Choiceless Awareness (eBook)

A Selection of Passgaes from the teachings of J Krishnamurti

J Krishnamurti (Autor)

eBook Download: EPUB

2012 | 1. Auflage
145 Seiten
Krishnamurti Foundation America (Verlag)
978-1-934989-15-9 (ISBN)

Infos

The passages in this Study Book have been taken directly from KThe passages in this Study Book have been taken directly from Krishnamurti's talks and books from 1933 through 1967. The compilers began by reading all the passages from this period which contained the phrase choiceness awareness the theme of this book. This would not have been possible without the use of a searchable full-text database, the 'Krishnamurti Text Collection', produced by the Krishnamurti Foundation Trust, England.Over 600 passages were studied in all, and the aspects of choiceness awareness most frequently addressed by Krishnamurti were noted. These aspects thenformed the outline for the contents of this book.The material selected has not been altered from the way it was originally printed except for limited correction of spelling, punctuation, and missing words. The only other change to the text is the use of ellipses. Ellipses introducing a passage, or ending it, indicate that the passage begins or ends in mid-sentence. Ellipses in the course of a passage indicate words or sentences omitted.Krishnamurti spoke from such a large perspective that his entire vision was implied in any extended passage. If one wishes to see how a statement flows out of his whole discourse, one can find the full context from the references at the foot of each passage. These refer primarily to talks which have been published in The Collected Works of J. Krishnamurti. This seventeen-volumeset covers the entire period from which this Study Book has been drawn.A complete bibliography is included at the end of this book.Albion W. Patterson, Editorrishnamurti's talks and books from 1933 through 1967. The compilers began by reading all the passages from this period which contained the phrase choiceless awareness-the theme of this book. This would not have been possible without the use of a searchable fulltext database, the 'Krishnamurti Text Collection', produced by the Krishnamurti Foundation Trust, England. Over 600 passages were studied in all, and the aspects of choiceless awareness most frequently addressed by Krishnamurti were noted. These aspects then formed the outline for the contents of this book. The material selected has not been altered from the way it was originally printed except for limited correction of spelling, punctuation, and missing words. The only other change to the text is the use of ellipses. Ellipses introducing a passage, or ending it, indicate that the passage begins or ends in midsentence. Ellipses in the course of a passage indicate words or sentences omitted. Krishnamurti spoke from such a large perspective that his entire vision was implied in any extended passage. If one wishes to see how a statement flows out of his whole discourse, one can find the full context from the references at the foot of each passage. These refer primarily to talks which have been published in The Collected Works of J. Krishnamurti. This seventeenvolume set covers the entire period from which this Study Book has been drawn. A complete bibliography is included at the end of this book.

JIDDU KRISHNAMURTI (18951986) is regarded internationally as one of the great educators and philosophers of our time. Born in South India, he was educated in England, and traveled the world, giving public talks, holding dia logues, writing, and founding schools until the end of his life at the age of ninety. He claimed allegiance to no caste, nationality, or religion and was bound by no tradition. Time magazine named Krishnamurti, along with Mother Teresa, 'one of the five saints of the 20th century,' and the Dalai Lama calls Krishnamurti 'one of the greatest thinkers of the age.' His teachings are published in 75 books, 700 audiocas settes, and 1200 videocassettes. Thus far, over 4,000,000 copies of his books have been sold in over thirty languages. The rejection of all spiritual and psychological authority, including his own, is a fundamental theme. He said human beings have to free themselves of fear, conditioning, authority, and dogma through selfknowledge. He suggested that this will bring about order and real psychological change. Our violent, conflictridden world cannot be transformed into a life of goodness, love, and compassion by any political, social, or economic strategies. It can be transformed only through mutation in individuals brought about through their own observation without any guru or organized religion. Krishnamurti's stature as an original philosopher attracted traditional and also creative people from all walks of life. Heads of state, eminent scientists, prominent leaders of the United Nations and various religious organizations, psychiatrists and psychologists, and university professors all engaged in dialogue with Krishnamurti. Students, teachers, and millions of people from all walks of life read his books and came to hear him speak. He bridged science and reli gion without the use of jargon, so scientists and lay people alike could understand his discussions of time, thought, insight, and death. During his lifetime, Krishnamurti established foundations in the United States, India, England, Canada, and Spain. Their defined role is the preservation and dissemination of the teachings, but without any authority to interpret or deify the teachings or the person. Krishnamurti also founded schools in India, England, and the United States. He envisioned that education should emphasize the understanding of the whole human being, mind and heart, not the mere acquisition of academic and intellectual skills. Education must be for learning skills in the art of living, not only the technology to make a living. Krishnamurti said, 'Surely a school is a place where one learns about the totality, the wholeness of life. Academic excellence is absolutely necessary, but a school includes much more than that. It is a place where both the teacher and the taught explore, not only the outer world, the world of knowledge, but also their own thinking, their behavior.' He said of his work, 'There is no belief demanded or asked, there are no followers, there are no cults, there is no persuasion of any kind, in any direction, and therefore only then we can meet on the same platform, on the same ground, at the same level. Then we can together observe the extraor dinary phenomena of human existence.'

