Boredom

"Boredom can be interesting"
--
(Continued, ...;) )
There is a state of mind which, when experienced though nameless, is given this name 'Boredom', and we think we understood this phenomenon that we have named 'Boredom'. Obviously, as J.Krishnamurti has repeatedly said:
'The description is not the described'.
And that is the point, where we fail to see that the state 'Boredom' and the word 'Boredom' have nothing in common. While the word is uttered either aloud or in thought, the actual state of mind may not be that which one tries to express through this word.
As soon as the experience is experienced, it is replaced by the word. But if we don't hurry to name it, we can see an altogether different transformation in consciousness that happens on its own, without our attempt to bring in it.
If the attention is not identified with the word, it at once stands still. Its not a movement inward or outward, rather it is a movement in silence and awareness (of being).
If we miss this point, the attention soon gets lost in any other mental activity associated with thought and memory. For example, we find out an alternative, an option, there-by affirming and giving continuity to our-self (the ego?) which is also a false notion only that appears a 'real thing' like 'Boredom'.
--
A Friends' Comment :
--
"If the attention is not identified with the word, it at once stands still. Its not a movement inward or outward, rather it is a movement in silence and awareness (of being)." 
Thanks Prabhu I got the key of connection of sensitivity and consciousness.
--

What is Education? And, What is schooling?

What is Education? And, What is schooling?
--
Me...अधि-इतः अधीतः , अधीयते meaning to know, to go through, to learn, to edit / edict, > अध्यापयति > अध्यापन, अध्यापक, अध्यापिका, means to teach , 
शाला > शालेय > school, schooling, shoal (a group of fish) scholar, This is how this word came into English. I had translated into Hindi a book "शिक्षा क्या है?" by J.Krishnamurti (Talks with Students : Varanasi 1954) which was published by Rajpal &Sons Kashmere Gate, Delhi. This contains 18 talks about "What is Education?"
Q...Yes,  I have that book ...
Me... yes, Thanks. Because you asked, I felt like commenting, so that others too may know. Education is in fact knowing and facing 'Life' anew from moment to moment. without letting the mind caught into 'knowledge' and 'information' which hamper the natural awareness, freshness of perception. When we see life through 'thought' and memory, we stop 'learning'. We become stale, repetitive, but when we accept every new situation in a new way, we grow.
Q.... How enlightening ... 
Me...This is what I learnt from J.Krishnamurti.
We are a new person with every passing moment... we gain knowledge about life , about ourselves and people around us , . 
Q....Can we term it as experience too ? Is experience another name to education ... 
Or what about schooling ... does schooling destroys person's own vision. ....
Me...Experience teaches us many things mostly of the technical kind. That has its utility. But when experience projects a psychological-time, we get caught into a groove. We start imagining 'I will do / be / gain / lose, this, this and this,' This traps the mind into the idea of oneself being a person in time and space. And this person, only the idea is further strengthened by experience'. So this is an endless chain. But once we understand that this 'person' is only a formal utility but not a Reality, we see 'experience' in true light. And never long for experience anymore. Neither good, nor bad, nor beautiful or ugly. As far as life matters one needs technical education, how to use machines, apps, devices, And like this 'thought', language also. This does not mean we should be a slave to them or glorify those things.
Q...Thanx ...
Me...I'am of the view that present way of education and schooling had greatly harmed the whole society all over the world. This system of 'educating' people is basically defective because education and teaching are basically communication and not inculcating 'thought' and 'ideals'. We should teach to students 'How to think', but till date we have taught and have been taught 'What to think?'. And that is the fundamental error in the whole present-day education-system all over the world. We are taught religion, which are but different sets of 'thoughts' and we keep comparing and contrasting them, The human mind has been thus so much split and fragmented and we are still following the same divisive pattern.
--

J. Krishnamurti to me.

J.Krishnamurti to me.
--
Sri Ramana Maharshi has been my God,
Sri Nisargadatta Maharaj has been my Guru,
But Sri J.Krishnamurti has been very own Self.
-- 
I never knew what these supposedly great people said about J.Krishnamurti. I could never get a chance to meet Him in person, though I from the moment I heard about Him, felt instinctively so, and never had any doubt that He was / Is my own very Self. 
--

_/\_

The Rickety-Bridge on varuṇā

The rickety-bridge on varuṇā
जे.कृष्णमूर्ति से जुड़े एक व्यक्ति से मिलना हुआ । मेरे हम-उम्र होने से हमारे बीच बातचीत की संभावनाएँ और तालमेल था । 

