克里希那木提的冥想日记。持续更新中。
1.11 什么情况下学习才是有可能的？
探求和学习，是思维功能。
谈到学习，我指的不仅仅是增加记忆，或者堆砌知识。而是一种清晰的，理智的思考的能力。排除错觉，从事实出发而不是从意念感觉。
从结论而来的，不叫学习。
仅仅是获得信息或者知识，也不叫学习。
学习应该一种是对理解和践行的热爱。
只有不被强逼时，真正的学习才是有可能的。
强逼有多种形式，不是么？
强逼可以通过：影响，情感依附，威胁；也可以通过诱导、激励，或不易被察觉的报酬等形式。
大多数人觉得学习是通过互相比较而获得激励，然而事实正好相反。
比较往往会带来挫败感，而且也只会激励出妒忌，或者我们换个词：竞争。
就像诱导的其他表现形式，比较会阻碍学习， 并且生出焦虑。
原文：
January 11. When is learning possible?
来源: https://krishnamurti-teachings.info/book/the-book-of-life.html#february-becoming
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.
1.12 学习从来就不是堆砌
学习是一回事儿，而获得知识却是另外一回事儿。
学习是一个持续的过程。但不是一个增添的过程：不是搜集然后自我表现。
我们大多数人收集知识，技术方面的知识、经验知识、传统的知识等等。知识是从一个人的特殊的倾向或者诉求中得到的。
在那样的背景下，带着对知识的堆砌，我们只是在表现，表现经验，或者当成是一种传统来表现自己。
这种过程不叫学习。
学习从来就不是一种堆砌，而是一种持续的进步。
我不知道你们有没有思考过这个问题：到底什么是学习？什么又是掌握知识？
学习不是一种“存量”。
你不能把学习的过程当成一种存货，然后从自己的“仓库”出发自我表现。
学习应该是持续的。所以在这个过程中不会有后退、或退化的时刻。
原文：
January 12. Learning is never accumulative
来源: https://krishnamurti-teachings.info/book/the-book-of-life.html#february-becoming
Learning is one thing and acquiring knowledge is another.
Learning is a continuous process, not a process of addition, not a process which you gather and then from there act.
Most of us gather knowledge as memory, as idea, store it up as experience, and from there act.
That is, we act from knowledge, technological knowledge, knowledge as experience, knowledge as tradition, knowledge that one has derived through one's particular idiosyncratic tendencies;
with that background, with that accumulation as knowledge, as experience, as tradition, we act.
In that process there is no learning.
Learning is never accumulative; it is a constant movement.
I do not know if you have ever gone into this question at all: what is learning and what is the acquisition of knowledge?
...Learning is never accumulative.
You cannot store up learning and then from that storehouse act.
You learn as you are going along.
Therefore, there is never a moment of retrogression or deterioration or decline.