Question: Suppose we organize a course on integral education for adults. What results can they get upon completing the course?

Answer: We should understand that from now on, nature offers us only two paths of development leading to one goal. The ultimate goal of nature is complete unity of all its parts, including humanity as a part of general nature.

We can reach this state of harmony, equilibrium, and homeostasis in two ways. One of them is the path of suffering, the realization of this necessity in spite of our desires and inner impulses. This path is very difficult, complex, and forced.

In principle, nature developed us in this way all the time. This is the process of evolution, when we are pushed from behind and thus look for comfort. It turns out that we seek a better life by being pushed from behind, make plenty of mistakes, but eventually develop. This is how man, small societies, as well as humanity as a whole developed in the past.

But there is a possibility of development with dignity, when a person is aware beforehand that all nature is moving towards integrality. Now, the first signs of this future integrality become apparent, obliging us to exist in it as part of society, nature, and the universe.

Nature strives for balance because it is the key to its health, safety, and sustainability both in every part of it (for example, in our body) and the whole system.

Let us take this future state as a common goal of all humanity and begin to approach it, at least in different regions of the world, through various international organizations, beliefs, and, most importantly, through education. Education shouldn’t be obtrusive; we should simply tell people about the laws of nature, the laws of the development of human society: behavior, education, family relationships, and child upbringing. We teach people how to live on a fairly modest salary, allowance, or scholarship.

But all this must be taught to people. They do not know how to raise children and how to get along with each other. We see that humanity teaches something completely different: It does not teach or educate its offspring, the future generation, so that it lives well.

We do not think about how to make people happy. We push them into the abyss of capitalist competition, in which they are willing “to eat each other” gladly. But there are no winners in this contest, and in the end, we condemn them to constant stress and problems. As a result, no one sees happiness.

It is essential that psychologists, sociologists, parents, teachers, and people who already understand the problem or can understand it come to a more or less correct conclusion, and with the help of scientists, the public, and the Internet (today it is a considerable force) will be able to show all humanity that this integral education is the key to the healthy society, man, and family. We simply will not survive without it; we will advance with huge losses. Of course, we will achieve the same goal, but it will be a terrible path.
[63707]
Talk on Integral Education 12/11/11

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Question: What do you mean when you are talking about harmony?

Answer: Harmony is easy. It comes from the fact that there are two forces in nature: the force of bestowal (the positive force) and the force of receiving (the negative one), which at different levels (biological, physical, moral, and so on) manifest themselves as balanced systems. If these forces are balanced in the human body, the body is absolutely healthy. If they are balanced in nature, this means it’s in a state of absolute rest. A lack of balance leads to all sorts of movements.

Naturally, imbalance is necessary because it produces life. It’s the constant interaction between two forces within certain limits, the variation of their relation to each other that create life. For example, the expansion and contraction of the chest, heart, and other organs are built on mutual movement of the opposing forces that support and complement each other. Life is what occurs between them, owing to their proper and harmonious interaction.

In our development, we will reach a point when the entire human community will achieve precisely this mode of operation whereby all its parts mutually oscillate. But these oscillations, like breathing, will be interdependent with each other, when the force of bestowal is equal to the force of reception. They will alternately interact with each other: However much we give to nature, so should we receive; however much we receive, so we’ll have to give.

Then, we will live in harmony, homeostasis, meaning a state of mutual support. Nature that brings us to a state of equilibrium between its two main forces, the force of giving and the force of receiving, intends that we come to this. It’s nature’s general trend.

We can do nothing with this general universal law. We can only understand where we go and how to fit voluntarily, knowingly into this external, absolutely binding law. Thus, we’ll feel comfortable not only in the final state to which we will come, but at all stages of development.
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From a talk on Integral Upbringing, 11.12.2011

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In the News (from The Russian Bazaar): “The number of parents who neglect their young children increased significantly with the onset of the economic crisis. Negligence does not mean child abuse, which the US human rights organizations have been fighting against for years.

“For the most part, parents began to love their children less. People are too focused on finding employment, paying utility bills and debts on loans. One out of five parents is depressed; one in ten abuses alcohol or marijuana.

