Question: Seven to eight hours a day we will spend in a group for integral upbringing. Can I come there alone or with my wife?

Answer: I don’t know whether you can do this and decide this for yourself.

The problem is that we first need to prepare spouses, regardless of their habitual connection with each other, to ensure that they are able to exit that connection. We need to treat them like children, and to make sure that these grownup children are not dependent on their habits.

Let’s say you come to a group. You don’t go there together with your wife. At first you both need to be prepared separately, to make a grown man out of you, and of her a grown woman. You must master the integral skills, understand the system of mutual connection: within a society, in a family, the connection with children, both theoretically and in practice, enacting this with other people.

Only after that should people do the real practical work, that is—with their own spouses, only after they have already accumulated some negative and positive potential. Rising above this isn’t that simple because spouses grow habituated towards some elements of each other’s behavior or they have long-established reactions to certain actions of the other.

We have to rise above all this gradually. That is why we first need to bring a person out of his previous state, present him with a new system of mutual relationships, and after that gradually bring him inside this new system.

But we do not disconnect a person from his family. That is, while the spouses continue to function normally as husband and wife within the family, at the same time, we need to be elevating each of them above their selves, but without touching upon their personal relationship.
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From a “Talk on Integral Education” 12/12/11

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Question: When you talk about the integral society, you always emphasize that a person rejects his own opinion for the sake of the common idea. Could you focus on this in 
more detail?

Answer: I will say a few words about this. You can say that this is a whole philosophical system.

First of all, a person must understand that he did not create himself. He was born this way. Nature created him the way he is. Partly, he received some qualities from his parents, partly from his environment in the process of growing up, and partly from who knows where, why, and how.

Everything there is in him is not his own, but has passed down to him from some internal genes, which have been realized by the uncountable generations of his ancestors. Specifically, in the creation of a person, the ancestral genes and stem cells of his parents are at work. As it is said in the Bible, “father and mother, and the Creator between them.” The three of them are at work in this process.

Afterwards, a person develops under the influence of the surrounding society, which instills its values onto him. Meaning, that in a person there is nothing of his own.

But where is his personal “I”? It is unclear at all as to what it is. Where does it come from inside of me? Even if we take a small baby, we see that it is simply an automatic machine, a small animal, where the personal “I” is gradually beginning to emerge from somewhere, something independent, structured, personal. However, we do not know what it is.

So then a person separates everything that is not his from this “I,” then he begins to actually feel that it is not a problem to separate from his qualities, which he received from the environment, from education, from his parents, or from who knows where, from the darkness of the centuries.

The most important thing is my “I.” If I only think about how to elevate and realize it, then I don’t care about all of the characteristics and qualities that exist inside of me. Meaning, that they are not mine. If a person positions himself correctly, then he understands that it is not difficult at all to rise above all of this.

It is these “I”s of ours that we have to unite with each other. But leave everything else—because these are only random parameters accompanying us.

Question: So it turns out that the development of this “I” is the objective of the integral education course?

Answer: From the whole of this superficial covering, shell, we must retrieve and develop this nucleus, the original stem cell of each one of us. It can only be developed by means of connecting all of the stem cells together. When we unite them together into one common organism, it will truly be equal and perfect, like nature itself.
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From a “Talk on Integral Education” 12/12/11

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Question: The method of integral education for adults consists of theoretical and practical parts. I would like you to elaborate on the theoretical part of the course. What information should the package include so it becomes known to every person on Earth?

Answer: The main course is psychology.

However, the most basic course is dedicated to the evolution of humankind and the whole of nature in general. First, it explains the development of the universe, from the Big Bang or from a certain point, which we observe. We do not yet know what happened before.

The evolutionary development was carried out through a consistent, gradual complication of matter, when the elementary particles began to form the basic “building blocks,” and the building blocks formed “buildings:” gases, planets, stars, and other objects, which were gradually formed from these gases.

Then, our Earth and unique solar system were created. We have not found and will not find anything similar in the universe, despite the fact that we constantly discover new planets. This confirms that life, in the form we see it, is really unique.

