Saturday, April 9, 2011

Talk to teachers, Chapter 2, part 3

Teacher: Is there a way by which this long vision becomes an actuality, as actual as the immediate?

Krishnamurti: Of course. Because the immediate is the actual. There is the nuclear bomb - the Russian, the American, the French scientists are inventing ways of producing cheap atom bombs - they may blow themselves to bits. Why should you respond to it? The nuclear bomb is the result of a long series of events - nationalism, industrialism, class differences, greed, envy, hate, ambition - all these have produced the nuclear bomb. You reply without understanding it - that America or Russia should be stopped from producing nuclear bombs, and you call that an actual response. Without answering the total, what is the good of replying to the fragments of the problem?

2 comments:

  1. "Without answering the total, what is the good of replying to the fragments of the problem?"

    Beautiful point. This is true in most fields: ecologic, political, economic....psychologic problems....

    And what is the instrument of seeing the totality of a problem, from where a total action would stem?

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  2. What exactly is the "totality" of the problem? It's clear that the fragments are interrelated, although our knowledge of the interrelationships may be limited. Does 'answering the total' mean that the answer has to take all these interrelationships into account? Or is K. suggesting that all the fragments have one underlying root?

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