GSEB Class 12 English Solutions Unit 8 Read 1 For Youth

Comprehension:

Question 1. Write Yes or No:
(1) I can enjoy beauty when my mind is engaged in thinking. - No
(2) An intelligent mind can understand that it is not free from impact of tradition.- No
(3) The freeman does not believe in his parents' beliefs. - Yes
(4) Freedom means to be free from religious faith. - Yes
(5) Freeman can feel happiness in real sense.- Yes
(6) We should not be afraid of questioning traditions and beliefs.- Yes
Answer:
(1) No
(2) No
(3) Yes
(4) Yes
(5) Yes
(6) Yes
In simple words: This section assesses understanding of core concepts like freedom, intelligence, and tradition from the text. The answers clarify whether certain common perceptions align with the author's viewpoint.

🎯 Exam Tip: Pay close attention to nuanced statements in True/False or Yes/No questions, as they often test subtle distinctions in understanding the text's philosophy.

2. Match 'A' with 'B'

Answer:
(1) → (c)
(2) → (e)
(3) → (d)
(4) → (b)
(5) → (a).
In simple words: This matching exercise connects different aspects of the human mind and its interaction with the world to their corresponding outcomes or meanings as discussed in the text.

🎯 Exam Tip: For matching questions, eliminate obvious pairs first. Understand the core concept of each statement in 'A' and find the most logical and accurate corresponding idea in 'B'.

3. Select The Correct Options.

Question 1. To cultivate freedom means...
(a) we should imitate our elders.
(b) we should revolt against the whole tradition which force us to be something.
(c) we should learn more and more and make lots of use of technology.
Answer: (b) we should revolt against the whole tradition which force us to be something.
In simple words: True freedom involves actively challenging societal norms and inherited traditions that dictate how we should be, rather than conforming to them.

🎯 Exam Tip: In multiple-choice questions, carefully read all options before selecting. Often, distractor options may sound plausible but do not fully align with the text's central theme.

Question 2. To be intelligent means...
(a) to get good score in exam.
(b) to have more IQ.
(c) to have deep insight to solve any problem.
Answer: (c) to have deep insight to solve any problem.
In simple words: Intelligence, in this context, refers to the capacity for deep understanding and the ability to critically analyze and resolve issues, not merely academic achievement or a high IQ score.

🎯 Exam Tip: Distinguish between superficial understanding and profound insight. The text often emphasizes a deeper, more reflective form of intelligence.

Question 3. We are free when ...
(a) we follow our elders.
(b) we want to be something.
(c) we do what we like.
Answer: (c) we do what we like.
In simple words: Freedom is achieved when one acts in accordance with one's genuine desires and choices, without external pressures or the need to emulate others.

🎯 Exam Tip: Note the difference between external compliance and internal autonomy when interpreting concepts like freedom as presented in the chapter.

Question 4. The real purpose of education is...
(a) to make a study.
(b) to make something.
(c) to enable us think systematically.
Answer: (c) to enable us think systematically.
In simple words: The fundamental aim of education is to equip individuals with the ability to think logically and in an organized manner, fostering critical reasoning.

🎯 Exam Tip: Understand that the "real purpose" of education goes beyond rote learning; it's about developing cognitive skills for structured thought.

4. Study The Example And Fill In The Table.

Question 5. Read the sentences. Write RP against the sentences which express real perception of freedom and WP against the sentences which express wrong perception of freedom according to J. Krishnamurty.
(1) To make our mind free from tradition. [RP]
(2) Freedom means to do what we want to do. [RP]
(3) To have mind without fear. [RP]
(4) To keep In mind, the social and other problems. [wp]
(5) Freedom makes us intelligent. [RP]
(6) To follow the political power and authority. [wp]
(7) Not to imitate others. [RP]
(8) Freedom lets you understand what you are. [RP]
(9) The function of education is to cultivate real freedom. [RP]
(10) Revolt against evil. [RP]
Answer:
(1) RP
(2) WP (Based on the text: "Merely to have independence, does that mean freedom? Many people in the world are independent, but very few are free.")
(3) RP
(4) WP
(5) RP
(6) WP
(7) RP
(8) RP
(9) RP
(10) RP
In simple words: This exercise differentiates between genuine freedom, which involves critical thinking, self-awareness, and non-conformity, and a mistaken perception of freedom, which might include mere independence, blind adherence to authority, or avoidance of societal issues.

🎯 Exam Tip: For RP/WP questions, carefully reread J. Krishnamurty's definitions of freedom and associated concepts to accurately classify each statement.

6. Write Answers In Two Or Three Sentences Each.

Question 1. Is freedom a simple problem? Why?
Answer: No, the concept of freedom is far from simple; it is a profoundly intricate issue. It demands extensive study and thorough comprehension. There are numerous interpretations of freedom, such as religious freedom or the liberty to act as one wishes, and many scholars have written extensively on this complex subject. Therefore, it is not as straightforward as it might initially appear.
In simple words: Freedom is complex, requiring deep thought and understanding, not a simple idea with easy answers.

🎯 Exam Tip: When asked to explain "why," always provide reasoning or examples from the text to support your stance, demonstrating a deeper comprehension.

