Question: Correctional facilities have asked us repeatedly to teach integral upbringing, but we have not been able to get ourselves to go there.

Answer: Integral education in prisons and correctional facilities is a lengthy process. Gradually, you need to become part of a group with the prisoners and talk to the them about life in a way they can understand; this is not easy.

But on the other hand, they have a special susceptibility towards this. A person who ends up in prison begins to think about the meaning of existence.

Some of the people develop a defensive reaction and, on the contrary, they do not wish to think about anything at all. Other people either become depressed or begin to philosophize. Someone else becomes interested in mysticism or religion because people want to make their life a bit easier, they want to protect themselves from the harsh reality. But also, there are those who ask themselves about the meaning of life.

And you need to find the right approach to all of them.

Our friends have had great success working with prisoners in American correctional facilities and prisons. I have a huge pile of thank you letters from the prisoners as well as from the prison authorities.
[122873]
From Kab TV’s “Through Time,” 9/25/13

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Question: How is it possible to determine that this person or another who is studying the integral method has discovered the “point in the heart”? According to which indicators? And why in this case must he be taken out of the integral group?

Answer: As long as a person is found in a regular state, like the entire group, then there are no problems. But the moment that you see that he is found in a descent, then it is necessary to take measures immediately.

You see that a person cannot understand what is happening, the whole world is dark for him, he feels depressed and doesn’t even know it: “Why is this happening with me?” It is very difficult to deal with this and overcome this the first time. It will be immediately understandable to you that with him spiritual development has begun.

In a case like this it is necessary to wait: It could be that everything will transform by itself and he will get out of this state. I don’t think he should immediately be taken out of the group. It depends on how he acts. If he is removed from what is happening, then this could influence the whole group. So it is possible to explain his condition to the rest of the group as a temporary, transitory illness, for he doesn’t understand himself what is happening with him.

After waiting awhile and analyzing his behavior, you can decide what to do with him. It is certainly possible and worthwhile to continue to keep him in this group, and it could be that profound changes like will take place in him that make it necessary to take him out of it.

As a start, you can give him material to read that fits well with our method, something very soft, for example, about free choice being found in connection with others, and the person will realize himself in this way.

Question: What should be done if, on the contrary, he enters into an active criticism and begins to pull the group apart?

Answer: You would need to suggest that the group analyze his state, to include him among them in an integral form and clarify the questions that he wants to ask.

The group will begin to discuss his questions itself without paying attention to him. It is not necessary to bother him. Let him listen and draw his conclusions.
[122724]
From Kab TV’s “Through Time” 9/24/13

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Question: Suppose that we go out to senior executives with the integral method. They have a particular understanding about the company and they are used to coming into contact with successful people like them. Must I demonstrate my success to them? For example, they have Rolex watches, so do I also need to have a watch like this? Or is there no importance to this?

Answer: The outer covering is important to them. And for us in the integral world this doesn’t exist. We have an absolutely different system of values.

So I don’t drag them down from their height, rather I simply talk about my system which I propose to realize in a very narrow way in their company.

I am a person who relates to life, to a comprehension of nature and the world, in an integral manner; I act in a form like this. And it is not because I don’t have money for a Rolex but because I don’t feel a need for this.

Among people who respect me, I merit respect not for the Rolex, which in their environment becomes the calling card in order to reach some agreement, to say “hello,” and to connect with each other. Whereas in our circles, first and foremost, what is most valued is how efficiently and rapidly it is possible to create mutual integral relationships between people.

In no way do I blame them, for you see I am in a completely different uniqueness, in a completely different environment, and would not call them to come there. From there I want to acquire some elements of integral relationships for them, so that they can use them for success in their projects in their businesses.
[122720]
From Kab TV’s “Through Time” 9/24/13

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Question: We have been saying that the integral method is a form of learning. If we bring a circle of participants to the proper inner connection point, they will comprehend it and learn to convey it to others, so is it possible to use all the other forms that lead to this?

Answer: I don’t know what forms you are talking about. When I tune a radio receiver, I catch the similar point of equivalence of the circuit frequency to the external wave. The radio receiver creates its wavelength which must be like the external wave, and when they match, it catches the modulation of the external wave and I hear it. Everything is arranged according to equivalence of form!

Specifically we must teach a person about this kind of equivalence of form with integral nature! You turn the tuning knob of the group all the time; at a particular moment you suddenly enter into this state and that’s it, it raises you to the next level, you are already swimming on this level. You are no longer you because you and the group have become a single whole, this is to say, the “group of ten” becomes one.
[122542]
From Kab TV’s “Through Time” 9/24/13

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Question: The method of Integral Education teaches those who have a need for change. A child doesn’t need this; things are good for him. And if there is no need, he will not comprehend this method.

