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15 août 2013 4 15 /08 /août /2013 13:48

What is action and what is reaction?

When you see something beautiful, it must react; oherwise you are not alive, you are insentive. It is not you that react but seeing beauty has is own action.

But when you like what you see, you are capturing beauty into memory, you are continuing memory or memory is continuing.

When I say something to you and you don't like it, you do something in response to that which you don't like to accept.That is the main drive of our life, to like or dislike what somebody is saying. It is what we call acting, but is it true? Is it not that we have been brought up, conditionned to a particular pattern of life, and when that is questionned, we revolt, react according to our contionning, according to our habbits and that is reaction.

Can I see when the "I" (the me, my experiences, my conditionning, and so on) interfere in the reaction?

Can thought no interfere when I see?

Then a totally different kind of action take place.

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30 juin 2013 7 30 /06 /juin /2013 20:15

We are all so selfish. We are all spending most of the time thinking at ourselves.

We are facing every challenge from our past experience, either we have a negative experience and we face the new experience in trying to avoiding the past experience to come again or we have a positive experience and we propose this past experience to be a guideline, to be an example, the method and the solution to address the new one.

I don’t know if you have notice how eager we are to have a solution when we have a possible issue. We want to know what are the identified actions, which are usually defined from our past experience - either good to be followed or either bad to be avoided - to solve the possible coming issue. From these identified actions we choose the one which will maximize our capacity to avoid the issue. That is what we call responsibility: to take decision, the higher you are in term of responsibility the most important the decision is.

But we never look at the challenge, we are so afraid that we want to take a decision which will make us don’t look at the problem. That fear and our usage of the past limit our responsibility, create a separation between my experience and others experience which dictates our perimeter of action and we never look from a global, shared responsibility. This limited responsibility and fear creates this sense of guilt in not being able to success.

We are always separate, lonely in facing a challenge and this may be the cause of the struggle and the suffering that occurs when we act.

Could we have this quality of “together” facing a challenge? Never letting others influence us in wanting to split the responsibility between you and me. It is also an escape, not wanted to face the challenge.

This sense of guilt increases our fear and reduces and limit our concerns to ourselves. And the vicious circle is there. We are always thinking at ourselves. We never act from the whole.

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14 février 2013 4 14 /02 /février /2013 16:13

It is becoming more and more important in a world that is destructive and degenerative that there should be a place, an oasis, where one can learn a way of living that is whole, sane, and intelligent.

Education in the modern world has been concerned with the cultivation not of inteligence, but intellect, of memory and its skills. In this process little occurs beyond passsing information from the teacher to the taught, the leader to the follower, bringing about a superficial and mechanical way of life. In this there is little human relationship.

Surely a school is a place where one learns about the totality, the wholeness of life. Academic excellence is absolutly 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 own behaviour. From this they begin to discover their own conditioning and how it distorts their thinking.
This conditioning is the self to which such tremendous and cruel importance is given. Freedom from conditioning and its misery begins with this awareness. It is only in such freedom that true learning can take place. In this school it is the responsibility of the teacher to sustain with the student a careful exploration into the implications of conditioning and thus end it.


A school is a place where one learns the importance of knowledge and its limitations. It is a place where one learns to observe the world, not from any particular point of view or conclusion. One learns to look at the whole of man's endeavour, his search for beauty, his search for truth and for a way of living without conflict. Conflict is the very essence of violence. So far education has not been concerned with this, but in this school our intent is to understand actuality and its action without any preconceived ideals, theories, or beliefs which bring about a contradictory attitude towards existence.


The school is concerned with freedom and order. Freedom is not the expression of one’s own desire, choice or self-­interest. That inevitably leads to disorder. Freedom of choice is not freedom, though it may appear so; nor is order conformity or imitation. Order can only come with the insight that to choose is itself the denial of freedom.

 

In school one learns the importance of relationship which is not based on attachment and possession. It is here one can learn about the movement of thought, love and death, for all this is our life.

 

From the ancient of times, man has sought something beyond the materialistic world, something immeasurable, something sacred. It is the intent of this school to inquire into this possibility.


