Sue

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. 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.

作为一个教育者，你能不能把这些解释给学生听：不要抱持任何价值观，而是清澈地生活，清澈不是一种价值。只有教育者自己深刻地领会了这个事实，才能实现这一点。如果他没有理解，那么这种解释就会变成一个字面表达，没有任何深刻的意义。这个事实不止要传达给稍年长的学生，也要传达给年纪很小的学生。高年级的学生已经被抱持着价值观的社会和家长深深地影响了；可能他们自己已经投射了目标，这些目标变成了他们的牢笼。对于很年轻的学生，最重要的是帮助他们从心理压力和问题中把自己释放出来。现在，小学生们都被教授复杂的智力问题，他们的学习变得越来越机械；他们被灌输越来越多的抽象信息；不同形式的知识正被强加在他们的脑子里，从童年起就开始局限他们。然而我们关心的是帮助这些孩子免除所有心理问题，从恐惧，焦虑，残忍中解脱，有爱，宽容和慈悲。这比往他们脑子里灌输知识重要多了。这不是说孩子们就不用学习阅读，书写等等了，而是重点应该放在心理自由上而不是获取知识上，尽管获取知识是必要的。这自由不是孩子们可以为所欲为，而是，帮助他们理解自己反应和欲望的本质。

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.

这需要教育者具有很强的洞察力。毕竟，你想要学生成为一个完整的人，没有任何心理问题；否则，他会滥用他所获得的知识。我们现在的教育是活在已知里，所以从来没有从已知中解脱。如果你一直生活在已知里，就没有什么东西是新鲜的，独创的，不被思想污染的。思想就是已知。如果我们的教育只是不断积累知识，那么我们的头脑和心灵就会变得机械，就失去了来自未知的无限生命力。有连续性的知识，永远都是有限的。这种连续性的终结，也就是时间的终结，就是永恒的盛放。

出处：LETTERS TO SCHOOLS VOLUME ONE   1ST OCTOBER, 1979

Sue

K: Sir, from this arises, can one educate a student to live a life of non comparison - bigger car, lesser car, you follow?
克：先生，从这里提出一个问题，一个人能不能教育学生过一种没有比较的生活----大一些的车，小一点的车，你明白吗？
     A: Yes.
安：是的。
     K: Dull, you are clever, I am not clever. What happens if I don't compare at all? Will I become dull?
克：愚笨，你聪明，我不聪明。如果我根本不比较那会发生什么？我还会变笨吗？
     A: On the contrary.
安：正相反。
     K: I'm only dull, I know I'm dull only through comparison. If I don't compare, I don't know what I am. Then I begin from there.
克：只有通过比较我才会变笨，我才知道自己笨。如果我不比较，我就不知道我是怎样的。然后我就从那里开始。
     A: Yes, yes. The world becomes infinitely accessible.
安：是的，是的。整个世界就变得无限可及。
     K: Oh, then the whole thing becomes extraordinarily different. There is no competition, there is no anxiety, there is no conflict with each other.
克：哦，然后整件事就变得格外不同。没有竞争，没有焦虑，没有彼此间的冲突。
     A: This is why you use the word total often, isn't it.
安：这就是为什么你经常用完整这个词，对不对。
K: Yes.
克：是的。

出处：SAN DIEGO, CALIFORNIA 20TH FEBRUARY 1974 5TH CONVERSATION WITH DR. ALLAN W. ANDERSON 'ORDER'

