图片：位于加州欧亥（Ojai）的美国克里希那穆提静修中心
What are we being educated for? Is it to make the mind conform to the patterns set by previous generations, or is it to understand and go beyond the whole structure of our disordered life both outwardly and inwardly? Is it merely to acquire knowledge or is it to free ourselves from disorder and so bring about a new society?
我们受教育是为了什么？是为了让心灵符合前辈所设定的模式，还是去了解和超越我们整个内在和外在混乱的生活结构？是仅仅为了获取知识还是要让我们从混乱中脱身并带来一个新的社会？
Obviously if one gives serious thought to this, education is to bring about in the mind a total freedom so that it is capable not only of ordering its own life but also, in this very process, of bringing about a different social structure. This is action which [is not that of] the mind that is committed to a particular course of action or a particular belief, ideal or action influenced by the environment.
如果我们认真地思考这个问题，很明显，教育是要带给心灵彻底的自由，这样它不只能够让自己的生活秩序化，而且正是在这个过程里，也将带来一个不同的社会结构。这种行动不是来自一个固守于某些特殊的行为或某种特殊信仰、理想的心灵，也不是受环境影响而产生的行动。
We are concerned with education and how to bring about order without compulsion. Where there is compulsion in any form, subtle or obvious, there is not only conformity, imitation, but also fear is bred. Our problem in these schools is how to educate without any form of authority and compulsion. Knowing how authority comes into being and the effects of compulsion, how is a disordered mind to free itself from its confusion naturally, without effort?
我们关心的是教育以及如何带来秩序而没有强迫。哪里有任何形式的强迫，明显的或隐晦的，哪里就有服从和模仿，而且还将滋生恐惧。在这些学校里，我们的问题是如何去教育而没有任何形式的权威和强迫。了解了权威是如何产生的以及强迫的种种影响，那么一个混乱的心灵如何才能无须努力，自然而然地从它自身的混乱里解脱出来呢？
The students come from disordered families and society. They themselves are confused, uncertain. They react from their conditioning. Their revolt, which they call freedom, is the response of their confusion. So that is the state of the students. They want security, affection; this cannot be if there is compulsion. In their anxious revolt they reject not only the word discipline with its authority but also any form of coercion. The more sensitive they are, the stronger are their reactions, and their revolt is unfortunately expressed in many superficial ways.
学生们来自于混乱的家庭和社会，他们自身是困惑的、不自信的。他们从他们的局限出发来做出反应。他们的反叛，他们叫那自由，其实是他们困惑的回应。这就是学生们的状态。他们想要安全、友爱；而有了强迫这些就不会存在。在他们焦虑的反叛里，他们拒绝的不只是带有权威感的纪律这个词，还有任何形式的强迫。他们越是敏感，他们的反应就越激烈，不幸的是，他们的反叛在以很多肤浅的方式表现着。
Education is not the right word, but we have to use it to convey a meaning that implies the real cultivation of the human mind in all its relationships and activities. The cultivation of the mind and the heart is our responsibility.
“教育”不是一个恰当的词，但我们不得不使用它来表达这样一个意思，那就是在所有的关系与行为中对人类心灵的真正培育。对于头脑和心灵的这种培育是我们的责任。
The Whole Movement of Life is Learning, ‘Compulsion’
《教育就是解放心灵》之“强迫”
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