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: 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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Question: In the integral upbringing system for children, groups should not be large, only about ten people, two of whom are instructors. Does this principle hold for adults too?

Answer: It’s a lot easier with adults since adults are more responsible people after all. They gladly focus on the instructor and engage in discussions with him. One instructor is quite sufficient for 30-40 people, or perhaps two for 50 people. You don’t need to hold adults together, motivate them, or be playful with them, but just to educate them in form of a game. That’s the first thing.

Second, we do need to understand that people must undergo a very serious inner transformation. It is a tremendous psychological work of a person on his own self; it is his introduction to himself: Who am I? That’s why it is necessary to film him in this game so he could see himself from the side.

After all, we are playing all the time. I represent a certain image that I saw many years ago, adopted it, and am recreating it today. This is how we conduct ourselves. That is clear from psychology. That’s why the most important task in these practical courses is to provide a person with maximally correct assortments of these images that he can copy afterwards.

Based on the fact that one will recreate and control them, he will understand who he actually is because his inner faculties and attributes will constantly reveal themselves relative to the image he is enacting in play. This distance, the delta between who I am and what I am enacting, will help a person to finally attain and know himself. And that is the most important thing. Then he will truly be able to express himself, his innate internal qualities, properties, and talents. And that’s when the world will truly become integral because each person will have an opportunity to express himself.

In addition, we must prepare instructors for the new integral society from each and every one of our students, even the most lagging ones. A person has no right to be merely a passive student and to study only for himself: He must study in order to educate others. He has to feel that to the extent that he acquires that new form of connection among people, he himself becomes an active part of this connection and must necessarily carry it further.

So the students who studied with us for half a year to a year must necessarily lead groups of beginners. At first, of course, they should cover only very limited topics and work along with senior instructors. For them this is absolutely necessary. This is precisely where they develop their skills! This is precisely how the others learn from them!

We don’t need to hide the fact that we are preparing our students to become teachers, and we must place them into an appropriate teaching framework immediately. First of all, this would force them to study the material more carefully and to understand it better. Second, this will develop a tighter connection between them and the others. The most important thing in this entire study is precisely practical activities.
[64245]
From a “Talk on Integral Education” 12/12/11

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Question: What should be the class composition in integral upbringing courses? Should men and women study together, or is it better to study separately, as with children?

Answer: I think that we need to eliminate as many obstacles as we can. And when men and women sit together, as a rule, this leads to additional obstacles. After all, we are all people, and we have normal instincts, but it’s best to eliminate them while we study.

To this day there are many educational institutions in the world that practice single sex education. And practice shows that it is more effective than co-ed. Therefore, it is best to separate men and women.

However, after a certain period of preparation of male and female groups, they need to be combined with the aim of discussing and clarifying common issues together. Then we’ll be able to see how, on the basis of the covered material and having changed and received an objective integral view of the world, they use discussions or disputes to begin establishing a new system of relationships. By controlling one another, they begin to create something common: not a male or female part, but common to all—the prototype of the future integral society.

But here we need to discuss our attitude to children and parents, including several generations, and to clarify, debate, and actualize these things accordingly.
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From a “Talk on Integral Education” 12/12/11

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Question: During group dynamics and the interaction of people, apart from a kind atmosphere, various forms of emotional tension also arise: hatred and different sorts of conflicts…

Answer: I think that all this will be revealed more and more since in order to bring us to agreement and balance with nature and each other, we will need a continuously increasing egoism—to the extent that we will penetrate into deeper layers of our interconnection with nature. By rising above it and uniting above such great resistance, we can achieve greater pressure, greater emission of energy, and greater revelation of the inner parts of nature.

In our interaction with each other, egoism plays a part of a resistor, electric resistance that stands between us. And the greater this resistance, the more energy is produced there.

Therefore, the revelation of egoism should become greater every time, and the opposition should become higher and more vivid. As we rise above them, we will penetrate into greater depths of nature. This is our instrument with the help of which we will feel the underlying nature due to the emergence of continuously greater hatred, incongruence, and misunderstanding between us, which tear us apart on all the levels and at every occasion.

If we unite in spite of this, our unification above the resistance will become that very instrument through which we will be in harmony with nature. That is, our harmony will be built on our integral connection with nature, whereas the depth of our unification with it, our penetration into it, will depend on the force of resistance that we overcome between us. 
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From a “Talk on Integral Education” 12/12/11

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Question: What topics are there in the course “Evolution as Development of Egoism?”

Answer: It encompasses absolutely everything. It will include: culture, communication, family, nationalities, civilizations, and the history of humanity from which one can draw a large amount of data and examples for our life today and for future states.

Knowing about yesterday, I can better understand what is happening today, and then can somewhat effect the future. Personally I am not a fan of history and geography, but we really should know history on the basis of the development of our egoism. It helps us understand how we are developing.

Aside from the courses, “Evolution as Development of Egoism” and “Freedom of Will,” the other courses will have more of a psychological quality. The first one, which lies between these two and a course in psychology, is on the perception of reality, meaning ontology or the theory of knowledge. It examines how we perceive the surrounding world, our five senses, the way this world is reflected within our five senses, and to what extent our perception is a consequence of internal states and properties of a person.

We study whether our perception is objective, and how we can influence it. Can we set such internal parameters for ourselves that would allow us to perceive this world from different angles, from different points of view, as if changing places and dwellings within one another? Say you see the world from one perspective and I from another, and then it’s as if we trade our points of view with each other.

In conversing with someone, we always want that the person to understand us. “Do you understand me? Can you imagine what I’m talking about? Did I express myself correctly?” That is, we are always concerned about proper communication. But it’s never there because we can’t “enter” another person and from within him take a look at the world. Until we can acquire the technique of emotional perception of each other, understand the properties and feelings of another, and see the world through his eyes, we will not understand one another.

The integral connection involves teaching all the people in the world to achieve that inner contact with each other, when one can substitute for another, when it’s as if I move into you and you into me. Then we’ll start to really understand one another.

We see this in a pairing of any two elements in nature. If there exists some element “I” within me, and there is some kind of “you,” then if we want to understand each other we must combine together all of your qualities and all of my qualities, as if mutually overlaying each other. That is, you perceive my qualities and can imagine your life and the world through them, and I through yours.

The same thing happens in technology. A similarity of two elements is required for their joining. And even though they are opposite from one another (say, one is convex and the other concave), still when we combine them, they must completely correspond to each other. That is, they must be adjusted and created in such a way that each has the shape of the other. This is where our correction lies: in this adjustment of fit towards one another.

This topic isn’t merely part of some theoretical course because it provides pure practical conclusions and work on knowing the world. Without it there is no communication. As well, it will be impossible to know the world without seeing it internally through each other. In practice, in our integration with all the people of the world, we must achieve such a state where I can “dwell” inside all the others, feel all of them, and through them perceive the world.

And when I do that in mutuality, as if plugging into them with my aspiration and disposition, I suddenly see a completely different world: multifaceted, amplified seven billion times, and simultaneously unified, that is, one whole while simultaneously composed from an enormous quantity of cells, like a honeycomb, because I look through each and every one. What takes place is an incredible picture of amplification of power for penetration into this world. This is true ontology, the practical theory of knowledge.
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From a “Talk on Integral Education” 12/12/11

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