“The rise of parental neglect happens against the background of the Child-Free movement, whose activists consider children a burden and believe that everyone should live only for oneself. Fathers and mothers cannot understand that education is a very complicated and lengthy process.

“Currently, almost all the states in the country are waiting for the laws and amendments that toughen penalties for parental neglect. Would these innovations actually protect children?”

My Comment: To deal with growing egoism is possible only by means of integral education for everyone, from young to old. Our organization has developed the methods of integral upbringing, and we hope to bring its principles to the general public.
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The world situation is changing rapidly, and there is a need to create an integral method of educating adults. I receive lots of various messages from developed countries: Unemployment is on the rise.

People are at a loss despite the fact that they are receiving unemployment benefits. Currently, they are still available, but what will happen next is unknown. After all, we are talking about hundreds of millions of people who will lose work because the crisis will destroy all the industries that are not vitally important. What will the people who produce what no one needs do?

We see how protest movements are growing due to the Internet, mutual communication, and our mutual influence on each other. All humanity, from ordinary citizens to governments, is interested in taking this process under control and preventing its spontaneous development because modern weapons plus an unpredictable course of events can lead to disastrous results.

In order to prevent all kinds of disasters, civil or even world wars, we need to think in advance about global, integral upbringing of the majority of the population.
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From a talk on Integral Upbringing 12/11/2011

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Opinion: (French President Nicolas Sarkozy): “He [Sarkozy] said France and every other euro zone country needed to enshrine a budget-balancing ‘golden rule’ in their constitutions, to force stricter fiscal discipline as the bloc strives to reform itself or get left behind.

“‘Europe is no longer a choice. It is a necessity. But the crisis has revealed its weaknesses and its contradictions. Europe must be rethought,’ Sarkozy said.

“‘Let us not hide it, Europe may be swept away by the crisis if it doesn’t get a grip, if it doesn’t change,’ he said, warning that a collapse of the euro would make France’s debt unmanageable and wipe out people’s savings.

“Sarkozy promised that reforming Europe would mean closer inter-governmental cooperation, not handing control to a supra-national body.” (Source: Reuters)

“‘The reform of Europe is not a march towards supra-nationality.’ …’The integration of Europe will go the inter-govermental way because Europe needs to make strategic political choices.'” (Source: Reuters)

My Comment: Of course, it is necessary to pursue a greater integration, as the times demand. The world is getting closer, while countries and people are not, and the lack of balance of society in relation to nature is manifested as a crisis—the crisis of society, not financial and so on. As soon as the EU will decide to unite fully and begin this long process, we will feel how the crisis eases and see new opportunities.
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Question: How does one bestow upon the world?

Answer: You take the desires of everyone and fill them as much as you can. That is called love. That is the act of love.

Question: Which desires do I take?

Answer: If you love them, you fill only their necessary desires. You won’t buy unhealthy food for your child. You buy him something tasty, but the main thing is that it is healthy.

Question: But what if he specifically wants fast food?

Answer: If you love, you can’t fill the desires that are bad for him. After all, you wouldn’t give your son a knife to play with if he asked for one. Isn’t that the same thing as fast food?

A true relationship, a real love, hardens you. The pity you feel now is actually egoistic pity; you feel sorry for yourself, not him. If you really had pity for him, you would give only what is healthy for him, only that which benefits his development and nothing else.

The child will get used to this very quickly. If you behave this way from the beginning, he won’t even ask you for things that are harmful.
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From the 4th part of the Daily Kabbalah Lesson 10/26/2011, “The Love for the Creator and Love for the Created Beings”

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I need to create the type of environment and atmosphere around me which will constantly convince me of the fact that being interconnected and compliant with others will lead me to a safer and better life. It is a life where I will feel good.

You take the formula of total interconnection between all elements in nature and reveal it to people in a way that they can understand. You explain to them that it’s good to care for one another because it is in this way that you become similar to nature that surrounds you. In so doing, you will benefit a great deal because you obtain harmony with nature. Then, all forces of nature, both concealed and revealed, will be benevolent towards us, and we’ll benefit in every way.

