Question: When we talk about education for adults, there is a fear that people will accuse us of offering something impractical, too detached from reality.

Answer: I totally disagree with you!

Today’s world and the one we propose are absolutely opposed. We must face the truth! It is actually true. There should not be partial solutions! I cannot create a school half-humanistic and half-egoistic, the way it is today.

When a young child comes to school, he could be beaten and robbed; he could be made into anything, compelled to do anything by force, pressure, influence, and some values. He is forced to be the same as everybody else with the worst examples. He can become attached to smoking and drinking alcohol, not to mention the threat of drugs! School is a school of depravity, a school of vanity! One is driving a car, the other gets there on foot.

All the evils of modern society are manifested in children at school in the cruelest way. We need to fight against this! We should start doing something about this. They are our children!

Since we have become insensitive egoists, we treat children likewise, pushing them away as if saying: “Go to your school. They should deal with you there.”

Instead of raising a child as a normal person and creating a future for him, the next society, we neither create society nor make a person a human being.

It does not matter what will be. That is why we do not want to bear children. We simply exist and go with the flow, which carries us to a huge waterfall, to fall into the abyss.
[66139]
From a “Talk About Integral Education” #5, 12/13/11

Related Material:
Integral Upbringing, Talk 1
Does Society Have The Right To Deprive Me Of Freedom?
Know The World You Live In

Filed under: Children, Education, Egoism, Integral Upbringing, Q&A - 1 Comment →

The modern education “molds” everyone according to a fixed template. We can’t even call it “education” anymore because we don’t discover the creativity in people and don’t help them develop individually.

Being unique makes a person seem “weird” and the educational system destroys these “eccentricities.” A child comes to school and receives standard material, standard questions, standard problems… and eventually, we get a standard, stenciled form, like mud cakes in the sandbox, regardless of his individual tendencies.

Our education treats a person like a machine that needs to perform certain functions in society and at work. This is reflected in science too: Few scientists become true pioneers. After all, a unique personality is needed for that, a new perspective, a new perception, like Einstein or Friedman.

Today there are millions of scientists and in the past there were no more than a dozen. The point is that today’s scientist is a “technician” who performs a series of experiments until he stumbles upon something new. He doesn’t penetrate the nature of creation, he doesn’t see how things grow from the inside, and doesn’t discover the new layers and new dimensions as a result of a special vision.

No, he simply performs experiments. He tries one thing and then another thing and eventually gets some result. Of course, scientific thinking is required here, but it isn’t discovery in the true sense. These aren’t results of a person’s inner intellectual efforts. Usually they are just statistically predictable successes of repeated lab routine.

Therefore, we must draw a clear line between today’s mass education and the true education that molds the human in us.
[65961]
From the 4^th part of the Daily Kabbalah Lesson 1/10/12, “The Freedom”

Related Material:
The Allure Of Mystery
The Need For A Contemporary Understanding Of The World
Surround Yourself With Goodness

Filed under: Children, Daily Kabbalah Lesson, Education, Free Will, Society - 1 Comment →

Question: Why didn’t the education system evolve with the changing world? Why do we teach children the same way we did a hundred years ago?

Answer: It’s because in reality, humanity has not changed. Only now it may come to the realization of evil, and only with our help.

Many critics passionately berate education, but nothing happens. In fact, they simply state that they feel bad, but do not see the real reason. It’s because to see it, they need to be able to compare one with the other. Here, we need the Light that Reforms.

In our world, we reveal only evil, but not its relationship with the good. This is not the realization of evil yet; something else is required as a criterion. Yes, I feel bad, but I cannot detect the reason because to do this we need to attract the Reforming Light.

As a result, people have been talking about the problems of education for at least 50 years, and so far nothing has been fixed. This area consumes huge budgets and resources and involves a vast number of people. Parents suffer, teachers suffer, students suffer—and all are helpless.

In fact, the system itself is rather conservative and unwilling to change. However, even knowing that they need changes, no one can carry them out. There is no clear, accurate, modern program of actions. In contrast, it does not require much to simply destroy what exists. Today, it is clear that it is necessary to raise a child as a human being. To do this there are many different techniques: It seems that we are nearly there, but where are these human beings?

