探索与学习，是心的职能。我所谓的学习，并不是指单纯的培育记忆或积累知识，而是指具有清晰而明智的思考力，心无幻相，从事实出发，而不是固守信条与理想。如果思维总是从定论出发，学习就不复存在了；如果仅仅为了获取信息与知识，也不是学习；真正的学习，意味着酷爱觉悟，酷爱单纯地做事而别无动机。唯有不存在任何强迫时，学习才是可能的。强迫，会呈现为很多形式：有外在影响力强迫，有内在执着心强迫，有威胁式强迫，有劝诱鼓励式强迫，有微妙的酬报式强迫。多数人认为，通过横向对比可以激励学习，但事实恰恰相反，对比会带来挫折感，只会激发嫉妒心，即所谓竞争。与其他劝说手段一样，比较反而阻碍学习，滋长恐惧。
——克里希那穆提《生命书：365观心日课》（The Book of Life: Daily Meditations with Krishnamurti）
译按：learn这个词在这语境下一语双关，对应了中文中两层语义：1、获知、明白真相；2、学习。但中文中似乎找不到一个无缝兼顾这两层语义的词，所以只能勉强硬译作“学习”。克氏的learning更多指“领悟真相”这一层意义，不过，即便在校园学习这个层面上，克氏此文的鞭辟入里也是显而易见的。学校里的排名攀比，滋长压力与恐惧，使学习成为一种心理强迫，而学习本具的意义与乐趣则荡然无存。这样的威压所培养出来的学生，一旦失去了应试的强迫力，一旦毕业离开校园，就可能从此不再捧起一本书。
When Is Learning Possible?
To inquire and to learn is the function of the mind. By learning I do not mean the mere cultivation of memory or the accumulation of knowledge, but the capacity to think clearly and sanely without illusion, to start from facts and not from beliefs and ideals. There is no learning if thought originates from conclusions. Merely to acquire information or knowledge is not to learn. Learning implies the love of understanding and the love of doing a thing for itself. Learning is possible only when there is no coercion of any kind. And coercion takes many forms, does it not? There is coercion through influence, through attachment or threat, through persuasive encouragement, or subtle forms of reward. Most people think that learning is encouraged through comparison, whereas the contrary is the fact. Comparison brings about frustration and merely encourages envy, which is called competition. Like other forms of persuasion, comparison prevents learning and breeds fear.
JANUARY 11
