WHAT MAKES A SCHOOL?
According to my contemplation the greatest schools are those that do not merely teach students what to think but how to think. They instill a sense of wonder, a hunger for truth, and the courage to challenge assumptions. They teach that knowledge is not static but an evolving landscape, and that wisdom lies in the ability to navigate it with humility and integrity.
Ultimately, what makes a school is not its curriculum or its rankings, but the quality of thought it fosters. A great school creates not just scholars, but seekers—individuals who are not satisfied with easy answers but who dare to explore the depths of knowledge, understanding, and the human experience itself.
War v/s Peace
War and peace are not just historical events or political conditions; they are manifestations of the duality within human nature. They reflect the eternal struggle between destruction and creation, between chaos and order, between ego and unity. War arises from the depths of fear, ambition, and the illusion of separation. Peace, on the other hand, is the realization of interconnectedness, the understanding that harm to another is harm to oneself.
At its most fundamental level, war is not fought with weapons but with minds. Before a bullet is fired or a bomb is dropped, war is conceived in thoughts—thoughts of division, superiority, vengeance, or scarcity. Every conflict begins as an idea, a perception of "us vs. them," a belief that violence is justified in the pursuit of power, justice, or security. Yet, the paradox of war is that it never truly resolves the conflicts it seeks to end. It may silence enemies, redraw borders, or shift control, but it does not erase the hatred, pain, or need for retribution that gave birth to it. Instead, war plants the seeds for future wars, ensuring that the cycle of violence continues.
Peace, on the other hand, is not a passive state; it is a higher intelligence, a conscious awakening. True peace is not enforced by treaties or military deterrents but cultivated in the hearts and minds of individuals. It requires a radical shift in perception—a recognition that no one truly wins in war, that suffering on one side is suffering for all, that the destruction of one nation, one people, or one ideology is ultimately a destruction of the human spirit itself.
LOVE FOR LEARNING V/S HATE FOR LEARNING
At the deepest level, learning is not just about knowledge—it is about transformation. It is the process by which consciousness expands, moving from ignorance to awareness, from limitation to liberation. The love or hatred of learning is not merely an attitude toward education; it is a reflection of one’s relationship with existence itself.
To love learning is to align with the fundamental nature of reality—change, growth, and evolution. The universe itself is in a constant state of unfolding, from the expansion of galaxies to the evolution of life, and the human mind is no different. Those who love learning have surrendered to this flow; they understand that every new insight, every experience, every challenge is a step toward greater understanding. This love is not dependent on external validation—grades, degrees, or recognition—but is driven by an inner thirst for truth. To love learning is to live in a state of openness, where every moment holds the potential for revelation.
To hate learning, on the other hand, is often an unconscious rejection of the discomfort that true learning brings. Deep learning requires destruction—the destruction of old beliefs, illusions, and the ego’s sense of certainty. Many resist learning because it threatens their identity, their worldview, or their comfort. Hatred for learning is not a rejection of knowledge itself but a fear of what it demands: change. The mind clings to what it knows, fearing the void that lies beyond its current understanding. But in doing so, it creates stagnation—a life confined to repetition, where the same patterns, mistakes, and limitations persist.
AFFECTION V/S REJECTION
At the most profound level, affection and rejection are not simply emotional experiences; they are manifestations of our deeper existential quest—to belong, to be seen, to be validated. They shape not only our relationships with others but also our relationship with ourselves and the universe.
To experience affection is to feel in harmony with life itself. True affection is not just an exchange of love or approval; it is an affirmation of our very existence. It tells us, “You are seen. You are valued. You belong.” When we receive affection, we feel connected—not just to another person, but to something greater than ourselves. Affection, in its highest form, is unconditional. It does not demand or possess; it simply radiates, like the warmth of the sun.
Rejection, however, shakes us at our core. It is not merely a denial of love but a confrontation with our deepest fear—that we are unworthy, that we do not belong. It triggers an existential loneliness, a sense of being cast out from the fabric of connection. But what is rejection, really? Is it an objective reality, or is it simply the mind’s interpretation of an event? When we feel rejected, we assume something in us is lacking, but this assumption itself is an illusion. No external force can define our worth; it can only reflect what we already believe about ourselves.
LIKE VS UNLIKE
To like something is to recognize harmony between ourselves and an external thing—a person, an idea, a sensation. When we like something, it feels familiar, comfortable, or desirable. Likes are affirmations; they reinforce our sense of self, shaping our identity through the things we associate with. We often define ourselves by what we enjoy, by what aligns with our experiences, emotions, or beliefs.
To unlike or dislike something is to experience a sense of dissonance. It is the recognition of a gap between what we expect and what is. Dislikes create distance, reinforcing a sense of separation between ourselves and what we reject. However, disliking something does not mean it is inherently bad—only that it does not align with our personal conditioning, perspective, or past experiences.
RIGHT VS WRONG
The universe does not operate by human morality. It functions by cause and effect. A lion killing its prey is not right or wrong—it simply is. A storm destroying a village is not evil—it is nature’s movement. Similarly, human actions are not inherently good or bad; they simply create consequences. Instead of rigidly classifying things as right or wrong, a higher approach is to ask:
Does this action expand or limit consciousness?
Does it create harmony or division?
Does it arise from wisdom or from fear?
When we cling too tightly to right and wrong, we fall into judgment, dogma, and division. But when we transcend these constructs, we gain clarity. My goal as a teacher is to guide them on this journey, helping them realize that learning is not just an obligation—it is a gateway to endless possibilities..
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