Question 2. What should we understand to be free?
Answer: To attain true freedom, one must be intelligent. It is crucial to comprehend our entire environment and strive to liberate ourselves from the continuous imposition of social, religious, parental, and traditional influences. However, understanding these varied influences and breaking free from them requires profound insight.
In simple words: To be truly free, we must understand and break away from all the societal, religious, and personal influences that limit us, which requires deep insight.

🎯 Exam Tip: Focus on the active nature of "understanding" and "breaking free." Freedom, in this context, is an ongoing process of critical self-awareness.

Question 3. Why are we afraid, according to the author?
Answer: According to the author, our fear stems from our tendency to yield to various influences: our parents, government, society, culture, beliefs, gods, superstitions, and unquestioned traditions. Achieving freedom from these requires deep insight and courage, which we often lack, being inwardly fearful of what others, like priests, might say about us.
In simple words: We are afraid because we conform to external influences and traditions, fearing judgment from others if we challenge them.

🎯 Exam Tip: Highlight the psychological aspect—"inwardly frightened"—as a key reason for our adherence to traditions and lack of true freedom.

Question 4. What do we expect people to say about us?
Answer: We anticipate people will commend us, remarking on our marvelous qualities, our lovely appearance, and our extraordinary intelligence. This desire for affirmation provides us with self-assurance and a sense of importance. Fundamentally, we all aspire to be renowned individuals.
In simple words: We want others to praise us as wonderful, attractive, and intelligent, which boosts our self-esteem and desire for fame.

🎯 Exam Tip: Connect the desire for external validation to concepts of self-assurance and importance, as this linkage is critical in the author's analysis of human behavior.

Question 5. Why do we mention our degrees and designations after our names?
Answer: We append our degrees and designations to our names primarily due to our deep yearning for self-assurance and a sense of importance. This practice reflects our collective ambition to be notable and celebrated figures.
In simple words: We use degrees and designations to gain self-confidence and feel important, as everyone wants to be recognized and famous.

🎯 Exam Tip: Relate this behavior to the broader human craving for recognition and status, as discussed in the context of societal influences.

Question 6. Why are we not free in so called spiritual world?
Answer: We are not truly free in the so-called spiritual world because we aim to be virtuous, noble, and saintly. The moment we desire to become something other than our authentic selves, our freedom is compromised. However, an individual who recognizes the futility of these aspirations and whose heart remains innocent, unmoved by such desires, achieves genuine liberation.
In simple words: We aren't free in the spiritual world because striving to be virtuous or noble means not being ourselves, but true freedom comes from realizing the absurdity of such desires.

🎯 Exam Tip: Emphasize the distinction between "becoming somebody" and "being oneself" in the spiritual context; the former is a hindrance to freedom.

Question 7. Does imitation give us pleasure? Why?
Answer: No, imitation does not provide true pleasure because it involves replicating others' actions without engaging one's own intellect. When our minds are not applied, imitation becomes meaningless and stifles sensible thinking and creativity. Blindly following someone else, rather than producing our own insights, prevents self-confidence. Consequently, genuine pleasure cannot be derived from imitation.
In simple words: Imitation brings no real pleasure because it involves mindlessly copying others, hindering our own thinking, creativity, and self-confidence.

🎯 Exam Tip: Stress the negative impact of imitation on critical thinking, creativity, and self-confidence as key arguments against its value.

Question 8. Why do we cling to our traditions and beliefs?
Answer: We adhere to our traditions and beliefs primarily out of fear of deviating from or challenging them. We are constantly preoccupied with what others might think or say if we were to act differently. We unconsciously comply with the influences of our parents, society, culture, beliefs, deities, superstitions, and traditions because we are internally apprehensive.
In simple words: We stick to traditions and beliefs mainly due to an inner fear of what others might say or think if we were to go against them.

🎯 Exam Tip: Identify "fear" and the "unthinking conformity" as the primary psychological drivers for clinging to traditions and beliefs.

Question 9. Make a list of obstacles to real freedom.
Answer: The impediments to genuine freedom include:
(1) Social, religious, parental, and traditional influences.
(2) Our personal beliefs, gods, and superstitions.
(3) Our apprehension regarding others' opinions.
(4) Our eagerness for others to perceive us as marvelous, charming, and highly intelligent.
(5) Our ambition to achieve fame and success.
(6) Our aspiration to embody virtue, saintliness, and nobility.
(7) Our desire for titles, positions, and knowledge.
(8) Our drive to emulate a hero, a master, a saint, a teacher, a relative, or adhere strictly to a specific tradition.
In simple words: Obstacles to freedom include societal pressures, personal beliefs, fear of judgment, and the desire for external validation, fame, titles, or to imitate others.

🎯 Exam Tip: When listing obstacles, categorize them (e.g., external influences, internal desires, fears) to show a structured understanding of the text's critique.

Question 10. What is the real function of education?
Answer: The true purpose of education is to guide us from childhood to avoid imitation and consistently be our authentic selves. Its fundamental role is to instill in us the understanding required to challenge the entire tradition of aspiring to "become something." This revolutionary thinking leads to extraordinary freedom. Therefore, cultivating this profound freedom is the actual function of education.
In simple words: Real education helps us be ourselves, not imitate others, and teaches us to challenge traditions that push us to "become" something, leading to true freedom.

🎯 Exam Tip: Emphasize that real education promotes authenticity and critical rebellion against limiting traditions, rather than mere academic learning.