Let’s conduct an experiment and see how much we’ll succeed in business and in economics if we start treating each other with more compassion, like members of one family. This is difficult; however, if we begin to convince each other subtly, without any pressure, then surely no one will lose.

I teach my children not to fight, not to provoke others, to be polite, to say please and thank you, to share, and to make friends. I teach them these things because I know that this behavior will provide them with maximum safety. I don’t teach my children to punch people or to steal because first and foremost, I want them to be safe in life. If they are kind to people, they will always find a more or less normal condition to exist in.

Why can’t we establish these interrelations worldwide? We’ve considered all this before—in our visions of utopian societies.

We have to enlighten people about the era we’re entering into. Everyone must understand that we live in the era when everything is interconnected, where everyone is like a part of a single family, and everyone is dependent upon one another. This is the era where we reeducate ourselves to become a global and integral element of society, the era where each person understands his uniqueness, his own unique contribution to the world, and for this reason should feel responsible for his part. Each person has to feel this way in relation to all the others.
[56978]
From the Talk on Global Education 9/7/2011

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Opinion: (Mr. Popov, president of the International Education Association, from ng.ru): “The problem with our society is that it doesn’t know in which direction the world is moving. The direction of the future is not being taken into account when building the education system. …The adults are disoriented.

“The main organizers of the pre-school, kindergarten, and school education system were industrial and military leaders. Thus the pre-school-kindergarten-school system was organized to support this idea. It wouldn’t have occurred to anyone to take tiny children away from their parents and put them into daycare; however, the industrial model of those times demanded daycare. And it wouldn’t even occur to today’s parents that this can be done differently. This is why today we’re missing an affordable and developed network of qualified nannies. Children are being put into institutions where they get sick, and then they are all vaccinated. Schools and universities are based on an industrial way of life and are designed to raise a class of disciplined workers.

“Today the world is competing for people who are capable of independent decision-making and action. However, the parents don’t want there to be any changes within the school system. We don’t understand where the world is going. Fifth graders are spending time on the Internet, they’re in a different world, and the schools can’t do anything about it.

“English schools are among those that have the most freedom. Up to 80% of children are studying via the Internet. The whole world is trying to teach children to work independently and find information on their own. After all, children are bored at school, and though they are small it’s still impossible to force them to do something they don’t want or have no interest in doing.

“Teachers are mistaking that there is no alternative to school education. There is an alternative. It’s because of the teachers that the parents today don’t see it. First this alternative is discovered by the children. Some, for example, realize that a better way to study geography is through the Discovery channel. It’s also a lot quicker and more comprehensible.

“The development of the global Internet can lead to a point where everyone could receive knowledge through the Internet. In the U.S., a company called Apple was the first to introduce a school education system through the Internet. There is a growing number of children who are being home schooled and receive a certificate of completion at the end.

“If we wonder what will happen to all the teachers, then we’re not thinking about the children. Our society isn’t discussing what we’re doing with the children. It’s convenient for us to think that schools should be conservative and that kindergartens are a very necessary invention.

“Today, parents don’t want to put their children in schools because they want to protect them from violence and abuse. This attitude toward schools is reaching a large scale. Parents are trying to save their children, never mind giving them knowledge but simply save them from beatings and humiliation.”

My Comment: On the “correct’ school see sections “Children,” and “Education.”
[56485]

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Question: What is the right approach to teaching children?

Answer: This is a special task because we are teaching those who are not familiar with the world at all yet. And the most important thing here is to organize an environment for them. Without an environment, it is very difficult to teach a child our method. A child needs a connection with other children and together they have to be organized into a group.

In the process of studying they have to sit in a common circle and feel that they are strong only when they are united together. A teacher is not really a teacher, but an educator, a mentor. He is like an older friend of the children. Sitting in a circle with them, he conceals his grown-up understanding of the world and skillfully guides them toward unity of equals. The most important thing is to keep this unity.

Every person attains success only on the condition that he is united with others and attains group results with them. The success of each person is determined by how much he helps others. We evaluate each person not by himself, but only by the achievements attained in the group and through the group.