And we have to solve it: What is this striking aspect in the entire inanimate universe, permeated by a myriad of forces, the idea of development, a certain design? Suddenly, this idea begins to develop not only in still objects, but also in the vegetative, animate, and human nature. It is an exciting and strange phenomenon to turn still matter into vegetative, animate….

A human being is an even less comprehensible phenomenon: How does it differ from the animal; where is this boundary, and why is he special? Of course, we can ascribe much to him, but in principle, we have not found an accurate, clear definition of the difference between man and animal. [Read more →]

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In the News (from The Huffington Post): “Occupy London protesters have driven a small tank to a former magistrates court where they intend to hold mock ‘trials’ of bankers and corporations accused of financial greed.

“Occupy plans to use the court for a series of mock trials of bankers and other figures it considers to be part of the ‘1%’ responsible for the financial crisis.

“A spokesperson for Occupy London told The Huffington Post UK that qualified solicitors will conduct the trials, and that anyone accused will be invited to defend themselves.

“A list of people and companies to be tried in the courts will be released soon, the movement said.

“‘These trials will be about economic crime, about companies that have not paid their taxes or people who have made profit out of the recession,’ said Spyro, a spokesperson for the organisation.

“‘We need to see justice,’ he said. ‘Our court will be a symbolic peoples court.’

“The movement said that the building was chosen because it was a highly ornate, visible and expensive development that had been abandoned for many years.

“‘We want to give back to the public,’ Spyro said. He added that Occupy was not concerned that its message would be diluted by PR stunts, and argued that ‘PR is a good thing.’

“The organisation also rejected the criticisms on Twitter and other social networks that the ‘prosecution’ of the 1% could have an unpleasant resemblance to ‘show trials.’

“‘Ours in an open movement,’ the spokesperson said. He added that the public would be welcome to watch the trials.”

My Comment: The rich should be afraid, and that’s why it’s in their interest to introduce integral upbringing for society so that it can understand that our egoism is the cause of what has happened, and now we all must get out of it. We need to rise above it in unity, abundance, reasonable consumption, and the realization of the higher level of nature. “The Phantom of Gaddafi” is flying over them, and as soon as the masses are jobless and hungry, it can descend upon them….
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Question: We need a very specific method of upbringing. You have said that one of its parts is education. What should this knowledge kit include?

Answer: These are classes where people acquire knowledge about psychology, physiology, and social science, where a person learns about human society.

The most important chapter is the development of the human society over the course of history as the consequence of the development of egoism in every individual in general.

Next is the psychology of human behavior: a person’s interaction with himself, his family, and children, interaction between spouses, parenting, the education of children and interactions in society: how separate individuals form a society.

All of this must be presented in a form that is clear and accessible to the entire population.

We must speak about both the current society and the society of the future, which is where nature is leading us. The difference between them gives us the feeling of discomfort we are now experiencing. This is why we need to reveal the essence of both societies.

And then the person will see what else he needs to do in his life. In this way we will help the person advance towards the realization of the goal: the way he needs to change the society by changing himself and the social connections.

This way, instead of advancing through revolutions, we sort of obligate people to advance through the creation of a comfortable, integrated, and well-intentioned lines of communication, by creating new relationships between them. And this will influence everything else.

We must launch absolutely all the means of mass media, so they would work for this idea because this is the only way for us to prevent revolutions and even world wars.

Following are the topics of educational programs that must be included in the course of the future society: the realistic way to transition to it, the qualities that exist in it, and what it means to exist in it. Let us play “the future society” like children do, and this game will gradually shape us.

Imagine that you receive a certain amount of resources—your minimum livelihood, your apartment, maybe a family or maybe you are alone. This is currently allotted to you, based on what the society can provide for you, and at the same time you must take part in a certain social work, etc.

What do we get? How can we build this kind of society? Do we think in the right way from society’s integrated perspective? Can we force people? No, we cannot. What about education?

Here we must approach making of new decisions very seriously. A person will understand that when he behaves the right way, he receives encouragement from the society, from his inner state, and vice versa.

