Krishnamurti Retreats Worldwide weergeven op een grotere kaart

zondag 12 augustus 2012

A Dialogue part 11 of 11

Can any system make us intelligent? We may go through the grind of a system, acquire degrees, and so on; but will we then be education or merely the personification of a system? To seek reward, to want to be called an outstanding educator, is to crave recognition and praise; and while it is sometimes agreeable to be appreciated and encouraged, if one depends upon it for one's sustained interest, it becomes a drug of which one soon wearies. To expect appreciation and encouragement is quite immature. If anything new is to be created, there must be alertness and energy, not bickerings and wrangles. If one feels frutrated in one's work, then boredom and weariness generally follow. If one is not interested, one should obviously not go on teaching. But why is there so often a lack of vital interest among teachers? What causes one to feel frustrated? Frustration is not the result of being forced by circumstances to do this or that; it arises when we do not know for ourselves what it is that we really want to do. Being confused, we get pushed around, and finally land in something which has no appeal for us at all. If teaching is our true vocation, we may feel temporarily frustrated because we have not seen a way out of this present edcuational confusion; but the moment we see and understand the implications of the right kind of education, we shall have again all the necessary drive and enthusiasm. It is not a matter of will and resolution, but of perception and understanding. If teaching is one's vocation, and if one perceives the grave importance of the right kind of educator. There is no need to follow any method. The very fact of understanding that the right kind of education is indispensable if we are to achieve the freedom and integration of the individual brings about a fundamental change in oneself. If one becomes aware that there can be peace and happiness for man only through right education, then one will naturally give one's whole life and interest to it. One teaches because one wants the child to be rich inwardly, which will result in his giving right value to possessions. Without inner richness, worldly thing become extravagantly important, leading to various forms of destruction and misery. One teaches to encourage the student to find his true vocation, and to avoid those occupations that foster antagonism between man and man. One teaches to help the young towards self-knowledge, without which there can be no peace, no lasting happiness. One's teaching is not self-fulfilment, but self-abnegation. Without the right kind of teaching, illusion is taken for reality, and then the individual is ever in conflict with himself, and therefore there is conflict in his relationship with others, which is society. One teaches because one sees that self-knowledge alone, and not the dogmas and rituals of organized religion, can bring about a tranquil mind; and that creation, truth, God, comes into being only when the "me" and the "mine" are transcended. Education and the Signafication of Life

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