Answer: Don’t confuse a small child with an adult. We must approach an adult from the angle of his suffering and problems: in the family, at work, with himself, with his finances, with his health. We need to find what is bad for him and specifically turn to him in this way. “You are sick? You will be healthy. You are a failure? You will become successful,” etc. With this it’s possible to interest him and to attract him to classes because eventually the integral group corrects everything. It gradually brings the person to a state of happiness. What does it matter in what form?

We don’t behave like this with a child; we don’t ask him what he wants and what he doesn’t. We need to make an adult out of him! With this goal we must give him a certain amount of knowledge, skills, and most importantly, teach him about correct behavior in society, about correct communications between them.

A child comes to an integral school to absorb everything that they give there in the easiest, best, and most pleasant way, to know how to behave with people and to communicate with them in a good way in order to understand how the entire system works: the management of the city, the management of the nation, the management of the entire world. This is an absolutely different approach. You must transform the child into being integral, meaning, he includes the knowledge of the world within himself and communicates with it in a mutual and successful way.
[122540]
From Kab TV’s “Through Time” 9/24/13

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Theory without practical work is considered to be “dead.” However, practical work without theory is simply a small psychological exercise and not the Integral Education of the person through which you link him to the universe, to the upper management, to the Creator, and from where he will be able to receive powers through his society.

The person must, if he doesn’t understand it, imagine this, at least roughly, in order to know how and why to go on, and which form he must acquire. A multitude of thoughts appear within him tossing him from side to side, and he must feel this; you must help him stabilize both theoretically and practically.
[122411]
From Kab TV’s “Through Time” 9/24/13

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Question: Do we need the “street” to continue the development of the integral method?

Answer: Sure! The wisdom of Kabbalah and technique of Integral Education as part of it is a practical material realization of the ancient wisdom. Seemingly the entire theory is explained to us, but at the same time, not all of it.

What the Kabbalists of the past left to us from ancient days until our time is described very sparingly. You cannot imagine how many parts are missing! They could not convey all of the nuances of this system that comes from the upper world and descends downward; rather, they gave only a small stream of information that explains in what manner this is connected to us. All the rest of the parts of this immense system are not imperative for us.

We will discover them to the degree of perception of the spiritual world, on every level, in breadth. Therefore, the Kabbalists recorded only what would help us to rise from level to level. Even though these are thick volumes; however, in fact this is only scanty information about the enormous system, about its behavior, about the reactions, about the correction, etc.

Kabbalah is the most practical science. Without practical actions, all of its books are “dead.” And practical action is first and foremost, correction, which is not possible to do without going out to the people. You yourself don’t feel the necessity of your correction, not from above and not from them. By necessity you must be in the middle so that both this and that will press upon you. Everything is realized only in communication, in the use of the method among the people.

But you must more or less recognize the entire system in spite of it all; you must have a strong group that stands behind you. Everything must be gathered together. In going out to the public, you must feel that you are their representative; you must feel that you are found together with them. Without this feeling you cannot give the masses the integral energy that acts to change reality.
[122408]
From Kab TV’s “Through Time” 9/18/13

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Question: The integral form of education allows teachers and parents to understand issues that are usually never discussed. For example, from the age of three to the age of six a child needs to acquire a global view of the world through an integral system. Naturally the question emerges: “You have a good idea; but how does one do this?”

Answer: This system provides education, first of all the education of the parents and after this the education of the children. Since the education of the child must begin from the age of zero, the parents need to know how to relate to the child correctly, which skills to give him. A child, who “sucks” everything from the surrounding space, feels with his sense of smell, like a small animal, the mutual relationships between the parents, the relationship of the surrounding environment in regard to him and so forth. This is to say, in principle we don’t give anything new here; rather, we put an emphasis on the right environment shaping the person, creating a nice and good “incubator” for him, and nothing more.

I don’t see any particular reason here for emphasizing in what way we are different from others. We put an emphasis on particular elements that are long forgotten and haven’t been used for some time, for example, cooperation in a circle so that children will have the opportunity to talk, to discuss some topic among themselves.

In kindergarten the teacher usually talks. And in school the children are seated according to the German system, so they look at either the board or a computer screen, and the teacher stands facing the class. But the correct learning is when the teacher “descends” to the children. Even if the learning is done by the German method, in any case he must “descend” to the students and organize a discussion among them.

A mother playing with the child or reading him a story is behaving as an equal with him. It’s the same here. This is a natural and soft approach that has been completely forgotten and has turned into something formulaic and dead.
[122525]
From Kab TV’s “Through Time” 9/24/13

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When we educate teachers the method of Integral Education, we must instill in them a framework within which  they will place their subject so they can teach it in the integral style.

