教育就是要把心灵从“自我”的有限能量中解放出来
It seems that human beings have enormous amounts of energy. They have been to the moon, have climbed the highest peaks of the earth, they have had prodigious energy for wars, for the instruments of war, and great energy for technological development, to accumulate the vast knowledge that man has gathered, to work every day, energy to build the pyramids and to explore the atom. When one considers all this it is striking to realize the energy expended. This energy has gone into the investigation of external things, but man has given very little energy to enquiring into the whole psychological structure of himself. Energy is needed, both externally and inwardly, to act or to be totally silent.
人类似乎拥有巨大的能量。他们曾经到达月球，登上地球上最高的山峰；他们将惊人的能量用于战争和武器，用于发展技术；他们有巨大的能量去累积海量的知识，建造金字塔，探索原子，以及从事每日的工作。当你考虑所有这一切的时候，你会意识到这花费了多么惊人的能量。这些能量被用于研究外在的事物，但人类只用非常少的能量来探究自己的整个心理结构。我们需要能量，无论是外在还是内在——去行动，或者完全静默。
Action and non-action require great energy. We have used energy positively in wars, in writing books, in surgical operations, and to work beneath the seas. Non-action requires far more action than the so-called positive. Positive action is to control, to support, to escape. Non-action is the total attention of observation. In this observation that which is being observed undergoes a transformation. This silent observation demands not only physical energy but also a deep psychological energy. We are used to the former and this conditioning limits our energy. In a complete, silent observation, which is non-action, there is no expenditure of energy and so energy is limitless.
行动和无为都需要巨大的能量。我们将“积极的”能量用于战争、写作、外科手术及海下作业。无为需要比所谓积极的行动多得多的能量。积极的行动是控制、支持、逃避。无为是完全专注的观察，在观察中，那个被观察者会经历一个根本的转变。这个寂静的观察不仅需要身体的能量，而且需要一种深刻的心理能量。我们习惯于以前的东西，这个制约限制了我们的能量。在完全、寂静的观察，也就是无为中，不存在能量的消耗，因此能量是无限的。
Non-action is not the opposite of action. Going to work daily, year after year for so many years, which may be necessary as things are, does limit, but not working does not mean you will have boundless energy. The very slothfulness of the mind is a wastage of energy, as is the laziness of the body. Our education in any field narrows down this energy. Our way of life, which is a constant struggle to become or not to become, is the dissipation of energy.
无为不是行动的反面。年复一年的每日工作确实是一种限制，这在目前的情况下或许是必要的，但是不工作并不意味着你会拥有无限的能量。正是心灵的懈怠造成了能量的浪费，如同身体的懈怠一样。我们在每个领域的教育都在削弱这个能量。我们的生活方式，它是一种成为或不去成为的持续斗争，是能量的耗散。
Energy is timeless and is not to be measured. But our actions are measurable and so we bring down this limitless energy to the narrow circle of the me. And having confined it, we then search for the immeasurable. This searching is part of positive action and therefore a wastage of psychological energy. So there is a neverending movement within the archives of the me.
能量是超越时间和不可度量的，但我们的行为是可度量的，于是我们把这个无限的能量降低到狭隘的自我界限之内。我们限制了它，然后又去寻求那不可度量的，这种寻求是积极行动的一部分，因此是心理能量的一种浪费。于是在自我的仓库中有一种无休止的活动。
What we are concerned with in education is to free the mind of the me. As we have said on several occasions in these letters, it is our function to bring about a new generation free of this limited energy which is called the me. It must be repeated again that these schools exist to bring this about.
我们在教育中要做的就是把心灵从“自我”中解放出来。如同我们在这些信中屡次提及的，我们的职责就是培养新一代人，他们没有 “自我”这种受限的能量。这些学校就是为了这个目的而存在的，这一点必须被再次重复。
In our previous letter we talked about the corruption of the mind. The root of this corruption is the me. The me is the image, the picture, the world that is passed from generation to generation, and one has to contend with this weight of tradition of the me. It is the fact - not the consequence of this fact or how the fact has come into being - which is fairly easy to explain; but to observe the fact with all its reactions, without motive which distorts the fact,is negative action. This then transforms the fact. It is important to understand this very deeply; not to act upon the fact but to observe what is.
