- A kiss triggers a cascade of neural messages and chemicals that transmit tactile sensations, sexual excitement, feelings of closeness, motivation and even euphoria.
- Kisses can convey important information about the status and future of a relationship. At the extreme, a bad first kiss can abruptly curtail a couple’s future.
- Kissing may have evolved from primate mothers’ practice of chewing food for their young and then feeding them mouth-to-mouth. Some scientists theorize that kissing is crucial to the evolutionary process of mate selection.
and now it’s always
just for me
a perfumed melody
the scent of the mind’s sweetest flower...
What love is between individuals, devotion is between one individual and the whole existence. He dances in the waves of the ocean, he dances in the dancing trees in the sun, he dances with the stars. His heart responds to the fragrance of the flowers, to the song of the birds, to the silences of the night.
Devotion is the death of the personality. That which is mortal in you, you drop of your own accord; only the immortal remains, the eternal remains, the deathless remains. And naturally the deathless cannot be separate from existence--which is deathless, which is always ongoing, knows no beginning, no end. Devotion is the highest form of love.
You know Jesus said, "God is love." If it had been written by a woman she would have written, "Love is God." God must be secondary; it is a mental hypothesis. But love is a reality throbbing in every heart. We have seen people like Meera.... But only very courageous women could manage to come out of the repressive social system. She could manage because she was a queen, although her own family tried to kill her because she was dancing on the streets, singing songs. The family could not tolerate it.
Particularly in India, and in Rajasthan, the woman is very much repressed. And a woman of the beauty of Meera, dancing in the streets, singing songs of joy... There was a temple in Vrindavan, where Krishna had resided. In his memory a great temple was made, and in that temple, no woman was allowed to enter. Women were allowed only on the outside, to touch the steps of the temple. They never saw the statue of Krishna inside, because the priest was very adamant.
When Meera came the priest was afraid that she would enter the temple. Two men with swords, naked swords, were placed before the gate to prevent Meera from coming in. But when she came--and such people are so rare, such a fragrant breeze, such a beautiful dance, such a song that brings into words that which cannot be brought into words--those two swordsmen forgot why they were standing there and Meera danced into the temple.
It was the time for the priest to worship Krishna. His plate, full of flowers, fell onto the ground as he saw Meera. He was utterly angry and he said to Meera, "You have broken a rule of hundreds of years."
She said, "What rule?"
The priest said, "No woman can enter here." And can you believe the answer? This is courage... Meera said, "Then how have you entered here? Except one, the ultimate, the beloved, everybody is a woman. Do you think there are two men in the world--you and the ultimate? Forget all this nonsense."
Certainly she was right. A woman full of heart looks at existence as a beloved. And existence is one.
Here's the rest
just a note to say hi...
hi it is, hi it goes,
hi it flew, like a ghost.
what? really? you it is,
you that died, with a hiss
but You comes along
and often says hi
with a loud and clear tone,
and eyes ever so bright
so now that you is fading out
and the hissing is wearing out
I hope to see this You
that's already coming out
so, empty your pockets
and take off your shoes
so when We meet again
we'll have nothing to lose
hugs, love and many smiles
that's what I'll send
next time I see the moon
uhm... it's all said.
hui como nunca, me desintegre varias veces, y senti como moria... esto fue eterno y doloroso... una y otra vez moria, escuchaba las mismas voces los mismos sonidos, moria... el miedo siempre estaba, y las ganas de correr. nunca me vi, solo mi entorno que cambiaba siempre..
deje de moverme, de tener miedo, de sentir , de ver de escuchar. nada estaba, ni siquiera "yo"... estaba todo distinto. no era luz ni oscuridad; no habian tuneles ni voces solo nada...
Toco y retoco tu silueta en el aire.
Te dibujo con los dedos
y es asi como te sueño.
Y entonces te veo...
Igual te huelo con los ojos cerrados...
y asi te veo aun mejor.
Igual te siento aqui...
Y.. aqui tambien te siento.
Incluso un poco mas que allí.
Pero el ruido necio de lo palpable, viene,
violentando mi experiencia.... y ya no estas.
Y ahora me pregunto... adonde te has ido y porque?
Igual te extraño, igual te pienso... igual te quiero.
luz tenue, Rosario al oido
y tu aroma en mi recuerdo.
ojos e interiores humedos.
pies descalzos, acariciando el suelo ,
pidiendo que deje de ser el suelo lo acariciado
y aparezca lo deseado.
todas las tonalidades de verde saludando por
la ventana, y el sonido de los arboles
susurrando tu nombre.
-ponlo linda :)
(and so i log in)
-como que no!
-que como que noo?!!