Suppose that the subject of their next lesson is Newton’s Laws. I suggest they sit in a circle and connecting together to present the subject from the integral point of view.

First, I read the text in sections and each one of them examines it a bit from his point of view, and after this, I ask a question and they “chew” on it among themselves, trying to answer it. When they reach one opinion, their shared answer will be considered a common test that is carried out correctly, which is called, “friendship won.”

The main thing is to get an integral answer. Together with this, there aren’t any who lag behind or who run in front. Each one must complete the other. That is how we teach teachers to work with the children.

Until the children, all participating in the discussion without exception, have explained Newton’s Laws to each other, they will not understand and will not know it. However, the moment this happens, then the whole class is ready. After all, when children listen to each other internally “chewing” the material, each conveying it in their way, they comprehend everything in another form, and this produces an amazing result! They learn from each other. The teacher is not relevant here at all. He rests.

He can monitor the process but no more than this. If the students correctly or incorrectly say they are confused somewhere or they don’t understand the text, then this must be explained to them in one word, and that is all.

He teaches them to work with the book, teaches them to discuss, and teaches them to understand the material. The content is the material that we give to them  (Newton’s laws for example), whereas the form of approach is ours, it is integral. Here, there will be a complete revolution in education.
[122520]
From Kab TV’s “Through Time” 9/24/13

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Question: How do we prepare people for listening and caring properly in Integral Education workshops?

Answer: First of all, we need to work on all the conditions of the connection between them. Everyone should understand that each one has his own opinion and it may be correct. Open yourself up and feel the opinions of others, don’t withdraw into yourself and let them go past you; I have to bend and submit myself to the others.

There must be a particular technique, a psychological approach, here. Someone speaks and simultaneously I try to remove my ego. We play with this. First, I listen to what someone says and after that I must go over all that he said. A person can talk nonsense, indeed, more or less on some topic, and I practice how to listen to him.

After all, we don’t hear each other. How can I nullify myself specifically in order to hear you without correcting you and without inserting your words into me with my corrections and additions, and instead be clothed in you? For this I must submit myself, accept you as a particular standard, and thereby orient myself.

In a form like this we learn to listen and to nullify ourselves towards each other. This is the first thing.

After that we pass to the next stage where we practice talking about an idea and not just throwing out words.

Now I must convey some kind of thought that is said to be very concrete, clear, and logical. At the same time, I express it with respect to others, by being incorporated within them, like parents behave regarding their children, which is to say, from a higher level to some degree.

In the first encounter I looked at you from below to above, as an example to follow, and now the opposite, I say some serious sentences, try to express myself logically, try to “enter” into you, that is how you will understand me, will accept my words, so that they will gradually sit in you.

Each one must prepare some kind of speech that is quite logical, clear, touching upon work or something else; it makes no difference. The main thing is that they listen to a speech. After all, we always think that someone else is talking nonsense. But it doesn’t matter what kind of nonsense he is saying, let’s say, about the fish that he ate in a restaurant yesterday; the main thing is that I absorb his words and follow him. And now I convey my nonsense in a logical and clear manner so that others will absorb all of this.

That is how we teach the participants of the workshop how to submit themselves immediately and listen to each other, and how to rise up immediately and bestow to him. All this is towards a more important goal, perfect listening and full understanding, and not reminding each other of any insults and creating petty intrigues. You see, we must ultimately create our collective picture.

For example, put a plate in the center of the circle and direct everyone such that we feel ourselves as adding to each other on it. Suppose that one friend is in logistics, a second friend in technology, a third friend in assembly, and so on. The main thing is that together we feel as if we are found on the same plate.

After that we learn to say to each other only kind words and in a most sincere way. We play at being right, good, friendly people learning to be free. “Here, you are already smiling. And now sing for us some song from your early childhood.”

Make them become children, become free, relaxed, become detached from all the negativity that encompasses them, say something from childhood to everyone, or about a first love. We want to bring them out from the “suit and tie,” and get them used to the fact that they can simply be human beings with each other.

Only after we teach them all the conditions for communication between them do we pass to workshops where they can begin to clarify why we must be integral. When we bring out the common integrality, why is this summation one level higher than us and as if is an elevator raising us to the next level of understanding and feelings? Why do we absorb everything through our feelings, although we don’t acknowledge this and don’t understand this? Why is a human an emotional being and not a logical being? Our logic is only clothed on emotion and this is our mistake.

So we gradually begin to talk about how we must rise to a new level of sensations and be mutually incorporated into one another.
[121930]
From Kab TV’s “Through Time” 9/23/13

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