(A) Additional Questions And Answers

Answer The Following Questions:

Question 1. When can we give our whole attention to something beautiful ? OR When can we enjoy natural beauty?
Answer: We can fully appreciate natural beauty only when our minds are devoid of preoccupations. Our minds must not be burdened with problems, worries, or speculations. It is solely when the mind is exceptionally tranquil and receptive that it can perceive extraordinary beauty. The liberation of our mind is paramount to experiencing natural beauty.
In simple words: We can fully enjoy beauty only when our mind is calm, free from worries, problems, and thoughts, allowing it to be sensitive and receptive.

🎯 Exam Tip: Highlight the condition of a "mind free of preoccupations" as the prerequisite for truly experiencing and appreciating beauty, connecting it to the theme of mental clarity.

Question 2. What is the difference between becoming independent and becoming free, according to J. Krishnamurty?
Answer: J. Krishnamurty asserts that simply having independence does not equate to freedom. Independence allows us to act as we please or go where we wish, but this does not inherently mean we are free. Freedom, in his view, implies profound intelligence. Intelligence, here, means understanding our entire environment-the social, religious, parental, and traditional influences that constantly constrain us. To be truly free, one must liberate oneself from these through deep insight, rather than simply giving in.
In simple words: J. Krishnamurty distinguishes independence (doing what you want) from freedom (deep understanding and liberation from all limiting influences, requiring intelligence).

🎯 Exam Tip: Clearly articulate the difference: independence is behavioral, while freedom is a state of intelligent self-awareness and liberation from influence.

Question 3. How does imitation curtail our freedom?
Answer: Parents and teachers frequently guide us towards what they believe we should become, often suggesting we emulate successful family members or role models. This aspiration to imitate a hero, a saint, a teacher, a relative, or to adhere to a specific tradition, implies a demand to become someone other than ourselves. This act of imitation never leads to freedom. True freedom is found in understanding our authentic self from moment to moment.
In simple words: Imitation limits our freedom by pushing us to become someone else or follow a tradition, instead of understanding and embracing our true selves.

🎯 Exam Tip: Focus on how "becoming something" through imitation diverts from the path of self-understanding, which is essential for freedom.

Question 4. How is your 'self' a very complex thing, according to J. Krishnamurty?
Answer: According to J. Krishnamurty, one's 'self' is an exceedingly complex entity because it is largely concealed and not immediately apparent. What we outwardly perceive of a person is not their true 'self'. The 'self' is constructed not only from our individual thoughts but also from all the ideas, concepts, and influences that have been instilled in our minds by others-be it through people, books, newspapers, or leaders.
In simple words: Our 'self' is complex and hidden, formed not just by our own thoughts but also by all the external ideas and influences absorbed from others like books, people, and leaders.

🎯 Exam Tip: Emphasize the hidden and externally influenced nature of the 'self' as key to understanding its complexity according to Krishnamurty.

(B) Short Notes

Write Short Notes Focussing On The Questions:

Question (1) J. Krishnamurty's Views on Freedom
- freedom is not complex but simple
- free mind has never preoccupations
- free from fear
- function of education
- freedom is not following parents, teachers or institution
- imitation does not let man enjoy freedom
Answer: According to J. Krishnamurty, freedom is not an intricate concept but a straightforward one. He explains that to truly appreciate beauty, one must possess a liberated mind-a mind unburdened by problems, worries, or speculations. This state of freedom implies profound intelligence. Furthermore, freedom is a mental state devoid of fear or compulsion, with no desire for security. It means not imitating anyone. The essence of education, then, is to help individuals from childhood to avoid imitation and consistently embrace their true selves. True freedom is not about striving to become something different or adhering to tradition or authority, but rather understanding one's nature in every moment.
In simple words: J. Krishnamurty believes true freedom is simple: a mind without worries, fear, or imitation. It's about being yourself and understanding your nature, which education should foster.

🎯 Exam Tip: When writing a short note, synthesize the key bullet points into a coherent paragraph, ensuring all aspects are covered and the core message is clear.

Question (2) Hurdles in Achieving the Real Freedom
- Are you free?
- What is not freedom?
- How does imitation stop creativity?
- How does society/tradition stop us to think freely?
- Against what should you revolt?
- What is the function of real education?
Answer: A mind burdened by stress or fear can never experience genuine freedom. To achieve real freedom, one's mind must be liberated from all anxieties. Following traditions does not constitute freedom; instead, freedom is a mental state characterized by the absence of fear, compulsion, or the urge for security. Imitating others also hinders freedom. For true liberation, our minds must be free to think autonomously, uninfluenced by any tradition, external figures, or personal biases. Striving to become something different, or adhering to the authority of tradition, parents, or teachers, all serve as impediments to freedom. We must cultivate our own understanding, as there can be no freedom as long as we merely attempt to become or imitate a noble example.
In simple words: Real freedom is blocked by fear, worries, tradition, imitation, and external influences. To be truly free, our minds must think independently, without trying to become like others or following authority.

🎯 Exam Tip: Clearly list and elaborate on each hurdle, providing a concise explanation of how it prevents individuals from achieving genuine freedom.

(C) Reading Comprehension

Read The Following Extracts And Answer The Questions:

Question (1) Now, what does it mean to be free ? Is freedom a matter of doing what happens to suit you, going where you like, thinking what you will ? This you do anyhow. Merely to have independence, does that mean freedom ? Many people in the world are independent, but very few are free.

