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.
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From a “Talk on Integral Education,” 12/12/11

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Baal HaSulam, “The Freedom:” Now we have come to a clear understanding of the sentence concerning the freedom of the individual. Indeed, there is a question: “Where did the collective take the right to expropriate the freedom of the individual and deny him of the most precious thing in life, freedom?” Seemingly, there is no more than brute force here.

What should we do if collective interests are more important than personal ones? Can a society constantly force me to take care of it? Would enforcing this help us? Therefore, we need education.

Parents also decide for their child to what faith he will belong, what school he will attend, what kind of education he will get, and with what views he will be imbued. Practically, they define his whole life in advance. Are they given such a right?

Meanwhile, the father and mother predetermine their child’s future by their very existence; moreover, they develop certain character traits in him.

The family, kindergarten, school, and environment—all these factors together form a person, and thus, at the age of 15-20, he becomes an individual for whom everything has been decided in advance. What rights does society have to make out of me what they want: a bun, pie, loaf of bread, or bagel? But that is how it happens

This order of things stems from the law of following the majority. The “majority” means a conscious society that feels and understands that wellbeing depends on the fact that every person takes care of the whole, that is, cancels his egoism and unites with the community.

In this case, society or parents can really require everyone to study collective interests. Moreover, society is responsible for educating all its members about this principle. Therefore, it is said that the father should teach his son a “craft.” We are talking about the same system, teaching bestowal. [Read more →]

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Question: How is an integral family different from the traditional family we’re used to seeing?

Answer: The aspirations of men and women who constitute different charges, different natures, must be aimed at creating a dipole between them, that is, the kind of interconnection that could become a building block of the universe.

As the Bible says, together, husband and wife are a single whole or “of the same breed.” They are two people who are opposite to one another and connected together at the same time. Either they are connected in a natural way, or via a special method, for here nature actually shows us the complete opposite data. This is important to keep in mind.

But this isn’t simply the bonding or cementing of a family; rather, it is the cementing of a family for the sake of achieving general harmony. Therefore, it transpires in a completely different manner, in a different sense. This is very important! In this case the couple feel responsibility not only for themselves, but for others as well, for they are part of a greater whole, and by not “connecting” to this greater whole, they trigger from nature a negative reaction proportional to the disturbance they introduce.

Suppose my spouse and I introduce 10 grams’ worth of disturbance into the general system because we are merely a tiny part of it, these 10 grams are then multiplied by the complexity factor of the entire system, thus turning into kilograms or tons. And then it all comes back to us, presses us and forces us to change.

Even the mistakes we make presently and in the future trigger the correct consequence, which is felt by us as undesirable, forced, and unpleasant. But it is precisely the consequences of our mistakes that push us forward.
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From a “Talk on Integral Education,” 12/12/11

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Question: Who will study at the courses on integral education: only those who are left without work or everyone?

Answer: I think that the number of unemployed will be very high. And since we are talking about correcting society, then we need to attract not only people who have lost their jobs, but also housewives, retirees, and in general people who do not work. It turns out that at least 80 percent of the population will be ready for this course.

And if on the next day, a person finds employment or an income, it does not mean that he should leave the course. We believe that to complete the course of integral education will be everyone’s responsibility, and people need to divide work among themselves to spend only a few hours a day on the job.

These are big changes from the conventional approach, but we do not introduce them on our own; the crisis does, leaving us no choice. I think that this would take no more than a year.

Question: What will happen in the interim period, when we have not yet come to dividing the work among ourselves and working for several hours a day, and when people have not given up the hope to return to the previous state?

Answer: I think that a high percentage of unemployment will lead to unrest, the impotence of the government and the loss of direction. This will cause a state of complete anarchy, and there will be no choice but to adopt such a framework. This will happen very quickly; otherwise, we will come to a complete collapse of the whole society and a world war.

As the government now cannot take control of economic systems, so they will not be able to rule anything. If millions take to the streets, neither the army nor any other force will be able to stop them. The government will not know what to do. Everyone saw what happened in Syria and Egypt.

Every country will have to take into account their local context and national character. For example, it would not be as easy to make people come to school in Greece as in Germany. The Germans will study as diligently as they work today. But in countries like Greece, it will be necessary to attract people by some kind of compensation.

The problem of all European countries is the aging population, living between home, café, and little trips. Every place needs a program, adapted to local conditions.
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From “Lessons About a New World” 12/1/11

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Question: What does a person in the new world need to know about himself?

Answer: Everyone should know about everything only to the extent that he can grasp and see it due to his general education. But he should be a “perfect human” to some degree, at least to a small extent. He may have a small or large volume, but everyone will be perfect like the complete 10 Sefirot. He can’t say, “I know only one thing, and nothing else!”

He should fit into the general system. This is the requirement of the global system so that we understand it a bit and become imbued with everything that it contains. I also have to be “round.” That is, the purpose of the course is to give a person a perfect minimal picture of the new world, society and humanity.
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From “Lessons about a New World,” 12.1.11

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Question: Let’s say Greece is going through a difficult economic situation: bankruptcy and high unemployment. At the same time its citizens hope that some day the crisis will end and they will return to their previous life.