The whole movement of inquiry into knowledge, into oneself, into the possibility of something beyond knowledge, brings about naturally a psychological revolution, and from this comes inevitably a totally different order in human relationship, which is society.  The intelligent understanding of all this can bring about a pofound change in the consciousness of mankind.

-J. Krishnamurti
Ojai, 1984

First written by K in 1975, this text was distributed at K's request at the 1984 Ojai Talks under the title "The Intent of the Krishnamurti Schools"© 1981, Krishnamurti Foundation Trust.
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6 février 2013 3 06 /02 /février /2013 11:38

I met a men once who told me that I did not understand why Krishnamurti was so emphasysing in his talks the ending of thought. For him, it was very simple to end thought. Whenever he wanted to end thought he was going for a ride with his bicycle and there was no more thought.

A bit later, in the conversation, he told me that it was difficult in winter to go for a ride with his bicycle and so he started yoga instead.

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18 novembre 2012 7 18 /11 /novembre /2012 15:13

Life is a challenge. Whatever you do, you have to face the challenge of life, and you have to respond. Your response is the challenge; it is not separate from the challenge. This process of challenge and response is what we call an experience. From this experience, there is a residure which is memory. Memory is the result of experience. And thought is the response of memory. Thought is the active action of memory which arises as an automatic reaction when we meet challenge.


We seem to be caught in this overall process: challenge, reaction, experience, memory, and thought. We seem to only know this endless chain of causes and effects. As long as the response to a challenge is not whole, complete, final, there will always be a residue stored as memory. And this memory will then be active in our life. We don’t see that thought is limited, that thought cannot be whole, because thought is the process of memory which is already a partial residue from experience. And as we don’t see that thought is limited, we continue to respond to life with the only tool we know: the thought process. There is always an interval, between the challenge and the response. This interval, which implies time to respond, is thought, it is the process of memory which works by association to a previous challenge for finding out the response. So our response to a challenge is an old response, an already known answer that is automatically applied.


Our response is always old, from the past. But life is always new. Why don’t we approach a challenge not knowing how to respond? Is it because, we are disturbed if we don’t know how to answer? Is it because we are afraid of not knowing the answer, not being able to respond and being afraid we have made other experiences or our own experience into an authority?  Is it because our education is based only on learning the right method to approach a problem? We don’t see that the thought process of finding the answer is in itself fear because it introduces time, a separation, an interval between the challenge and the response. This interval is the method learned which is now responding automatically to the challenge. Why don’t we see that there is no method to respond to the challenge of life, the challenge of relationship which is in essence the challenge of life? Can we approach life with this quality of the brain which doesn’t know, which doesn’t apply a method, which is not moving? Not moving in the only way to the face the fact and facing the fact we are able to see it and from that observation, the right response, the right action may come.


Can’t we respond to the challenge of relationship, which is life, from the unknown and not from the known?

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1 novembre 2012 4 01 /11 /novembre /2012 17:22

This is an interesting text of Krishnamurti on technological habit with student at brockwood. I would like to share with you - Conversation with 4 students at Brockwood 9 June 1985

