"So can my mind refuse to use time and deny time as a means to mutation? Do you see the beauty of it? Then what takes place?
The thing which I want changed has been put together through time, it is the result of time, and I deny time. Therefore I deny the whole thing and therefore mutation has taken place. I do not know if you see this. It is not a verbal trick.
Have you understood it? If I deny my conditioning as a Hindu, which is the result of time, and I deny time, I deny the whole thing. I am out of it. If I deny ritual - the Christian, Hindu or Buddhist - deny it because it is the product of time, I am out. I do not have to ask how to bring about mutation. The thing itself is the result of time and I deny time - it is finished."
"A mind that functions in time is still a limited mind. But a mind which does not function in time is extraordinarily alert"
"You have to understand the quality of a mind in which mutation has taken place. It has taken place the moment you deny time. You have thrown the whole past out. You are no longer a Hindu, a Christian."
(J. Krishnamurti, "On education", pages 82 and 83)
"Time" is not an abstract concept in physics. Here he is using the term as something very concrete: our conditioning. And that conditioning determines the way we live the present and project the future.
And what is to "deny"? To deny is to be fully aware of that conditioning, without judging it. Are we fully aware, without judging, of the whole field of our conditioning? Are we totally aware/realize that the way our brain works is in this field of time, which is just conditioning moving from past to present to future? Are we fully aware/realize that when we live/see something is with the past, which is completely conditioned?
And to be completely aware of it, is to be out of it, to "deny" it, because this awareness is not conditioned.
And until we see this, we cannot "be in the present".... by just an act of will.....
This is how I took it to mean today, but maybe some other people see it in another way......
Saturday, 30 April 2011
Friday, 8 April 2011
Unhappiness
I was in my office today and it was the turn for a middle age woman. She told me she had fainted three times today after vomiting. I asked her if in general she was eating well, sleeping well. She told me yes. She was of arab origin, nice facial features, but there was unhappiness painted in her eyes and the edges of her mouth. I asked her if she was content with her life. Then she said no with her head and started sobbing.
And an idea flashed in my mind. This happiness/unhappiness existed in the world of emotions. But in the "world of awareness", unhappiness did not exist (or happiness for that matter)......
And an idea flashed in my mind. This happiness/unhappiness existed in the world of emotions. But in the "world of awareness", unhappiness did not exist (or happiness for that matter)......
Tuesday, 5 April 2011
Education XVIII: Where do speak, act FROM?
We were reading/studying Krishnamurti´s text "On Education", and on page 71, he says:
" Because you are free and understand freedom, you will be punctual in your class and from freedom you will talk to the student and not from an idea. To talk from an idea, a formula, a concept is one thing, but to talk from an actual fact which you have seen - that the student must be free and therefore orderly - is totally different. When you as a teacher are free and orderly you are already communicating it, not only verbally but non-verbally and the student knows it immediately.
Once you see the fact that punishment and reward in any form are destructive, you never go back to them. By throwing them out, you yourself are disciplined and that discipline has come out of the freedom of examination. You communicate to the child the fact of that and not any idea. Then you have communicated to him not only verbally, but at a totally different level."
And a question came to my mind: Where are we speaking FROM?, Wherea are we acting FROM?
" Because you are free and understand freedom, you will be punctual in your class and from freedom you will talk to the student and not from an idea. To talk from an idea, a formula, a concept is one thing, but to talk from an actual fact which you have seen - that the student must be free and therefore orderly - is totally different. When you as a teacher are free and orderly you are already communicating it, not only verbally but non-verbally and the student knows it immediately.
Once you see the fact that punishment and reward in any form are destructive, you never go back to them. By throwing them out, you yourself are disciplined and that discipline has come out of the freedom of examination. You communicate to the child the fact of that and not any idea. Then you have communicated to him not only verbally, but at a totally different level."
And a question came to my mind: Where are we speaking FROM?, Wherea are we acting FROM?
Sunday, 3 April 2011
Awareness and existence
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