In the end, we cannot manage without the Light that Reforms. But how can a person get it, without having a point in the heart? To do this, he needs to be connected with those who do have it. Therefore, only we can bring a new method of education to the world. Nothing else will help; there must be connection with the Light that acts in desires.
[65955]
From the 4th part of the Daily Kabbalah Lesson 1/10/12, “The Freedom”

Related Material:
The Particulars Of Group Formation
Lessons About A New World: Connecting All Knowledge Into One
Lessons About A New World:Produce Fewer Nonessentials

Filed under: Children, Daily Kabbalah Lesson, Education - 1 Comment →

Question: A modern person has accumulated a wealth of various limitations: He was prevented from expressing his feelings, they were trivialized, and so on. That is why his standard reaction to something new is negative. Initially a battle within a person always takes place between an interest towards something new and a fear of it. How can we maintain a person’s interest despite his fear and resistance?

Answer: When starting to talk about a person, his physiology, psychology, sociology, family relationships, and so on, we need to do it objectively, abstractly, not relative to the person himself. And only afterwards should we gradually include examples: Here is a man, a woman, and children; here is a person as he is, he reacts to himself in a certain way and is composed of certain images of vision, perception, and so on. In other words, we begin to talk about some abstract object and gradually bring that object to the person himself. I think this way we won’t encounter a problem.

The fact of the matter is that a modern person doesn’t know any of this. We hide our nature, we are ashamed of ourselves, ashamed in front of others; we are afraid to show any sort of weakness because we think that others could take advantage of it. I have to show that I stand firm like a wall behind my immutable opinions, which I do not actually have at all.

When we gradually reveal what man, society, and nature in its global and general form are, little by little we get used to the fact that we are the way we are created: It isn’t me, and everything in me works independently from me.

Then what exactly is this “I”? I is only the one who can research what in him or her is created by nature.

Like doctors who aren’t ashamed in front of each other or their patients, or psychologists who can express their own and other people’s feelings without embarrassment, understanding that all of this is an objective reality, we, too, are the way we are. Likewise, we also need to bring a person to such a state.

Everything needs to be based precisely on the fact that the next stage of our development is complete integration of everyone into everything, when all parts of nature get incorporated into a person, a person into them, and people into each other, and together with nature we represent one organic whole.

In such a case there is nothing here that I have to conceal, be embarrassed of, and attempt to hide from others. I must ultimately reach a state where, conversely, I am obliged to fully reveal myself and be connected to everyone.

It’s like an infant who lies in his mother’s arms: He is nothing and nobody, yet she concentrates all of her attention on him, and from the point of view of nature, relative to his mother he has absolutely no barriers, borders, or screens; on the contrary, an absolutely complete connection exists. We too, as a result of our integral education and upbringing, need to reach such a connection in the future.

That is why our flow in teaching, experiencing these courses, in their structure and interconnection (where one course begins and another ends, or a few of them go parallel to each other) needs to be structured precisely so: along the axis of time. Courses should supplement one another and follow either consecutively or overlap with each other so that people gradually develop a correct attitude towards themselves, to other students studying in the group, and towards the whole world.
[65538]
From a “Talk on Integral Education,” 12/13/11

Related Material:
Feelings Balanced By Knowledge
Awaken Care For The World Within You
Closed societies And Integral Education

Filed under: Children, Education, Integral Upbringing, Q&A - No Comments →

Question: In the courses on integral upbringing and education, we intend to first of all educate people who lost their job. The majority of them is disillusioned with life; many have difficulties with their family, self-actualization, and so on.

The first thing that you may encounter in such a group is resentment, frustration, and aggression. Would people in this state be able to perceive such distant, abstract, and theoretical information? What should we start with in order to find common ground with people?

Answer: We have no other choice. We, people, consist of two halves: heart and mind, and they have to balance each other. Then a person develops harmoniously, sees the world and himself within it. Perhaps he sees both himself and the world as unbalanced, but his worldview becomes more or less correct.

