GURDJIEFF

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"You know," G. said once, "when you went to India they wrote about your journey and your aims in the papers. I gave my pupils the TASK of reading your books, of determining by them what you were, and of establishing on this basis what you would be able to End. So we knew what you would End while you were still on. your way there." Fragments: One

"The next important feature of group work is that groups may be connected with some aim of which those who are beginning work in them have no idea whatever and which cannot even be explained to them until they understand the essence and the principles of the work and the ideas connected with it. But this aim towards which without knowing it they are going, and which they are serving, is the necessary balancing principle in their own work. Their first TASK is to understand this aim, that is, the aim of the teacher. When they have understood this aim, although at first not fully, their own work becomes more conscious and consequently can give better results. But, as I have already said, it often happens that the aim of the teacher cannot be explained at the beginning. Fragments: Eleven

"You must realize that the teacher takes a very difficult TASK upon himself, the cleaning and the repair of human machines. Of course he accepts only those machines that are within his power to mend. If something essential is broken or put out of order in the machine, then he refuses to take it. But even such machines, which by their nature could still be cleaned, become quite hopeless if they begin to tell lies. A lie to the teacher, even the most insignificant, concealment of any kind such as the concealment of something another has asked to be kept secret, or of something the man himself has said to another, at once puts an end to the work of that man, especially if he has previously made any efforts. Fragments: Eleven

On one occasion, continuing this talk about the work of groups, G, said: "Later on you will see that everyone in the work is given his own individual TASKs corresponding to his type and his chief feature or his chief fault, that is, something that will give him an opportunity of struggling more intensively against his chief fault. But besides individual TASKs there are general TASKs which are given to the group as a whole, in which case the whole group is responsible for their execution or their non-execution, although in some cases the group is also responsible for individual TASKs. But first we will take general TASKs. For instance, you ought by now to have some understanding as to the nature of the system and its principal methods, and you ought to be able to pass these ideas on to others. You will remember that at the beginning I was against your talking about the ideas of the system outside the groups. On the contrary there was a definite rule that none of you, excepting those whom I specially instructed to do so, should talk to anyone either about the groups or the lectures or the ideas. And I explained then why this was necessary. You would not have been able to give a correct picture, a correct impression. Instead of giving people the possibility of coming to these ideas you would have repelled them for ever; you would have even deprived them of the possibility of coming to them at any later time. But now the situation is different. You have already heard enough. And if you really have made efforts to understand what you have heard, then you should be able to pass it on to others. Therefore I give you all a definite TASK. Fragments: Twelve

"Try to lead conversations with your friends and acquaintances up to these subjects, try to prepare those who show interest and, if they ask you to, bring them to the meetings. But everyone must realize that this is his own TASK and not expect others to do it for him. The proper performance of this TASK by each of you will show first, that you have already assimilated something, understood something, and second, that you are able to appraise people, to understand with whom it is worth while talking and with whom it is not worth while, because the majority of people cannot take in any of these ideas and it is perfectly useless to talk to them. But at the same time there are people who are able to take in these ideas and with whom it is worth while talking." Fragments: Twelve

"You must begin with yourself and with the observations of which I have already spoken," said G., "otherwise it would be knowledge of which you would be able to make no use. Some of you think you can see types but they are not types at all that you see. In order to see types one must know one's own type and be able to 'depart' from it. In order to know one's own type one must make a good study of one's life, one's whole life from the very beginning; one must know why, and how, things have happened. I want to give you all a TASK. It will be a general and an individual TASK at one and the same time. Let every one of you in the group tell about his life. Everything must be told in detail without embellishment, and without suppressing anything. Emphasize the principal and essential things without dwelling on trifles and details. You must be sincere and not be afraid that others will take anything in a wrong way, because everyone is in the same position; everyone must strip himself; everyone must show himself as he is. This TASK will once more show you why nothing must be taken outside the groups. Nobody would dare to speak if he thought or suspected that what he said in the group would be repeated outside. But he ought to be fully and firmly convinced that nothing will be repeated. And then he will be able to speak without fear with the understanding that others must do the same." Fragments: Twelve

