Question: Can we discuss everyday life problems in the integral education course, connecting them each time to integrality?
Answer: If we’re saying that the general and the particular are equal, it means that we can tie this to family. Very much so! In other words, you immediately transform from a classroom, a group, into a family and establish integral conditions within in.
At the same time, nobody probes into another’s private world. What we’re doing is creating a family, something common above us where you and me are we. Then we automatically connect children to it and they, too, become part of this integral system. Completely new relationships within a family arise.
The most important thing is not to pressure anyone because normal, correct development requires an inner harmony between a person and their inborn qualities. I shouldn’t conceal, destroy, and diminish them, or anything else of that nature. I need to reach such a state where, conversely, my inborn qualities will blossom in me completely.
We don’t understand why we should preserve all our negative qualities: deception, envy, jealousy, hatred, a hundred types of fears, and so on. But they all have their resolution, their realization precisely in this final state. As a person develops, he gradually sees that these qualities are necessary for him, that he applies them, except in the opposite form, when these fears force him to be integral and bring him “outside of himself,” instead of pushing him inward.
From a “Talk About Integral Education” #8, 12/14/11