There are very serious, enormous egoistic layers, which we must correct in us and literally elevate man above us, above our egoism, so he would begin to understand that an integrated society only works when we connect our egoism between us with the quality of bestowal.

Every one of us sort of represents a tiny wheel, a cogwheel, and the connection between these cogwheels happens inside the desire to bestow, to connect, to be in harmony with others—then they lock into a single system. But if we do not wish to connect them, they will connect in a harsh way: They will rub, screech, and literally spark from all this rubbing.

People must be shown all this in practice. We will gain experience through our study as we try to feel it and realize it through practical activities. We will see why certain things come out in life and other things do not. Our level of sensitivity towards our own egoistic evil rises. And then we will begin to see it even in small manifestations and understand why I fail to achieve certain things that I want. It is because I use my egoism more than it should be used.

We will no longer be blind kittens moving by force, instead we will start trying to participate in this movement independently and consciously.
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Talk on Integral Education 12/11/2011

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Question: What will be the source of living for a person that comes to the course on integral education? How can a person provide for his family if he’s only working three hours a day? Also, how can an adult be convinced that he once again needs to be educated?

Answer: A law on integral education and work needs to be mandated, and such a law will soon be enacted and enforced. About 80% of all people will be jobless and they will need to be fed or else they will devour the remaining 20%.

For this reason, we must organize our lives in a way that will provide all the necessities for everyone; otherwise, we’ll start devouring one another. However, we secure every one’s existence under the condition that they accept the framework of working to the extent that is necessary and obligatory education.

The government will mandate this education or people could be stimulated by receiving an additional allowance for studying. All of people’s free time will now have to be filled with learning.

We can take excerpts from Baal HaSulam’s articles on history, human development, personal and social structure, and free will and make separate courses within the general integral education course. Also we can reinforce them with information from the experts on each specific subject.

The first book can serve as an introduction and provide a general overview of the course. It is as if we are talking to person on the street and giving him a detailed explanation of a new world-view. This book has to be very comprehensive, detailed, and repetitive.

Subsequent books will be study guides on specific subjects and will include material for practical implementation.
From a “Talk on Lessons About the New World”

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Question: You said that during the preparation period, a man becomes a man and a woman—a woman. What does it mean to be a grown man? What does it look like?

Answer: I see very few real men in our society. Women are more natural and close to nature, but not to integral nature.

And they both do not have enough understanding of psychology, the technique of decision making in integral society, rising above oneself, self-control. I do not mean the kind of self-control when you suppress yourself, but self control when in the name of unity, in the name of the ultimate goal, you attach yourself to others.

These are very important practical lessons. I think they will take a long time. These theoretical lessons are simple, although the basic theory is also studied together with practice.

We will talk about how to divide our courses, into what form, what parts, how long to teach classes, what their process is, their curriculum, and where one course ends and the other begins or if they will be concurrent.

In principle, we have been working on this system for a long time, and naturally, will elaborate more as wide circles of society will be joining it. But here, we must give a person a very broad education.
From a “Talk on Integral Education”
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Question: There is no punishment in the system of integral upbringing of children. We unite with the child and speak to his “human” part: “Let’s see what egoism has done with you, with us.” In other words, we accentuate the division between man and egoism. Can this also be done with adults?

Answer: I would say that it needs to be done in a more intense form. Intense is the keyword here that stresses the importance of it.

We play with a child because we need to be gentle with him since he is not yet developed and is unable to see himself from the side. For now, he only perceive his “I” and nothing else. He does not notice the rest.

At a certain age, he becomes able to distinguish the categories of the “internal I” and the “external I,” other people and our relationships. There are leaps, transitional periods, such as at two years, three years, five to six years, nine years, twelve years, and so forth. Processes accumulate in the person, and his view of the world changes at the next stage. He begins to see and understand the world in a somewhat different way.