Soon afterwards G. went to Moscow and in his absence we tried in various ways to carry out the TASKs allotted to us. First of all, in order to put G.'s TASK more easily into practice, some of us, at my suggestion, tried telling the story of our lives not at the general group meeting but in small groups composed of people they knew best. Fragments: Twelve

"Quite true," replied G. "Therefore we must first of all establish of what precisely we are speaking — of what moment in a man's development and of what level of being. Just now I was simply speaking of a man in life who had no connection whatever with the work. Such a man, particularly if he belongs to the 'intellectual' classes, is almost entirely composed of personality. In most cases his essence ceases to develop at a very early age. I know respected fathers of families, professors full of various ideas, well-known authors, important officials who were almost ministers, whose essence had stopped developing approximately at the age of twelve. And that is not so bad. It sometimes happens that certain aspects of essence stop at five or six years of age and then everything ends; all the rest is not their own; it is repertoire, or taken from books; or it has been created by imitating ready-made models." After this there were many conversations, in which G. took part, during which we tried to find out the reason for our failure to fulfill the TASK set by G. But the more we talked the less we understood what he actually wanted from us. Fragments: Twelve

THIS period, the middle of the summer of 1916, has remained in the memory of all the members of our groups as a time of very great inner intensity in our work. We all felt that we had to hurry, that we were doing too little compared with the immensity of the TASK we had set ourselves. We realized that our chance of knowing more might go just as suddenly as it had come and we tried to increase the pressure of work in ourselves and to do all that we could while conditions were favorable. Fragments: Thirteen

"One of the most central of the ideas of objective knowledge," said G., "is the idea of the unity of everything, of unity in diversity. From ancient times people who have understood the content and the meaning of this idea, and have seen in it the basis of objective knowledge, have endeavored to find a way of transmitting this idea in a form comprehensible to others. The successive transmission of the ideas of objective knowledge has always been a part of the TASK of those possessing this knowledge. In such cases the idea of the unity of everything, as the fundamental and central idea of this knowledge, had to be transmitted first and transmitted with adequate completeness and exactitude. And to do this the idea had to be put into such forms as would insure its proper perception by others and avoid in its transmission the possibility of distortion and corruption. For this purpose the people to whom the idea was being transmitted were required to undergo a proper preparation, and the idea itself was put either into a logical form, as for instance in philosophical systems which endeavored to give a definition of the 'fundamental principle' or from which everything else was derived, or into religious teachings which endeavored to create an element of faith and to evoke a wave of emotion carrying people up to the level of 'objective consciousness.' The attempts of both the one and the other, sometimes more sometimes less successful, run through the whole history of mankind from the most ancient times up to our own time and they have taken the form of religious and philosophical creeds which have remained like monuments on the paths of these attempts to unite the thought of mankind and esoteric thought. Fragments: Fourteen

"Mechanical help cannot be required in any work of the fourth way. Only conscious work can be useful in all the undertakings of the fourth way. Mechanical man cannot give conscious work so that the first TASK of the people who begin such a work is to create conscious assistants. Fragments: Fifteen

It in no way enters into my TASK either to describe or to analyze what was taking place. At the same time it was such an exceptional period that I cannot altogether avoid all mention of what was going on around us, otherwise I should have to admit that I had been both blind and deaf. Besides, nothing could have given such material for the study of the "mechanicalness" of events, that is, of the entire and complete absence of any element of will, as the observation of events at this period. Some things appeared or might have appeared to be dependent on somebody's will, but even this was illusion and in reality it had never been so clear that everything happens, that no one does anything. Fragments: Sixteen

"Schools are imperative," he once said, "first of all because of the complexity of man's organization. A man is unable to keep watch on the whole of himself, that is, all his different sides. Only school can do this, school methods, school discipline — a man is much too lazy, he will do a great deal without the proper intensity, or he will do nothing at all while thinking that he is doing something; he will work with intensity on something that does not need intensity and will let those moments pass by when intensity is imperative. Then he spares himself; he is afraid of doing anything unpleasant. He will never attain the necessary intensity by himself. If you have observed yourselves in a proper way you will agree with this. If a man sets himself a TASK of some sort he very quickly begins to be indulgent with himself. He tries to accomplish his TASK in the easiest way possible and so on. This is not work. In work only super-efforts are counted, that is, beyond the normal, beyond the necessary; ordinary efforts are not counted." Fragments: Seventeen