The purpose of the proposed course is to change this approach so that a person would not expect that the crisis would end in one, two, or five years. He should understand that this process is consistent with the law of nature and he is part of this process. In general, the entire world is changing. Does it mean that the person has to change after taking this course?

Answer: This course provides the understanding of the new world and helps to enter it. It should be clear to the government that it opens a person’s eyes. He becomes intelligent and gains the ability to understand. He simply will not go out on the streets to protest and smash store windows. First of all we are talking about calming down the tensions. We are going to take small steps rather than initiate a spiritual revolution.
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From “Lessons About a New World” 12/1/11

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Question: How will the lessons for adults be organized? Will they sit at school at their desk, staring at the teacher, writing on the blackboard?

Answer: I think that if this is a lesson or lecture, it can be conducted as in a classroom. People are used to this form of studying, and it is still accepted everywhere. I do not think that we should immediately break the conventional framework. On the contrary, we need to show that we continue to with what was before, so that it is perceived as something familiar and habitual, so they are “at home” with it.

Everything remains exactly as it was only I attend a course in addition to my work. Then, gradually, as people are changing without any coercion, it will be possible to engage them in new forms of communication between themselves and their studies. Courses will be changed gradually according to the changes that occur in the students.
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From “Lessons About a New World” 12/1/11

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Question: What is the purpose of gaining knowledge in the new system of integral education?

Answer: It is impossible to make a human from a student without knowledge. Namely awareness, understanding, and his voluntary participation in the process distinguish the human from an animal. Having received knowledge about the world, he will know where he lives, how he is governed, and how he should act. The goal is to make everyone part of an integral humanity, so that he can see that it is impossible otherwise, and that he must participate in everything together with others and be part of the whole picture.

Even if no one tells him, he will see that there is no other way because we give a person integral education. On the basis of this knowledge, he must gradually come to his own conclusions. And practical training will give him appropriate emotions and feelings, meaning, we will work in parallel with both his mind and heart.
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From “Lessons about the New World,” 12/1/11

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Question: In our methodology of children’s integral upbringing, there are a few basic fundamental principles: single sex education for boys and girls; younger kids are taught by their older peers; children learn “in a circle” and through discussions. Particular attention is paid to practical, lifelike upbringing as opposed to its abstract part. Are these principles different in any way for adults?

Answer: Practically no, because in this regard we are entirely like children who are about to master something new. We are now starting to reveal a new world, a new life, and a new attitude towards it. We have to change and to reveal a new world for ourselves. We are like children who have to understand this new integral world that is approaching us.

In order to avoid experiencing its approach as the modern crisis, all of our actions should be directed towards entering into a state of harmony with this integral world.

Today, nature is starting to treat us as an integral, interconnected, and reciprocally balanced system in which all parts exist in equilibrium, support, and in mutual concessions. We are the most important element in this system! And for that we need to work on ourselves quite hard and to understand that all of this is not someone’s whims, inventions, or philosophical speculations, but truly a law of nature.

This law gradually and inevitably realizes itself within human society, except we don’t correspond to it. Let’s say that someone is trying to insert us into a circular frame, yet we are a square shape and cannot possibly function within a round framework—therein lies the crisis. Therefore, all grownups will have to sit at school desks again and learn to live in a new world, prepare themselves for it.

Question: You spoke about the fact that based on your experience in children’s upbringing in your center, lessons need to be held in a circle and be videotaped so that kids could later see how they look from the side. This is a very effective methodology. Can you also apply it to adults?

Answer: You can apply absolutely the same methods because age does not matter. The only thing that matters is our status relative to that new world, the new social system that we need to enter. Relative to that we are all children, and we have to study it and gradually transform, shape ourselves to match it.
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From a “Talk on Integral Education” 12/12/11

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Today’s development of humanity brings us to a very interesting conclusion: If previously we dedicated at least ten hours a day to work, today our attitude towards that must change at its very root. We shouldn’t look for work. Each person has to work only to the extent required to secure a normal and dignified quality of life.

That isn’t some bare minimum, but precisely a standard accepted as necessary. We don’t strive to procure above this level, understanding that this is the only way to enter into equilibrium with the surrounding nature. A balance between the force of reception and the force of bestowal—the amount each receives from society is the amount he gives back to it—balances us, our entire human community, in relation to nature.

As a consequence, a large amount of a person’s time will get freed up. The resulting void has to be filled through achievement of this very harmony. A person has to develop by interacting and uniting with other people. And the fact that seven-to-eight hours of people’s time a day will become freed up and remain unfilled is something that’s been set in motion in advance by nature’s program. It’s not accidental that we have developed our technology, communications, and international trades and services to such an extent that we can, while working literally two hours a day, supply ourselves with all that is necessary.

This is set by nature, and we have to view it as objective reality. The freed time is specifically intended for us to bring ourselves into the necessary balance. Then we will reveal an entirely new level of existence in nature: the level of its plan, the upper governance. We will start feeling the mechanics that governs the entire universe, including us.

We must explain this to people and for some amount of time to lead them towards the new outlook on life. This is the modern paradigm that people need to understand and get used to. They need to change absolutely all of their thoughts, plans, and attitude towards life, the world, and everything else. In other words, the most important ideal, the most supreme value should be “we”—the achievement of unity between us and balance with nature.
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From a “Talk on Integral Education” 12/12/11

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