Freedom implies great intelligence, does it not ? To be free is to be intelligent, but intelligence does not come into being by just wishing to be free; it comes into being only when you begin to understand your whole environment, the social, religious, parental and traditional influences that are continually closing in on you.

Questions:
(1) What is the difference between independence and freedom according to the writer ?
(2) When can one be free ?
Answer:
(1) According to the writer, 'independence' is distinct from 'freedom.' Many individuals worldwide are independent, meaning they can act as they please, but very few are truly free. Freedom, conversely, requires great intelligence, involving a deep comprehension of one's entire environment.
In simple words: The writer states independence (doing what you want) is not freedom; true freedom comes from intelligent understanding of your surroundings.

🎯 Exam Tip: When differentiating concepts, use contrasting terms (e.g., "distinct from," "conversely") to make your explanation clear and precise.

Question (2) When can one be free ?
Answer: One can achieve freedom when they start to understand their complete environment, including the social, religious, parental, and traditional influences that persistently enclose them. This comprehensive awareness is key to liberation.
In simple words: A person becomes free by understanding all the social, religious, family, and traditional influences constantly affecting them.

🎯 Exam Tip: Link freedom directly to "understanding your whole environment" and "influences closing in," as this highlights the necessity of self-awareness.

Question (2) Please see this, for it is the real clue to understanding oc problem of freedom. Whether in this world of politicians, power, position and authority, or in the so called spiritual world where you aspire to be virtuous, noble, saintly, the moment you want to be somebody you are no longer free.

But the man or woman who sees the absurdity of all these things and whose heart is therefore innocent, and therefore not moved by desire to be somebody such a person is free. If you understand the simplicity of it you will also understand its extraordinary beauty and depth.

Questions:
(1) When is a person no longer free ?
(2) Which person is free, according to the writer ?
Answer:
(1) A person loses their freedom the very instant they desire to become someone specific or aspire to a particular identity, whether in political power or spiritual virtue.
In simple words: A person stops being free when they try to become someone specific, like a politician or a saint, rather than just being themselves.

🎯 Exam Tip: Focus on the "moment you want to be somebody" as the critical point where freedom is lost; this highlights the self-imposed nature of unfreedom.

Question (2) Which person is free, according to the writer ?
Answer: According to the writer, a person whose heart is innocent-one who comprehends the absurdity of all worldly aspirations and is therefore not driven by the desire to become "somebody"-is truly free.
In simple words: The writer says a truly free person sees the futility of trying to be "somebody" and has an innocent heart, free from such desires.

🎯 Exam Tip: Emphasize "innocent heart" and "not moved by desire to be somebody" as defining characteristics of a truly free individual.

Question (3) The function of education, then, is to help you from childhood not to imitate anybody, but to be yourself all the time. And this is a most difficult thing to do; whether you are ugly or beautiful, whether you are envious or jealous, always to be what you are, but understand it.

To be yourself is very difficult, because you think that you are ignoble and that if you could only change what you are " into something noble it would be marvelous but that never happens.

Questions:
(1) What is the function of education ?
(2) Why is it very difficult to be oneself ?
(3) The function of education is to help us to imitate others. - True or False ?
Answer:
(1) The primary role of education is to assist an individual, from their formative years, in avoiding imitation and consistently remaining their authentic self.
In simple words: Education's main job is to teach us to always be our true selves, not to copy anyone else, starting from childhood.

🎯 Exam Tip: Clearly state that education's purpose is fostering authenticity and individuality, countering the common perception of mere knowledge acquisition.

Question (2) Why is it very difficult to be oneself ?
Answer: Being oneself is exceptionally challenging because individuals often perceive themselves as ignoble or flawed. They constantly strive to transform into something they consider "noble," believing it would be magnificent, but this desired transformation rarely occurs.
In simple words: It's hard to be yourself because people often think they are not good enough and constantly try to become better, which usually doesn't work.

🎯 Exam Tip: Highlight the internal struggle—perceiving oneself as "ignoble" and the persistent, often fruitless, "trying to be noble"—as the core difficulty.

Question (3) The function of education is to help us to imitate others. - True or False ?
Answer: The function of education is to help us to imitate others. - False
In simple words: The statement is false; education's true purpose is to help us be unique, not to copy others.

🎯 Exam Tip: For True/False questions, identify the direct contradiction or alignment with the text's explicit statements or underlying philosophy.

Question (4) The hope of a new world is in those of you who begin to see what is false and revolt against it, not just verbally but actually. And that is why you should seek the right kind of education; for it is only when you grow in freedom that you can create a new world not based on tradition or shaped according to the idiosyncrasy of some philosopher or idealist. But there can be no freedom as long as you are merely trying to become, or imitate a noble example.

Questions:
(1) What does the hope of a new world lie in ?
(2) What kind of new world one can create ?
Answer:
(1) The aspiration for a new world resides in those individuals who genuinely recognize falsehoods and actively, not just verbally, oppose them.
In simple words: Hope for a new world comes from those who truly see what is wrong and actively fight against it, not just talk about it.

🎯 Exam Tip: Emphasize the active and concrete nature of the "revolt" ("not just verbally but actually") as crucial for realizing a new world.