Therefore, first and foremost we have to counterbalance all of today’s problems with knowledge: From where did these problems arise, what is  their origin, their necessity for our continued development, what exactly we need to come to, and so on.

As the first order of business people must necessarily complete an educational course, and not the ones on upbringing, practical work, and game scenarios—they are still far from that. The practical work within such groups begins only when the state of all sorts of problems and crises is balanced. People begin to understand the essence of these problems; they can now discuss, decide, arrive at some kind of an opinion, object, and discern the truth. But it gets discerned when feelings are balanced by knowledge.

If right now we simply take 50 people from the street and start to talk to them about today’s problems, we’ll be confronted with complete lack of understanding of our point of view. Correspondingly, feelings prevail above the mind, and we won’t get anywhere.

This is what happens in today’s world. Without understanding the general system of nature, its development (beginning, middle, and end of this path), and the state of humanity (where we exist in this moment along the axis of time), we evaluate everything only on the basis of our small, worldly egoism that doesn’t allow us to obtain the correct result. Moreover, we make wrong decisions about the future and with that bring ourselves into an even more difficult state. That is why, personally, I have no doubts that first and foremost we need to pursue education.

Precisely with that we begin our interaction with children. We always need to take our natural attitude to children as an example.

Everything begins with explanations. A child develops and feels: I sense this and that. A correct upbringing lies in supplementing a child’s feelings with explanations and with a system of correct attitude towards what he feels and how he perceives everything. This has to be balanced in adults as well. Without this we cannot advance.

Only to the extent that a group adapts this knowledge into itself does it realize and understand the causality and consequences of the feelings, their cause and effect development, and is able to see itself from the side. When a person rises above his self, he can separate his own “I” and see himself and society from the side.

The same way in psychology: You look at a person not as an individual, but from the side, trying to imagine him as a certain psychological object. Then, exploring him, you begin to give him some concrete recommendations, fragmentary explanations without even explaining who and what he is. But in principle, these explanations too are based on some kind of balance between knowledge and feelings. You cannot do without that.

That’s why in the first place we will have to introduce the courses that we spoke about in the last talk. It is a great amount of knowledge.

In the process of study, this knowledge gradually gets absorbed by people, and a person then starts to internally assimilate it along with feelings. At this point we need to start fortifying it with practical exercises that help a person balance knowledge and feelings.

A person can receive an initial sensation of that state by studying the material first-hand. We need to tell him about the origin, evolution, and properties of egoism and to present it completely objectively as a certain existing reality independent from and having nothing to do with us, so that a person could absorb everything in the form in which it exists in nature.

Next in the same course, a brief explanation can be given about how egoism works in a person: how it manifests itself in our world, in connections with family, children, with one’s own self, and so on.

That is, education involves at the very least separation into two parts, when we objectively lay out what is taking place in nature and try to express that in a somewhat dry, scientific language, and afterwards, as a supplement to that, we utilize this. After that is when the practical training begins, where we try to investigate our feelings from the point of view of reason.

A theoretical study is always reason, and we study it, fill ourselves with all kinds of knowledge, data, graphs, formulas, images, discernments of relationships, and so on, while gradually adding a little bit of feelings to that. In other words, studying always proceeds from two directions, “reason and feelings”: feelings in reason and reason in feelings.
[65541]
From a “Talk on Integral Education,” 12/13/11

Related Material:
Don’t Be Ashamed Of Yourself
Lessons Of A New world: Produce Fewer Nonessentials
The Invaluable Benefit Of Excursions

Filed under: Children, Education, Integral Upbringing, Q&A - No Comments →

Question: What is the reason for taking the integral family course for the women who don’t have a family and possibly never will?

Answer: I doubt that in the integral society we would fail to reach such a state when everyone would have a family. On the contrary, a person will feel that a family is that primary instrument through which he or she influences the world. That’s one.

