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The Self says ‘I AM’–as in the very grand sayings of Christ, especially in the Gospel of John, in which he says in the state of onenenss with Yahweh (which in Hebrew means ‘I AM’), I AM is the way and the truth and the life–but the ego says ‘I am this’ or ‘I am that,’ thus attaching itself only to a small portion of the Vastness. (62) ↗
#ego #gospel-of-john #oneness #self #life
I couldn't tell anyone how I felt because I knew they wouldn't understand. Oh, poor little Christina, falling for the bad man who treats her like dirt because she didn't know any better. And isn't it a pity that they don't still teach sex-ed in schools? Or, oh, Christina, that filthy slut, if she puts out for a man like that, I imagine she puts out for anyone. You stay away from her. It wasn't like that at all. Maybe it would have been easier if it was, just like ticking a box. Are you the Madonna, or the whore? The victim, or the vixen? The Sabine, or the skank? But nothing in life is ever that simple. ↗
For many years I have been asking myself why intelligent children act unintelligently at school. The simple answer is, "Because they're scared." I used to suspect that children's defeatism had something to do with their bad work in school, but I thought I could clear it away with hearty cries of "Onward! You can do it!" What I now see for the first time is the mechanism by which fear destroys intelligence, the way it affects a child's whole way of looking at, thinking about, and dealing with life. So we have two problems, not one: to stop children from being afraid, and then to break them of the bad thinking habits into which their fears have driven them. What is most surprising of all is how much fear there is in school. Why is so little said about it. Perhaps most people do not recognize fear in children when they see it. They can read the grossest signs of fear; they know what the trouble is when a child clings howling to his mother; but the subtler signs of fear escaping them. It is these signs, in children's faces, voices, and gestures, in their movements and ways of working, that tell me plainly that most children in school are scared most of the time, many of them very scared. Like good soldiers, they control their fears, live with them, and adjust themselves to them. But the trouble is, and here is a vital difference between school and war, that the adjustments children make to their fears are almost wholly bad, destructive of their intelligence and capacity. The scared fighter may be the best fighter, but the scared learner is always a poor learner. ↗
We had to learn ourselves and, furthermore, we had to teach the despairing men, that it did not really matter what we expected from life, but rather what life expected from us. We need to stop asking about the meaning of life, and instead to think of ourselves as those who were being questioned by life—hourly and daily. Our answer must consist not in talk and meditation, but in right action and in right conduct. Life ultimately means taking the responsibility to find the right answers to its problems and to fulfill the task which it constantly sets for each individual. ↗