-que no hay problema mi amor...
y mientras escribo esto, entre dos velas, en el piso.. que no esta tan frio, por la velas... y por.. ti. por ti, y tus brazos, que me abrazan.. mientras miras como escribo, y cantas... y me encanta que cantes... y no dices nada... y no te veo... y se que estas leyendo, justo ahora mientras escribo. es lindo.. sentir que sonries.. y presentir. porque siento y te presiento.. lo que a veces piensas o sientes, o presientes, por los gestos o por como me tocas...
mejor quedate asi.
no hagas mas nada...
camino por mucho tiempo
entre muchos escenarios
entre mucha gente
con enorme determinacion
y sabia por primera vez
a donde iba
hacia donde iba
y fue asi que llego
I want to live where soul meets body
And let the sun wrap its arms around me
And bathe my skin in water cool and cleansing
And feel, feel what its like to be new
Cause in my head there’s a greyhound station
Where I send my thoughts to far off destinations
So they may have a chance of finding a place
where they’re far more suited than here
And I cannot guess what we'll discover
When we turn the dirt with our palms cupped like shovels
But I know our filthy hands can wash one another’s
And not one speck will remain
And I do believe it’s true
That there are roads left in both of our shoes
But if the silence takes you
Then I hope it takes me too
So brown eyes I hold you near
Cause you’re the only song I want to hear
A melody softly soaring through my atmosphere
-en que estas?
-ah, tu que eres psicologa…
-que implicaciones psicologicas…?
-o sea, la persona que dona puede sentirse mal? O apegada...?
-eh… bueno… supongo que depende…
-yo no se… yo no soy experta en esas cosas..
-como que tu no sabes?
-que no se…
-pero se supone que tu eres que me tienes que decir ese tipo de cosas
-pues.. no se...
-es una persona en US que busca que le donen un ovulo, alguna mujer latina. Ofrece hacer el papeleo para la nacionalidad y pagar una carrera universitaria…
(la verda e que la gente ta loca...)
-bueno, me imagino que no importa mucho si uno no tiene contacto con esa gente ni con el niño… quiza… yo no se…
-te parece bien eso?
-pues te cuento mejor mañana, para hacerte una propuesta…
Five minutes later, i wake up…
Journal of the Krishnamurti Schools,
"What Makes a Teacher"
by Stephen Smith (excerpt)
"The usual definition of learning is have learnt, i.e. one acquires knowledge in a particular area, stores it in the brain as memory, then applies it to situations as they arise. One such situation is the examination room, and the application of such learning in the form of written answers is taken as a guide to intelligence and frequently defines the course of one’s life. It is, it may be said, a past-tense affair: acquisition, memorisation, regurgitation, some analysis. It has nothing to do with the l i v i n g p r e s e n t. For this reason, perhaps, Krishnamurti insists that learning is strictly in the present: it is not the outcome of the past, nor is it a projection of the future. It is the totality of perception at any given moment. This involves not just the acquisition of knowledge and the strengthening of the intellect, but everything that is going on in this particular body-being: the way one feels, the state of one’s health, the depth or superficiality of one’s breathing, etc. It also includes what is going on around one—the state of the world and the colour of the sky— as part-and-parcel of being in the world. For, after all, all this impinges; all this gives the clue to who and what I am. All this, consequently, is part of learning.
This is not to deny, by any means, the importance of proper academic endeavour, of what constitutes making a person learned. It is simply to place it in a larger context: that of the mind discovering itself by an instantaneous act of s e l f p e r c e p t i o n. This instantaneous act does not depend on time; indeed, time can be seen as inimical to it. It occupies a different place and has a different role, both in the working of the mind and the functioning of the brain. For, while thought proceeding in a linear fashion, accumulating knowledge and experience, can be thought of— academically as well as more generally—as a form of positive thinking, all instantaneous acts of self-perception, even the disposition to them and including the silence that ensues, belong in the arena of negative thinking, which Krishnamurti describes as “the highest form of thinking.” One may well then ask, is this thinking at all? To which one must necessarily reply: If thinking IS by definition, the working of the mind and the functioning of the brain, then, yes, it is thinking, but of a different kind, perhaps a different order. Certainly it is, by the criteria of modern living, not something we are accustomed to; rather, it seems, the trend in education is towards more and more testing and codification. This should not deter the educator determined to plough a different furrow, to sow new seed and to bring about a new mind...
For, newness and freshness
surely reside in immediate acts of
s e l f p e r c e p t i o n
and not in the endless accumulation
of facts and ideas."
In Krishnamurti's own words,
" The purpose, the aim and drive of the school is to equip the child with the most excellent technology proficiency so that he many function with clarity and efficiency in the modern world and, far more important, to create the right climate so that the child may develop fully as a complete human being. This mean giving him the opportunity to flower in goodness so that he is rightly related to people, things and ideas, to the whole of life. "
At the heart of Krishnamurti's vision of education is the concern that educator enquires into holistic way of life encourages the student to do so. Learning about oneself and one's relationship with nature, society, and one's own psychological makeup is central to such a vision. As educator our concerns are :
> to create an atmosphere of a affection, order and freedom.
> to help the child to achieve excellent, academically and otherwise.
> to discover a way of teaching-learning without under dependence on reward, punishment or comparison.
> to awaken the intelligence of the child.
> to nurture a feeling for nature and for all forms of life.
> to help the child have a harmonious development of body and mind.
> to create the right kind of confidence in the child to face the challenges of life.
Yo soy yo, Tú eres Tú
Tú haces lo Tuyo, Yo hago lo Mío
Yo no vine a este mundo para vivir
De acuerdo a tus expectativas
Tú no viniste a este mundo para vivir
De acuerdo con mis expectativas
Yo hago mi vida, Tú haces la tuya
Si coincidimos, será maravilloso
Si no, no hay nada que hacer.
Fritz S. Perls (1893-1970)