Discipline does not mean suppression and control, nor is it adjustment to a pattern or ideology. It means a mind that sees 'what is' and learns from 'what was'.
Training the intellect does not result in intelligence. Intelligence comes into being when one acts in perfect harmony, both intellectually and emotionally.
So you have to be your own teacher and your own disciple, and there is no teacher outside, no saviour, no master; you yourself have to change, and therefore you have to learn to observe, to know yourself. This learning about yourself is a fascinating and joyous business.
Am I caught in a self-centred, narrow little cell which refuses to look beyond? Do I see it when you come along and tell me that my brain is the brain of all mankind?
As the beauty of the picture depends not on the painter but on the picture itself, what I say must depend on its own intrinsic value and not on the authority of my attainment, nor on the authority of others.
It is necessary for all of us to awaken in ourselves this spirit of cooperation, for then it will not be a mere plan or agreement which causes us to work together, but an extraordinary feeling of togetherness, the sense of joy in being and doing together without any thought of reward or punishment.
Love is a state of being, and in that state, the 'me', with its identifications, anxieties, and possessions is absent. Love cannot be, as long as the activities of the self, of the 'me', whether conscious or unconscious, continue to exist.
Perception without the perceiver in meditation is to commune with the height and depth of the immense. This perception is entirely different from seeing an object without an observer, because in the perception of meditation there is no object and therefore no experience. can, however, take place when the eyes are open and one is surrounded by objects of every kind. But then these objects have no importance at all. One sees them but there is no process of recognition, which means there is no experiencing.
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.
Let the mind be empty, and not filled with the things of the mind. Then there is only meditation, and not a meditor who is meditating . . . The mind must be clear, without movement, and in the light of that clarity the timeless will be revealed.