Second, we need to understand and realize that nature is designed in such a way that the number of men and women in the general population is going to depend on how we will conduct ourselves with each other. Through our relationships we will, so to speak, introduce our desired quantitative and qualitative inputs into nature, and we will receive precisely the kind of progeny that would create correct connections and units. It depends only on our harmony.

Since today we do not exist in a state of harmony with our own self, between us, and with nature, we give birth to children who struggle to find anything suitable for themselves. We do not imbue them with integrality, and that is why our world is falling apart today.

If we approach this question globally, through that we will instill into our children completely different informational records, new “genes.” They will be born in such a form that their common field of nature, one that drives all of us towards correct development and a particular goal, will gather them in mutual likeness. Each of them will quickly find their second half.
[64859]
From a “Talk on Integral Education,” 12/12/11

Related Material:
The Secret Of An Integral Family
Courses On Household Management
Where Are You Real Men?

Filed under: Children, Education, Integral Upbringing, Q&A, Women - No Comments →

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.
[64966]
From a “Talk on Integral Education” 12/12/11

Related Material:
Courses On Household Management
The Particulars Of An Integral Reality
Replacing Physical Connection

Filed under: Children, Education, Integral Upbringing - No Comments →

Every course in the system of integral upbringing carries a tremendous load of meaning in changing each of us as a personality and as an integral individual within society. And from here spring the smaller, more practical courses on household management. That involves conduct in a family, between spouses, with children, and with parents, upbringing, and running the household. A great deal of questions of ethical and moral nature emerge here.

I think that all of these courses should be led by a psychologist, with many examples from our life: What was and what ought to be, how to build a bridge for transitioning from our past states (domestic, spousal, pertaining to housekeeping and children’s upbringing) towards new ones.

Children’s upbringing and the influence of parents on their children are considered separately. We do not tear the family apart, don’t exert any pressure on the parents, and don’t distance them from their children like it was done during the Soviet times when children were sent to boarding schools, or in the Israeli kibbutzim when they were simply taken from their parents and raised separately. Generally speaking, they pursued good goals, but everything came down to exerting force on an individual. It should not be this way.

Under no circumstances do we destroy a family. We simply teach people the correct inclusion into one another. They must merge together internally, connect in such a way that a family becomes a pillar of the integral society and embodies one unit, a single small system that would join together with other such systems.

Comment: How can this be done? How can they be joined?

Answer: If both parents and children complete essentially the same courses, except each according to his age and mentality, then there is no problem in them starting to change involuntarily and discussing these changes in their family circle. Shame and reproaches have no place here because the whole society is obliged to change.

Now we all have to play this game specifically in order to position ourselves under the kind influence of nature. Otherwise nature will force us to do this with its subsequent development showing our contradiction to it, and we will experience that as tremendous suffering.
[64864]
From a “Talk on Integral Education” 12/12/11

Related Material:
The Invaluable Benefit Of Excursions
The Key To Healthy People, Family, And Society
The Beginning Of Enlightment

Filed under: Children, Education, Family, Integral Upbringing, Women - No Comments →

Question: In western countries, advertising everywhere mostly uses women in a sexual context that is more or less obvious. Why do the modern day men regard a woman as a sexual object?

Answer: That’s because over the years, our evil inclination (egoistic desire) has reached tremendous dimensions. We haven’t corrected it and it still stays at an animal level. Sexual attraction is the most uncomplicated and natural call that is easy to implement. Practically everything revolves around it; it is very easy to create a whole “industry of love” comprised of movies, TV, music, etc.

Never in the past was such an ideal of “love” built. No matter how we perceive old times, people used to be more straightforward and simple. A man married a “suitable” woman from his neighborhood and created a family without involving such “high matters.” The massive glorification of “love” was launched about 150 years ago; before, no “cult” associated with it ever existed.

This cult-like notion of love didn’t arise by chance—after all, a man must be something to enjoy. What could they get fulfilled with? What good could they find in life? This is how an industry of “wholesale love” was created. It uses a simple, powerful and affordable pleasure, which, unlike others, requires almost no investment. Today, it is overused on the Internet and TV without any restrictions.

