2019 (#73-17b) : Deleuze , Montessori , Shri Nisargadatta Maharaj , Luke 6:37 , Derrida

… existence is not responsible or even blameworthy.
Heraclitus went as far as proclaiming “the struggle of the many is pure
justice itself! In fact the one is the many!” The
correlation of many and one, of becoming and being forms a game.
Affirming becoming and affirming the being of becoming are the two
moments of a game which are compounded with a third term, the
player, the artist or the child. (Deleuze)

So this force is given within measured limits to
man also, but even so it is greater than any other force,
because it carries him to social organization. It must be
treasured and developed and expanded to the maximum.
Man can sublimate this force lent to him and make it
vaster and vaster to reach abstraction. To bring it into
the field of abstraction and to treasure it, this is the work
of man. Let us take it and bring it into the field of
imagination and make it general. Let us treasure it
because this is the force that holds the universe together.
This part, that we possess consciously, is given to us,
and if this force is renewed in man every time a child is
born, it must be treasured. By this force man can hold
together all things that he can do with his hand and his
intelligence. (Montessori)

It is the illusion of time that makes you talk of causality. When the past and the future are seen in the timeless now, as parts of a common pattern, the idea of cause-effect loses its validity and creative freedom takes its place.
(Sri Nisargadatta Maharaj)

Forgive and you will be forgiven. (Luke 6:37)

For everything there are innumerable causal factors. But the source of all that is, is the Infinite Possibility, the Supreme Reality, which is in you and which throws its power and light and love on every experience. But, this source is not a cause and no cause is a source. Because of that, I say everything is uncaused. You may try to trace how a thing happens, but you cannot find out why a thing is as it is. A thing is as it is, because the universe is as it is.
(Sri Nisargadatta Maharaj)

This is the protocol indispensable to any reelaboration of the problem of “ideology,” of the specific inscription of each text (this time in the narrowest regional sense of the term) within the fields commonly referred to as fields of “real” causality (history, economics, politics, sexuality, etc.). The theoretical elaboration, at least, if one could remain within such a circumscription, ought to suspend or at any rate to complicate, with great caution, the naive opening that once linked the text to its thing, referent, or reality, or even to some last conceptual or semantic instance. Every time that, in order to hook writing precipitously up with some reassuring outside or in order to make a hasty break with idealism, one might be brought to ignore certain recent theoretical attainments (the critique of the transcendental signified in all its forms; deconstruction, the displacement and subordination of effects of sense or reference along with all that would preside over any logocentric, expressivist, mimetological concept and practice of writing; the reconstruction of the textual field out of the workings of intertextuality or of infinite referral from trace to trace; the reinscription, within the differential field,., of the spacing of theme effects, substance effects, content. (Derrida)














































40. ” Indeed, the scriptural function is now going co appear to be capable of conrrolling both the body and the outside world in which that body appears; immediately announcing the retroactive, encompassing effect of the Poetry, it will apparently be written immediately into the three dimensions of a volume linked co the future (and it will already become what it is…)
































the “preface co a future book,” a book projected forward in time as an unceasing preface, a non-book preceding any book whatever, indefinitely put off, a definitive departure from the book, that prison of the speaking era)”
effects, or effects of sensible or intelligible presence, wherever they might intervene, etc.),

2019 (#72-17a) : Deleuze , Montessori , Sri Nisargadatta Maharaj , John 17:6 , Heidegger , Derrida

Multiplicity is the inseparable manifestation, essential
transformation and constant symptom of unity. Multiplicity is the
affirmation of unity; becoming is the affirmation of being. The affirmation
of becoming is itself being, the affirmation of multiplicity is
itself one. Multiple affirmation is the way in which the one affirms
itself. “The one is the many, unity is multiplicity.” And indeed, how
would multiplicity come forth from unity and how would it continue
to come forth from it after an eternity of time if unity was not actually
affirmed in multiplicity? (Deleuze)

The treasure then is to be found not merely near
those who study poetry and religion, but within every
human being. This miracle is sent to all ; the represen-
tative of this tremendous force is to be found everywhere.
Man makes a desert of strife and God continues to send
this rain. So it is easy to understand that all the
creations of adults, great achievements as they are,
without love lead nowhere, to nothing. But if this love
present in the child is taken among us, if its values and
potentialities are realized and developed, our achieve-
ments, already great, will be tremendous. The adult
and the child must come together ; the adult must be
humble and learn from the child to be great. It is curious
that among all the miracles which humanity has per-
formed, there is only one miracle that he has not taken
into consideration : the miracle that God has sent from
the beginning : the Child. (Montessori)

No thing in existence has a particular cause; the entire universe contributes to the existence of even the smallest thing; nothing could be as it is without the universe being what it is. (Sri Nisargadatta Maharaj)

I have revealed you to those whom you gave me out of the world.
(John 17:6)

For everything there are innumerable causal factors. But the source of all that is, is the Infinite Possibility, the Supreme Reality, which is in you and which throws its power and light and love on every experience. But, this source is not a cause and no cause is a source. Because of that, I say everything is uncaused. You may try to trace how a thing happens, but you cannot find out why a thing is as it is. A thing is as it is, because the universe is as it is.
(Sri Nisargadatta Maharaj)

