Question: Even if we gather all the information about the development of the crisis and the rapidly changing world, most people aren’t able to perceive it. They don’t want to hear it or to change anything, and they continue to live as before.

Answer: This is natural; they exist in their individual egoism. All this information is foreign to them, which is why they shut themselves off from it. They have, if not aggression, at least a defense mechanism against something that isn’t simply new but completely opposite to their internal properties.

For that reason, we need to choose a very soft, simple, and, perhaps even in some ways, a playful approach to entice and engage them, and to clothe the integral knowledge in attractive forms.

These can be videos, movies, and various acting scenarios that illustrate the history of humanity and tell about our current states, not directly scientifically through tables and graphs, but conveying the information emotionally in a way that is close to a person using examples from life’s situations. Through that, they will learn.

People perceive information quite differently through the examples of others rather than themselves. This approach allows one to overcome one’s personal barrier; he or she learns from this and gradually begins to understand that what is said in general is talking about him or herself.

All sorts of explanations in the form of movies, videos, and theatre skits are discussed. Here, a person gradually adapts everything to himself and realizes that this is talking about him, about our world, our life, our lack of correspondence to the external universal human and civilization systems. So, here, we need to find a new form of approaching people.

For the first time in our lives, we’re encountering a teaching that goes “against” a person. Previously, we always were taught: “You need to know this in order to succeed, to be strong, knowledgeable, sensible, to overcome, rise up, and win over the others.” And now, we’re teaching that a person needs to be the same as the others: “You need to be connected to them on the same level; the most important thing is not to be above them, but to be together with them.” In other words, here, we’re basically playing against our egoism, which means that we need to be much wiser and more cunning than our egoism in order to outplay it.

In principle, the integral method is “help against you,” that is, against your egoism, and nothing can be done. We must understand that the same approach must be taken here as with a small child who needs to be taught things that he has absolutely no desire to accept, that is to approach him with some alternative methods. Gradually, he himself will realize, “This is exactly how I need to behave; this is how I need to relate to something.”
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From a “Talk on Integral Upbringing”, 5/20/12

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Question: In one of the towns we encountered a situation where half of the population speaks Russian and the other half only knows the local language. What language should be used for teaching the integral method? Should we separate people on the basis of language or bring them together?

Answer: Perhaps this is a typical situation indeed. Separating people is definitely bad, but it’s necessary in terms of learning the material. If the integral method is presented in video format, then we can offer subtitles. The main, basic language is Russian, with subtitles underneath.

But by no means should we separate people; we should continue the studies together in two languages. Everyone should speak in whatever language they are comfortable with, while at the same time trying to neutralize the language barrier. In other words, ignore it, try to understand each other, and make the most contact as possible with each other. The atmosphere should be benevolent and absolutely equal.

Response: Considering that knowledge is secondary to the integral processes, it doesn’t matter how well a person can speak. What’s more important is the feeling of unity.

Answer: The fact of the matter is that a person needs to realize that the process being offered is a necessary process because otherwise it’s impossible to overcome the crisis. Therefore, we need to constantly convince him that another method for solving the crisis doesn’t exist. For that, he needs to assimilate and absorb certain knowledge into himself. So we still need to fill him with certain basic facts.
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From KabTV’s “Experimental City: Upbringing” 3/3/12

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Question: What percentage of a city’s population needs to be involved in the integral process in order to tip the situation? After all, there should be some critical mass? It is impossible to include 100% of the population, isn’t it?

Answer: It is not necessary to include 100% of a city’s population in the integral process. It is sufficient for about 40% of the society to embrace this idea in order for it to become prevalent in the general mass.

Since the integral method is favorable, it will start penetrating the masses through all the other layers of society like kids or senior citizens. Besides, there will be serious supporting public structures. I hope that even the first few weeks of building a healthier society will show its effect on all municipal and other services that support the city: Life itself will be promoting this.
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From KabTV’s “Experimental City: Upbringing” 3/3/12

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Question: How should the situation change, qualitatively and quantitatively after the introduction of integral education and upbringing?

Answer: For example, we can compare the statistics of a city where an integral experiment is being conducted, a city like Detroit, where violence, murder, and suicide are prevalent and the most active part of population is leaving the city. If things are left to take a natural course of development, like in Detroit, the city will become a ghost town.

But a town with integral learning is beginning to prosper, because residents together build parks and attractions, and find ways to attract tourists, etc. All of this is possible.

If we were to compare the data from the two cities, it is like heaven and earth. If once Detroit was a prospering city, now it is impossible to step outside. The homes, that once cost a million dollars to build, now go for no more than five to ten thousand dollars! But no one wants to buy them; it is impossible to live in these houses because you do not feel safe at home. No one goes there. It is impossible to convey what a city turns into in a case like this.

But a city where an integral process is taking place will attract everyone, since its population is becoming richer by creating a completely new atmosphere. For this reason, apartments in a city, a place where this is happening, will rise in value.
[79317]
From KabTV’s “Experimental City: Upbringing” 3/3/12

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In the News (from Crossing Wall Street): “The national unemployment rate gets lots of attention, and lately more attention has been paid to the workforce participation rate since more Americans have given up looking for a job. … According to the April jobs report, the number of jobless American stood at 100.9 million. … The numbers are staggering.”