Textauszug

I.
An Overview

This journey I am proposing that we take together is not to the moon or even to the stars. The distance to the stars is much less than the distance within ourselves. The discovery of ourselves is endless, and it requires constant inquiry, a perception which is total, an awareness in which there is no choice. This journey is really an opening of the door to the individual in his relationship with the world.

Madras, 7th Public Talk, December 13, 1959 The Collected Works, Vol. XI, p. 243

A fundamental transformation of the mind…

Most of us must be aware that a fundamental change is necessary. We are confronted with so many problems, and there must be a different way—perhaps a totally different way—to approach all these problems. And it seems to me that, unless we understand the inward nature of this change, mere reformation, a revolution on the surface, will have very little signi?cance. What is necessary, surely, is not a super?cial change, not a temporary adjustment or conformity to a new pattern, but rather a fundamental transformation of the mind—a change that will be total, not just partial.

To understand this problem of change, it is necessary, ?rst of all, to understand the process of thinking and the nature of knowledge. Unless we go into this rather deeply, any change will have very little meaning, because merely to change on the surface is to perpetuate the very things we are trying to alter. All revolutions set out to change the relationship of man to man, to create a better society, a different way of living; but, through the gradual process of time, the very abuses which the revolution was supposed to remove recur in another way with a different group of people, and the same old process goes on. We start out to change, to bring about a classless society, only to ?nd that through time, through the pressure of circumstances, a different group becomes the new upper class. The revolution is never radical, fundamental.

So it seems to me that super?cial reformation or adjustment is meaningless when we are confronted with so many problems, and to bring about a lasting and signi?cant change, we must see what change implies. We do change super?cially under the pressure of circumstances: through propaganda, through necessity, or through the desire to conform to a particular pattern. I think one must be aware of this. A new invention, a political reformation, a war, a social revolution, a system of discipline—these things do change the mind of man, but only on the surface. And the man who earnestly wants to ?nd out what is implied in a fundamental change must surely inquire into the whole process of thinking, that is, into the nature of the mind and knowledge.

So, if I may, I would like to talk over with you what is the mind, the nature of knowledge, and what it means to know, because if we do not understand all that, I do not think there is any possibility of a new approach to our many problems, a new way of looking at life.

The lives of most us are pretty ugly, sordid, miserable, petty. Our existence is a series of con?icts, contradictions, a process of struggle, pain, ?eeting joy, momentary satisfaction. We are bound by so many adjustments, conformities, patterns, and there is never a moment of freedom, never a sense of complete being. There is always frustration because there is always the seeking to ful?l. We have no tranquillity of mind, but are always tortured by various demands. So to understand all these problems and go beyond them, it is surely necessary that we begin by understanding the nature of knowledge and the process of the mind.

Knowledge implies a sense of accumulation, does it not? Knowledge can be acquired and, because of its nature, knowledge is always partial, it is never complete; therefore all action springing from knowledge is also partial, incomplete. I think we must see that very clearly.

I hesitate to go on because, if we are to understand as we go along, we must commune with each other, and I am not sure there is any communion between us. Communion implies understanding, not only the signi?cance of the words, but also the meaning beyond the words, does it not? If your mind and the speaker’s mind are moving together in understanding, with sensitivity, then there is a possibility of real communion with each other. But if you are merely listening to ?nd out at the end of the talk what I mean by knowledge, then we are not in communion; you are merely waiting for a de?nition, and de?nitions, surely, are not the way of understanding.