When we attempt to learn what is called thinking and what calls for thinking, are we not getting lost in the reflection that thinks on thinking? Yet all along our way a steady light is cast on thinking. This light, however, is not introduced by the lamp of reflection. It issues from thinking itself, and only from there. Thinking has this enigmatic property, that it itself is brought to its own light-though only if and only as long as it is thinking, and keeps clear of persisting in ratiocination a bout ratio. (Heidegger)

Dissemination question: what “is going on,” according to what time, what space, what structure, what becomes oft he “event” when “I write,” “I place beside me an open inkstand and a few sheets of unspitballed paper,” or “I am going to write,” “I have written”: about writing, against writing, in writing; or else, 1 preface, 1 write for or against the preface, this is a preface, this is not a preface? What’s the story with this autography of pure loss and without a signature? And how is it that this performance displaces such force in going without truth? (Derrida)

(#71-16e) : Heidegger , Montessori , Nietzsche , Gospel of Thomas , Luke 17:6 , Sri Nisargadatta Maharaj , Derrida (Footnote) — Derrida

What we can do in our present case, or anyway can learn, is to listen closely. To learn listening, too, is the common concern of student and teacher. No one is to be blamed, then, if he is not yet capable of listening. But by the same token you must concede that the teacher’s attempt may go wrong and that, where he happens not to go wrong, he must often resign himself to the fact that he can not lay before you in each instance all that should be stated. (Heidegger)

The absorbent mind forms the basis of the miraculous
society created by man and appears to us in the guise
of the small and delicate child who solves the mysterious
difficulties of human destiny by the virtues of love.
(Montessori)

In this world only the play of artists and children exhibits becoming and passing away, building and destroying, without any moral additive, in forever equal innocence. And as artists and children play, so plays the ever-living fire, building up and destroying, in innocence. Such is the game that the aeon plays with itself. It builds towers of sand like a child at the seashore, piling them up and trampling them down. From time to time it starts the game anew. A moment of satiety, and again it is seized by its need, as the artist is seized by the need to create. Not hubris but the ever-newly-awakened impulse to play calls new worlds into being. (Nietzsche)

The man old in days will not hesitate to ask a small child seven days old
about the place of life, and he will live. For many who are first will become last, and they will become one and the same. (Gospel of Thomas)

If you have faith as small as a mustard seed, you can say to this mulberry tree, ‘Be uprooted and planted in the sea,’ and it will obey you. (Luke 17:6)

The person is merely the result of a misunderstanding. In reality, there is no such thing. Feelings, thoughts and actions race before the watcher in endless succession, leaving traces in the brain and creating an illusion of continuity. A reflection of the watcher in the mind creates the sense of ‘I’ and the person acquires an apparently independent existence. In reality there is no person, only the watcher identifying himself with the ‘I’ and the ‘mine’. The teacher tells the watcher: you are not this, there is nothing of yours in this, except the little point of ‘I am’, which is the bridge between the watcher and his dream. ‘I am this, I am that’ is dream, while pure ‘I am’ has the stamp of reality on it. You have tasted so many things — all came to naught. Only the sense ‘I am’ persisted — unchanged. Stay with the changeless among the changeful, until you are able to go beyond. (Sri Nisargadatta Maharaj)

In either case, the preface is a fiction (“Here is the cynical Alcidamas, writing this preface for laughs”). But in the first case, fiction is in the service of meaning, truth is (the truth of) fiction, the fictive arranges itself on a hierarchy, it itself negates and dissipates itself as accessory to the concept. In the other case, outside of any mimetologism, fiction affirms itself as a simulacrum and, through the work of this textual feint, disorganizes all the oppositions to which the teleology of the book ought violently to have subordinated it. (Derrida)

——————————————–

Footnote:

Here is-or rather there is, over there, an unnameable or almost unnameable thing: something, between something and someone, anyone or anything, some thing, “this thing,” but this thing and not any other, this thing that looks at us, that concerns us [qui nous regarde], comes to defy semantics as much as ontology (Derrida)

2019 (#70-16d) : Heidegger , Montessori , Hegel , John 6:16-21 , Sri Nisargadatta Maharaj , Heidegger , Derrida

Some of us may recall the statement of the first lecture that so far man has acted too much, and thought too little. However, the reason why thought has failed to appear is not only, and not primarily, that man has cultivated thought too little, but because what is to be thought about, what properly gives food for thought, has long been withdrawing. Because this withdrawal prevails, that for which the craft of technological manipulation reaches out remains hidden. (Heidegger)

The absorbent mind believes all, hopes all. It
receives poverty as it receives wealth, it receives all faiths
as it receives the prejudices and customs of his environ-
ment : it incarnates it all within itself.

This is the child !