"हम भले ही किसी को पढ़ते रहें किसी की प्रशंसा करें या नापसन्द करें, भीतर से हम न तो किसी को छू पाते हैं न छू सकते हैं न कोई हमें ।"
वह नपे-तुले शब्दों में बोला । 
गंगा में मिलती हुई वरुणा चुपचाप हमें सुन रही थी । उसके उपर बना कच्चा पुल जिस पर से लोग आ-जा रहे थे, जीर्ण-शीर्ण होने पर भी इतना मजबूत तो था ही कि आनेवाली बरसात तक काम देता रहे । हर बरसात में उसे ध्वस्त हो जाना होता है और पुल को बनाने और उसकी देखभाल करनेवाले अक्सर स्वयं ही बारिश शुरु होने से पहले ही, अंतिम दिनों तक इसका उपयोग हो जाने के बाद इसे तोड़ देते हैं, इसकी लकड़ी की बल्लियाँ और खंभे, तख़्ते, बाँस, रस्सियाँ आदि समेटकर सहेज लेते हैं । पुल शायद "वासांसि जीर्णानि ..." को स्मरण कर खुशी-खुशी अपने आमूल-परिवर्तन को स्वीकार कर लेता होगा । 
हम उस जगह पहुँच चुके थे जिसे ’सन्सेट-पॉइन्ट’ कहते हैं । वरुणा के किनारे, किनारे से दूर कुछ ऊँची जगह जहाँ वरुणा कभी नहीं पहुँचती; -बरसात में गंगा द्वारा लील लिये जाने पर भी, शायद ही कभी वहाँ तक पहुँचती हो । कहा जाता है कि अगर गंगा वहाँ पहुँच जाए तो काशी जलमग्न हो जाएगा, जो कि असंभव है । 
काशी, जो बस राजघाट से लगा ही है ।
"अगर कोई किसी वज़ह से अपना कौमार्य गँवा बैठे तो यह उतना दुःखद नहीं होता जितना कि सरलता को खो बैठना।"
सुनकर मैं अपनी हँसी रोक न सका।  
'Sir, This is not laughing matter!'
यह एक वाक्य था जिसे जे. कृष्णमूर्ति कभी कभी कहा करते थे।  
"हाँ, मैं समझता हूँ। "
मैंने कहा। 
"कौमार्य तो भूल से, किसी के प्रलोभन या बल-प्रयोग से भी खो सकता है, लेकिन सरलता को कोई आपसे छीन नहीं सकता।"
--
उस पहली मुलाक़ात में हम इतनी ही बातें कर थे। 
सुना है वरुणा बहुत दूषित हो गई है, उम्मीद है अगली बरसात तक साफ़ हो जाएगी।  मैं नहीं जानता कि वह गंगा में मिलकर उतनी साफ़ बनी रहेगी ?
--  
Met a man interested in J.Krishnamurti's teachings. Being in the same age-group we instantly became friends and could talk well.
"Though we may read and appreciate one, hardly he could ever touch our inner being or we of him."
He remarked in calculated words.  
varuṇā, the tributary of Ganges was listening our talks silently without making a fuss. The rickety-bridge they build every year after the rains are over, had though a tattered look, it could well serve the people who tread over it, for crossing the river. Before every rainy season, they dismantle the bridge and get the wood-logs, the flat wooden pieces, bamboo and the ropes and preserve the same for the next season.
May be according to "वासांसि जीर्णानि ...", the bridge might have felt no sad over being lost this perishable body. May be it knew well and was prepared for the 
'Radical Transformation',
J. Krishnamurti occasionally referred to.
We reached at the top of the land where they say; J.Krishnamurti used to watch the 'sun-set'. This land quite up and well above the river-bank, was so high, varuṇā even if in spate, could never have thought of touching it. And Ganges, too couldn't because This was 'Kashi' Shiva's very abode, and Ganges reaching here meant the whole world will be inundated under it. And that is almost impossible until Shiva desires.
'Kashi' is just adjoining area to Rajghat Fort, Varanasi, the location of Krishnamurti Study Center.
"If some-one loses his / her virginity because of reasons, beyond circumstances beyond one's control, because of innocence, or being forced / cajoled to do so, that is not as much grievous as losing the simplicity, the innocence one has when one is born in the world."
He added.
I couldn't stop laughing.
'Sir! This is not laughing matter!' 
He admonished me in a tone that reminded me of J.Krishnamurti.
"Yes, ... yes I see!"
" You see your virginity could be snatched away from you at gun-point or by coercion,  or enticement, but no one could ever snatch your innocence your simplicity. that is your Freedom."
--
In that first meeting we talked this much only.
I hear varuṇā has been much polluted, and hope will purify, make clear itself in the forth-coming rains. Though I am not sure how pure it would stay after joining Ganges.
--


