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What is the function of a good teacher? (MP3 Disc)

What is the function of a good teacher? (MP3 Disc)

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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.

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?

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?

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.

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.

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 without any sense of the few and the many?

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.

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