And if it were not like this, mankind would not reach
stability in any of the most different parts of the world,
it would not achieve its continuous progress in civilization
without ever having to start afresh. (Montessori)

One word more about giving instructions as to what the world ought to be. Philosophy in any case always comes on the scene tOO late to give any. As the thought (Gedanke) of the world, it appears only when actuality is already there Cut and dried after its process of formation has been completed. The teaching of the concept, which is also history’s inescapable lesson, is that it is only when actuality is mature that the ideal first appears over against the real and that the ideal apprehends this same real world in its substance and builds it up for itself into the shape of an intellectual realm. When philosophy paints its grey on grey, then has a shape of life grown old. By philosophy’s grey on grey it cannot be rejuvenated but only understood. The owl of Minerva spreads its wings only with the falling of the dusk. (Hegel)

16 When evening came, his disciples went down to the lake, 17 where they got into a boat and set off across the lake for Capernaum. By now it was dark, and Jesus had not yet joined them. 18 A strong wind was blowing and the waters grew rough. 19 When they had rowed about three or four miles,[b] they saw Jesus approaching the boat, walking on the water; and they were frightened. 20 But he said to them, “It is I; don’t be afraid.” 21 Then they were willing to take him into the boat, and immediately the boat reached the shore where they were heading. (John 6:16-21)

Between the banks of pain and pleasure the river of life flows. It is only when the mind refuses to flow with life, and gets stuck at the banks, that it becomes a problem. By flowing with life I mean acceptance — letting come what comes and go what goes. Desire not, fear not, observe the actual, as and when it happens, for you are not what happens, you are to whom it happens. Ultimately even the observer you are not. You are the ultimate potentiality of which the all-embracing consciousness is the manifestation and expression.
(Sri Nisargadatta Maharaj)

This withdrawal is what properly gives food for thought, what is most thought-provoking. Perhaps we notice now more readily that this most thought-provoking thing, in which the essence of modem technology also keeps itself hidden, appeals to us constantly and everywhere; indeed, what is most thought-provoking is even closer to us than the most palpable closeness of our everyday handiwork -and yet it withdraws. Hence our need and necessity first of all to hear the appeal of what is most thought-provoking. But if we are to perceive what gives us food for thought, we must for our part get underway to learn thinking.
(Heidegger)

The end of the preface, if such an end is possible, is the moment at which the order of exposition (Darslellung) and the sequential unfolding of the concept, in its self-movement, begin to overlap according to a sort of a priori synthesis: there would then be no more discrepancy between production and exposition, only a presentation of the concept by itself, in its own words, in its own voice, in its logos. No more anteriority or belatedness of form, no more exteriority of content; tautology and heterology would be coupled together in the speculative proposition. The analytic procedure and the synthetic procedure would.mutually envelop each other. The concept is then enriched a priori by its own determination without going outside of itself, or through perpetual returns to itself, within the element of selfpresence. The effective determination of the “real” unites with “ideational” reflection in the immanent law of the same development. (Derrida)

Now to come to more concrete things. I would
like to be able to quote from all poets and prophets,
but I do not know them nor do 1 know their language.
But I know all have wonderful verses. Let me quote from
one I know who showed great vehemence in his expres-
sion when speaking of love. It is the best-known of all
religious or poetic descriptions in Christendom, and says :

” If I speak with the tongues of men, and of angels,
and have not charity, I am become a sounding brass
or a tinkling cymbal. And if I should have prophecy,
and should know all mysteries, and all knowledge, and
if I should have all faith, so that I could remove moun-
tains, and have not charity, I am nothing. And if I
should distribute all my goods to feed the poor, and if
1 should deliver my body to be burned, and have not
charity, it profiteth me nothing.” (St. Paul in I. Cor. XIII)

2019 (#69-16c) : Heidegger , Montessori , Acts 1:7-8 , Sri Nisargadatta Maharaj , Derrida , (footnote) : Deleuze

How shall we ever be able to think about the oft-named relation between thought and poesy, so long as we do not know what is called thinking and what calls for thinking, and therefore cannot think about what poesy is? We mod ern men presumably have not the slightest notion how thoughtfully the Greeks experienced their lofty poetry, their works of art no, not experienced, but let them stand there in the presence of their radiant appearance. (Heidegger)

Let us try to understand this love more consciously.
Let us consider what prophets and poets have said about
it, for they have been able to give form and expression to
this great energy which we call love. Certainly there is
nothing more beautiful or uplifting than the words of
poets who have given this form to love so that man can
visualize it to some extent ; this love which is the energy
at the base of all existence. Even the most ferocious of
men when they read these statements of poets and reli-
gious men may say : ” How beautiful ! ” That means
that this love has remained in them and keeps vibrating
in them, despite the manner of their life. Were it not
so, they would call such things, nonsense, stupidity,
vapidity and so on. Although it does not seem to have
entered their lives, yet they are influenced by it. It
means that they are thirsty for love even without their
knowing it. (Montessori)

It is not for you to know the times or dates the Father has set by his own authority.But you will receive power when the Holy Spirit comes on you.
(Acts 1:7-8)

In reality the disciple is not different from the Guru. He is the same dimensionless centre of perception and love in action. It is only his imagination and self-identification with the imagined, that encloses him and converts him into a person. The Guru is concerned little with the person. His attention is on the inner watcher. It is the task of the watcher to understand and thereby eliminate the person. While there is grace on one side, there must be dedication to the task on the other. (Sri Nisargadatta Maharaj)

Dissemination endlessly opens up a snag in writing that can no longer be mended, a spot where neither meaning, however plural, nor any form of presence can pin/pen down (agrapher} the trace. Dissemination treats doctors-that point where the movement of signification would regularly come to tie ekJwn the play of the trace, thus producing (a) history. The security of each point arrested in the name of the law is hence blown up. It is-at least-at the risk of such a blowup that dissemination has been broached/breached. With a detour through/of writing one cannot get over. (Derrida)

