埃克哈特谈帮助孩子们超越

aliliya

帮助孩子们超越- 摘自埃克哈特网站2011年6月电子刊

问题：我们是否可以帮助我们的孩子们，和其他我们深爱的人，超越他们的无意识？还是他们必须靠自己来走这一趟觉醒之旅？

埃克哈特：现在，有越来越多的新生的孩子们可能不必经历成年人所经历的，当然也是我所经历过的深度无意识。同时，也有越来越多的新生孩子们的父母正处于意识觉醒的过程之中，或者这些父母已经相对来说更有意识。在我成长的年代，我想不出有任何有意识的父母。或许也有一些这样的父母，但是非常罕见。现在他们虽然依旧人数不多，但已经不像从前那么稀有了。我爱我的父母，但是他们非常无意识。所以，问题是如何帮助孩子们保持相对地有意识，从而不被那群体无意识所吞没，这群体无意识现在依旧遍布在主流的文化中，也渗透在加速了无意识和上瘾行为的科技之中。  

最有力的教导不是你对他们说了什么或做了什么，而是你在家里的意识状态。你的意识状态正是教育孩子们的基础所在。它与教育无关，意识转化的基础甚至不带任何要转化他们的意识的期望，而只是当你在家中与他们互动时，保持那个临在的空间。而且，当你在与丈夫互动时，也尽量保持临在的空间。这里总是有一个关系会影响到孩子们：你与临在的关系，或者是你与痛苦之身的关系。

最关键的事情就是，在你哪怕只是想做任何事情之前，成为有意识的。他们观察你的种种表现，他们在某种程度上采纳你的行为。当然，另一个影响是主流文化，因为他们更多时间是在学校里。有时也许你可以给他们指出一些东西，好让他们与即时的、感官的体验保持联结。不要让他们失去与大自然的联结。现在有那么多的小孩沉迷于电脑游戏之中，他们不再体验到大自然。大自然对他们来说显得如此陌生。这真的是一件非常有害的事情。这是一个巨大的损失，对大自然世界的直接体验被剥夺了，在大自然中你得以与你的内在本体的深处连接。在家中养一只动物会有很大的帮助。当孩子们与小狗连接时，这是一个超越思考的关系。你可以摸摸小狗，照顾小狗。定期地离开家里，走入大自然，别让孩子们带着那些不离身的电子产品。

看电视是半昏迷的催眠状态。要放下这些活动可能不太容易，因为其他所有人都在做着这一类的事情。并不是说你必须完全消除这一类的活动，而是劝导孩子们不要将100%的业余时间都花在这些事情上。带他们到大自然中去，没有电子产品。鼓励他们去获取直接的感官体验 – 去触摸、去感觉、去观察。鼓励他们去辨识出真正的知识或体验，与头脑的贴标签之间的区别。

当孩子们学习语言时，鼓励他们不要将概念等同于事实。当你教他们某一个东西时，鼓励他们去触摸它、观察它、感觉它，而不是只是说“这个叫做xx或xx”。继续观察它。否则，你终止了体验 – 你所获得的全部就只是一个头脑的标签而已。

提问者：他们也同样给自己贴标签。我在我女儿身上注意到这一点，她会回到家里，宣称在这方面或那方面“我很笨”。

埃克哈特：这是一个很好的机会去鼓励她不要与她的念头认同。如果你可以指出这不过就是一个念头而已，他们不必相信每一个来到他们头脑里的念头。如果你能够以某种方式引导他们，令他们意识到他们不是他们的念头，这样在他们和他们的念头之间就有了一个空间，去观察他们的念头，然后当念头来了，你可以向他们解释“这不过就是一个念头而已”，它也许不是事实，它也许不是真的。

绝大多数人都有痛苦之身。藉着向他们指出痛苦之身而帮助他们摆脱与痛苦之身的认同。我经常说不要对孩子们使用“痛苦之身”这个词。给它一个名字，叫它某个别的东西，一旦他们被痛苦之身接管的时候，提起这个名字。然后当痛苦之身平息之后，向他们指出它：“刚才是什么？是什么掌控了你？”这样觉知的层面就开始发展了。有情绪存在，同时也有觉知。鼓励这个觉知的发展，这样他们就能够看着那个一次又一次接管他们的情绪。在情绪爆发的事件之后，而不是在事件之初，对他们说:“昨天你开始尖叫的时候，是什么掌控了你？那是什么？”，然后说“它感觉起来像什么？”或者发明一些游戏，这样你就可以使它成为他们能够明白的某个东西。然后“让我们等待它下一次的到来，看看它感觉起来怎么样”。如果你有了痛苦之身的名字，那么你就可以在你从痛苦之身中醒来之后辨识出它 – “同样的事情又发生在我身上了”。教育的关键是向他们显示出“成为有意识的”的可能性，而不是总是与他们头脑中升起的一切认同。


翻译：游由



~~原文如下~~



Helping Children Transcend


Q: Can we help our children and others that we love to transcend their unconsciousness?  Or is it necessary for them to go through it on their own?