“K: You are learning to drive a car.
D: Yes.
K: And the instructor tells you how to hold the wheel, what are the pedals, all the rest of it, he
informs you. And then he tells you start slowly and you begin to learn how to drive a car. It
may take you three weeks, or a month, or a week and so on – right? There what have you
done? In that process what has been happening to your brain? Just look at it carefully
before... don’t answer. It has taken you three weeks or much longer to learn how to drive a
car.
A: I have acquired a skill.
K: You have acquired a skill, which means what?
D: Well, you have become used to...
K: Tell me slowly. You talk to me. You keep quiet.
A: I have become familiar with certain things.
K: Go on, tell me more.
C: It has become sort of automatic, sort of reflex because if you drive a car it is the same
things that come out every time that you do it.
K: So what has happened? You have learnt how to drive a car, you have learnt how to shift
the gears, how to put on the brake and how to accelerate, and you listen to the engine, how it
is working, and also you are watching, the road, keeping to your side and so on. And also you
are watching about three hundred yards ahead of you-right? So that you are taking the whole
thing in. The road, the wetness of the road, car and so on. In doing all that what has happened
to your brain? You answer me. All right, take something: you are all learning mathematics,
aren’t you?
B: Yes.
D: Yes.
K: Some kind, not too... so when you are learning mathematics, or history, you are
accumulating information – right? Right? And you are storing that information, the brain is
storing it – right?
A: As memory.
K: As memory. And you use that, to get a job, to pass, and so on, you use that. When you
learn how to write, you are doing the same thing, which is, it becomes almost automatic –
right? But driving, you can’t do quite automatically. See the difference.
B: Yes, you also have to watch.
K: You have to be very careful. You are going about fifty, fifty-five, or sixty, or more, you
have to be very careful. You can’t remove your hands from the steering wheel and talk about,
gesturing, you have to watch. See the difference in the two?”

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29 octobre 2012 1 29 /10 /octobre /2012 18:11

“Cogito ergo sum” - “I think therefore I am.” Descartes I think therefore I am the results of my thoughts, I am memory which is the results of the movement of thinking. These memories, the thoughts are much more statics than thinking itself. Therefore, memories are reacting from the movement of thinking and I have the illusion that there is a thinker and the thought. But there is only thinking and its results, memories which are acting. But what is this sense of being conscious? The movement of thought creates the image of the me that is moving, the image of the me that is thinking. But there is only the movement of thought. Does consciousness comes with the movement of thought? Is being conscious means being conscious of the contradiction? Being aware is totally different, it is whole, not fragmented, and there is no opposite.

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20 octobre 2012 6 20 /10 /octobre /2012 15:31

I would like to talk about Polarity Management that was presented to me in my job.


People who promote Polarity Management say that they are some question which cannot be answered by a problem to solved approach. The problem to solve approach can only have independent right answers. The others ones are problems with more than two opposite answers that are interdependent and it is called a Polarity Management. They say you must distinguish between a solvable problem and an existing polarity which imply that it has to be managed and cannot be solved. So they called it Polarity Management approach. Polarity is not new; we usually use duality or contradiction when we talk about it in our daily life. It is important to mention that to manage those Polarities; each one is look at with a Problem to solve approach as you will see it below.

 

So they say Polarities are ongoing, chronic issues that are unavoidable and unsolvable and we are going to question that. Attempting to address a Polarity with traditional problem solving skills makes things worse. It mean that we have been educate to solve problem and when we face the challenges that life is throwing to us we respond with a Problem Solving approach. The Solving Problem Approach try to find an answer “either/or” to the problem whereas Polarity Management manage the problem with an “and”. 

 

Let take an example of Polarity Management which is centralisation / Decentralisation.

 Centralisation-PM-copie-1.jpg

 

The aim of Polarity Management is to manage both opposites in order to avoid the negatives effects of them and to have only the positives ones. In the example chosen in the business area is to have an efficient integration and coordination of systems and a high responsibility of organization near the customers.

It is interesting to see that the negative effect of management is associated to Fear.

Can we look at the core of this Polarity Management which is also usually take as an example in Polarity Management: Relationship?

Relationship-PM.jpg

The Relationship Polarity Management tries to find the right balance in taking care of myself and the others. One thing to notice, life is moving all the time and I’m changing all the time, so this management is an endless process, an endless struggle of avoiding problems and trying to get rid of fear. But we don’t see that the consequences of that changing reality are that fear will always be there and that I will live a life with fear bound to arise at any time.

 

Now who is the manager? Who is managing that Polarity? Is it not myself? Is it not myself who is struggling to maintain the right relation with others people in myself in order to be satisfied? Then the duality, the polarities lies in myself, no? And another Polarity Management is then to be look at: the myself inward duality Polarity Management.

 

Myself-PM.jpg

If we look from outward it Is no more a Polarity Management because there is only me. And not two poles. It is then a problem to solve and the problem is “I”.


