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==Lack of Curiosity is Generally Due to Mental Inertia==
''Q. Are mental indifference and lack of curiosity a sort of mental inertia?''
 ''A.'' Usually they are due to mental inertia, unless one has obtained calm and indifference through a very intense sadhana resulting in a perfect equality for which the good and bad, the pleasant and unpleasant no longer exist. But in that case, mental activity is replaced by an intuitive activity of a much higher kind. <ref>,p112</ref>
==Unhealthy Mental Curiosity==
You must have a great deal of sincerity, a little courage and perseverance and then a sort of mental curiosity, you understand, curious, seeking to know, interested, wanting to learn. To love to learn: that, one must have in one's nature. To find it impossible to stand before something grey, all hazy, in which nothing is seen clearly and which gives you quite an unpleasant feeling, for you do not know where you begin and where you end, what is yours and what is not yours and what is settled and what is not settled—what is this pulp-like thing you call yourself in which things get intermingled and act upon one another without even your being aware of it? You ask yourself: "But why have I done this?" You know nothing about it. "And why have I felt that?" You don't know that, either. And then, you are thrown into a world outside that is only fog and you are thrown into a world inside that is also for you another kind of fog, still more impenetrable, in which you live, like a cork thrown upon the waters and the waves carry it away or cast it into the air, and it drops and rolls on. That is quite an unpleasant state. I do not know, but to me it appears unpleasant. <ref></ref>
Undeniably, what most impedes mental progress in children is the constant dispersion of their thoughts. Their thoughts flutter hither and thither like butterflies and they have to make a great effort to fix them. Yet this capacity is latent in them, for when you succeed in arousing their interest, they are capable of a good deal of attention. By his ingenuity, therefore, the educator will gradually help the child to become capable of a sustained effort of attention and a faculty of more and more complete absorption in the work in hand. All methods that can develop this faculty of attention from games to rewards are good and can all be utilised according to the need and the circumstances. But it is the psychological action that is most important and the sovereign method is to arouse in the child an interest in what you want to teach him, a liking for work, a will to progress. To love to learn is the most precious gift that one can give to a child: to love to learn always and everywhere, so that all circumstances, all happenings in life may be constantly renewed opportunities for learning more and always more. <ref></ref>
The student should come to school not like someone going to his daily grind because he cannot avoid it, but because it would be possible for him to do something interesting. The teacher should not be in school, come to school with the idea that for half an hour or three-quarters of an hour he is going to recite something which he has more or less well prepared and which is boring even for him, and that therefore he cannot amuse the students, but instead to try to come into contact mentally—and if possible more deeply—with a number of little developing individualities who, we hope, have some curiosity about things, and in order to be able to satisfy this curiosity. So he himself must be aware, very modestly, that he does not know enough and that he has a lot to learn; but not to learn from books—by trying to understand life.
==Through Education==
''Q. What can we do to obtain calm and quietness in the class and get the children to do some work?''
''A.The only effective thing is to create or awaken in them a real interest in study, the need to learn and to know, to awaken their mental curiosity.
''G: (Referring to L, who wrote to Mother asking how Aurovilians should relate to the local villagers) This is L. He is the one who asked the questions.''
Ah! For your questions, the best way, you see, it is education. To educate them not by words and speeches but by example. If you can make them mix with your life and your work, and they get the influence of your way of being, your way of understanding, then, little by little, they will change. And when they become curious and ask questions, then it will be time to answer and to tell them what you know. <ref>,p172</ref>
You will gradually show the child that everything can become an interesting subject for study if it is approached in the right way. The life of every day, of every moment, is the best school of all, varied, complex, full of unexpected experiences, problems to be solved, clear and striking examples and obvious consequences. It is so easy to arouse healthy curiosity in children, if you answer with intelligence and clarity the numerous questions they ask. An interesting reply to one readily brings others in its train and so the attentive child learns without effort much more than he usually does in the classroom. By a choice made with care and insight, you should also teach him to enjoy good reading-matter which is both instructive and attractive. Do not be afraid of anything that awakens and pleases his imagination; imagination develops the creative mental faculty and through it study becomes living and the mind develops in joy. <ref></ref>