Question (2) What kind of new world one can create ?
Answer: One can construct a new world of freedom that is not founded on tradition or shaped by the unique perspectives of a particular philosopher or idealist.
In simple words: A new world can be created that is truly free, not based on old traditions or the ideas of specific thinkers.

🎯 Exam Tip: Highlight the rejection of tradition and specific idealist philosophies as cornerstones for creating a genuinely free new world.

Question (5) To be free is to be intelligent, but intelligence does not come into being by just wishing to be free; it comes into being only when you begin to understand your whole environment, the social, religious, parental and traditional influences that are continually closing in on you.

Questions:
(1) What is to be free ?
(2) When does intelligence come to you ?
Answer:
(1) To be free is to possess intelligence, which enables one to understand and break free from various limiting influences.
In simple words: Being free means being intelligent enough to understand and overcome restrictive influences.

🎯 Exam Tip: Directly link "being free" with "being intelligent," showing the conceptual connection between awareness and liberation.

Question (2) When does intelligence come to you ?
Answer: Intelligence manifests in an individual when they begin to comprehend their entire environment, encompassing the social, religious, parental, and traditional influences that continuously restrict them.
In simple words: Intelligence appears when a person starts understanding all the social, religious, family, and traditional influences that constantly shape them.

🎯 Exam Tip: Focus on "understanding your whole environment" as the catalyst for the development of true intelligence, moving beyond mere academic knowledge.

(D) Say True Or False

Question 1. Write whether the following sentences are True or False:
(1) While observing the sun, the moon, the rivers, the stars, etc., our mind must be free of preoccupations.
(2) Many people in the world are independent, but very few are free.
(3) To be free is to be intelligent.
(4) Freedom is a state of mind in which there is no fear.
(5) The moment people want to be something, they are free.
(6) The moment man wants to become somebody, he is not free.
(7) Freedom emerges from simplicity and innocence.
(8) The function of education is to help us not to imitate anybody.
(9) True revolution lies in not following or imitating others.
(10) To be intelligent, one must break through all the influences that enslave and crush us.
(11) When we grow in freedom, we can create a new world.
Answer:
(1) True
(2) True
(3) True
(4) True
(5) False
(6) True
(7) True
(8) True
(9) True
(10) True
(11) True
In simple words: This section tests understanding of the core tenets of freedom as discussed in the text, distinguishing between true liberation and common misconceptions, particularly emphasizing freedom from imitation and external influences.

🎯 Exam Tip: For True/False questions, cross-reference each statement with the author's precise definitions and arguments presented throughout the text to avoid misinterpretations.

For Youth Summary In Gujarati

ન પારચય | જે. ક્રિષ્ણમૂર્તિ વિશેષતઃ યુવાનો માટે (મનની) આઝાદી કોને કહેવાય, એ આ ગધાંશમાં સમજાવવા પ્રયાસ કરે છે. તેઓ કહે છે કે તમારે અગર કોઈ સૌંદર્ય માણવું હોય, તો તમારે મન (મગજ) એ શાંત તથા અવરોધકર્તા ખ્યાલોથી મુક્ત હોવું જોઈએ.

આ આઝાદી (વિચારોની, મનની) એ શું છે એ સમજાવતાં કહે છે કે સ્વાતંત્ર્ય એ આઝાદી નથી. આઝાદી એટલે તીવ્ર સમજશક્તિ કે સતેજ બુદ્ધિ. જે તમારા આસપાસનાં સામાજિક, ધાર્મિક, વારસાગત કે પ્રણાલિકાગત પ્રભાવોનાં વ્યવધાનોથી મુક્ત હોય. આઝાદી એટલે મનની એવી અવસ્થા જ્યાં કોઈ ભય, દબાણ કે સલામતીની ભાવના નથી.

આપણે આપણી જાતને મહત્ત્વ અપાવવા, પ્રખ્યાત થવા માગીએ છીએ અને તેમ કરવા જતાં આપણે કોઈ રાજકીય નેતાઓ, ધર્મગુરુઓ કે અન્ય સત્તાઓની શરણાગતિ સ્વીકારી લઈએ છીએ.

જેથી તમને કોઈ હોદો કે સત્તા મળી જાય. કાંઈક બનવાના ફાંફાં આપણને ક્યારેય આઝાદી અપાવી શકતાં નથી. આપણે લોકોનું અનુસરણ કરીએ ત્યારે આત્મગૌરવ કે આત્મસમ્માન ખોઈ બેસીએ છીએ. શિક્ષણનું મહત્ત્વનું કાર્ય એ છે કે એ તમને સ્વતંત્ર રીતે વિચારતા કરે અને અનુસરણ કરવામાંથી દૂર રાખે.

સાચું શિક્ષણ જીવનમાં પરિવર્તન લાવે છે. તમારે શું બનવું છે એ તમે જાતે નક્કી કરો છો. માત્ર સાચી વિચાર-ક્રાંતિ જ તમને આઝાદી અપાવી શકશે. અન્ય પ્રભાવો તો તમને ગુલામ બનાવનાર છે. જે ખોટું છે તેનો હંમેશાં કાર્યોથી વિરોધ કરો. માત્ર શબ્દોથી નહિ, અને એ તમને નવા આઝાદીના વિશ્વમાં લઈ જશે.

