14 : Fudoshin
Ki Sayings (2003)
Context: True "fudoshin" is not a rigid, immobile state of mind, but the condition of stability, which comes from the most rapid movement. In other words, like the steadiness of a spinning top, the state of perfect spiritual and physical stability arises from movement, which continues infinitely and is so infinitely rapid that it is imperceptible.
Source: The German Ideology (1845-1846), Vol. I, Part 1.
reprinted in 'Zero', ed. Otto Piene and Heinz Mack, Cambridge, Mass; MIT Press 1973, p. 119
Quotes, 1960's, untitled statements in 'Zero 3', (1961)
C'est une épineuse entreprise, et plus qu'il ne semble, de suivre une allure si vagabonde que celle de nôtre esprit; de pénétrer les profondeurs opaques de ses replis internes; de choisir et arrêter tant de menus de ses agitations.
Book II, Ch. 6
Essais (1595), Book II
“True peace of mind comes from accepting the worst.”
Source: The Importance of Living (1937), p. 158
Donald Schon " REITH LECTURES 1970: Change and Industrial Society: Lecture 1: The Loss of the Stable State http://downloads.bbc.co.uk/rmhttp/radio4/transcripts/1970_reith1.pdf" at the BBC, 15 November 1970 – Radio 4; cited in: Richard Duane Carter (1981) Future challenges of management education. p. 102
“The only true vision comes not from God but from the inmost recesses of the human mind.”
Source: The Tales of Alvin Maker, Seventh Son (1987), Chapter 9.
Source: The Functions of the Executive (1938), p. 141
"Life Ahead: On Learning and the Search for Meaning" (1963), Introduction http://www.jkrishnamurti.com/krishnamurti-teachings/view-text.php?tid=38&chid=331, J.Krishnamurti Online, JKO Serial No. 261, p. 13, 2005 edition
1960s
Context: Learning in the true sense of the word is possible only in that state of attention, in which there is no outer or inner compulsion. Right thinking can come about only when the mind is not enslaved by tradition and memory. It is attention that allows silence to come upon the mind, which is the opening of the door to creation. That is why attention is of the highest importance. Knowledge is necessary at the functional level as a means of cultivating the mind, and not as an end in itself. We are concerned, not with the development of just one capacity, such as that of a mathematician, or a scientist, or a musician, but with the total development of the student as a human being. How is the state of attention to be brought about? It cannot be cultivated through persuasion, comparison, reward or punishment, all of which are forms of coercion. The elimination of fear is the beginning of attention. Fear must exist as long as there is an urge to be or to become, which is the pursuit of success, with all its frustrations and tortuous contradictions. You can teach concentration, but attention cannot be taught just as you cannot possibly teach freedom from fear; but we can begin to discover the causes that produce fear, and in understanding these causes there is the elimination of fear. So attention arises spontaneously when around the student there is an atmosphere of well-being, when he has the feeling of being secure, of being at ease, and is aware of the disinterested action that comes with love. Love does not compare, and so the envy and torture of "becoming" cease.
Source: Poverty (1912), p. vii