And why the problem is “Myself”? Isn’t it because I look at myself with a Problem to Solve approach. If I did not look at Myself with a problem to solve approach, is there a problem anymore? And to go further, isn’t it because at look at myself with a problem to solve thinking that I don’t look at all at myself? I have already set a direction which is to find an answer to the problem.


Now if I look at what is myself inwardly, myself is built of innumerable Polarity Managements: Fear and pleasure, violence and non-violence, desires and frustrations, love and hate, good and bad, and so on.

 

Can we look at Fear and Pleasure Polarity Management?

Fear-and-Pleasure-PM.jpg

But what you are trying to balance, to manage is already the source, the direction you give to management: fear and pleasure. So there is nothing to manage, we are ourselves the duality, the contradiction, the conflict.

 

Goof-and-Bad-PM.jpg

So Myself is a bundle of Polarity Management which a basic one is Good and Bad.In every Polarity Management I try to have the right balance between the Good and the Bad, between what give me pleasure, satisfaction and what give me fear. Fear and Pleasure is the same as Good and Bad.

 

But the good have no relationship with the bad, otherwise the good is born out of the bad and it cannot be the good, it is still the bad. So good and bad is not a Polarity Management. Is it a problem to solve? It is not, neither.

 

Can we go beyond the problem to solve approach? Can we look at life as not being a problem to solve?


Can we go beyond duality, Polarity Management? And look only at what is, the opposite of ‘what is’ is not a fact.

 

We usually try to find the right answers to our question and having found them we continue our life. But we never ask if we ask the right question. If we ask a wrong question you cannot possibly have a right answer. Now, can we see that the “I” who is trying to manage myself, who is not separate from himself, can only ask a limited question, limited to himself and never go beyond his own limitations, contradictions, dualities and polarities?


Can we see also that approaching life with a problem to solve approach will not permits to ask the right question because you have already reduce live to a very petty affair?

 

Can we see that we are fear and not separate from it so that we can act upon it? And escaping from it in trying to find positive results on a hypothetical direction for satisfaction prevent us from asking the right question.

 

The right question will produce the right answer in looking at the question which is not separate from “me”. Having set a direction, a way to look at the question is already separating myself from the question and prevents me from looking to the question.

 

Can we ask the right question and go beyond Polarity Management, go beyond duality?

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16 octobre 2012 2 16 /10 /octobre /2012 11:00

Here is an extract of Pupul Jayakar biography on Krishnamurti and I think it can explain why Krishnamurti was saying K. when he was speaking of himself. "I" in the extract is Pupul Jayakar.

 

I asked, “Now I have observed you listening to your own response, with the same awareness as you listen to a question. Do you listen to your responses?”

“I listen to it to see if what is said is accurate.”

“You listen to your own responses; and to you, your responses and the responses of another person are at the same level.”

K said, “But if you are talking seriously and you are listening to the questioner and responding, there is an act of listening—in both directions—not the listening to your or my response, there is only listening.”

 

 

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9 octobre 2012 2 09 /10 /octobre /2012 14:27

Q: Sir, we have to find out where comparison has its place, where it is necessary and where it isn't.

 

K: No, forgive me again. We must start by saying, 'Can one live without comparison?' Not 'It helps sometimes and doesn't help at other times', 'Comparison is necessary', or 'Comparison is not necessary'. When the right question is asked, and answered rightly, then that will bring about the right response when comparison is necessary. But I must ask the right question, the fundamental question first. Can I live without comparison? Not 'on some says' or 'sometimes'; if I have answered that question, not verbally or intellectually, but deeply, totally, then I will know when it is necessary and when it is necessary.

It is like knowing what co-operation is completely, deeply. Then only will you know when not to co-operate. But to say, 'Mustn't I co-operate with this and not co-operate with that, isn't it necessary sometimes?' leads to greater and greater confusion. When you know how to co-operate fundamentally - not around an idea, around a feeling, around an emotion, but to co-operate without any resistance - then you will also know very deeply, when not to co-operate. So one must ask the right question first.

 

Krishnamurti, Brockwood, September 11th 1969

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