તમારું આઝાદીનું વિશ્વ કોઈ તત્ત્વજ્ઞાની કે આદર્શવાદીની વિચારધારા મુજબનું નહિ, પરંતુ તમારી પોતાની સમજશક્તિ કે વિવેકનું બનાવો. જ્યાં સુધી તમે અન્ય આદર્શોને અનુસરવાનું ચાલુ રાખશો ત્યાં સુધી તમે સાચી આઝાદી કદાપિ નહિ મેળવી શકો.

Glossary (શબ્દાર્થ)

volumes (n.) (વોલ્યૂમ્સ) books-પુસ્તકો, ગ્રંથો

approach (n.) (અપ્રોચ) act of coming near/closer-ની નજીક પહોંચવું

glow (n.) (ગ્લો) light, brightness-પ્રકાશ, ઉજાસ

tender (adj.) (ટેન્ડર) gentle, loving-કોમળ, નાજુક, પ્રેમાળ

preoccupation (n.) (પ્રિઓક્યુપેશન) obsession, concern-પૂર્વગ્રહ, કોઈ વિચાર કે કામની ચિંતા

occupied (v.) (ઑક્યૂપાઈડ) engaged, full-રોકાયેલું, ભરેલું

speculation (n.) (સ્પેક્યુલેશન) opinion, supposition-મત, ધારણા, અનુમાન

sensitive (adj.) (સેન્સિટિવ) thoughtful, concerned-સંવેદનશીલ, ત્વરિત પ્રતિભાવ આપનારું

anyhow (adv.) (એનિહાઉ) in any case, carelessly-કોઈ પણ રીતે/ભોગે, બેદરકારીપૂર્વક

merely (adv.) (મિયલિ) only, entirely-માત્ર, ફક્ત, સંપૂર્ણપણે

imply (v.) (ઈમ્પ્લાય) suggest, indicate, include-સૂચવવું, દર્શાવવું, સમાવેશ કરવો

superstition (n.) (સુપરસ્ટેશન) blind belief/faith-અંધશ્રદ્ધા

conform (v.) (કન્ફોર્મ) follow, adjust-અનુસરવું, અનુકૂળ કરવું

insight (n.) (ઇન્સાઈટ) understanding, perception-ઊંડું જ્ઞાન કે સમજ, સૂઝ

compulsion (n.) (કંપલ્ઝન) pressure, necessity-દબાણ, જરૂરિયાત

urge (n.) (અર્જ) desire, impulse-ઉદ્દેશ, અંતઃપ્રેરણા

self-assurance (n.) (સેલ્ફ-એશુરન્સ) self-confidence, nerve-આત્મવિશ્વાસ, હિંમત

so-called (adj.) (સો કૉલ્ડ) supposed, pretended-કહેવાતું (શંકાસ્પદ)

spiritual (adj.) (સ્પિરિચ્યુઅલ) sacred, divine-પવિત્ર, આધ્યાત્મિક, દૈવી

aspire (v.) (એસ્પાયર) hope, dream, aim-આશા રાખવી, સપનું જોવું, ધ્યેય નક્કી કરવો

absurdity (n.) (ઍબ્સર્ડિટી) stupidity, folly, senselessness-મૂર્ખતા/બેવકૂફી ભરેલું, અસંગત, વિવેક કે વિચાર વગરનું

imitate (v.) (ઇમિટૅટ) copy, follow-નકલ/અનુકરણ કરવું, અનુસરવું

envious (adj.) (એન્વિયસ) jealous, spiteful-અદેખું, ઈર્ષાળુ

ignoble (adj.) (ઈગ્નોબલ) dishonourable, mean-અપ્રતિષ્ઠિત, હલકું, અધમ

whereas (conj.) (વ્હેરેઝ) considering that, it being the case that-વસ્તુસ્થિતિ જોતાં, જેથી કરીને... તેથી

transformation (n.) (ટ્રાન્સફૉર્મેશન) change, alteration, improvement-ફેરફાર, સુધારો

entity (n.) (એન્ટિટી) thing, being, existence-વસ્તુ, એકમ, અસ્તિત્વ

revolt (n.) (રિવોલ્ટ) rebel, oppose-બળવો કરવો, વિરોધ કરવો

function (n.) (ફંક્શન) role, purpose, act-કાર્ય, કાર્ય, હેતુ

enslave (v.) (એન્સલેવ) make slave, subjugate-ગુલામ બનાવવું, વશ કરવું.

verbally (adv.) (વર્બલી) orally, vocally-મૌખિક રીતે, મોટેથી

seek (v.) (સીક) get, obtain, find-મેળવવું, પ્રાપ્ત કરવું

idiosyncrasy (n.) (ઈડિઓસિંક્રસી) peculiarity, habit, mannerism-વિશિષ્ટ પ્રકૃતિ, મિજાજ, વ્યક્તિત્વની ખાસિયત, વર્તન

Phrases And Idioms

ભાષાંતર

મને તમારી સાથે આઝાદીની સમસ્યાની ચર્ચા કરવાની ગમશે. ઊંડો અભ્યાસ અને સમજણ માગી લે એવી તે જટિલ સમસ્યા છે. આપણે ધાર્મિક આઝાદી તેમજ મન ફાવે તે કરવાની આઝાદી વિશે ઘણું સાંભળીએ છીએ અને વાતો કરીએ છીએ.

