So if you can look at all things without allowing pleasure to creep in - at a face, a bird, the colour of a sari, the beauty of a sheet of water shim… - Jiddu Krishnamurti

Opinions have no value, though the whole world is run on opinions. Opinions are limited. Your opinion, or my opinion, the opinions of the totalitarians, or the opinions of the church people and governments are all limited. Your judgments and opinions that give values are all limited. When you think about yourself from morning until night, as most people do, that is limited. When you say you are Swiss, or when you are proud to be British as though you are God’s chosen people, that is limited. So opinions are limited. When one sees that clearly, then one does not cling to opinions or the values that opinions have created, because your opinion against another opinion doesn’t bring about peace. That is what is happening in the world, one ideology against another ideology — communist, socialist, democrat, and so on. So please understand that if you are adhering to your opinion and I am sticking to mine, then we shall never meet.

There must be freedom from opinion and values so that we are actually not holding back our opinions and using them as axes to beat each other, to kill each other. Opinions are limited and therefore they must inevitably bring about conflict. If you hold on to your limited conclusions, and another holds his limited conclusions, experiences, then there must be conflict, wars, destruction. If you see that very clearly, then opinions become very superficial, they have no meaning. Don’t have opinions, but be free to inquire, and in that inquiry act. The very inquiry is action; it is not that you inquire first and then act, but in the process of inquiry you are acting.

It seems to me that the real problem is the mind itself, and not the problem which the mind has created and tries to solve. If the mind is petty, small, narrow, limited, however great and complex the problem may be, the mind approaches that problem in terms of its own pettiness. If I have a little mind and I think of God, the God of my thinking will be a little God, though I may clothe him with grandeur, beauty, wisdom, and all the rest of it. It is the same with the problem of existence, the problem of bread, the problem of love, the problem of sex, the problem of relationship, the problem of death. These are all enormous problems, and we approach them with a small mind; we try to resolve them with a mind that is very limited. Though it has extraordinary capacities and is capable of invention, of subtle, cunning thought, the mind is still petty. It may be able to quote Marx, or the Gita, or some other religious book, but it is still a small mind, and a small mind confronted with a complex problem can only translate that problem in terms of itself, and therefore the problem, the misery increases. So the question is: Can the mind that is small, petty, be transformed into something which is not bound by its own limitations?

Learning in the true sense of the word is possible only in that state of attention, in which there is no outer or inner compulsion. Right thinking can come about only when the mind is not enslaved by tradition and memory. It is attention that allows silence to come upon the mind, which is the opening of the door to creation. That is why attention is of the highest importance. Knowledge is necessary at the functional level as a means of cultivating the mind, and not as an end in itself. 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. How is the state of attention to be brought about? It cannot be cultivated through persuasion, comparison, reward or punishment, all of which are forms of coercion. The elimination of fear is the beginning of attention. Fear must exist as long as there is an urge to be or to become, which is the pursuit of success, with all its frustrations and tortuous contradictions. You can teach concentration, but attention cannot be taught just as you cannot possibly teach freedom from fear; but we can begin to discover the causes that produce fear, and in understanding these causes there is the elimination of fear. So attention arises spontaneously when around the student there is an atmosphere of well-being, when he has the feeling of being secure, of being at ease, and is aware of the disinterested action that comes with love. Love does not compare, and so the envy and torture of "becoming" cease.