————————————————————
footnote:

Whatever does not let itself be interpreted by a force nor
evaluated by a will calls out for another will capable of evaluating it,
another force capable of interpreting it. But we prefer to save the
The Tragic interpretation which corresponds to our forces and to deny the thing
which does not correspond to our interpretation. We create grotesque
representations of force and will, we separate force from what it can
do, setting it up in ourselves as “worthy” because it holds back from
what it cannot do, but as “blameworthy” in the thing where it
manifests precisely the force that it has. We split the will in two,
inventing a neutral subject endowed with free will to which we give
the capacity to act and refrain from action. (Deleuze)

2019 (#68-16b) : Deleuze , Montessori , Heidegger , Luke 6:37 , Montessori , Gospel of Thomas , Montessori , Sri Ramana Maharshi , Montessori , Deleuze , Gospel of Thomas , Derrida

What does “innocence” mean? When Nietzsche denounces our
deplorable mania for accusing, for seeking out those responsible
outside, or even inside, ourselves, he bases this critique on five
grounds. The first of these is that “nothing exists outside of the
whole”. But the last and deepest is that “there is no whole”: “It is
necessary to disperse the universe, to lose respect for the whole. Innocence is the truth of multiplicity.It derives immediately from the principles of the philosophy of force and will. Every thing is
referred to a force capable of interpreting it; every force is referred to
what it is able to do, from which it is inseparable. It is this way of being
referred, of affirming and being affirmed, which is particularly innocent.(Deleuze)

This is the second period in the development of the
teacher. If there is some child who persists in molesting
others at this stage, the practical thing is to interrupt his
actions. Whilst we have said so often that when a child
is concentrated in work one must not, under any circum-
stances, intervene and interrupt his cycle of activity, and
so prevent his full expression, obviously here the contrary
is the right technique : to interrupt and so to break his
thread of disturbing activities. The interruption can be
an exclamation merely, or it can be getting interested in
him ; multiplying your attention to him is like a lot of
electric shocks to him and will bring a reaction in time.
If a child is bothering others, one might say : ” How are
you, Johnnie ? Come here, I want to give you some-
thing to do ! ” Probably he will not want to do that, so
you say : ” So you don’t want to do that ) All right,
let’s go into the garden then,” and go with him or let
your helper take him and then his naughtiness comes
under your care and the children are not troubled.
(Montessori)

You just wait-I’ll teach you what we call obedience!” a mother might say to her boy who won’t come home. Does she promise him a definition of obedience? No. Or is she going to give him a lecture? No again, if she is a proper mother. Rather, she will convey to him what obedience is. Or better, the other way around: she will bring him to obey. Her success will be more lasting the less she scolds him 5 it will be easier, the more directly she can get him to listen not just condescend to listen, but listen in such a way that he can no longer stop wanting to do it. And why? Because his ears have been opened and he now can hear what is in accord with his nature. Learning, then, cannot be brought about by scolding. Even so, a man who teaches must at times grow noisy. (Heidegger)

Forgive and you will be forgiven. (Luke 6:37)

Third Stage. Now comes the third stage when the
children are interested in something, usually some exer-
cise of practical life, because one cannot give any other
material until one has been able to present it properly
and that we cannot do while they are not concentrated
on anything. When the child becomes interested in an
object, the teacher must not interrupt, because this acti-
vity obeys natural laws and has a cycle ; and if it is
touched, it disappears like a soap-bubble and all its
beauty with it. (Montessori)

Let him who seeks continue seeking until he finds. When he finds, he will become troubled. When he becomes troubled, he will be astonished, and he will rule over the All. (Gospel of Thomas, 2)

These qualities of a social being are wonderful to
behold, and the joy of the teacher is to be able to see
the manifestations of the spirit of the child. It is a great
privilege since usually they are hidden, and as they
appear, the teacher who knew of them by the inspiration
of her faith, welcomes them. Here is the child as he should be : the worker who never tires, the calm child,
the child who seeks the maximum effort and who tries to
help the weak, who knows how to respect others and
shows us characteristics which make us know him as the
true child. (Montessori)

‘Non-action is unceasing activity. The Sage is
characterised by eternal and incessant activity. His stillness is like
the apparent stillness of a fast rotating top. It is moving too fast
for the eye to see, so it appears to be still. Yet it is rotating. So is
the apparent inaction of the Sage. This has to be explained because
people generally mistake his stillness for inertness. It is not so.
(Sri Ramana Maharshi)

The children develop an ordered society unaided.
We adults need police, lathis, soldiers, machine-guns.
The children solve their own problems in peace. They
have shown us that freedom and discipline are the two
sides of the same coin, because scientific freedom leads
to discipline. Usually coins have two sides, one beauti-
fully engraved with a face or figure, the other flatter and
with lettering. The flat side is freedom and the beauti-
fully engraved side discipline. This is so true that when
we find a class of undisciplined children this serves as a
control of error for the teacher, for she says on seeing it :
44 I have made a mistake against this class somewhere ”
and so she corrects it. The ordinary teacher thinks this
is a humiliation ; it is not* It is a technique of the new
education. In serving the children, we serve life.
(Montessori)