  
     

Delhi-Book-Fair / दिल्ली पुस्तक मेला

Delhi-Book-Fair.
--
Happy to see that my Hindi translations :
ईश्वर क्या है?’ 
’शिक्षा क्या है?’ 
of the works of 
J.Krishnamurti 
are available here.
--

दिल्ली पुस्तक मेला 

यह देखकर खुशी हुई कि मेरे द्वारा अनूदित दो टाइटल्स 
’ईश्वर क्या है?’ 
तथा 
’शिक्षा क्या है?’ 
यहाँ उपलब्ध हैं !
--

Three Pious Egoists.

Three Pious Egoists.
--
J.Krishnamurti's Commentaries on Living, begins with this First Chapter, and I often wondered if the reference / hint was to the three religions of the west. 
Though the text soon changes the tone and shade, and keeps the reader's attention diverted and  engaged to an altogether different theme, a careful and close watch however tells us though rarely, how J.Krishnamurti used the sarcasm in his writing so pointedly that people usually quite failed to note.
--

'π' का मान / value of 'π'

π का 'मान / value of 'π'   
--

©

सरलता और कुटिलता 
--
कक्षा नौ में पढ़ते समय गणित के एक प्रश्न में ’पाई’/ 'π'   अर्थात् वृत्त के व्यास और उसकी परिधि के अनुपात का मान निकालना होता था । हमें ’परिकार’ अर्थात् ’कंपास’ से भिन्न-भिन्न नाप की रेडियस (त्रिज्याएँ) लेकर, उनसे वृत्त ’ड्रॉ’ कर, उनकी परिधियाँ नापकर परिधि को व्यास से विभाजित कर ’पाई’ / 'π'  का लगभग मान दशमलव के तीन अंकों तक निकालना होता था । मैंने भी आसानी से निकाल दिया, तो शिक्षक ने मुझे शाबाशी दी । दूसरे लड़के मुझसे कम चालाक थे । या उनकी चालाकी किसी और क्षेत्र में तो थी पर गणित में उतनी नहीं थी । लेकिन मैं उनसे अधिक चालाक था । मैं त्रिज्या को 2π से गुणा कर, बिना नापे ही परिधि का नाप लिख देता था और दशमलव के बाद के चौथे अंक को इस प्रकार ’एड्जस्ट’ करता था कि औसत-मान ’पाई’/ 'π' के वास्तविक मान से सन्निकट हो ।
जब शिक्षक ने मुझे शाबाशी दी तो जहाँ एक ओर दूसरे लड़के जल-भुन गए, वहीं मैंने शिक्षक से बड़ी नम्रतापूर्वक प्रश्न किया :
"सर, लेकिन इस पूरे प्रश्न में मुझे एक बुनियादी भूल नज़र आ रही है!?"
वे मुझे आश्चर्य से देखने लगे । बोले :
"क्या भूल है?"
बाक़ी लड़के भी मुँह बाए बोर होते हुए हमें ताक रहे थे ।
मैंने बड़े भोलेपन से पूछा :
"सर, त्रिज्या सरल-रेखा होती है, जबकि परिधि वक्र रेखा होती है..."
"तो?"
शिक्षक ने पूछा ।
"सर, मुझे नहीं पता कि सरलता का वक्रता से कभी कोई संबंध होता भी है, या हो भी सकता है क्या?"
"मतलब"
मेरी हिम्मत बढ़ी ।
’सर सीधेपन और टेढ़ेपन के बीच कोई संबंध कभी हो सकता है क्या?"
वे सर खुजलाने लगे । उन्हें मेरी बात समझ में आई या नहीं मैं नहीं जानता । उन्होंने डपटकर मुझसे बैठ जाने के लिए  कहा ।
बरसों बाद जे.कृष्णमूर्ति को पढ़ते समय महसूस हुआ कि मेरा प्रश्न अब भी उतना ही सशक्त और उससे कहीं बहुत अधिक प्रासंगिक है ।
--