Moreover, we force-feed our children with side effects of the “sexual revolution.” With the help of media, society overwhelms a child with adult stereotypes that are unnatural for the younger generation. In conjunction with hormones that children intake with food, we violate a natural process of growth and literally force kids to “mutate.” This is only one side of a general crisis.

We consider ourselves to be a rational intelligent society with certain principles and considerable experience; if so, how can we allow such things to happen? In the past, parents tried hard to protect their children from bad influences; they gave them the best they could and cultivated in their kids high spiritual values. What do we do with our children now? Why do we allow contemporary mass media filled with cruelty, cynicism, and filth to interfere with our children’s lives?

Why do we tolerate vulgarity by silently consenting to it?

A child goes to school, watches TV, and browses through the Internet. The environment carves him in a way that he becomes similar to it. Why don’t we at least become concerned about it? Do we have anything more precious than children?

We cannot confine them in four walls; so the channels that pour poison into our children’s ears must be shut down. Let’s at least take care of our offspring since we have already failed the adults. Society should be held responsible for the content that is being offered to our young generation. Unnecessary things should not be imposed on them.

Returning to the topic of women—we shouldn’t compel girls to think that they were born to seduce men and thus have to look accordingly. By doing so, we enhance prostitution and create wrong standards in relationships between genders only because someone earns money from it. This way or the other everything rotates around money.

As long as we allow media to “educate” people that distorts them instead, we cannot expect anything positive from them. At the same time, the situation can be improved solely with the help of mass media, but we should take their activity under control.

Society must be called to order; among other things, it means that media has to be regulated. We are not talking about the freedom of speech, but rather about the freedom of animal appeal. Media should be organized differently and continue working for the sake of public benefit instead of letting advertisement agencies and their affiliates earn more money.

We have to start with mass education; otherwise there is nobody to talk with. People have already been “carved” and perceive the current state of affairs as the only possibility.

Hence, parents carry vague priorities; they indifferently watch their children degrade.

If a particular person—someone older or an adult —was harming my child, I would do everything in my power to stop any contacts between them. But somehow we do not act against the media. On the contrary, we knowingly allow them to enter our house and agree with what they are doing. The same applies to schools.

People simply gave up. We prefer to keep our good moods by abiding with the situation and thinking that everything is fine. Our common trouble is that we are completely (not partially) consoled.

Altering the environment will bring us relief. But first we have to clean it up a bit. So far, while we are being suppressed by our indifference time passes by….
From the 4^th part of the Daily Kabbalah Lesson 12/28/11, “The Freedom”
[64795]

Related Material:
The Media Is A False-Bottomed Case
An Educational Channel Instead Of Commercials
Conquering My Nature

Filed under: Children, Crisis, Daily Kabbalah Lesson, Education, Love, Q&A, Society - No Comments →

In the News (from LiveScience): “Babies as young as 8 months want to see wrongdoers punished, a new study finds.

“In contrast, younger babies prefer to see individuals being nice to one another — even when that means that someone is nice to a character who deserves a slap on the wrist.

“So, the researchers [from the University of British Columbia, Canada] set up a series of experiments using puppets to act out scenarios of helping and harming while each of 32 5-month-olds and 32 8-month-olds watched separately. After each experiment, the infants indicated their preference for the puppets’ behaviors by picking their favorite puppet to hold.

“The puppets — a series of cheerful characters, including moose, elephants and a yellow duck — were first shown interacting in either nice or mean ways.

Social calculations

“The findings, reported in the journal Proceedings of the National Academy of Sciences, reveal that babies develop a sense of justice between 5 and 8 months of age, Hamlin said.

“’We find that, by eight months, babies have developed nuanced views of reciprocity and can conduct these complex social evaluations much earlier than previously thought,’ she said.

“Although this sense of justice may be learned, Hamlin said, the early age at which it develops suggests that an urge to punish antisocial types may be partially innate.”
[64457]

Related Material:
Teaching Children The Perception Of Reality
Leading A Child To The Point Of Free Will
Educating By Truth

Filed under: Children, Science - No Comments →