對知識的探索、對個人的探索、對超越知識的境界的可能性的探索，整個的這些活動會自然而然地帶來一場心理革命，而這又必然會給人際關係帶來一種完全不同的秩序，人際關係就是社會。
THE INTENT OF OAK GROVE SCHOOL
BY J. KRISHNAMURTI
It is becoming more and more important in a world that is destructive and degenerating that there should be a place, an oasis, where one can learn a way of living that is whole, sane and intelligent. Education in the modern world has been concerned with the cultivation, not of intelligence, but of intellect, of memory and its skills. In this process little occurs beyond passing information from the teacher to the taught, the leader to the follower, bringing about a superficial and mechanical way of life. In this there is little human relationship.
在這個具有破壞性和墮落的世界上，建設一個這樣的場所、一個生命的綠洲—人們可以在其中學習一種完整、健全和智慧的生活方式—這顯得越來越重要。現代社會的教育一直關注的是培養智力、記憶和技能，而不是智慧。在這樣的過程當中，除了從教育者到被教育者、從領導者到跟隨者的知識傳遞，很少再有別的東西。這導致一種浮淺的和機械的生活方式。這其中很少有人與人的關係。
Surely a school is a place where one learns about the totality, the wholeness of life. Academic excellence is absolutely necessary, but a school includes much more than that. It is a place where both the teacher and the taught explore not only the outer world, the world of knowledge, but also their own thinking, their behavior. From this they begin to discover their own conditioning and how it distorts their thinking. This conditioning is the self to which such tremendous and cruel importance is given. Freedom from conditioning and its misery begins with this awareness. It is only in such freedom that true learning can take place. In this school it is the responsibility of the teacher to sustain with the student a careful exploration into the implications of conditioning and thus end it.
學校是一個學習生命的全部內容和生命的完整性的地方。學業上的優秀是絕對必要的，但一個學校包含的比這多得多。在學校裡，老師和學生不但要探索外在的世界、知識的海洋，還要探索他們自己的思想和行為。這樣他們才能開始發現自身的局限性，以及局限性是如何歪曲他們的思想的。這個局限性就是「自我」，它被給予了如此顯著的和冷酷無情的重要性。從局限性以及它的不幸中解脫出來的自由就開始於這種覺察。只有在這種自由當中，真正的學習才會發生。在這個學校裡，老師的職責就是幫助學生謹慎地進行這種探索，通過種種線索來了解局限性，並終止它。
A school is a place where one learns the importance of knowledge and its limitations. It is a place where one learns to observe the world not from any particular point of view or conclusion. One learns to look at the whole of man's endeavor, his search for beauty, his search for truth and for a way of living without conflict. Conflict is the very essence of violence. So far education has not been concerned with this, but in this school our intent is to understand actuality and its action without any preconceived ideals, theories or belief, which bring about a contradictory attitude toward existence.
學校是一個學習知識的重要性也學習知識的局限性的地方，是一個學習不從任何特定的觀念和結論出發來觀察這個世界的地方，我們要學習觀察人類的所有努力，這些努力包括對美的追求，對真理的追求，對一種沒有衝突的生活方式的追求。而衝突是暴力的根本原因。到目前為止教育還沒有關注這個。在這所學校裡，我們的目標是沒有任何事先的理想、理論和信仰地去理解現實和現實的運動變化，事先的理想、理論和信仰只會帶來一種和客觀存在相矛盾的態度。
The school is concerned with freedom and order. Freedom is not the expression of one's own desire, choice or self-interest. That inevitably leads to disorder. Freedom of choice is not freedom, though it may appear so; nor is order, conformity or imitation. Order can only come with the insight that to choose is itself the denial of freedom.
這所學校關注的是自由和秩序。自由不是一個人自我欲望、選擇和個人興趣的表達，這只會導致沒有秩序。選擇的自由不是自由，儘管它看起來像。命令、遵從和模仿也不是自由。只有洞察到選擇本身正是對自由的否定，秩序才會到來。
In school one learns the importance of relationship which is not based on attachment and possession. It is here one can learn about the movement of thought, love and death, for all this is our life. From the ancient of times, man has sought something beyond the materialistic world, something immeasurable, something sacred. It is the intent of this school to inquire into this possibility.
