Free of the walls and open to God as Truth, the mind affirms equality. This occurs because no one is superior to any other when everyone drops ambition for success. Schools ought to create an atmosphere in which this happens, where each person feels confident in his or her own innocence of purpose. The thirteenth chapter indicates the paradoxical truth that equality is possible only when all are free, and freedom exists only when all are equal. Individuals enjoy freedom and equality when they break free of traditions imposed on them by conventional education. The fourteenth chapter examines a matter often associated with successful learning: self-discipline. This subjection to rigor of thought is rejected as a dulling process in which the sharp mind is ground down to accept conformity. If integration occurs, no discipline is needed, because integration is the totality of being in all its dimensions.
Any form of inducement discourages freedom and equality. Even the inducement to reward will be detrimental. The fifteenth talk explores the nature of cooperation and sharing as products of freedom and equality. An agreement on a common goal is an inducement, and so it also subverts genuine freedom. If the goal or the plan is more important than the process of cooperation, there is no freedom; when the goal dissolves or the idea evaporates, so will the freedom and the cooperation. The joy of doing something together is the only reliable measure, and it can occur only when there is no hope of reward or fear of punishment for failure. The next discussion turns around the idea of renewal. It begins with a question about the signs of deterioration in all things of the world, including the body but also the mind; minds deteriorate because they have been made heavy and dull by the weight of history and tradition.