学校是学生的家
It is important that the teacher should feel secure both economically and psychologically in these schools. Some teachers may be willing to teach without much concern for their economic position; they may have come for the teachings and for psychological reasons, but every teacher should feel secure in the sense of being at home, cared for, without financial worries. If the teacher himself does not feel secure and therefore not free to give attention to the student and his security, he will not be able to be totally responsible. If the teacher is not in himself happy, his attention will be divided and he will be incapable of exercising his entire capacity.
在这些学校里，教师应当在经济上和心理上有安全感，这很重要。有些教师可能很乐意从事教育，而不太考虑经济待遇，他们可能是为了教育和精神上的原因而来的，但是每位教师都应当感觉到和在家里一样安全和被照顾，而没有财务上的忧虑。如果教师自身没有安全感，因而不能自由地去关心学生和他们的安全，那么他就不能完全地负起责任。如果教师不快乐，他的关注就会被分散，他就没有能力发挥全部的才能。
So it becomes important that we choose the right teachers, inviting each one to stay for some time at our schools to find out whether he or she can happily join in what is being done. This must be mutual. Then the teacher, being happy, secure, feeling that he is at home, can create in the student this quality of security, this feeling that the school is his home.
因此，选择合适的教师，邀请每个人在学校里待一段时间，看看他是否能够愉快地加入到我们的工作中，这是很重要的。这一定是相互的，教师感觉到快乐、安全、就像在家一样，就能在学生中产生这种安全感，这种在家的感觉。
Feeling at home implies, that there is no sense of fear, that he is protected physically, cared for and free? Protection, though the student may object to the idea of being protected, guarded, does not mean that he is held in a prison, confined and critically watched. Freedom obviously does not mean to do what one likes and it is equally obvious that one can never totally do what one likes. The attempt to do what one likes - so called individual freedom, which is to choose a course of action according to one's desire - has brought about social and economic confusion in the world. The reaction to this confusion is totalitarianism.
在家的感觉意味着没有恐惧，意味着学生在身体上受到保护和照顾，并且是自由的。虽然学生可能反对被保护和看管的想法，但是这并不意味着他被关在监狱里，受到限制和监视。很明显，自由不意味着做你喜欢的事情，同样明显的是，你绝不可能完全做自己喜欢的事情。企图做自己喜欢的事情，即所谓的个性自由，是根据你的愿望来选择行动，这已经给世界造成了社会的和经济的混乱。对这种混乱的回应就是极权主义。
Freedom is a very complex affair. One must approach it with utmost attention, for freedom is not the opposite of bondage or an escape from the circumstances in which one is caught. It is not from something, or avoidance of constraint. freedom has no opposite; it is of itself, per se. The very understanding of the nature of freedom is the awakening of intelligence. it is not an adjustment to what is, but the understanding of what is and so going beyond it. If the teacher does not understand the nature of freedom he will only impose his prejudices, his limitations, his conclusions on the student. Thus the student will naturally resist or accept through fear, becoming a conventional human being, whether timid or aggressive. It is only in the understanding of this freedom of living - not the idea of it or the verbal acceptance of it which becomes a slogan - that the mind is free to learn.
自由是一件非常复杂的事情。你必须带着极大的专注接近它，因为自由不是束缚的反面，不是逃离束缚你的环境。它不是来自于什么，或者避免某种约束。自由没有对立面，它就是它自己。对自由本质的理解正是智慧的觉醒，它不是对现状的调整，而是对现状的理解和超越。如果教师不理解自由的本质，他就只能把他的偏见、局限和结论强加给学生。出于恐惧，学生必然会对抗或接受，因而成为一个平庸的人——或胆怯或好斗。只有在对自由生活的理解中——不是对它的想法或口头赞同，那就成了口号——心才能自由地学习。
A school, after all, is a place where the student is basically happy, not bullied, not frightened by examinations, not compelled to act according to a pattern, a system. It is a place where the art of learning is being taught. If the student is not happy he is incapable of learning this art.
学校毕竟是学生获得快乐的地方，而不是受欺负，受考试恐吓，被一套模式、制度强迫着去行动的地方。它是一个传授学习的艺术的地方。如果学生不快乐，他就不能学习这门艺术。
Memorizing, recording information, is considered learning. This brings about a mind that is limited and therefore heavily conditioned. The art of learning is to give the right place to information, to act skilfully according to what is learned, but at the same time not to be psychologically bound by the limitations of knowledge and the images or symbols that thought creates. Art implies putting everything in its right place, not according to some ideal. The understanding of the mechanism of ideals and conclusions is to learn the art of observation. A concept put together by thought, either in the future or according to the past, is an ideal - an idea projected or a remembrance.It is a shadow-play, making an abstraction of the actual. This abstraction is an avoidance of what is happening now. This escape from the fact is unhappiness.
记忆和记录知识被认为是学习，这造成了一颗有限并因而受到严重制约的心。学习的艺术是给知识以适当的位置，娴熟地运用学到的知识，而同时在心理上不被知识的局限和思想制造的形象、符号所限制。艺术意味着把每件事物放在适当的位置上，但不是根据某种理想。了解理想和结论的机制就是学习观察的艺术。思想面向将来或根据过去组织而成的观念就是理想，它是一个投射的想法，或者是一个记忆。它是一出皮影戏，是对事实进行的抽象。这个抽象是对现在发生着的事实的逃避，这个对事实的逃避就是痛苦。
Now can we as teachers help the student to be happy in the real sense? Can we help him to be concerned with what is actually going on? This is attention. The student watching a leaf fluttering in the sun is being attentive. To force him back to the book at that moment is to discourage attention; whereas to help him to watch that leaf fully makes him aware of the depth of attention in which there is no distraction. In the same way, because he has just seen what attention implies, he will be able to turn to the book or whatever is being taught. In this attention there is no compulsion, no conformity. It is the freedom in which there is total observation. Can the teacher himself have this quality of attention? Then only can he help another.
那么，作为教师，我们能不能帮助学生感受到真实的快乐？我们能不能帮助他参与正在实际发生的事情？这就是专注。观察一片在阳光下飞舞的叶子的学生是警觉的，在那个时刻强迫他回到书本是在妨碍专注，而帮助他全然观察那片叶子会使他意识到没有分心的深刻的专注。同样地，因为他已经了解专注意味着什么，他将会回到书本上或者无论什么正在讲授的东西上。在这种专注中没有强迫，也没有顺从。它就是自由，其中有完整的观察。教师自身能否拥有这种专注的品质？只有那样他才能帮助另一个人。
For the most part we struggle against distractions. There are no distractions. Suppose you daydream or your mind is wandering; that is what is actually taking place. Observe that. That observation is attention. So there is no distraction.
我们通常在与分心做斗争，但分心并不存在。假设你想入非非或者心神恍惚，那就是实际在发生的事情。观察它，那个观察就是专注，因此不存在分心。
Can this be taught to the students, can this art be learned? You are totally responsible for the student; you must create this atmosphere of learning, a seriousness in which there is a sense of freedom and happiness.
能把这些教给学生吗？这门艺术能够被学习吗？你对学生负有完全的责任，你需要创造这种学习的氛围，一种真诚的气氛，其中有自由和快乐。
绿草园翻译工作室 |
发表于 2010-8-6 12:21
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