are also a teacher in your own way at home, in the playing fields or in business. We are all teachers in some way or other, so don't just leave me with my problem. It is your problem too, so let us talk about it.
我正在开始理解这个重要的因素，因为我是一个投入的教师，正在将教学作为通向另一种东西的跳板。所以我想知道，我要对面前的这些孩子做些什么。他们对所有这些没有兴趣，他们相互欺负、竞争、嫉妒，等等。如果你不在学校里，你能理解我的问题吗？你必须理解，因为你也是一个教师，以你自己的方式——在家里，在运动场上，或在企业里。我们都是某种形式的教师，所以不要只把问题留给我。它也是你的问题，让我们来讨论它。
We both see, I hope, that we are in this predicament: that the primary and greatest importance is to bring about this intelligence in all children and in the students for whom we are responsible. Don't leave me alone to solve this problem, so let us talk about it. First of all I want you and me to understand the problem. Leave the children and the student alone for the moment. Do we see that the student must eventually have an occupation and so he must understand the world, the necessities of the world, its implicit disorder and its increasing destruction and decline? He has to face this world not as a specialized entity, which makes him incapable of meeting the world. All this implies the acquisition of knowledge and the careful discipline of knowledge. As long as the world is what it is, he has to act in a certain direction and he is occupied most of the time with that, perhaps eight or ten hours a day. Also he has to study and learn about the whole psychological world which has not been explored by anyone. Those who have explored somewhat tell what they have discovered: this becomes knowledge and the student merely follows. This is not an accurate exploration into oneself.
我希望我们都看到了，我们正处于这样的窘境中：最为主要和重要的是，要为所有的孩子，为我们对之负责的孩子带来这种智慧。不要把这个问题丢给我一个人来解决，让我们来讨论它。首先，我希望你和我能够理解这个问题。我们是否看到，学生最终必须要拥有一份职业，他也必须理解这个世界，这个世界的需要，它隐藏的混乱，它越来越严重的破坏和衰退？他不得不面对这个世界，但不是作为一个专业化的人——那使他没有能力面对它。所有这些意味着知识的获得和知识的精心训练。只要世界依旧如此，他就不得不朝某个方向行动，并在多数时间内被它占据，或许每天八个或十个小时。同样，他还必须研究和学习整个内心世界——它尚未被任何人充分地探索过。那些对它有某种程度探索的人说出了他们的发现，但是这又变成了知识，学生只是接受它，这不是对自己的正确探索方式。
So you and I have this issue. You may be casually interested but I as a teacher am really concerned. I too am conditioned; I am not quite vulnerable in the definition which has been given here. I have my family problems etc, but my dedication supercedes them all. What am I to do or not to do? Does it demand no action but to create with other teachers the atmosphere of intent? The intent is not a goal to be achieved sometime later. The intent is the everpresent activity in which time is not involved at all.
因此你和我都有这个问题。你可能是偶尔地感兴趣，但作为一个教师，我是很关心这些问题的。我也是受限的，我不是那么柔弱，在这里所说的意义上。我有我的家庭困难，等等，但是我的全心投入超过了所有这些问题。我该做什么或不做什么？这是否需要一种无为，但是要与其他教师一起创造那样一种意向的氛围？意向不是一个以后才会达到的目标。它是一直都存在的活动，在其中完全不涉及时间。
绿草园翻译工作室
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