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“A great many people think they are thinking when they are merely
rearranging their prejudices.”
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rearranging their prejudices.”
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“Perhaps there is more sense in our nonsense and more nonsense in our 'sense' than we would care to believe.”
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Suppose we were able to share meanings freely without a compulsive urge to impose our view or conform to those of others and without distortion and self-deception. Would this not constitute a real revolution in culture? ”
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Suppose we were able to share meanings freely without a compulsive urge to impose our view or conform to those of others and without distortion and self-deception. Would this not constitute a real revolution in culture? ”
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“The ability to perceive or think differently is more important than the knowledge gained.”
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“There is a difficulty with only one person changing. People call that person a great saint or a great mystic or a great leader, and they say, 'Well, he's different from me - I could never do it.' What's wrong with most people is that they have this block - they feel they could never make a difference, and therefore, they never face the possibility, because it is too disturbing, too frightening.”
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“Ultimately, all moments are really one, therefore now is an eternity.”
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“Thus, in scientific research, a great deal of our thinking is in terms of theories. The word ‘theory’ derives from the Greek ‘theoria’, which has the same root as ‘theatre’, in a word meaning ‘to view’ or ‘to make a spectacle’. Thus, it might be said that a theory is primarily a form of insight, i.e. a way of looking at the world, and not a form of knowledge of how the world is.”
― Wholeness and the Implicate Order
― Wholeness and the Implicate Order
“Space is not empty. It is full, a plenum as opposed to a vacuum, and is the ground for the existence of everything, including ourselves. The universe is not separate from this cosmic sea of energy.”
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“Universe consists of frozen light.”
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“some might say: ‘Fragmentation of cities, religions, political systems, conflict in the form of wars, general violence, fratricide, etc., are the reality. Wholeness is only an ideal, toward which we should perhaps strive.’ But this is not what is being said here. Rather, what should be said is that wholeness is what is real, and that fragmentation is the response of this whole to man’s action, guided by illusory perception, which is shaped by fragmentary thought.”
― Wholeness and the Implicate Order
― Wholeness and the Implicate Order
“Indeed, the attempt to live according to the notion that the fragments are really separate is, in essence, what has led to the growing series of extremely urgent crises that is confronting us today.”
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“many individuals going beyond the ‘normal’ limits of fragmentation are classified as paranoid, schizoid, psychotic, etc.”
― Wholeness and the Implicate Order
― Wholeness and the Implicate Order
“For both the rich and the poor, life is dominated by an ever growing current of problems, most of which seem to have no real and lasting solution. Clearly we have not touched the deeper causes of our troubles. It is the main point of this book that the ultimate source of all these problems is in thought itself, the very thing of which our civilization is most proud, and therefore the one thing that is “hidden” because of our failure seriously to engage with its actual working in our own individual lives and in the life of society.”
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“All effort to bring order into disorder is disorder.”
― The Limits of Thought: Discussions between J. Krishnamurti and David Bohm
― The Limits of Thought: Discussions between J. Krishnamurti and David Bohm
“But what is [the] quality of originality? It is very hard to define or specify. Indeed, to define originality would in itself be a contradiction, since whatever action can be defined in this way must evidently henceforth be unoriginal. Perhaps, then, it will be best to hint at it obliquely and by indirection, rather than to try to assert positively what it is.
One prerequisite for originality is clearly that a person shall not be inclined to impose his preconceptions on the fact as he sees it. Rather, he must be able to learn something new, even if this means that the ideas and notions that are comfortable or dear to him may be overturned.
But the ability to learn in this way is a principle common to the whole of humanity. Thus it is well known that a child learns to walk, to talk, and to know his way around the world just by trying something out and seeing what happens, then modifying what he does (or thinks) in accordance with what has actually happened. In this way, he spends his first few years in a wonderfully creative way, discovering all sorts of things that are new to him, and this leads people to look back on childhood as a kind of lost paradise. As the child grows older, however, learning takes on a narrower meaning. In school, he learns by repetition to accumulate knowledge, so as to please the teacher and pass examinations. At work, he learns in a similar way, so as to make a living, or for some other utilitarian purpose, and not mainly for the love of the action of learning itself. So his ability to see something new and original gradually dies away. And without it there is evidently no ground from which anything can grow.”
― On Creativity
One prerequisite for originality is clearly that a person shall not be inclined to impose his preconceptions on the fact as he sees it. Rather, he must be able to learn something new, even if this means that the ideas and notions that are comfortable or dear to him may be overturned.
But the ability to learn in this way is a principle common to the whole of humanity. Thus it is well known that a child learns to walk, to talk, and to know his way around the world just by trying something out and seeing what happens, then modifying what he does (or thinks) in accordance with what has actually happened. In this way, he spends his first few years in a wonderfully creative way, discovering all sorts of things that are new to him, and this leads people to look back on childhood as a kind of lost paradise. As the child grows older, however, learning takes on a narrower meaning. In school, he learns by repetition to accumulate knowledge, so as to please the teacher and pass examinations. At work, he learns in a similar way, so as to make a living, or for some other utilitarian purpose, and not mainly for the love of the action of learning itself. So his ability to see something new and original gradually dies away. And without it there is evidently no ground from which anything can grow.”