ET: There are more children born nowadays who may not have to go through the deep unconsciousness that [adults] had to go through, certainly that I had to go through.  And also there are more children born nowadays to parents who are in the awakening process, or relatively conscious parents.  In my generation, I can’t think of any conscious parents.  There might have been some, but it was rare.  They are still rare now, but much less rare than before.  I loved my parents, but they were deeply unconscious.  So, the question is how to help the children stay relatively conscious, so that they do not get drawn into the mass unconsciousness that still pervades mass culture, and the technology that promotes unconsciousness and addictive behavior.

The most powerful teaching is not what you say or do to them, but your state of consciousness at home.  That’s the very foundation for teaching your children.  It has nothing to do with teaching, the foundation for transmitting consciousness is not even wanting to transmit consciousness to them, but to hold the space of presence as you interact with them at home.  Also, to hold presence as much as possible as you interact with your husband.  There’s a relationship there that will infect them, with either presence or painbody.

The most vital thing is, before even thinking of doing anything, is being conscious.  They observe how you behave, and they take that on board to some extent.  Of course, another influence is mass culture, as they spend more time at school.  Occasionally there may be things that you can point out to them, so that they stay in touch with immediate experience, sensory experience.  Don’t let them lose touch with nature.  So many children these days are so involved in technological games, they don’t experience nature anymore.  It’s something totally alien to them.  That’s a very harmful thing.  It’s a great deprivation, to be deprived of the immediate experience of the natural world, which puts you in touch with deeper levels of your own being.  To have an animal at home is a great help.  If children relate to the dog, it’s a non-conceptual relationship.  You can touch the dog, look after the dog.  Getting out into nature periodically, without the gadgets that [kids] usually have.

[Watching] television is a state of semi-comotose hypnosis.  It may not be easy because everybody else is doing that kind of thing.  It’s not that you have to eliminate that kind of activity completely, but discourage them from spending 100% of their free time with those things.  Take them into nature, without the gadgets.  Encourage them to direct sensory experience – to touch, to feel, to look at things.  Encourage them to not confuse conceptual labeling with true knowledge or experience.

When [kids] are learning language, encourage them not to equate concepts with reality.  When you teach them what something is, encourage them to touch it, to see it, to feel it, not just to say, “this is called such-and-such”.  Continue to look at it.  Otherwise, you stop experiencing – and all you have is a mental label.

Questioner: They label themselves, as well.  I’ve noticed this with my daughter, she will come home and say “I’m stupid” at this or that.
ET: That’s a good way to encourage her not to identify with her thoughts.  So if you can point out that it’s just a thought, and that they don’t have to believe in every thought that comes.   If you can somehow work with them to have them realize that they are not their thoughts, so that there’s a space between them and their thoughts, to observe their thoughts, and when thoughts come you can explain “it’s no more than a thought” and it may not be the reality, it may not be true.

Most humans have painbody.  Dis-identify from the painbody by pointing out that this is the painbody.  I’ve often said not to call it “painbody” for the children.  Give it a name, call it something, and mention it when occasionally they get taken over by it.  Point it out to them afterwards, “what was that, that took you over?” so that an awareness develops.  There’s the emotion, and there’s the awareness.  Encourage that kind of thing, so that they are able to look at the emotion that takes them over from time to time.  And after the event, not during the event initially, say to them, “What was it that took you over when you started screaming yesterday?  What was that?” and say, “What does it feel like?” or invent some game, so that you can make it into something that they can be aware of.  Then “let’s wait for next time it comes, and see how it feels”.  If you have it, then you can point out after you’ve woken up from your painbody – “the same thing happened to me”.  The key in education is to show the possibility of being aware, rather than always being identified with what arises in their mind.

洞庭烟雨

好极了

沿途观景

学习了！