Question: There are different stages in educating children according to age: until the age of three, from the age of three to six, from six to nine. Are there such stages in educating adults?

Answer: There are stages, but they are independent of age. When a person reaches adulthood at the age of 18-20, the rest of his development is independent of age; it only depends on internalizing the material both theoretically and practically.

We see this in our courses in which 20-25 year old men, women, and people who are old enough to be not only their parents but their grandparents take part. They have such lively discussions that the generation gap among them becomes absolutely irrelevant because they discuss totally new and even unexpected to them personal, family, and social relationships.

It’s very interesting to see how irrelevant age is from the questions people ask during the lessons or in lectures, and by the way they take part in the discussion. But seniority does matter because experience is acquired gradually over years.

During that time a person should be led. More and more new people come to the groups. Then these groups connect. The separate groups of men and women will also connect, and as a unified group, they’ll connect with the children’s groups and then split up again.

We have to “mix” the students’ society so that they’ll be ready to understand the different states in life correctly and how to deal with them: the mutual relations at work, with managers, with subordinates, with neighbors, with people whom you may find unpleasant or whom you like, as well as with relatives to whom you are somewhat obliged. Thus, a certain transformation will begin in the relationships between people.

We have to talk about all of this and to discuss these matters. A person should experience it, live it, as if “dress” in other people, comparing himself to them, and as a result, connect with them into a single whole.

Thus many scenes will be played inside a person. And video films and discussions are very helpful in this process.
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Talk on Integral Education 12/12/11

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Question: Habits of egoistic behavior have formed in society. People are exploiting each other. How do you imagine overcoming them? At what expense will old habits be broken and new ones formed? Where is that force?

Answer: I have no doubt that only upbringing—direct, gradual, through examples and various role play exercises—will bring about change in the consciousness of man. Obviously, it should be conducted without any pressure, but on the contrary, precisely by realizing the need for it and the benefit it brings.

As a final consequence, this large portion of humanity that will begin to act in this manner will influence the whole system, the entire planet. When lots of people begin to think about the same thing, their thoughts affect everyone else. It is a tremendous force.

Let’s imagine that in your education system you manage to unite 100,000 people (there is no organization on Earth, where 100,000 people would actively engage in something new or special). In this manner, you will begin to pour in a huge integral force into this inner system, into the subconscious connection that exists between all the inhabitants of the planet Earth. And this force will work according to a particular goal, with predetermined assigned forms.

People suddenly will begin to express some interest and relation in regard to it. They will search for it, turn to it. They won’t know where it comes from because it emerges in us in the same manner as various thoughts and desires. All of a sudden everyone, young and old, begins to feel that it’s close to them, that they need it because the inner interconnection exists between absolutely everyone.

I am completely open to the development and implementation of this integral knowledge and upbringing. The most important thing is to start.
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Talk on Integral Education 12/11/11

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Question: As a psychiatrist I clearly picture people studying in the program of integral upbringing for three to five years. Do you think there are any time constraints, or will people be studying it all their lives?

Answer: Until the entire humanity reaches the highest level of integration with Nature, when we are all connected to it internally, almost instinctively, working with it in unison, I don’t see any way we could walk away from or refuse this. Nature will nonetheless immediately push us toward equilibrium with it with all kinds of blows.

As to what will happen after we’ve reached this state, that I do not know. However, at least for now, observing this developmental trend, meaning nature’s behavior with respect to us, one could say that it will certainly bring us to a state of total harmony.

Comment: So there is some kind of a higher goal in this method that we will all eventually reach?

Answer: I think that in so doing a person will attain the informational depths of his being that exist as though outside his body. In our body we exist for a certain time, while information and its circulation in its various incarnations are eternal. Presently the circulation of information is manifested through the body, though it can manifest through some other images.

Practically speaking, here we rise to a fantastic degree. It may appear that we’re talking about life after death or something like that. However, we’re rising to levels that many people, such as Wolf Messing, already feel in this world.