在這所學校裡，我們要學習一種不基於依賴和佔有的關係的重要性。在這裡，我們可以學習思想的活動，學習愛和死亡，這些就是我們的生命。從古代開始，人類就在追求一種超越物質世界的、不可臆測的、神聖的境界。對這種境界的可能性的探索是這所學校的目標。
This whole movement of inquiry into knowledge, into oneself, into the possibility of something beyond knowledge, brings about naturally a psychological revolution, and from this comes inevitably a totally different order in human relationship, which is society. The intelligent understanding of all this can bring about a profound change in the consciousness of mankind.
對知識的探索、對個人的探索、對超越知識的境界的可能性的探索，整個的這些活動會自然而然地帶來一場心理革命，而這又必然會給人際關係帶來一種完全不同的秩序，人際關係就是社會。智慧地去理解這些，就會給人類的意識帶來深刻的變化。
The original Intent was written by J. Krishnamurti in 1975 when Oak Grove School was founded. It was revised by Krishnamurti and the school staff in 1984 to its present form.
原文由J.克裡希那穆提寫於1975年橡樹林學校成立之時。當前文章是1984年克裡希那穆提和學校全體教師對原文做的修訂。
原文地址：http://blog.sina.com.cn/s/blog_4b61d3af01008y4k.html
橡樹林學校辦學理念
STATEMENT OF PHILOSOPHY
The intent of the Oak Grove School is to provide students with the skills necessary to function in the modern world, and at the same time to provide a foundation for inquiry into the perennial questions of human life. Consistent with the views of its founder, J. Krishnamurti, the school does not subscribe to any creed or ideology. Rather, it assists students in investigating enduring human issues with originality and an open-minded spirit. The Oak Grove School focuses on:
橡樹林學校的目標是培養學生在當代社會生存所必需的技能，與此同時，還要提供給學生一個探索人類生命永恆問題的平臺。與學校創始人吉都·克裡希那穆提的觀點一致，學校不信奉任何教條或者意識形態，只會幫助學生以一種創新、開放的精神去調查這持續不斷的人類問題。橡樹林學校集中精力於：
1) Intellectual depth / aesthetic and environmental sensitivity. These complementary elements are acquired through the pursuit of excellence in academic work and experience in music, drama, the fine arts, ecology and outdoor education.
1）智力的深度 / 對美和環境的敏感性。這些互補性的素質是通過對優秀學業的追求，通過在音樂、戲劇、精美藝術品、生態學和戶外教育等方面的實踐來培養的。
2) Social responsibility and emotional stability. These are fostered through close relationship between students and teachers as well as close contact between school and home, and the development of the ability to observe oneself and one’s conditioning.
2）社會責任心和穩定的心理素質。這些素質通過如下途徑來培養：學生和老師之間親密的關係，學校和家庭之間緊密的聯繫，對自我和個人局限性的觀察能力的發展。
3) Physical vitality and knowledge of the human body. These are acquired through sports, games and regular exercise; outdoor experiences such as hiking, camping and gardening; health education and a sound diet.
3）身體活力和人體知識。這些素質通過以下途徑來培養：體育活動、遊戲和周期性鍛鍊，戶外實踐活動（如郊遊、露營、管理花園等），健康教育，合理的飲食習慣。
These areas of emphasis establish a safe environment from which to initiate individual and collective inquiries into the deepest questions that face human beings while still providing the academic skills so necessary to function in our immediate world. We strive for a noncompetitive atmosphere where physical, emotional and intellectual safety exists and where there is respect for students』 different levels of development.
通過對上述幾方面的強調，就能建立一個安全的環境，在培養當今社會生存所必需的學術技能的同時，我們還可以單獨地和集體地開展對人類所面臨的最深刻問題的探索。我們努力營造一個沒有競爭的氛圍，在這裡，身體上、心理上和智力上都會有安全保障，處於不同發展階段的學生也都會得到尊重。
In his sixty years of involvement with various schools around the world, Mr. Krishnamurti returned again and again to the themes that are central to his work: the fundamental importance of establishing right relationship among human beings; sensitivity to nature and responsibility toward the environment; the conditioning of the individual by society, and by his or her own subjective demands; the function of images and concepts in daily life; the roots of psychological suffering at the individual and collective level; inward freedom and order; the significance of death; and the questions of a quality of mind not bound by time and circumstance.
