Krishnamurti & the Art of Awakening

Krishnamurti Quote of the Day

Bombay, India | 9th Public Talk, 13th March, 1948

Question: What is the place of discipline in education?

Krishnamurti: I should say, none. Just a minute, I will explain it further. What is the purpose of discipline? What do you mean by discipline? You, being the teacher, when you discipline, what happens? You are forcing, compelling; there is compulsion, however nice, however kind, which means conformity, imitation, fear. But you will say, `How can a large school be run without discipline?'. It cannot. Therefore, large schools cease to be educational institutions. They are profitable institutions, for the boss or for the government, for the headmaster or the owner. Sir, if you love your child, do you discipline him? Do you compel him? Do you force him into a pattern of thought? You watch him, don't you? You try to understand him, you try to discover what are the motives, the urges, the drives, that are behind what he does; and by understanding him, you bring about the right environment, the right amount of sleep, the right food, the right amount of play. All that is implied, when you love a child; but we don't love children, because we have no love in our own hearts. We just breed children. And naturally, when you have many, you must discipline them, and discipline becomes an easy way out of the difficulty. After all, discipline means resistance. You create resistance against that which you are disciplining. Do you think resistance will bring about understanding, thought, affection? Discipline can only build walls about you. Discipline is always exclusive, whereas understanding is inclusive. Understanding comes when you investigate, when you enquire, when you search out, which requires care, consideration, thought, affection. In a large school, such things are not possible, but only in a small school. But small schools are not profitable to the private owner or to the government; and since you, who are responsible for the government, are not really interested in your children, what does it matter? If you loved your children, not just as toys, as playthings to amuse you for a little while and a nuisance afterwards, if you really loved them, would you allow all these things to go on? Wouldn't you want to know what they eat, where they sleep, what they do all day long; whether they are beaten, whether they are crushed, whether they are destroyed? But this would mean an enquiry, consideration for others, whether for your own child or your neighbour's; and you have no consideration, either for your children, or for your wife or husband.

So, the matter lies in your hands, Sirs, not in the hands of any government or system.

Tags: affection, discipline, education, love, understanding

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Most of you agree with what we have discussed so far in regard to the falseness of the trick played by the mind on itself; yet you have not seen the real depth of this problem and, therefore, it has not brought about clarification and transformation in you.
I am going to explain presently that truth can be understood instantaneously.
Outward action, when accomplished, is over, is static; and if the relationship between individuals, which is society, is not the outcome of inward revolution, then the social structure, being static, absorbs the individual, and therefore makes him equally static, repetitive.
Question: Can we realize on the spot the truth that you are speaking of, without any previous preparation?
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Peace can come into being only when the confusion which we have created is completely understood, not on the verbal level, but inwardly;
I cannot understand myself if I am tethered to anything - property, idea or thing.