વિદ્વાનો દ્વારા તેની પર ગ્રંથો લખાયાં છે. પણ મને લાગે છે કે આપણે સીધી અને સરળ રીતે તેની પાસે પહોંચી શકીએ એમ છીએ, અને કદાચ તેના થકી જ આપણને વાસ્તવિક ઉકેલ મળશે. મને પ્રશ્ન થાય છે કે તમે કોઈ વાર સૂર્ય આથમે તે સમયે પશ્ચિમમાં વૃક્ષોની ઉપર પેલા શરમાળ, તારુણ્યમય ચંદ્રને અદ્ભુત રીતે પ્રકાશતો જોવા ઊભા રહ્યા છો?

તે સમયે મહદંશે નદી ખૂબ શાંત હોય છે અને પછી એની સપાટી પર પેલા નમણાશથી ભરેલો ચાંદો, જે હમણાં હમણાં ધેરો બન્યો છે (તે) અને પેલા તારાઓ પ્રતિબિંબિત થાય છે. આ બધું જ બહુ સોહામણું છે અને (આ બધું) માણવા, નિહાળવા તમારું પૂરેપરું ધ્યાન કોઈક સુંદરતા તરફ કેન્દ્રિત કરવા તમારું મન તમામ ચિંતાઓ(વિચારો)થી મુક્ત

હોવું જોઈએ, ખરું ને? તે સમસ્યાઓ ચિંતાઓ કે (ભવિષ્યની) પૂર્વધારણાઓથી ઘેરાયેલું ન જ હોવું જોઈએ. જ્યારે મને ખૂબ જ શાંત હોય ત્યારે જ માત્ર તમે ધ્યાન આપો તો જણાશે કે અસામાન્ય સૌંદર્ય પ્રત્યે તમારું મન સંવેદનશીલ છે; અને કદાચ અહીં જ આપણને આઝાદીની સમસ્યાની કડી મળે. હવે આઝાદ થવું એટલે શું?

શું આઝાદી એટલે તમને અનુકૂળ આવે એ કરવું તે, મન ફાવે ત્યાં જવું તે (ક) તમે ઇચ્છો તે વિચારી શકો તે? આ તો તમે ગમે તે રીતે કરો જ છો. માત્ર આઝાદી મળી જવી એને જ શું આઝાદી કહેવાય? દુનિયામાં ઘણાં લોકો આઝાદ છે

પણ જવલ્લે જ કોઈ સ્વતંત્ર છે. આઝાદી તીવ્ર બુદ્ધિમત્તા સૂચવે છે, ખરું કે નહીં? આઝાદ થવું એટલે બુદ્ધિશાળી બનવું, પણ માત્ર આઝાદ થવાની ઇચ્છા સેવવાથી બુદ્ધિમત્તા આવતી નથી, એ ત્યારે આવે છે

જ્યારે તમે તમારું સમગ્ર પર્યાવરણ – સામાજિક, ધાર્મિક, રૂઢિગત કે વારસાગત પ્રભાવો જેનાથી સતત ઘેરાયેલા છો – (એન) સમજવાની શરૂઆત કરો છો.

પરંતુ, આ વિવિધ પ્રભાવો – (જેવા કે, તમારા મા-બાપનો પ્રભાવ, તમારી સરકાર કે સમાજનો પ્રભાવ, તમે જે સંસ્કારમાં ઊછર્યા છો તેનો પ્રભાવ, તમારી માન્યતાઓનો પ્રભાવ, તમે જે પ્રણાલિકાઓનું વગર વિચાર્યું પાલન કરતા આવ્યા છો એનો પ્રભાવ(આ બધા)માંથી મુક્ત થવા માટે (ખૂબ જ) ઊંડી સૂઝની જરૂર છે; પણ સામાન્ય રીતે તમે એ બધાને માન્ય રાખો છો (તાબે થઈ જાઓ છો, કારણ કે અંદરખાનેથી તમે ડરેલા છો.

તમને બીક છે કે તમને જીવનમાં સારું સ્થાન નહીં મળે, તમને ડર છે કે તમારા ધર્મગુરુ ‘ શું કહશે; તમે પ્રણાલિકા ન અનુસરવાથી (ડરો છો) (તેમજ) સાચું ન કરવાથી ડરો છો. પણ આઝાદી ખરેખર એ માનસિક અવસ્થા છે, જેમાં નથી કોઈ ડર કે દબાણને સ્થાન, કે નથી કોઈ અન્ત:પ્રેરણાને બળપૂર્વક સાચવી રાખવાની ઝંઝટ.

શું આપણામાંથી મોટા ભાગના સલામત રહેવા નથી માગતા? શું આપણે આપણી જાતને અદ્ભુત લોકો કહેવડાવવા નથી ઇચ્છતા; આપણે કેટલા સુંદર દેખાઈએ છીએ, કે આપણી પાસે કેટલી બધી અસામાન્ય (વિશિષ્ટ) પ્રજ્ઞા છે? નહીં તો (કદાચ) આપણે આપણાં નામની પાછળ અક્ષરો ન મૂકત.

આ તમામ બાબતો આપણને આત્મવિશ્વાસ તેમજ આત્મસમ્માનની સમજણ આપે છે. આપણે બધા પ્રતિષ્ઠિત લોકો બનવા માગીએ છીએ અને જે ક્ષણે કંઈક કરવા પ્રયત્ન કરીએ છીએને તે ક્ષણથી આપણે આઝાદ રહેતા નથી. તમે આ સમજો, કારણ કે આઝાદીની સમસ્યાને સમજવા માટેની આ સાચી કડી છે.

