Question: What other sections are included in the course on integral upbringing?
Answer: The most important part in our studies is to realize, in theory and practice, the integration of all people among themselves, regardless of age or gender: men, women, and children. Studies, psychological trainings, taking this message to the masses and smaller groups, and the creation of brand new means of mass media that would educate a person rather than deform him, all this should be our main and primarily practical course.
The other courses we discussed also include practical studies with children and adults conducted by a psychologist. But the courses mentioned above are the main ones.
Also included as a major component in children’s upbringing are excursions to plants, factories, planetariums, and other places. We introduce children to agriculture and the animal kingdom to show them how nature exists in its pure form and why the still, vegetative, and animate levels of nature develop the way they do with respect to one another. The tools we use to this end include educational films, excursions to the woods, the lake, the sea, and so on with explanations and very precise and correct conclusions about integration and interconnection in nature.
Then we continue with studying the human society: how it evolved from the animate part of nature, came out of the caves, came down from the trees, and what it achieved in its development, that is, what we built for ourselves to replace the lairs that were our homes, the enterprises we founded to no longer have to hunt mammoths, and how we established our interconnected, mutual assistance and support. We study the structure of all sorts of medical, financial, industrial, and research institutions, how supply and demand works, and how humanity is connected via all these systems. And, of course, we study the universe.
In our efforts to examine life and the world, we conduct very serious excursions, and not only for children. We see how excursions expand the children’s perspective and turn them into thoughtful adults. After each excursion we require the children to make a report including: where they were, what they saw, and why things work this way or that. That is followed with a discussion. All these things together ensure a very thorough grasp of the material. An excursion itself may happen no more than once per week because it takes time to discuss it, write compositions on the subjects, and so on.
The same applies to adults who are also of the opinion that pastries grow on trees, meaning that they are not familiar with production processes and have no clue as to what humanity does for them. Excursions for adults also lead to integrality and interdependence, which is why the understanding that you exist thanks to the entire world that works for your benefit is crucial from the standpoint of education, moral support, and the feeling of cooperation. If we present this information to the person in this manner, his outlook on everything in the world changes drastically.
The most important part that stems from these excursions is that we then scrutinize whether we need this particular enterprise or not, whether it’s a necessity or an indulgence that we can do without, not at our expense, but simply because we wouldn’t miss it if it were gone. Thus we gradually teach the person to pay more attention to the inner world, and not the external one.
From a “Talk on Integral Education” 12/12/11