There is no doubt that there may be very interesting ways, like music and like sculpture. But it cannot be that every man should be required to learn music or sculpture. In school work there are undoubtedly obligatory subjects and there are, if it is possible to put it in this way, auxiliary subjects, the study of which is proposed merely as a means of studying the obligatory. Then the methods of the schools may differ very much. According to the three ways the methods of each guru may approximate either to the way of the fakir, the way of the monk, or the way of the yogi. And it is of course possible that a man who is beginning work will make a mistake, will follow a leader such as he cannot follow for any distance. It stands to reason that it is the TASK of the leader to see to it that people do not begin to work with him for whom his methods or his special subjects will always be alien, incomprehensible, and unattainable. But if this does happen and if a man had begun to work with a leader whom he cannot follow, then of course, having noticed and realized this, he ought to go and seek another leader or work independently, if he is able to do so. Fragments: Eighteen

"The struggle against the 'false I,' against one's chief feature or chief fault, is the most important part of the work, and it must proceed in deeds, not in words. For this purpose the teacher gives each man definite TASKs which require, in order to carry them out, the conquest of his chief feature. When a man carries out these TASKs he struggles with himself, works on himself. If he avoids the TASKs, tries not to carry them out, it means that either he does not want to or that he cannot work. Fragments: Eleven

"As a rule only very easy TASKs are given at the beginning which the teacher does not even call TASKs, and he does not say much about them but gives them in the form of hints. If he sees that he is understood and that the TASKs are carried out he passes on to more and more difficult ones. Fragments: Eleven

"More difficult TASKs, although they are only subjectively difficult, are called 'barriers.' The peculiarity of barriers consists in the fact that, having surmounted a serious barrier, a man can no longer return to ordinary sleep, to ordinary life. And if, having passed the first barrier, he feels afraid of those that follow and does not go on, he stops so to speak between two barriers and is unable to move either backwards or forwards. This is the worst thing that can happen to a man. Therefore the teacher is usually very careful in the choice of TASKs and barriers, in other words, he takes the risk of giving definite TASKs requiring the conquest of inner barriers only to those people who have already shown themselves sufficiently strong on small barriers. Fragments: Eleven

After this G. passed to individual TASKs and to the definition of our "chief faults." Then he gave us several definite TASKs with which the work of our group began. Fragments: Eleven

Soon after our group, or "preparatory group," had been formed, G. spoke to us about efforts in connection with the TASKs he set before us. Fragments: Eleven

taste................8

"But to learn the methods of self-observation and of right self-study requires a certain understanding of the functions and the characteristics of the human machine. Thus in observing the functions of the human machine it is necessary to understand the correct divisions of the functions observed and to be able to define them exactly and at once; and the definition must not be a verbal but an inner definition; by taste, by sensation, in the same way as we define all inner experiences. Fragments: Six

"Sensation and emotion do not reason, do not compare, they simply define a given impression by its aspect, by its being pleasant or unpleasant in one sense or another, by its color, taste, or smell. Moreover, sensations can be indifferent — neither warm nor cold, neither pleasant nor unpleasant: 'white paper,' 'red pencil.' In the sensation of white or red there is nothing either pleasant or unpleasant. At any rate there need not necessarily be anything pleasant or unpleasant connected with this or that color. These sensations, the so-called 'five senses,' and others, like the feeling of warmth, cold, and so on, are instinctive. Feeling functions or emotions are always pleasant or unpleasant; indifferent emotions do not exist. Fragments: Six

"Your principal mistake consists in thinking that you always have consciousness, and in general, either that consciousness is always present or that it is never present. In reality consciousness is a property which is continually changing. Now it is present, now it is not present. And there are different degrees and different levels of consciousness. Both consciousness and the different degrees of consciousness must be understood in oneself by sensation, by taste. No definitions can help you in this case and no definitions are possible so long as you do not understand what you have to define. And science and philosophy cannot define consciousness because they want to define it where it does not exist. It is necessary to distinguish consciousness from the possibility of consciousness. We have-only the possibility of consciousness and rare flashes of it. Therefore we cannot define what consciousness is." Fragments: Seven