Sue

K: Yes, but one has to find out what is the relationship of the teacher to the student.
克：是的，但是你得先去发现老师和学生之间的关系是什么。
     A: Yes, yes. I quite see that.
安：是的，是的。我很清楚这点。
     K: What is the relationship? Is he merely an informer, giving information to the child? Any machine can do that.
克：那关系是什么？他只是个教导者，给孩子知识吗？机器都能做到这点。
     A: Oh yes, the library is filled with it.
安：哦是的，图书馆里到处都是（知识）。
     K: Any machine can do that. Or what is his relationship? Does he put himself on a pedestal, up there and his student down there. Or is the relationship between the teacher and the student, is it a relationship in which there is learning on the part of the teacher as well as the student. Learning.
克：机器都能做到这点。那么他的关系是什么？是不是就是他把自己搁讲台上，他在上边，学生在下边？还是老师和学生之间的关系，其中不只是学生在学习而且老师也在学习？学习。
     A: Yes.
安：是的。
     K: Not I have learned and I am going to teach you. Therefore in that there is a division between the teacher and the student. But when there is learning on the part of the teacher as well as on the part of the student there is no division. Both are learning.
克：不是我学到了，我要教给你。那么其中就有了师生之间的分离。但是当学生学习的同时老师也在学习的话，就没有这种分离。都在学习。
     A: Yes.
安：是的。
     K: And therefore that relationship brings about a companionship.
克：那么这种关系就带来了一种友谊。
     A: A sharing.
安：一种分享。
     K: A sharing.
克：一种分享。
     A: A sharing. Yes.
安：是的，一种分享。
     K: Taking a journey together. And therefore an infinite care on both sides. So it means how is the teacher to teach mathematics, or whatever it is, to the student and yet teach it in such a way that you awaken the intelligence in the child, not simply about mathematics.
克：一起踏上旅程。因而双方都有一种无限的关怀。所以就意味着，老师要如何向学生教授数学，或者别的科目，同时在这种教授的方式中，你在唤醒孩子身上的智慧，而不只是简单地教数学。
     A: No, no of course not. No. Yes.
安：不，当然不是。不。是的。
     K: And how do you bring this act of teaching in which there is order, because mathematic means order, the highest form of order is mathematics - now how will you convey to the student in teaching mathematics that there should be order in his life? Not order according to a blueprint. That's not order.
克：要怎样带来这样的教学行为，其中有秩序，因为数学本身就意味着秩序，最高形式的秩序是数学----那么你要怎样在教数学的过程中传达给学生们，他的生活也应该是有秩序的？不是根据蓝图的秩序。那不是秩序。

（出处同上）

Sue

K: When you feel responsible, feel responsible for education of your children, not only your's, children. Are you educating them to conform to a society, are you educating them to merely acquire a job? Are you educating them to the continuity of what has been? Are you educating them to live in abstractions, as we are doing now? So what is your responsibility as a father, mother, it doesn't matter who you are, responsible in education, for the education of a human being. That's one problem. What is your responsibility, if you feel responsible, for human growth, human culture, human goodness? What's your responsibility to the earth, do you follow? It is a tremendous thing to feel responsible. ...And also, you see, with responsibility goes love, care, attention.
克：如果你感觉有责任，对你的孩子的教育有责任，不只是你的孩子，所有孩子。你是教育他们去遵从社会吗，教育他们仅仅是为了找到一份工作？或者教育他们继续现存的一切？你是教育他们活在抽象的概念里面吗，像我们一样？所以，作为一个父亲，一个母亲，不管你是谁，你的责任是什么，在教育中负责，对一个人类的教育负责。这是同一个问题。如果你觉得要对人类的发展，人类的文化，人类的良善负责，那么你的责任是什么？你对地球的责任是什么？你明白吗？感觉到有责任是极其了不起的一件事。...而且，你看，伴随着责任感，就有了爱，关怀，关注。

（出处同上）

Sue

K: Take, if one has this total feeling of responsibility then what is your responsibility with regard to your children? It means education. Are you educating them to bring about a mind that conforms to the pattern which the society has established, which means you accept the immorality of the society that is. If you feel totally responsible you are responsible from the moment its born until the moment it dies. The right kind of education, not the education of making the child conform, the worship of success and the division of nationalities which brings about war. You follow, all that you are responsible for, not just in a particular direction. Even if you are in a particular direction, I'm responsible for my act, what is your action based on? How can you be responsible, when you, your action is the result of a formula that has been handed down to you?
克：举个例子，如果你有这种完全的责任感，那么你对你的孩子的责任是什么？那意味着教育。你对他们的教育，是不是为了造就他们遵从现有社会模式的心智，也就意味着你接受了现有社会的不道德。如果你感觉到要完全负责任，你就会从他出生的那一刻到他死亡的那一刻都负责到底。正确的教育，不是让孩子遵从的教育，不是让孩子崇拜成功的教育，不是带来战争的民族分别的教育。你明白吗，所有这些你都得负责，不是只负责某个特定的方面。即使你处于某个特定的方向，我对我的行为负责，而你的行为是以什么为基础的？当你，你的行为只是你因循传承下来的模式的产物，你怎么可能是负责任的？

出处：SAN DIEGO, CALIFORNIA 19TH FEBRUARY 1974 4TH CONVERSATION WITH DR. ALLAN W. ANDERSON 'RESPONSIBILITY AND RELATIONSHIP'