ભલે પછી રાજકારણીએ સત્તા, હોદો કે સત્તાની આ દુનિયામાં કે પછી કહેવાતા આધ્યાત્મિક જગતમાં કે જ્યાં તમે ગુણવાન, ઉમદા, સંત સમાન પવિત્ર બનવાની મનોકામના ધરાવતા હો, પણ જે ક્ષણે તમે (આ કંઈ પણ) બનવાની ઇચ્છા કરો છો કે તમે સ્વતંત્ર રહેતા નથી.

પરંતુ જે પુરુષ કે સ્ત્રી આ બધી બાબતોની અસંગતતા સમજી જાય છે અને તે કારણે તેનું દિલ આ કાંઈ બનવાની ઇચ્છાથી ચલાયમાન થતું નથી તો એ વ્યક્તિ સ્વતંત્ર છે. જો તમે એની આ સરળતા સમજી લેશો, કે તમને તેની અસામાન્ય સુંદરતા અને ગહનતા સમજાઈ જશે.

છેવટે તો, તમામ કસોટીઓ એ હેતુ માટે જ છે; (જે) તમને કોઈક હોદો અપાવે કે તમને કશુંક બનાવી દે. ખિતાબો, પધ્વી અને જ્ઞાન તમને કશુંક બનવા પ્રોત્સાહિત કરે છે. શું તમે અવલોકન કર્યું નથી કે તમારાં મા-બાપ કે શિક્ષકો તમને કંઈક બનવા માટે સતત કહ્યા કરતા હોય કે (તમારે) તમારા કાકા કે દાદાની જેમ સફળ બનવું જોઈએ?

અથવા કોઈ નિષ્ણાંત જેવા બનવા, સંત (જ્ઞાની) બનવા, એક શિક્ષક બનવા, એક કુટુંબીજન બનવા કે કોઈ એક રૂઢિને વળગી રહેવા તમે કોઈ નામાંકિત વ્યક્તિના ઉદાહરણનું અનુકરણ કરો છો, આ બધુંય તમારા પક્ષે કશુંક બનવાની ઇચ્છા સૂચવે છે, અને એ સમજવું ત્યારે જ (શક્ય છે, જ્યારે તમે આઝાદી(શું છે)ને સાચી રીતે સમજી શકો.

આમ, કેળવણીનું કાર્ય એ છે કે તમને બાળપણથી જ કોઈનું અનુકરણ ન કરવું અને તમે જેવા છો તેવા જ રહેવું એવું સમજવામાં મદદ કરે અને આ (બાબત) જ અમલમાં મૂકવી સૌથી અઘરી છે; તમે કદરૂપા હો કે સુંદર, તમે લીલા છો કે ઈર્ષાળુ, તમે જેવા છો તેવા રહો પણ એ બાબતને સમજી લેવી જરૂરી છે.

જેવા છો તેવા જ રહેવું એ અતિશય મુશ્કેલ છે, કારણ કે તમે માનો છો કે તમે (અન્યોથી) | ઊતરતા છો, અને (તમે એમ વિચારો છો) એમ પણ કે તમે તમારી જાતને કોઈક પ્રભાવી (વ્યક્તિત્વમાં) પરિવર્તિત કરી દો તો એ (તમારે માટે) અદ્ભુત હશે, પણ આવું કાંઈ થતું નથી. જ્યારે (સામે છેડે), જો તમે તમારી જાતને (જેવા છો તેવા) સ્વીકારી લો અને સુપેરે સમજી

તમારાં મા-બાપ, તમારા શિક્ષકો અને તમારી પોતાની મહેચ્છાઓ તમને સુખી અને સલામત જોવાના હેતુથી એક યા બીજી વસ્તુમાં તમે ઢળાઈ જાઓ તેવું ઇચ્છે છે. પણ બૌદ્ધિક પ્રતિભા, તમને ગુલામ બનાવી કચડી નાખતા તમામ પ્રભાવોમાંથી તમારે શું બહાર ન નીકળવું જોઈએ?

નવી દુનિયાની આશા તમારામાંથી એ લોકોમાં રહેલી છે જે શું ખોટું છે એ સમજી શકે છે અને એની સામે માત્ર વાતોમાં જ નહિ વાસ્તવમાં પણ બંડ પોકારે. અને તેથી જ તો તમારે યોગ્ય પ્રકારનું શિક્ષણ મેળવવું જોઈએ; કારણ કે તમે જ્યારે આઝાદીમાં વિકાસ પામશો

ત્યારે જ તમે એક એવા વિશ્વનું સર્જન કરી શકશો કે જે રૂઢિઓ પર અવલંબિત ન હોય કે કોઈ વિચારક કે આદર્શવાદીની વિચારસરણી મુજબ આકાર પામ્યું હોય, પણ જ્યાં સુધી તમે કોઈક આદર્શ ઉદાહરણનું અનુકરણ કરતા રહેશો કે એવા બનવા માટે પ્રયત્નશીલ રહેશો ત્યાં સુધી (આ પ્રકારની) આઝાદી શક્ય નથી જ નથી. – જે. કૃષ્ણમૂર્તિ