My Comment: Their number will only rise until the economy is reduced to a reasonable size. Only the introduction of integral upbringing will ensure that everyone finds his place in the world in a correct harmonious combination, to live not to work, but to live in order to reveal a higher existence, a higher dimension, in an increasing unity.
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Question: Assume residents of a small town began to study according to the integral methodology. How do we build teams of future educators and teachers from them?

Answer: Initially, there should just be general groups. But a few special individuals will stand out in these groups in the first couple weeks of training. These people should be taken into account, and later on, should go through additional trainings.

If they wish to join the learning process as educators, teachers, and organizers of the educational process later on, then in addition to initial sessions, additional classes are held where they are taught the psychology of working with groups etc.

It is possible that in the future they will be put into self-organized groups that will study according to a special program.

Question: After going through the initial stage of integral education, there comes a second stage, an integral upbringing. How do we build groups for the second stage?

Answer: For the second stage, only people who are capable of integral upbringing should be selected. Small groups to train educators and teachers will be formed from them. They will go through a serious training both from our side and from psychologists and economists. These people need to get serious basic training so they can explain, persuade, and fend off any questions and resolve all occurring problems.
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From KabTV’s “Experimental City: Education” 3/3/12

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Question: If a town that is introducing integral education has a university, can it be used as an element of the infrastructure for this process?

Answer: I think that here, of course, we need to act through the federal departments in order to receive permission to add integral education as a required subject in institutions of higher learning. Otherwise it would be impossible to enter into any educational system. And when such a directive is received, then accordingly there will be allocated, say, an hour a day during which each student will be required to study this methodology, to take part in it.

This is sufficient for students. I think there won’t be any problems: They absorb everything very quickly and work with books easily. In this manner, integral education will become a mandatory subject.

Question: And for how many hours a day should school age children be engaged in the integral methodology?

Answer: We have extensive experience with schoolchildren. After school, the kids come to our integral upbringing center and spend a few hours there. The atmosphere in the center differs greatly from the one in the school where all the kids have “daggers drawn.” Therefore, a child needs an hour in order to gradually switch from one environment to another. For them, it is a transition from one world to another.

The learning takes place in the form of lessons with games and discussions. I think that children, educators, and the entire school system will be very happy about this because our method radically softens the criminal atmosphere.
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From the “Talk on Integral Education” #23, 3/3/12

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Question: Can the method of integral upbringing be applied to cases of man-made or natural catastrophes? For example, if a catastrophe takes place and people become disoriented, then the entire country participates in restoring the affected region, but the process is difficult and lengthy.

It requires enormous resources, and people quickly become accustomed to being dependent. But on the other hand, they are so psychologically disoriented that they are ready to change their lives. Can this situation be used to change the problems of a given region?

Answer: I have thought about this a lot because the crisis brings this thought to one’s mind. Let us say that 50% of the young people in Spain are unemployed, or Detroit has become a ghost town. A catastrophe is the most appropriate situation for explaining the cause of our local and all other global problems.

People immediately perceive the integral method; it helps them “warm up,” get together, and feel the community. Naturally, people start helping each other and all pressures decrease: criminal, family, etc.

The atmosphere immediately becomes completely different. People are willing to live in tents, and they even perceive it as sort of an adventure. Their psychology changes so much that they stop seeing the negative sides of life; they do not concentrate on them. The interesting thing is that their perception of life changes. This is why I think that integral upbringing is psychological support as well as great social support in these cases.

Question: It often happens that professional builders come to restore a region while local residents sit and wait for their houses to be built and food to be brought to them. The integral method envisions a different organization—mixed brigades of visiting builders and local population?

Answer: Both immediately begin to participate in working and learning. This way, the same builders will also be touched by integral learning.

Question: Then the visiting builders will also need to be taught?

Answer: During the time they are free. At least the builders will be provided with voluntary heartfelt help from the local population. People will be glad to take part in the restoration of their city.
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From the “Talk on Integral Education” #23, 3/3/12

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Question: Is the method of integral upbringing something essentially new?

Answer: This is the method for overcoming the crisis. This is a law of nature that modern studies confirm. They show us the picture of the transformation of society to a certain state. For this reason, let’s be ahead of this development and prepare for the changes that it’s assumed that we will overcome through the path of suffering, meaning being pushed towards happiness with a stick. And we do this through conscious advancement and thus, on the contrary, see a good and wonderful ascent in this.

Question: When can we move on from the educational stage towards the upbringing stage?

Answer: It is only possible to transition towards the upbringing process when people who take the integral education courses understand that the crisis is unavoidable and constant. It will bring us towards a common collapse and bankruptcy. This means that the only solution to the crisis is reorganizing the individual and society. When people complete studying this topic and, in general, understand, agree, and are inspired by it, then we can move on to upbringing.
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From KabTV’s “Experimental City: Education” 3/3/12

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