Whatever does not let itself be interpreted by a force nor
evaluated by a will calls out for another will capable of evaluating it,
another force capable of interpreting it. But we prefer to save the
The Tragic interpretation which corresponds to our forces and to deny the thing
which does not correspond to our interpretation. We create grotesque
representations of force and will, we separate force from what it can
do, setting it up in ourselves as “worthy” because it holds back from
what it cannot do, but as “blameworthy” in the thing where it
manifests precisely the force that it has. We split the will in two,
inventing a neutral subject endowed with free will to which we give
the capacity to act and refrain from action. (Deleuze)

If those who lead you say to you, ‘See, the kingdom is in the sky,’ then the birds of the sky will precede you. If they say to you, ‘It is in the sea,’ then the fish will precede you. Rather, the kingdom is inside of you, and it is outside of you. When you come to know yourselves, then you will become known, and you will realize that it is you who are the sons of the living father. But if you will not know yourselves, you dwell in poverty and it is you who are that poverty. (Gospel of Thomas , 3)

No doubt the god Thoth had several faces, belonged to several eras, lived
in several homes. The discordant tangle of mythological accounts in which
he is caught should not be neglected. Nevertheless, certain constants can be
distinguished throughout , drawn in broad letters with firm strokes. One
would be tempted to say that these constitute the permanent identity of this
god in the pantheon, if his function, as we shall see, were not precisely to
work at the subversive dislocation of identity in general, starting with that
of theological reality. (Derrida)

2019 (#67-16a): Heidegger , Montessori , Nietzsche , Montessori , Derrida , Montessori , Mathew 16:19-21 , Montessori , Derrida , Emerson , Sri Nisargadatta Maharaj , (footnote): Sri Ramana Maharshi

What is called thinking? We must guard against the blind urge to snatch at a quick answer in the form of a formula. We must stay with the question. We must pay attention to the way in which the question asks : what is called thinking, what does call for thinking? (Heidegger)

If in the practice of school-life there comes this
opportunity for constant control of error, this leads to
perfection. The interest in the progress to perfection and
the control of error is so important to the child that
progress is ensured. By nature the child leans to exact-
ness and so this control interests him very much. In
one of our schools a child had a reading command
which said : ” Go out, close the door and come back “.
The child studied it and started to carry it out ; then she
came to the teacher and said : ” Why did you write it
like this ? It cannot be done. How can I come back if
the door is closed > ” So the teacher said : ” Yes, my
mistake/* and rewrote it, and the child said with a
smile, ” Yes, now I can do it.” (Montessori)

. . no matter how it happened, each time “the hero” strode across the stage,
something new was attained, a terrible reverse of laughter, a profound emotion for many in their thought: “Yes, life is worth living! Yes, I’m worthy of life!”-Life, you and me, all of us just as we are, we became interesting to ourselves. We cannot deny that in the long run laughter, reason, and nature ended up becoming masters of each of the great masters of teleology: Brief-tenured tragedy finally has always returned to the eternal comedy of existence. And the sea “with its countless smiles”–to speak with Aeschylus–with its waves, will finally cover the greatest of our tragedies. . .
(Nietzsche)

I would like to clarify these ideas, basing myself not
on any opinion of my own, but on my experience. First
of all we must admit that there is a great confusion in
these topics. Some biological studies tell us that the will
of man is part of a universal power (horme), and that
this universal force is not physical, but a force of life
along the path of evolution. All life is urged irresistibly
towards evolution, and this urge is called horme*
Evolution is governed by laws and is not haphazard or
casual. These laws of life show us that the will of man
is an expression of that force and shapes his behaviour.
In childhood this force becomes partly conscious as soon
as the child carries out a certain self-determined action and then this force is developed in children, but only through
experience. So let us begin by saying that the will is
something which must develop and, being natural, it
obeys natural laws. (Montessori)

To repeat: the hymen, the confusion between the present and the
nonpresent, along with all the indifferences it entails within the whole
series of opposites (perception/nonperception, memory/image, memory/
desire, etc.), produces the effect of a medium (a medium as element
enveloping both terms at once; a medium located between the two terms).
It is an operation that both sows confusion between opposites and stands
between the opposites “at once. ” What counts here is the between, the
in-between-ness of the hymen. The hymen “takes place” in the “inter-,” in
the spacing between desire and fulfillment, between perpetration and its
recollection. But this medium of the entre has nothing to do with a center.
(Derrida)

Obedience is the last phase of the development of
the will, so the development of the will makes obedience
possible. With our children it leads to a phase when the
teacher, whatever he commands, is promptly obeyed.
What he then feels is that he should be careful not to
take advantage of this type of obedience of the children.
He becomes aware of the real nature of the character
which a leader should have. A leader should feel a
great responsibility for the orders he issues. A leader,
therefore, is not somebody with a sense of great authority,
but somebody with a sense of great responsibility.
(Montessori)

Do not store up for yourselves treasures on earth, where moths and vermin destroy, and where thieves break in and steal. 20 But store up for yourselves treasures in heaven, where moths and vermin do not destroy, and where thieves do not break in and steal. 21 For where your treasure is, there your heart will be also.
(Mathew 6:19-21)

blessed are the teachers who have brought
their class to the stage where they can say : ” Whether
I am present or not, the class functions/* Each child
through his activity has achieved independence and now
the group has achieved independence. That is the mark
of success, but to arrive at this there is a path to follow ;
the teacher too must develop. (Montessori)