在參與全世界各種學校的教育工作的六十年間，克裡希那穆提先生總是一再地回到這些主題，這些也是他著作的核心：建立正確的人際關係的基礎性和重要性，對大自然的敏感和對外界環境的責任心，社會原因及主觀欲望造成的個人局限性，想像和概念在日常生活中的作用，心理痛苦的根源（包括個人和集體兩個級別），內在的自由和秩序，死亡的意義，以及不受時間和外在約束的心理狀況的種種問題。
Those responsible for the Oak Grove School are committed to providing an educational environment in which students feel free to raise and investigate all of these issues, and any others of a similar nature. The format for this inquiry may develop from subject matter, a personal problem, or spontaneous curiosity. There is no formal curriculum for presenting Krishnamurti’s work, and no student is required to 「be interested」 in Krishnamurti. The school maintains that true inquiry cannot be forced or artificially constructed in any way. Any collective endeavor in this area must be mutually forthcoming and, therefore, free.
橡樹林學校的負責者們致力於提供這樣的一個教育環境：學生們可以自由自在地提出和調查上述問題，以及其它所有類似問題。至於探索的方式，可以由學科資料產生，可以是個人的疑問，或者只是偶然的好奇心。學校不會提供關於克裡希那穆提著作的正規課程，學生也不會被要求必須對克裡希那穆提感興趣。學校堅持認為，真正的探索不能是被強迫的，也是不能通過任何人為方式來塑造的。在這個領域，任何共同的努力都必須是同時進行的，所以也是自由的。
譯者註：本文選自「橡樹林學校- 家長和學生手冊 (2004.9)」「OAK GROVE SCHOOL of KFA - Parent & Student Handbook (2004.9)」
原文地址：http://blog.sina.com.cn/s/blog_4b61d3af01008yvi.html
發布時間：2012-11-28
橡樹林中學Oak Grove School是一所日校及寄宿制學校，創建於1975年，學校環境優美，所有在校生都可以享受到猶如家庭般的溫暖。
學校名稱：橡樹林中學Oak Grove School
所在州：加利福尼亞 California
學校性質：男女合校(走讀、寄宿)
成立時間：1975年
年級設置：1-12年級
在校人數：219人
師生比例：1:9
ESL課程：有
AP 課程：19門
SAT平均分：1900分
開學時間：1月，9月
學校網站：http://oakgroveschool.com
學校地址：220 West Lomita Avenue, Ojai, California 93023
橡樹林中學Oak Grove School 學校簡介
該校是一所日校及寄宿制學校，創建於1975年，創始人是J. Krishnamurti，一位一生致力於教育的傑出教師。這是一所不僅為在校生提供紮實的學術基礎，還培養學生的世界觀，環境保護意識和思維方式的學校。嚴謹的政治態度和好問精神是學校在教育中最看中的部分，這被認為是通向未來成就的必備素質。學校環境優美，所有在校生都可以享受到猶如家庭般的溫暖。學校承諾內不存在種族、宗教或文化上的分歧，學校鼓勵每位學生都保持自身的獨特性。
橡樹林中學Oak Grove School 課程設置
英語、社會科學、數學、自然、西班牙語等方面的課程；
課外學習：珠寶製作、電影製作、縫紉、樸門農藝、木工、音響工程、綠色建築；
藝術：數位化設計與攝影、音樂表演、戲劇、影音藝術、陶瓷。
橡樹林中學 Oak Grove School 體育活動
體育活動：學生有機會去國內和國外旅行，已經去過印度，義大利，墨西哥，加利福尼亞沙漠。這些旅行使學生的學習超出了課堂。室外教育旅行使學生建立社區意識，培養身體素質，提供學生思考反省的機會。作為interschool Condor League的成員之一，學校給學生提供參與激烈的籃球，網球，排球和足球的機會。通過Oak Grove Cycles，學生可以製造和修理自行車，參加自行車旅行，促進當地人多使用自行車。
橡樹林中學 Oak Grove School 課外活動
學校有知名的藝術項目，為學生接受複雜的藝術提供了工具和指導。設備包括攝影實驗室和暗室，編織和紡織品工作室，陶瓷工作室，音樂錄音室，和準備作品時製作幻燈片的專業器材。戲劇表演藝術是高中課程中不可缺少的一個內容，表演者在室外的橡樹下，將那兒當作他們的表演舞臺。數字電影製作選修課程融合了藝術和技術，學生將學習電影製作和技術，電影史和電影欣賞，合作完成電影項目。學校新建的多媒體實驗室使學生能夠製作視覺圖像，參與網站開發和全球交流。