I think that all people in the world can attain this. In other words, a person ascends above the will of chance, above his own fate.
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Talk on Integral Education 12/12/11

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Kabbalah for the Nation Introductory Lecture Series, “Education According to the Kabbalah”
Download: WMV Video|MP3 Audio

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Question: What is the best way to teach people: virtually or in actual physical courses?

Answer: I think that education can be virtual, but it must include exams. This will oblige every member of society to learn.

Just like people used to go to work in order to earn a salary, now a person will have to spend a certain amount of time in our educational system. And he cannot think lightly of it. He must actually go over each lesson, answer questions, and send his comments, taking an active part in this process. At the end of the course, he will have to take a face-to-face exam so that he can show what he has learned.

Every student should be supervised because the success of the integral society depends on each of us. Here we see another interesting trait of this system: Because it is integral, each member has the exact same weight as the others.

After virtual studying and actual exams, people should form groups in which they will have to do some practical work. It should be done in neighborhoods, schools, in the daytime or in the evening, in different community centers, on TV shows, virtually, and so on.

Musical compositions, plays, and literature should be dedicated to this idea and present it from different perspectives.

Question: Who this program is intended for?

Answer: It is meant for the most ordinary people. It’s not for the intellectuals who find it hard to part with their beliefs, even thought they don’t understand this social order at all.

As far as I know, it is the most ordinary audience, people with a college education at most, but not more than that. It’s for ordinary people, the middle class. We are not that interested in others because the middle class is the basis of any society. Currently, specifically these people fall victim to all that’s taking place.
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Talk on Integral Education 12/11/11

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Question: Today we already have a request from state and public organizations for a course of integral upbringing for adults. How do you envision the structure of this course? What should we educate people about so that they would learn how to live harmoniously, in concord with each other?

Answer: I think that it shouldn’t be just one course, but a collection of various disciplines. People should acquire primary knowledge, discuss it in a group, whether in a classroom or virtually, but with an instructor, that is, a specialist who can explain the material in an understandable way.

First and foremost, one should study human psychology on a basic, fundamental level, where each of us could understand: Who am I; what am I; how do I think, act, and interact with others. It is necessary to explain the psychology of interactions between spouses, between parents and children, the correct way to relate to children, children’s upbringing, and home economics on the basis of the requirements put forth by nature: How much we consume, how much we give back. In other words, we must put ourselves in a framework that will allow us to exist in a state of balance.

Naturally, each of us needs a place to live, a family, security, healthcare, food, and so on. All these are basic needs of every human being, and one should feel sure that they will be met, provided that he satisfies all the requirements of society.

All the other requirements depend on the person’s position: He either works in production or is engaged in social work, studies or, perhaps teaches others. People will practically work about two or three hours a day. Some may work more, some less, but that won’t determine how much they earn.

The remaining mass of people will be engaged only in creating a homeostasis, an equilibrium for the entire system of human activity on our planet. This is when we will see a different society.

All of this needs to be explained, broken down by discipline. We need to explain the full history of humanity as a consequence of development of our egoism, which brought us today to a state of such complete satiation that we don’t wish to develop any further.

We no longer desire anything in life. We come to depression, drugs, and terrorism, in other words, to the final stage: the rebirth of our egoism. Today we no longer wish to strive towards anything, but on the contrary, we plunge downwards, into alcoholism, and degradation because we don’t see any prospects in future growth. Our egoism, having arrived today at its maximum level of development, is starting to finalize itself and acquire an integral form, but we are not ready for that.

This is why we don’t understand what to do from now on, why we cannot organize the earth’s resources, communication networks, and, in general, the entire development. A new common paradigm, a new attitude towards life, should give a person an opportunity to correct the crisis in all realms of life: family, society, ecology, economics, and so on.

After a general education course, we need to introduce a course on integral upbringing. A course on upbringing entails group lessons, where people literally work through all possible elements of communication through discussions and all kinds of role-playing games.

They work through them like any actor who has a few hundred techniques in stock from which he then compiles a role, an image of a certain person. This is how we must educate a person about the laws of behavior in an integral world. And it won’t seem artificial to him because we will teach him about the correct interaction with others from which he would suddenly feel some higher sensation of tranquility, peace, and fulfillment.