It is something that one does not know, precisely, and one does not know if precisely it is, if it exists, if it responds to a name and corresponds to an essence. One does not know: not out of ignorance, but because this non-object, this non-present present, this being-there of an absent or departed one no longer belongs to knowledge. At least no longer to that which one thinks one knows by the name of knowledge.
(Derrida)

When I watch that flowing river which, out of regions I see not, pours for a season its streams into me, I see that I am a pensioner; not a cause but a surprised spectator of this ethereal water; that I desire and look up and put myself in the attitude of reception, but from some alien energy the visions come.
(Emerson)

A quiet mind is all you need. All else will happen rightly, once your mind is quiet. As the sun on rising makes the world active, so does self-awareness affect changes in the mind. In the light of calm and steady self-awareness inner energies wake up and work miracles without any effort on your part.

Do understand that you are destined for enlightenment. Co-operate with your destiny, don’t go against it, don’t thwart it. Allow it to fulfil itself. All you have to do is to give attention to the obstacles created by the foolish mind. (Sri Nisargadatta Maharaj)

————————————————————–

footnote:

That is why it is sometimes said in answer to such questions that
the body of the Realised Man continues to exist until his destiny
has worked itself out, and then it falls away. An example of this
that is sometimes given is that an arrow which has been loosed
from the bow (destiny) must continue its course and hit the
mark, even though the animal that stood there has moved away
and another has taken its place (i.e., Realisation has been
achieved). But the truth is that the Realised Man has transcended
all destiny and is bound neither by the body nor by its destiny.
(Sri Ramana Maharshi)

2019 (#66-15b) : Heidegger , Montessori , Derrida , Winnicott , Wilhelm Reich , Vygotsky , William Blake , Derrida , John 9:11-12 , Derrida , John 9:17-18 , Bhagavad Gita 3:27-28 , Baudrillard , John Ashbery , Sri Ramana Maharshi , Heidegger , Derrida

What withdraws from us, draws us along by its very withdrawal, whether or not we become aware of it immediately, or at all. Once we are drawn into the withdrawal, we are drawing toward what draws, attracts us by its withdrawal. And once we, being so attracted, are drawing toward what draws us, our essential nature already bears the stamp of ‘_’drawing toward.” As we are drawing toward what withdraws, we ourselves are pointers pointing toward it. We are who we are by pointing in that direction-not like an incidental adjunct but as follows: this “drawing toward” is in itself an essential and therefore constant pointing toward what withdraws. To say “drawing toward” is to say “pointing toward what withdraws.” (Heidegger)

Will and obedience are connected in as much as the
will is the foundation and obedience marks a second phase
in a process of development. Obedience has thus a higher
meaning than is generally realized in education. It
may be considered as a sublimation of the indivi-
dual will.

Also obedience must be interpreted in a way which
places it among the phenomena of life and can then be
considered as one of the characteristics of nature.

In our children, in fact, we witness the develop-
ment of obedience as a kind of evolution. It appears
spontaneously, as a surprise. It represents the destina-
tion of a long process of perfection. (Montessori)

To put the old names to work, or even Just to leave them in circulation, will always, of course, involve some risk: the risk of settling down or of regressing into the system that has been, or is in the process of being, deconstructed. To deny this risk would be to confirm it: it would be to see the signifier-in this case the name-as a merely circumstantial, conventional occurrence of the concept or as a concession without any specific effect. It would be an affirmation of the autonomy of meaning, of the ideal puri ty of an abstract, theoretical history of the concept. Inversely, to claim to do away immediately with previous marks and to cross over, by decree, by a simple leap, into the outside of the classical oppositions is, apart from the risk of engaging in an interminable “negative theology,” to forget that these oppositions have never constituted a given system, a sort of ahistorical, thoroughly homogeneous table, but rather a dissymmetric, hierarchically ordered space whose closure is constantly being traversed by the forces, and worked by the exteriority, that it represses: that is, expels and, which amounts to the same, internalizes as one of its moments. (Derrida)

an infant in a certain setting provided by the
mother is capable of conceiving of the idea of something
that would meet the growing need that arises out of
instinctual tension. The infant cannot be said to know at
first what is to be created. At this point in time the mother
presents herself. In the ordinary way she gives her breast
and her potential feeding urge. The mother’s adaptation to
the infant’s needs, when good enough, gives the infant the
illusion that there is an external reality that corresponds to
the infant’s own capacity to create. In other words, there is
an overlap between what the mother supplies and what the
child might conceive of. (Winnicott)

I continued to grapple with the problem of the relation between the quantitative concept of “drive” and the qualitative concept of “pleasure” (Wilhelm Reich)

Just as a mold gives shape to a substance, words can shape an
activity into a structure. However, that structure may be changed or
reshaped when children learn to use language in ways that allow them
to go beyond previous experiences when planning future action. In
contrast to the notion of sudden discovery popularized by Stern, we
envisage verbal, intellectual activity as a series of stages in which the
emotional and communicative functions of speech are expanded by the
addition of the planning function. As a result the child acquires the ability
to engage in complex operations extending over time. (Vygotsky)