With adults, this happens as they adapt to the perception of the new system. This includes integral knowledge, understanding that everything around them is interconnected, and the inclusion into this system, the group, when you must gradually begin to perceive yourself and others as one common whole, a team from which you cannot run away. It is as if you were in a small boat in a rough sea, and your safety depends on your interaction. If you worry, the sea will surge; if you stay calm, the sea will be calm.

It turns out that nature plays with us this way. When it wishes to move us toward the next state, it causes a storm. Then, we gradually change against our will. We will not save ourselves any other way.

We need to learn to understand this language of nature, to begin to perceive it, and to speak with it, in other words, to see it. Then, we really will be able to control it.

Once we become able to control the degree of the integral connection between us, we will see how it influences nature: the number of hurricanes, earthquakes, tsunamis, different natural conditions, revolutions and uprisings, and anything that could ever happen between us and in our private lives. There will be a direct and immediate interaction between all of it, a direct connection with the quality of our relationships. It is very important for man to find and feel this interaction. Then, he will begin to see how he speaks with and influences nature.

Today, we already have ideas about this. There are many theories (and just theories) about interconnection, nature’s influence on man, and, to a lesser extent, man’s influence on nature.

The result of our integral system of upbringing has to be groups of people who really feel nature’s corresponding reaction as a consequence of their more or less correct behavior. This two-sided flirtation with nature, “you for me, I for you,” when you are “we” in relation to it, raises man to the next level of perception of the world, where one actually exists. He begins to perceive the inner forces of nature, the engine of evolution, where it is leading us, and what nature wants.

We suddenly reveal things inside it that we never suspected. It is not an expression of special abilities like those of Wolf Messing, Baba Vanga, or other prophets. This really is a level of inner contemplation when man begins to attain the plan of nature and understand that nothing was created and evolves without a reason. Everything has a specific and very precise program. We develop according to this program and are able to actively participate in it.

This lifts us to the next level of existence where we are no longer blind and helpless parts of nature that realize their inner instincts. We become rational and all-powerful beings.

If we manage to influence nature in a variety of ways with our mutual interaction to a greater or lesser connection between us, we will be able to do anything! With a greater interaction between us, we can rise higher than the speed of light. There are no limits. We can go practically beyond the boundaries of the laws of nature that we now observe and rise to the level of nature itself.
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Talk on Integral Education 12/12/11

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Question: When we plan the studies in the courses of integral upbringing, do we need to determine the topics in advance? Should we cover these topics in specific courses?

Answer: No. We need to play with all kinds of study topics in the process of discussions. The majority of them will be in the form of a “courthouse” with a jury, a judge, defense counsels, witnesses, accused, and victims. Actually, this collection of characters is suitable in any situation. Even in our regular life, these situations often arise between couples or neighbors, when each person takes a certain position. Two sides stand one against the other: a group on one side and a group on the other, an independent judge, his assistants, and so on. Also a few instructors would participate to help approach the problem correctly and to be as objective as possible.

In the process of clarifying various situations in life, the questions should be directed at achieving maximum integrity by exposing absolutely all oppositions. One must understand that each person is different, and each one may stay with his opinion, but by rising above this, he must reach agreement with the others. Specifically this general agreement is the result of the trial, and not the punishment that we choose for the person.

The trial continues until all the participants, including the independent judge, reach a full agreement between them. That is, they understand that inside, they may still have conflicting views (all of this is clarified during the trial), but the agreement is above all contradictions.
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Talk on Integral Education 12/12/11

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Question: Suppose one person has been studying in the system of integral upbringing for six months or a year, and someone else is just starting. Should these people study together, in the same space? Or should this work by a principle whereby the more experienced person educates the beginner?

Answer: An experienced person and a beginner cannot be equal in the same group. In our world we bring up children up to the age of twenty years or slightly less, and then set them free into the world. Until we prepare them for life, we treat them as children. We cultivate our level in them, the level of security, support, gradual inclusion into the world, and the feeling of responsibility for their actions, deeds, and behavior.

We should relate to beginners the same way: support them, treat them as children, and not expect correct behavior immediately. In practice, all people on earth will be classified according to the results they will display in integral upbringing.
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Talk on Integral Education 12/12/11

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