"Wait, there is worse to come," he said. "Do you understand what this really means? It means that you have stopped lying; at any rate you don't lie so well, that is, you can no longer lie in so interesting a way as before. He is an interesting man who lies well. But you are already ashamed of lying. You are now able to acknowledge to yourselves sometimes that there is something you do not know or do not understand, and you cannot talk as if you knew all about everything. It means of course that you have become less interesting, less original, and less, as they say, responsive. So now you are really able to see what sort of people your friends are. And on their part they are sorry for you. And in their own way they are right. You have already begun to die." He emphasized this word. "It is a long way yet to complete death but still a certain amount of silliness is going out of you. You can no longer deceive yourselves as sincerely as you did before. You have now got the taste of truth." Fragments: Twelve

"It means you have begun to understand," said G. "When you under-stood nothing you thought you understood everything or at any rate that you were able to understand everything. Now, when you have begun to understand, you think you do not understand. This comes about because the taste of understanding was quite unknown to you before. And now the taste of understanding seems to you to be a lack of understanding." Fragments: Twelve

"This is the 'abuse of sex.' It is necessary, further, to remember that the sex center works with 'hydrogen' 12. This means that it is stronger and quicker than all other centers. Sex, in fact, governs all other centers. The only thing in ordinary circumstances, that is, when man has neither consciousness nor will, that holds the sex center in submission is 'buffers.' 'Buffers' can entirely bring it to nought, that is, they can stop its normal manifestation. But they cannot destroy its energy. The energy remains and passes over to other centers, finding expression for itself through them; in other words, the other centers rob the sex center of the energy which it does not use itself. The energy of the sex center in the work of the thinking, emotional, and moving centers can be recognized by a particular 'taste,' by a particular fervor, by a vehemence which the nature of the affair concerned does not call for. The thinking center writes books, but in making use of the energy of the sex center it does not simply occupy itself with philosophy, science, or politics — it is always fighting something, disputing, criticizing, creating new subjective theories. The emotional center preaches Christianity, abstinence, asceticism, or the fear and horror of sin, hell, the torment of sinners, eternal fire, all this with the energy of the sex center. ... Or on the other hand it works up revolutions, robs, bums, kills, again with the same energy. The moving center occupies itself with sport, creates various records, climbs moun-tains, jumps, fences, wrestles, fights, and so on. In all these instances, that is, in the work of the thinking center as well as in the work of the emotional and the moving centers, when they work with the energy of the sex center, there is always one general characteristic and this is a certain particular vehemence and, together with it, the uselessness of the work in question. Neither the thinking nor the emotional nor the moving centers can ever create anything useful with the energy of the sex center. This is an example of the 'abuse of sex.' Fragments: Twelve

"This is not self-confidence in the ordinary sense," I said, "quite the contrary, rather is it a confidence in the unimportance and the insignificance of self, that self which we usually know. But what I am confident about is that if something terrible happened to me like things that have happened to many of my friends during the past year, then it would be not I who would meet it, not this ordinary I, but another I within me who would be equal to the occasion. Two years ago G. asked me whether I felt a new I inside me and I had to answer that I felt no change whatever. Now I can speak otherwise. And I can explain how the change takes place. It does not take place at once, I mean that the change does not embrace every moment of life. All the ordinary life goes on in the ordinary way, all those very ordinary stupid small I's, excepting perhaps a few which have already become impossible. But if something big were to happen, something which would require the straining of every nerve, then I know that this big thing would be met not by the ordinary small I, which is now speaking, and which can be made afraid, nor by anything like it — but by another, a big I, which nothing can frighten and which would be equal to everything that happened. I cannot describe it better. But for me it is a fact. And this fact is definitely connected for me with this work. You know my life and you know that I was not afraid of many things, both inward and outward, that people are often afraid of. But this is something different, a different taste. Therefore I know, for myself, that this new confidence has not come simply as a result of a great experience of life. It is the result of that work on myself which I began four years ago." Fragments: Eighteen