What is the function of a good teacher?
Price: £14.00 / €17.27 (Including VAT at 20%)
Seven Discussions with Teachers at Rishi Valley, India,1978Aproximate Duration: 10 hours 55 minutesAudio Format:
--------------------------------------------------------Seven Discussions with Teachers
--------------------------------------------------------1. Is there a way of living not based on thought?
28 November 1978
- As educators, we are responsible for the future generation.
- Are we learning about relationship with each other, the students and all our contacts whether intellectual, emotional, sentimental or romantic?
- Why do we have opinions at all?
- What will the brain do to uncondition itself?
- How do I know I am conditioned?
- Where there is a desire there must be illusion.
- Thought is the source of all illusion.
- I want to find out a way of living in daily life which is correct and accurate.
- As an educator, my responsibility is that students must have knowledge and yet realise that knowledge is very limited.
- Any action in relationship based on knowledge is destructive.Duration:
100 minutes2. Learning the art of attention
2 December 1978
- Will greater capacity come as a result of comparison?
- When I use learning for the acquisition of status, I am comparing.
- Our educational system and social structure are based on comparison. If you teach students not to compare you revolutionise the whole system.
- I refuse to separate the educator from the human being.
- What is an educator?
- Can you look at yourself without measurement?
- Are we concerned to help the student and therefore ourselves to understand the enormously complex factors of existence?
- How will you help students to be attentive?
- Why do you listen to me?Duration:
110 minutes3. How will you, as educators, help the student to listen?
3 December 1978
- How is an educator to help the students give total attention?
- Thought itself is a distraction.
- What is the capacity to learn?
- How will you listen to the statement, which may be false or true, that education is the study of the whole nature and structure of human existence?
- What is your common interest?
- What is your relationship to your students?
- How do we, as a group of teachers, feel responsible for the students and the whole of this place?Duration:
95 minutes4. What will bring about total relationship in our life?
9 December 1978
- In listening there is a learning which is an absolute fact. Learning implies the discovery of the fact. Action is then from the fact, not from my opinion or knowledge.
- What is the truth under the clamour and extraordinary struggle of relationship?
- There is insight into something when the mind is uncluttered.
- Discrimination exists only when the false is opposed to the truth. Insight has no discriminative or divisive quality.
- Do you as an educator actually see the fact that you and the student are in the same boat?
- When I use the word ‘relationship’, that very word implies division.
- The question, ‘What is my relationship to myself?’ is a divisive question, a wrong question; therefore I can never find the right answer.Duration:
80 minutes5. What is our responsibility as educators and human beings?
10 December 1978
- What do we mean by responsibility?
- I want to know myself. What is involved in that?
- Why do human beings live in concepts, conclusions and ideals?
- When you tell me I am the world, I listen to it without any conclusion, concept or idea, so that it enters me like a seed. If you don’t listen that way, you will make a concept of it.
- Why does the brain record?
- There is no recording when the mind is not concerned with pleasure or fear, reward or punishment. There is no centre as the experiencer.
- My responsibility is that neither the student nor I functions from a centre, so I am going to find out a way of teaching this.
- Total responsibility implies a quality of great affection.Duration:
85 minutes6. How can we bring about human beings who are flowering deeply?
16 December 1978
- Why has a school of this kind not brought about, during these forty years, a few human beings who are not mediocre and are flowering deeply?
- Is it possible to stop all competition here?
- Do we know what love is?
- When I say, ‘I don’t know,’ I mean I do not know. I am not waiting for an answer nor expecting to find one by looking through memory. Then I can approach the question afresh.
- The very quality of not-knowing is wholeness.
- The fact is that people are not equal. How shall I deal with this inequality with out any sense of the few and the many?Duration:
100 minutes7. How will you bring about a group of people who are helping each other to uncondition themselves?
17 December 1978
- We want to bring about a group of students who are not mediocre, who are not oriented to a career, marriage and the establishment.
- The very breaking away from the whole is the individual, a fragment assuming all-importance.
- There is a constant battle between the fragment and the whole, the individual and the collective.
- Do you see the truth that you are the whole of mankind?
- Thought itself is a fragment.
- You and the students are conditioned socially, economically and religiously. How will you then bring about a group of people who are helping each other to un-condition themselves?
- Are we strong enough, vital enough, to create this kind of school?
- Teaching is the greatest profession in the world.Duration: