 One wonders if the educator, who is responsible for a new generation, understands non-verbally what a mischievous thing the self is, how corrupting, distorting, how dangerous it is in our lives. He may not know how to be free of it; he may not even be aware it is there; but once he sees the nature of the movement of the self, can he or she convey its subtleties to the student? Isn't it the teacher's responsibility to do this? Insight into the working of the self is of greater importance than academic learning. Knowledge can be used by the self for its own expansion, its aggressiveness, its innate cruelty. 我在想，教育者，对下一代负有责任的人，是否真正理解，而不仅是口头上理解，自我是一个多么有害的东西，它对我们的生活是多么的败坏、扭曲和危险。他也许不知道如何摆脱它，甚至也许意识不到它的存在，但是一旦看到了自我运作的本质，他能否向学生描述它的微妙？这难道不是教师的责任吗？深入洞察自我的运作远比学业更为重要。知识也可以被自我用于它的扩张、侵略和固有的残忍。 Selfishness is the essential problem of our life. Conforming and imitation are part of the self, as are competition and the ruthlessness of talent. If the educator in these schools takes this problem to his heart seriously, which I hope he does, then how will he help the student to be selfless? You might say it is a 'gift of strange gods', or brush it aside as being impossible; but if you are serious, as one must be, and are totally responsible for the student, how will you set about freeing the mind from this age-old, binding energy, this self which has caused so much sorrow? 自私是我们生活的根本问题。顺应和模仿是自我的一部分，竞争和才能带来的冷酷无情也是。在这些学校里，如果教师把这个问题认真地放在心里——我希望如此——那么他会如何帮助学生变得无私呢？你或许会说它是碰运气的事，或者认为那是不可能的而置之不理。但是如果你是严肃的，而一个人应该如此，并对学生完全地负责，你会如何开始让心灵从这个古老的、制约的能量，这个导致了那么多苦难的自我中解脱出来呢？ Wouldn't you, with great care, which implies affection, explain in simple words what the consequences are when the student speaks in anger, or when he hits somebody, or when he is thinking of his own importance? Is it not possible to explain to him that when he insists, 'This is mine', or boasts, 'I did it', or when he avoids a certain action through fear, he is building a wall, brick by brick, around himself? Is it not possible when his desires, his sensations overpower his rational thinking, to point out that the shadow of self is growing? Is it not possible to say to him that where the self is, in any guise, there is no love? 在学生带着怒气说话的时候，在他打人的时候，在他考虑自己的重要性的时候，你会不会带着巨大的关怀，那意味着慈爱，用简单的话语解释那样做的后果？当他坚持“这是我的”，或炫耀“那是我做的”，或由于恐惧而逃避某个行动时，向他解释他正在一点点地在自己周围建造一堵墙，难道不是可能的吗？当他的欲望，他的激情压倒了他的理性，指出自我的阴影正在扩大，难道不是可能的吗？告诉他，无论如何伪装，有自我的地方就没有爱，难道不是可能的吗？ But the student might ask the educator, 'Have you realized all this or are you just playing with words?' That very question might awaken your own intelligence, and that very intelligence will give you the right feeling and the right words to answer. 但是学生可能会问教师，“你领悟所有这些了吗，还是你只是在玩弄文字？” 可能恰恰是这个问题唤醒了你自己的智慧，而那个智慧会给你准确的感觉和语言做出回答。 As an educator you have no status; you are a human being with all the problems of life, like a student. The moment you speak from status, you are actually destroying human relationship. Status implies power, and when you are seeking this, consciously or unconsciously, you enter a world of cruelty. You have a great responsibility, my friend, and if you take this total responsibility, which is love, then the roots of the self are gone. 作为一个教师，你没有特别的地位。你是一个人，带着所有生活的问题，和学生一样。一旦你出于地位来说话，你就在破坏人与人的关系。地位意味着权力，当你有意或无意地寻求它的时候，你就进入了一个残酷的世界。你拥有巨大的责任，我的朋友，如果你承担这完全的责任，也就是爱，那么自我的根基就消失了。 This is not said as an encouragement or to make you feel that you must do this, but as we are all human beings, representing the whole of mankind, we are totally and wholly responsible, whether we choose to be or not. You may try to evade it, but that very movement is the action of the self. Clarity of perception is freedom from the self. 这样说不是在鼓励你，或者让你觉得你必须这么做，但是因为我们都是人，代表着全体人类，我们负有完全的责任，无论我们是否这样选择。你可以试图回避它，但那个活动恰恰是自我的行为。清晰的感知就是从自我的解脱。 The Whole Movement of Life is Learning, 'Status' 《教育就是解放心灵》之“地位” |
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