We don’t need “outstanding” or smart students, and we don’t ask, “Who knows?” looking for a “hero” who will prove himself more clever or knowledgeable than others. We do not want this. What we want is for the children to feel that the question and the answer are aimed at the group, that the most important thing is to be together, and even if the answer is incorrect, it is still correct because it brings about a common solution in which everyone takes part.

If there is a chance to do so, a younger group should work with educators who are two or three years older. Children learn from these kinds of instructors better than anyone, looking up at them like at “angels.” And this obligates the older kids, in turn, to study so they won’t slip up in front of the younger ones. As a result, we win twofold: 10-year-olds happily learn from 13-year-olds, rejoicing that the older kids give them time and attention. And the 13-year-olds study the material, spurred by the feeling of their importance, in order to educate the younger ones.

Children have to be taught how to judge one another, separately and together. If someone acted wrongly, a “court discussion” has to be arranged where we study the incident and its causes, examining questions such as, “Was this action correct or not? Would I have acted the same way in that person’s place?” Every person has to hold himself accountable for conducting intensive, inner psychological work.

It’s good to take children on trips where they get to know the world they live in. Let them visit all sorts of factories, an airport, bank, post office, planetarium, and so on. At every place they visit, they should hear explanations about how each establishment is constructed and how it works. This can even be a storeroom of a supermarket where goods are received, sorted, and stockpiled so they can later be arranged on the display shelves for the consumers.

In short, the children have to know how our life is built and what it is comprised of. At every place they visit, the person responsible or the supervisor should give them the appropriate clarifications, and when they return to school, together they should discuss what they saw and heard. Every one of them has to write a report about the place he visited, describing what it is, what it is intended for, how it serves people and humanity as a whole, what kind of people work there, what kind of preparation they must go through, and so on.

These trips enable children to learn about the big world, how it is built, and the interconnections permeating it. They see how complicated it is to organize various areas of life and this motivates them to prepare for becoming full-fledged citizens of the world.

The process of studying in class is filmed on camera. Obviously, children quickly forget the events of the day that has passed, but later they can come back to them and look at themselves from aside, in particular, noting: Were they able to unite this time? This is part of self-study.

Our primary concern is not so much to give them specific, professional knowledge, but to give them the right approach to life. A person has to know what kind of world he lives in and how human society has to function in order to maintain a harmonious interconnection among all its parts.

We teach our children the inner psychology of the connection between them. This develops them internally a great deal, enabling them to learn new material. Recently, as was requested by the Ministry of Education, they participated in a symposium that was attended by hundreds of pedagogues and educators from all over the country. Teenagers dispersed among different discussion tables and communicated with the experts on such a high level that the experts were astounded.

Also this year, several of our children have been accepted to university. In short, we see that it’s worthwhile to invest efforts and resources into upbringing. An example of the proper upbringing works better than any other example because it shows all of the advantages of the global, integral mode of study in a group that is permeated by unity, love, and correct relationships. This enables one to see with one’s own eyes how this approach opens up a person’s ability to perceive and forms him differently.

We have already published several books on upbringing. I hope that by the end of the year we will complete working on our curriculum and the set of study materials, which will include CDs and DVDs.

It’s advisable to study the topic of upbringing on our website. Maybe professionals in this field should even come to visit us to exchange experience. We will be happy to show you the method and bring you up to date.
[54626]
From the Miami lecture 9/14/11

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Opinion: (Noel Gallagher, formerly the lead guitarist and principal songwriter of the English rock band Oasis): “Noel Gallagher has said he believes ‘brutal TV and videogames’ are partly to blame for the riots that have taken place this week.

“‘We live in this age of violence – and I don’t care what other people say: Brutal TV and brutal videogames are a reason for this pointless violence as well. The people are immune to violence, they are used to it. …It’s just violence for the sake of violence.’”

My Comment: As a child grows, a global and integral education is meant to create in him or her models of integral behavior in society, specifically by employing the right games and TV shows. Essentially, the same applies to the education of grown-ups. Mass media in particular has to assume a central role in transforming the old, egoistic society into a new, integral one.
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