“Queen of the vales ,” the Lilly answer’d, “ask the tender
cloud,
And it shall tell thee why it glitters in the morning sky,
And why it scatters its bright beauty thro’ the humid air.
Descend, O little Cloud, & hover before the eyes of
Thel.”
(William Blake)

All phantasms are projected onto the screen of this ghost (that is, on something
absent, for the screen itself is phantomatic, as in the television of the future which will have no “screenic” support and will project its images-sometimes synthetic images–directly on the eye, like the sound of the telephone deep in the ear). (Derrida)

11 He replied, “The man they call Jesus made some mud and put it on my eyes. He told me to go to Siloam and wash. So I went and washed, and then I could see.” 12 “Where is this man?” they asked him. “I don’t know,” he said. (John 9:11-12)

This is why deconstruction involves an indispensable phase of reversal. To remain content with reversal is of course to operate within the immanence of the system to be destroyed. But to sit back, in order to go further, in order to be more radical or more daring, and take an attitude of neutralizing indifference with respect to the classical oppositions would be to give free rein to the existing forces that effectively and historically dominate the field. It would be, for not having seized the means to intervene,6 to confirm the established equilibrium. (Derrida)

17 The servant hurried to meet her and said, “Please give me a little water from your jar.” 18 “Drink, my lord,” she said, and quickly lowered the jar to her hands and gave him a drink. (John 9:17-18)

All activities are carried out by the three modes of material nature. But in ignorance, the soul, deluded by false identification with the body, thinks itself to be the doer. O mighty-armed Arjuna, illumined persons distinguish the soul as distinct from guṇas and karmas. They perceive that it is only the guṇas (in the shape of the senses, mind, etc.) that move amongst the guṇas (in the shape of the objects of perception), and thus they do not get entangled in them.(Bhagavad Gita 3:27-28)

In the face of this threat of total weightlessness, of an unbearable lightness of being, a universal promiscuity, a linearity of processes which would pitch us into the void, these sudden whirlwinds we call catastrophes are what keep us from catastrophe. These anomalies, these extreme phenomena recreate zones of gravitation and density which prevent things from dispersing totally.
(Jean Baudrillard)

At some anonymous crossroads. the sky calls
To the deaf earth. The proverbial disarray
Of morning corrects itself as you stand up.
You are wearing a text. The lines
Droop to your shoelaces and I shall never want or need
Any other literature than this poetry of mud
(John Ashbery)

You need not eliminate any false ‘I’. How can ‘I’
eliminate itself? All that you need do is to find out its origin
and stay there. Your effort can extend only so far. Then the
Beyond will take care of itself. You are helpless there. No effort
can reach It.

The Self/Atman does not come from anywhere nor does it enter the
body through the crown of the head. It is as it is, ever shining, ever
steady, unmoving and unchanging. The changes which are noticed
are not inherent in the Self/Atman, for the Self/Atman abides in the heart and is self-luminous like the sun. The changes are seen in Its light. The
relationship between the Self/Atman and the body or the mind may be
compared to that of a clear crystal and its background. If the crystal
is placed against a red flower it shines red, if against green it shines
green, and so on. The individual confines himself to the limits of
the changeable body or of the mind which derives its existence
from the unchanging Self/Atman. All that is necessary is to give up this
mistaken identity and, that done, the ever shining Self/Atman will be seen
to be the single, non-dual Reality.

(Sri Ramana Maharshi)

To the extent that man is drawing that way, he points toward what withdraws. As he is pointing that way, man is the pointer. Man here is not first of all man, and then also occasionally someone who points. No: drawn into what withdraws, drawing toward it and thus pointing into the withdrawal, man first is man. His essential nature lies in being such a pointer. Something which in itself, by its essential nature, is pointing, we call a sign. As he draws toward what withdraws, man is a sign. (Heidegger)

There is no such thing as a “metaphysical-concept.” There is no such thing as a “metaphysical-name.” The “metaphysical” is a certain determination or direction taken by a sequence or “chain.” It cannot as such be opposed by a concept but rather by a process of textual labor and a different SOrt of articulation. This being the case, the development of this problematic will inevitably involve the movement of differance as it has been discussed elsewhere: a “productive,” conflictual’ movement which cannot be preceded by any identity, any unity, or any original simplicity; which cannot be “relieved” [releve1,8 resolved, or appeased by any philosophical dialectic; and which disorganizes “historically,” “practically,” textually, the opposition or the difference (the static distinction) between opposing terms. (Derrida)

FOOTNOTES :

We have still not come face to face, have not yet come under the sway of what intrinsically desires to be thought about in an essential sense. Presumably the reason is that we human beings do not yet sufficiently reach out and turn toward what desires to be thought. (Heidegger)

It is by studying the behaviour of these children
and their re-actions to each other in this atmosphere of
freedom that the real secret of society is revealed. They
are fine and delicate facts that have to be examined
with a spiritual microscope, but they are of the utmost
interest since they reveal facts inherent in the very
nature of man. These schools, therefore, are thought
of as laboratories for psychological research, although
it is not really research, but observation that is carried
out. It is this observation which is important. (Montessori)

Do not store up for yourselves treasures on earth, where moths and vermin destroy, and where thieves break in and steal. 20 But store up for yourselves treasures in heaven, where moths and vermin do not destroy, and where thieves do not break in and steal. 21 For where your treasure is, there your heart will be also. (Mathew 6:19-21)