So the question arises: What is understanding? What is the state of the mind that understands? When you say, ‘I understand’, what do you mean by it? Understanding is not mere intellection; it is not the outcome of argumentation; it has nothing to do with acceptance, denial, or conviction. On the contrary, acceptance, denial, and conviction prevent understanding. To understand, surely, there must be a state of attention in which there is no sense of comparison or condemnation, no waiting for a further development of the thing we are talking about, in order to agree or disagree. There is an abeyance or suspension of all opinion, of all sense of condemnation or comparison; you are just listening to ?nd out. Your approach is one of inquiry, which means that you don’t start from a conclusion; therefore you are in a state of attention, which is really listening.

Now, is it possible, in such a large crowd, to commune with each other? I would like to go into this problem of knowledge, however dif?cult, because if we can understand the problem of knowledge, then I think we shall be able to go beyond the mind; and in going beyond or transcending itself, the mind may be without limitation, that is, without effort, which places a limitation on consciousness. Unless we go beyond the mechanistic process of the mind, real creativeness is obviously impossible, and what is necessary, surely, is a mind that is creative, so that it is able to deal with all these multiplying problems. To understand what is knowledge and go beyond the partial, the limited, to experience that which is creative, requires not just a moment of perception but a continuous awareness, a continuous state of inquiry in which there is no conclusion—and this, after all, is intelligence.

So, if you are listening, not merely with your ears, but with a mind that really wishes to understand, a mind that has no authority, that does not start with a conclusion or a quotation, that has no desire to be proved right, but is aware of these innumerable problems and sees the necessity of solving them directly—if that is the state of your mind, then I think we can commune with each other. Otherwise you will merely be left with a lot of words.

As I was saying, all knowledge is partial, and any action born of knowledge is also partial and therefore contradictory. If you are at all aware of yourself, of your activities, of your motivations, of your thoughts and desires, you will know that you live in a state of self-contradiction: ‘I want’, and at the same time, ‘I do not want; this I must do, that I must not do’, and so on and so on. The mind is in a state of contradiction all the time. And the more acute the contradiction, the more confusion your action creates. That is, when there is a challenge which must be answered, which cannot be avoided or from which you cannot escape, then, your mind being in a state of contradiction, the tension of having to face that challenge forces an action; and such action produces further contradiction, further misery.

I do not know if it is clear to each one of us that we live in a state of contradiction. We talk about peace and prepare for war. We talk about non-violence and are fundamentally violent. We talk about being good and we are not. We talk about love, and we are full of ambition, competitiveness, ruthless ef?ciency. So there is contradiction. The action which springs from that contradiction only brings about frustration and further contradiction. Knowledge being incomplete, any action born of that knowledge is bound to be contradictory. Our problem then is to ?nd a source of action which is not partial—to discover it now, so as to create an immediate action which is total, and not say, ‘I will ?nd it through some system, at some future time.’

You see, sirs, all thought is partial; it can never be total. Thought is the response of memory, and memory is always partial because memory is the result of experience, so thought is the reaction of a mind which is conditioned by experience. All thinking, all experience, all knowledge is inevitably partial; therefore thought cannot solve the many problems that we have. You may try to reason logically, sanely about these many problems; but if you observe your own mind you will see that your thinking is conditioned by your circumstances, by the culture in which you were born, by the food you eat, by the climate you live in, by the newspapers you read, by the pressures and in?uences of your daily life. You are conditioned as a communist, or a socialist, as a Hindu, a Catholic, or what you will; you are conditioned to believe or not to believe. And because the mind is conditioned by its belief or non-belief, by its knowledge, by its experience, all thinking is partial. There is no thinking which is free.

So we must understand very clearly that our thinking is the response of memory, and memory is mechanistic. Knowledge is ever incomplete, and all thinking born of knowledge is limited, partial, never free. So there is no freedom of thought. But we can begin to discover a freedom which is not a process of thought and in which...

Produkt-Details

• Erscheint lt. Verlag: 8.8.2012
• Sprache: englisch
• Themenwelt: Geisteswissenschaften ► Philosophie ► Allgemeines / Lexika
• Themenwelt: Geisteswissenschaften ► Philosophie ► Östliche Philosophie
• Themenwelt: Geisteswissenschaften ► Philosophie ► Philosophie des Mittelalters
• Schlagworte: Analysis • clarity • Emotional Clarity • freedom • India • KFA • learning • Logic • Meaning • Mind • Philosophy • Self Help • Teach • Teachings • Thought • Truth
• ISBN-10: 1-934989-15-0 / 1934989150
• ISBN-13: 978-1-934989-15-9 / 9781934989159