― On Creativity
“The notion of a separate organism is clearly an abstraction, as is also its boundary. Underlying all this is unbroken wholeness even though our civilization has developed in such a way as to strongly emphasize the separation into parts.”
― The Undivided Universe: An Ontological Interpretation of Quantum Theory
― The Undivided Universe: An Ontological Interpretation of Quantum Theory
“individual thought is mostly the result of collective thought and of interaction with other people. The language is entirely collective, and most of the thoughts in it are. Everybody does his own thing to those thoughts – he makes a contribution. But very few change them very much.”
― On Dialogue
― On Dialogue
“The question is how our own meanings are related to those of the universe as a whole. We could say that our action toward the whole universe is a result of what it means to be us.”
― The Essential David Bohm
― The Essential David Bohm
“In the long run it is far more dangerous to adhere to illusion than to face what the actual fact is.”
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“[T]here is a universal flux that cannot be defined explicitly but which can be known only implicitly, as indicated by the explicitly definable forms and shapes, some stable and some unstable, that can be abstracted from the universal flux. In this flow, mind and matter are not separate substances. Rather, they are different aspects of our whole and unbroken movement.”
― Wholeness and the Implicate Order
― Wholeness and the Implicate Order
“If each one of us can give full attention to what is actually ‘blocking’ communication while he is also attending properly to the content of what is communicated, then we may be able to create something new between us, something of very great significance for bringing to an end the at present insoluble problems of the individual and of society.”
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“What prevents theoretical insights from going beyond existing limitations and changing to meet new facts is just the belief that theories give true knowledge of reality (which implies, of course, that they need never change).”
― Wholeness and the Implicate Order
― Wholeness and the Implicate Order
“Clarity of perception and thought evidently requires that we be generally aware of how our experience is shaped by the insight (clear or confused) provided by the theories that are implicit or explicit in our general ways of thinking.”
― Wholeness and the Implicate Order
― Wholeness and the Implicate Order
“In this flow, mind and matter are not separate substances. Rather, they are different aspects of one whole and unbroken movement.”
― Wholeness and the Implicate Order
― Wholeness and the Implicate Order
“On the whole, you could say that if you are defending your opinions, you are not serious. Likewise, if you are trying to avoid something unpleasant inside of yourself, that is also not being serious. A great deal of our whole life is not serious. And society teaches you that. It teaches you not to be very serious – that there are all sorts of incoherent things, and there is nothing that can be done about it, and that you will only stir yourself up uselessly by being serious. But in a dialogue you have to be serious. It is not a dialogue if you are not – not in the way I’m using the word. There is a story about Freud when he had cancer of the mouth. Somebody came up to him and wanted to talk to him about a point in psychology. The person said, “Perhaps I’d better not talk to you, because you’ve got this cancer which is very serious. You may not want to talk about this.” Freud’s answer was, “This cancer may be fatal, but it’s not serious.” And actually, of course, it was just a lot of cells growing. I think a great deal of what goes on in society could be described that way – that it may well be fatal, but it’s not serious.”
― On Dialogue (Routledge Classics)
― On Dialogue (Routledge Classics)
“the almost universal habit of taking the content of our thought for ‘a description of the world as it is’. Or we could say that, in this habit, our thought is regarded as in direct correspondence with objective reality. Since our thought is pervaded with differences and distinctions, it follows that such a habit leads us to look on these as real divisions, so that the world is then seen and experienced as actually broken up into fragments.”
― Wholeness and the Implicate Order
― Wholeness and the Implicate Order
“The notion that the one who thinks (the Ego) is at least in principle completely separate from and independent of the reality that he thinks about is of course firmly embedded in our entire tradition.”
― Wholeness and the Implicate Order
― Wholeness and the Implicate Order
“If we supposed that theories gave true knowledge, corresponding to ‘reality as it is’, then we would have to conclude that Newtonian theory was true until around 1900, after which it suddenly became false, while relativity and quantum theory suddenly became the truth. Such an absurd conclusion does not arise, however, if we say that all theories are insights, which are neither true nor false but, rather, clear in certain domains, and unclear when extended beyond these domains.”
― Wholeness and the Implicate Order
― Wholeness and the Implicate Order
“we merely say that man is continually developing new forms of insight, which are clear up to a point and then tend to become unclear. In this activity, there is evidently no reason to suppose that there is or will be a final form of insight (corresponding to absolute truth)”
― Wholeness and the Implicate Order
― Wholeness and the Implicate Order
“culture – the collectively shared meaning”
― On Dialogue
― On Dialogue