The duality of subject and object and trinity of seer, sight, and seen can exist only if supported by the One. If one turns inward in search of that One Reality they fall away. Those who see this are those who see Wisdom. They are never in doubt. (Sri Ramana Maharshi)

… a structure of alteration without opposition. That which seems, then, to make the belonging — a belonging without interiority — of death to pleasure more continuous, more immanent, and more natural too …
(a sentence which condemns to death and an interruption suspending death)
(Derrida)

The theme was articulated, the brightness filled in.
And when we tell about it
no wave of recollection comes gushing back …
There’s a smooth slightly concave space there instead:
not the ghost of a naval.
(John Ashbery)

To the extent that man is drawing that way, he points toward what withdraws. As he is pointing that way, man is the pointer. Man here is not first of all man, and then also occasionally someone who points. No : drawn into what withdraws, drawing toward it and thus pointing into the withdrawal, man first is man. His essential nature lies in being such a pointer. Something which in itself, by its essential nature, is pointing, we call a sign. As he draws to ward what withdraws, man is a sign. (Heidegger)

There is no such thing as a “metaphysical-concept.” There is no such thing as a “metaphysical-name.” The “metaphysical” is a certain determination or direction taken by a sequence or “chain.” It cannot as such be opposed by a concept but rather by a process of textual labor and a different SOrt of articulation. This being the case, the development of this problematic will inevitably involve the movement of differance as it has been discussed elsewhere: a “productive,” conflictual’ movement which cannot be preceded by any identity, any unity, or any original simplicity; which cannot be “relieved” [releve1,8 resolved, or appeased by any philosophical dialectic; and which disorganizes “historically,” “practically,” textually, the opposition or the difference (the static distinction) between opposing terms. (Derrida)

2019 (#65-15a) : Heidegger , Montessori , Mathew 6:19-21 , Sri Ramana Maharshi , Emerson , Nietzsche , Derrida , John Ashbery

We have still not come face to face, have not yet come under the sway of what intrinsically desires to be thought about in an essential sense. Presumably the reason is that we human beings do not yet sufficiently reach out and turn toward what desires to be thought. (Heidegger)

It is by studying the behaviour of these children
and their re-actions to each other in this atmosphere of
freedom that the real secret of society is revealed. They
are fine and delicate facts that have to be examined
with a spiritual microscope, but they are of the utmost
interest since they reveal facts inherent in the very
nature of man. These schools, therefore, are thought
of as laboratories for psychological research, although
it is not really research, but observation that is carried
out. It is this observation which is important. (Montessori)

Do not store up for yourselves treasures on earth, where moths and vermin destroy, and where thieves break in and steal. 20 But store up for yourselves treasures in heaven, where moths and vermin do not destroy, and where thieves do not break in and steal. 21 For where your treasure is, there your heart will be also. (Mathew 6:19-21)

Under whatever name and form one may worship the Absolute Reality, it is only a means for realizing It without name and form. That alone is true realization, wherein one knows oneself in relation to that Reality, attains peace and realizes one’s identity with it. (Sri Ramana Maharshi)

When I watch that flowing river which, out of regions I see not, pours for a season its streams into me, I see that I am a pensioner; not a cause but a surprised spectator of this ethereal water; that I desire and look up and put myself in the attitude of reception, but from some alien energy the visions come. (Emerson)

And how many new ideals are still possible when you think about it! Here’s one: a minor one, occurring to me every five weeks or so in the course of wild, solitary walks, during serene moments of almost criminal happiness. To live life among fragile and absurd things; to be unfamiliar with the real! Half artist, half bird or metaphysician. Not to say yes or no to reality except maybe occasionally, testing it with a foot, like a good dancer; to always feel kissed with a ray of sunlight and happiness; to be filled with joy and always feel stimulated, even by affliction, since affliction upholds the happy man, and to see even in the most sacred things something comical. Such of course is the ideal of weighty minds, heavy with the weight of tons on them–quintessential souls of heaviness. (Nietzsche)

It is something that one does not know, precisely, and one does not know if precisely it is, if it exists, if it responds to a name and corresponds to an essence. One does not know: not out of ignorance, but because this non-object, this non-present present, this being-there of an absent or departed one no longer belongs to knowledge. At least no longer to that which one thinks one knows by the name of knowledge. (Derrida)

Do not store up for yourselves treasures on earth, where moths and vermin destroy, and where thieves break in and steal. 20 But store up for yourselves treasures in heaven, where moths and vermin do not destroy, and where thieves do not break in and steal. 21 For where your treasure is, there your heart will be also. (Mathew 6:19-21)

The duality of subject and object and trinity of seer, sight, and seen can exist only if supported by the One. If one turns inward in search of that One Reality they fall away. Those who see this are those who see Wisdom. They are never in doubt. (Sri Ramana Maharshi)

… a structure of alteration without opposition. That which seems, then, to make the belonging — a belonging without interiority — of death to pleasure more continuous, more immanent, and more natural too …
(a sentence which condemns to death and an interruption suspending death)

(Derrida)

The theme was articulated, the brightness filled in.
And when we tell about it
no wave of recollection comes gushing back …
There’s a smooth slightly concave space there instead:
not the ghost of a naval.

(John Ashbery)