在以前的一封信中，我们谈到过心灵的腐化。这种腐化的根源就是“自我”。“自我”就是代代相传的形象、画面、文字，你不得不和它的传统重负抗争。需要去观察的是这个事实，不是这个事实的后果，或者这个事实是怎么产生的。对后者给一个解释是相当容易的。但是毫不扭曲地去观察这个事实以及它所有的反应，就是否定的行动。它会改变事实。不是对事实采取行动，而是去观察事实本身，非常深入地理解这一点是重要的。
Every human being is wounded both psychologically and physically. It is comparatively easy to deal with the physical pain but the psychological pain remains hidden. The consequence of this psychological wound is to build a wall around oneself, to resist further pain and so become fearful or withdraw into isolation. The wound has been caused by the image of the me with its limited energy. Because it is limited it is hurt. That which is not measurable can never be damaged, can never be corrupted. Anything that is limited can be hurt but that which is whole is beyond the reach of thought.
每个人在身体上和心理上都受到过伤害。身体上的痛苦相对容易处理，心理上的痛苦则难以发现。心理伤害的后果是在自己周围建起一道墙，来抵抗进一步的痛苦，并因此变得担惊受怕或与世隔绝。这种伤害是由“自我”的形象以及它有限的能量引起的。因为它是有限的，所以会受伤。那不可度量的永远不会被损坏，永远不会腐化。任何有限的事物都可能受伤，而那整体的东西是思想无法触及的。
Can the educator help the student never to be psychologically wounded, not only while he is part of the school but throughout his life? If the educator sees the great damage that comes from this wound, then how will he educate the student? What will he actually do to see that the student is never hurt throughout his life? The student comes to the school already having been hurt. Probably he is unaware of this hurt.The teacher by observing his reactions, his fears and aggressiveness, will discover the damage that has been done. So he has two problems: to free the student from past damage and prevent future wounds.
教师能不能帮助学生永远不在心理上受伤，不仅是当他在学校里的时候，而且在他的整个生命中？如果教师看到了这种伤害造成的巨大破坏，那么他会如何去教育学生呢？他会实际做些什么来保证学生一生中永远不会受伤呢？学生来到学校的时候已经受过伤了，也许他没意识到这个伤害。教师通过观察学生的反应、他的恐惧和攻击性，将会发现已有的伤害。因此他有两件事情：使学生从过去的伤害中解脱，和防止将来的伤害。
Is this your concern? Or do you merely read this letter, understand it intellectually, which is no understanding at all, and so are not concerned with the student? But if you are concerned, as you should be, what will you do with this fact - that he is wounded and you must prevent at all costs any further hurts? How do you approach this problem? What is the state of your mind when you face this problem? It is also your problem, not only the student's. You are hurt and so is the student. So you are both concerned: it is not a one-sided problem; you are as much involved as the student. This involvement is the central factor which you must face, observe. Merely to have a desire to be free of your past wound and hope never to be hurt again is a wastage of energy. Complete attention, the observation of this fact will not only tell the story of the wound itself, but this very attention dispels, wipes away the hurt.
这是你关心的问题吗？还是说你只是读了这封信，在理智上理解了它，那根本就不能叫做理解，因而也不会去关心学生？如果你关心的话——你应当这样，那么对于这个事实“他受伤了，而你必须不惜一切代价防止进一步的伤害”，你会做些什么呢？你如何处理这个问题？在你面对这个问题的时候，你的内心是什么状态？它也是你的问题，不仅是学生的。你是受伤的，学生也是，因此你两者都要关心，它不是单方面的问题，你和学生一样牵涉其中。这个牵涉是你需要面对和观察的核心要点。仅仅抱着一个“从过去的伤害中解脱”的愿望，并希望永远不再受伤，这是一种能量的浪费。全神贯注地观察这个事实，不但会告诉你这个伤害的故事，而且恰好是这个专注会驱散、扫除这个伤害。
So attention is this vast energy which can never be wounded or corrupted. Please do not accept what is said in these letters. Acceptance is the destruction of truth. Test it - not at some future date, but test it as you read this letter.When you test it, not casually but with all your heart and being, then you will discover for yourself the truth of the matter. And then only will you be able to help the student to wipe away the past and have a mind that is incapable of being hurt.
因此专注是一种巨大的能量，它永远也不会受伤或腐化。请不要接受这些信中所说的话，接受是对真理的破坏。检验它，不是在将来的某个日子，而是在你读这封信的时候检验它。如果你不是随随便便地，而是用你全部的内心和生命去检验它的话，你将亲自发现事情的真相。只有那时你才能帮助学生扫除过去，并拥有一颗不会受伤的心。
绿草园翻译工作室 |
发表于 2010-8-6 23:36
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