Quotes by Krishnamurti

How can I, or you, become aware, knowing one’s mind is solidly conditioned not only superficially but deep down? How is this conditioning to be broken down? If this is not possible we shall live everlastingly in conformity – even if there is a new pattern, a new structure of society or a new set of beliefs, new dogmas and new propagandas, it is still conformity. And if there is to be any kind of social change, there must be a different kind of education – so that children are not brought up to conform.

So there is this question: how is the mind to free itself from conditioning? I do not know if you have ever tried it, gone into it very deeply, not only at the conscious level but at the deeper layers of consciousness. Actually, is there a division between the two? Or is it one movement, in which we are only conscious of the superficial movement which has been educated to conform to the demands of a particular society or culture?

Real learning comes about when the competitive spirit has ceased. The competitive spirit is merely an additive process which is not learning at all. We want the child to learn and not merely add knowledge to himself like a machine. To help the child to learn basically and fundamentally he must cease to compete, with all its implications. Now, one of the ways to do this is to I see the truth of not comparing. Now, how will you help the child not to be competitive?

Where there is love there is instantaneous communion with the other, on the same level and at the same time. It is because we ourselves are so dry, empty and without love that we have allowed governments and systems to take over the education of our children and the direction of our lives; but governments want efficient technicians, not human beings, because human beings become dangerous to governments – and to organized religions as well. That is why governments and religious organizations seek to control education.

Life cannot be made to conform to a system, it cannot be forced into a framework, however nobly conceived; and a mind that has merely been trained in factual knowledge is incapable of meeting life with its variety, its subtlety, its depths and great heights. When we train our children according to a system of thought or a particular discipline, when we teach them to think within departmental divisions, we prevent them from growing into integrated men and women, and therefore they are incapable of thinking intelligently, which is to meet life as a whole.

To understand a child we have to watch him at play, study him in his different moods; we cannot project upon him our own prejudices, hopes and fears, or mould him to fit the pattern of our desires. If we are constantly judging the child according to our personal likes and dislikes, we are bound to create barriers and hindrances in our relationship with him and in his relationships with the world. Unfortunately, most of us desire to shape the child in a way that is gratifying to our own vanities and idiosyncrasies; we find varying degrees of comfort and satisfaction in exclusive ownership and domination.

The function of education is to create human beings who are integrated and therefore intelligent. We may take degrees and be mechanically efficient without being intelligent. Intelligence is not mere information; it is not derived from books, nor does it consist of clever self-defensive responses and aggressive assertions. One who has not studied may be more intelligent than the learned. We have made examinations and degrees the criterion of intelligence and have developed cunning minds that avoid vital human issues. Intelligence is the capacity to perceive the essential, the what is; and to awaken this capacity, in oneself and in others, is education.