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New Era Community (1926) - 207:
The teacher must also be depended upon to determine quickly the direction of thinking of a pupil, because erroneous equipping is a heavy offense and by it the best workers may be lost. Each inflexible program is a corpse which is intolerable under the sun of knowledge. It is necessary as quickly as possible to stabilize the school by examining the consciousness of the teacher. Create for him a better situation in order to repose in him a responsibility for the consciousness of the community workers. New Era Community (1926) - 218:
218. A certain state of matter composes the human individual calling up into life a conscious individualization, and from this moment is begun the conflict against the community. When, as is said, the beast in man awakens, precisely then individualization, without any nourishment by the consciousness, turns into a cruel egoism. Then begins a campaign against enlightenment and cooperation. Such egoism does not become a noble realization of personality, but returns to the animal state, at the same time losing the group values of animals. Such a man is worse than a beast. Is it possible to build a community out of these beastlike people who have no common language? Then the builders must re-examine the bases of human individuality. Each framework, each conventional program must be verified, but only courageous people who depart from the fetters of conventionalities can make the examination. Thus, it is necessary to safeguard the achievement of human personality. New Era Community (1926) - 251:
251. Contemporary industry and the entire production of objects has become so unbalanced, in quantity and quality, that for the time being they preclude the possibility of a proper distribution of things. Forcible and indiscriminate distribution engenders craftiness and lies. Can one expect new possibilities in inaction or should one deepen the consciousness in its essence? You remember the words of Buddha about the disciple surrounded with things yet consciously renouncing personal ownership. It is useless to try to take away objects forcibly and thus create a passion for trash. The most important thing is to carry out rationally an educational program on the debasing significance of possession. It is not important that someone remain in his own armchair, but it is important that youth realize the absurdity of having its own chair. It is necessary that this consciousness be manifested not as a denial but as a free conquest. When, liberated from craftiness, people will learn of the impracticality of personal ownership, then a collective of co-workers will grow up. New Era Community (1926) - 252:
252. The poisonous breath of possession can be destroyed only by a clearly conceived school program. Literature against possession does not exist. Only a few have conquered the dragon of trash. But many dream about personal acquisitions. How veracious must historical comparisons be! How strictly must be collected biological details, in order to demonstrate the illegality and the futility of possession. The laws of the properties of matter testify that possession does not conform to the nature of man. Fiery World - Book 1 (1933) - 69:
69. The quality of observation is one of the principal fiery qualities, but it is not attained easily. It is acquired as slowly as is consciousness. You noted correctly that consciousness is strengthened by life itself; observation is strengthened likewise. There can be no abstract consciousness, nor can there be theoretical observation. But human absent-mindedness is monstrous, it creates a seemingly unreal world. In their egoism people see only their own delusions. In such wanderings there can be no discourse about the New World. Hence, by all means, training in observation should be introduced in schools, even for small children. An hour devoted to observation is a true lesson in life, and for the teacher this hour will be a lesson in resourcefulness. Begin the refinement of observation upon everyday objects. It would be a mistake to direct the pupils too rapidly to higher concepts. If, for a beginning, the pupil is capable of observing the habitual contents of a room, this will already be an achievement. This is not so easy as it seems to an unobservant eye. Later, by a series of experiments we can accelerate the ability to form impressions. We can propose that the pupil pass through an unfamiliar room at a run and yet with concentrated observation. Thus, it is possible to reveal blindness and assert true keenness of vision. It is necessary to outline a program of tests for all the senses. Thus is fiery action expressed in a simple exercise. Children are very fond of such tasks. Such exercises of consciousness carry one into the higher spheres. The most ordinary routines can become the gateway to the most complex. Imagine the exultation of a child when he exclaims, "I've seen more!" In this "more" can be comprised an entire step. The same joyous exclamation will greet the first fiery starlet that is observed. Thus, true observation begins. Fiery World - Book 2 (1934) - 59:
59. Education in the primary schools and secondary schools must be the same for both sexes. It is inadmissible to impose upon a child some specialty, when it is not yet able to define its own aptitude. It is sufficient to begin in high school to map our programs according to students' abilities. Thus one may plan the education of children who cannot yet express their inherent capabilities. It is very important that the program should not differ for the two sexes. This alone will eliminate a very harmful attitude towards sex.
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