His inner void, which he previously fulfilled at the expense of economic achievements in capitalist competitions, will start to become filled from a completely different direction, according to a different scheme. It will be filled in such a way that he will feel himself safe and secure. Nobody will enter in any confrontations with him.

We must include a large number of groups in this part of the course. I think that it will be a very serious, exciting action in which parents with children, spouses, and entire neighborhoods can participate.

Here we will start to form a new type of social interactions, a new view of life and the world, within which a person will begin to sense the globality of nature, its integrality and inner harmony. This inner harmony is essentially where our inner demand lies. This is what we want to experience in our life and what we are attempting to achieve in our useless competition with each other.
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Talk on Integral Education 12/11/11

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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.
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Talk on Integral Education 12/11/11

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Question: If we organize a course on integral relationships for a group of people, will it move them closer to the question about the goal, or will they just understand that the modern world is like this?

Answer: This will bring them closer to the goal. They will begin to feel it, however, in a natural way.

We experience plenty of “revolutions” on our spiritual path because we build the structure of the upper world; we study and form it like architects, designers, and naturalists. Other people, however, do not participate in the study, design, and construction; they do not care and take advantage of what others have done. How many real researchers of nature, artists, and educators with a capital letter are there in the world? There are few. However, they change the world and lead it forward from generation to generation. Others play the role of “users.”

You open a new world, build it, extend the relationships between people and the Creator, and through yourself conduct the Light that Reforms. You carry the methods of education, unity, and upbringing to them, and they use that because life itself leaves them no choice. As a child has no options but to go to school, so will they get integral upbringing from you. Namely you will become a mentor, a father for them.

Question: Will this encourage them to continue the path and choose the proper environment?

Answer: They cannot continue, they can only use. Of course, they can be induced to use it more, but not in a creative sense, but namely in application.
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From the 4th part of the Daily Kabbalah Lesson 12/25/2011, “The Freedom”

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Question: Could you give an example of a relationship between people that would be considered integral?

Answer: An integral relationship is when a person receives and bestows in a balanced manner. If the relationship between people works in this way, that means they are integrally connected.

I don’t want to keep repeating myself or sound like a socialist or a communist because that’s the last thing I am, but an integral society is one where everyone receives according to his necessities and bestows to society according to its needs. That constitutes an integral, global interconnection.

Under these circumstances a person enjoys and is fulfilled by his sensations, by what he discovers in this integral connection. It turns out that the more he bestows to others and the more he connects to an integral society, the more he is fulfilled by it. He begins to discover this system, enters it, and belongs to it.

He becomes an inseparable part of this system, like an electronic element, a resistor or a condenser, installed in the circuit, whereby the system begins to work with him in general harmony, and he feels it pass through him. The person begins to understand that he profits from being fully plugged into this system. And he doesn’t lose his individuality for he contributes himself, his qualities. If you’re a condenser, that’s what your role is, the same with a resistor, and so on. Essentially, you remain who you are.

Nature deliberately created us a certain way, precisely to allow everyone to be integrally connected to the general system via their maximum actualization in it. Your personal, individual, and unique participation does not contradict the integrality of the whole system; on the contrary, it allows you absolute self-expression.
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Talk on Integral Education 12/11/11

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Question: 15 years ago I took part in a personal growth training, which was divided into several stages. The last stage was realized in real life. We gathered and discussed things that were actually interesting. What was fundamentally different about that place was that it was supported with money, earned somewhere else. How can this be realized according to your program? A question arises: Where will I get the same apartment, the same bread, clothes, etc.?

Answer: Become part of this society of the future. Take 100% of the people with 100% of all the resources and distribute them based on the calculation that the society is working on providing everyone with a normal minimum necessary for existence. And the rest of the time people only spend creating an integrated connection between them.

You will see where you need to take and where you need to add something, and how many resource you will need to create this integrated connection. Naturally, the society will need to earn these resources.
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Talk on Integral Education 12/11/11

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