Question: The modern person lives in a very complex state where the old models of behavior no longer work. Therefore, instinctively he searches for something new. In this sense, the model of integral behavior can interest him, but the nature of the matter is that he requires some kind of practical implication for this model.

Answer: Give me a practical egoistic significance.

Don’t be shy and hide from the word “egoistic.” In what way is our model worthwhile for the person? In the fact that, with its help, the altruistic balance of the ego is attained.

In order to acquire an altruistic characteristic, he somehow must sacrifice his ego. However, this is not a sacrifice because he reaches a circle of people, without any obligation and without signing anything. He is ready to listen and talk with the others. Moreover, they are completely unfamiliar people who are gathered and the meeting is not linked to eating and drinking, and not dating and courtship.

It is desirable to choose people who are more or less alike because we are talking about unity and integrality and people who are closest to integrality are similar to each other because it is easier for them to connect and unite between them.

In that, we begin to work with them. We don’t impose any preconditions on them. On the contrary, we say that their ego will only benefit from this.

Question: How do we show this to them?

Answer: We don’t show it in any form. Come and convince yourself! You will feel better; have a sensation of warmth, more security, more safety, an easier life, and will learn to overcome difficulties. It will be easier for you psychologically to endure whatever happens in this world.

First and foremost, we give you a new psychological basis through which you can overcome most problems because you will become protected. Certainly, a protected person feels healthier and happier, his productivity increases, and relationships improve at work, in the family, and so forth.

That is, we are not selling a “pig in a poke” to a person. Rather, we tell him that he will feel exactly this, and it could be even after the first practical lesson.
[123040]
From Kab TV’s “An Integral World” 10/24/13

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Question: We have a few sources in parallel for shaping the integral method that do not interact with each other. Suppose in Moscow we have gathered particular experience for disseminating the method and in Europe, people act independently. Do we need to act together with them to transmit our experience to them?

Answer: It is impossible to transmit experience. It is possible to transmit only knowledge but not the spirit. If we were not closely familiar with one another and only communicated virtually all the time, we would not understand each other. Like they say, as long as you haven’t eaten some salt together, you don’t recognize the person. This is truly so.

I suppose that it would be possible to transmit the entire body of knowledge to people, or even have them come to our website, take materials from there, work on them, write reports and take exams. Only after that can they come to us for training and do an internship, go with us to different places and participate in training. After all, without contact, without integration with each other, nothing will work.
[122379]
From Kab TV’s “Through Time” 9/18/13

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Question: In every science there are a number of trends. In our work there is also this phenomenon. There are groups that understand the integral method and its development in their own way. How must we relate to this?

Answer: I explain that people must grow in a determined way and not only through activities. They require serious theory, they must live it, receive from their sources, their roots. They must answer the questions from their knowledge, from the connection with the group and with us.

Many confused states and questions are awakened that can be solved on the plane of our world in all kinds of ways, but not integrally. And they must solve them specifically through the integral method. And not just, “Come, let’s hold hands and everything will be resolved,” no.

Here there is still a huge white spot that I must identify. This will be solved when I connect my activities specifically with the sources. But perhaps this has not yet come to be actively expressed and therefore I don’t see this in the sources.

In other words, all this has already been described in some place, but I am still not ready to see this because the need to receive it from the sources doesn’t exist in me. Only the connection between the practices and the true sources (books, articles) ultimately gives the answer.

Question: Suppose that in Moscow we have a need to travel to St. Petersburg, Kiev, Minsk, and so forth, to speak with the friends, to manage integral projects together with them, and they have no need for this. Is the trend toward unifying these actions right or should each of them to ripen in its own flow?

Answer: No, here everything must be unified. I cannot imagine that there would be different streams or approaches here.

For each audience, a different mentality for all the different nations should come from one source, only in a slightly different style, and no more.

I can see this in a person when during a conversation he suddenly leaves integral education and begins to impart psychology or, let’s say, natural sciences. We feel that this doesn’t come from our source. He doesn’t feel this, but I feel that this is not connected to the root and in the future this will remain with the audience as empty knowledge, completely unprocessed.
[122375]
From Kab TV’s “Through Time” 9/18/13

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Generally it is hard to find within one person all the good, desired qualities. However, when two or even three people are engaged in integral dissemination they complement one another. Then a new form is created that includes all these qualities. And this is good.

The optimal number of people in a team is three. An odd number is always better than an even one in decision making. However, this does not apply to the tens group where the mutual work is directed towards assembly and tuning between the friends.

In places where three people (as a minimum) work, it is possible to make a decision by a majority of votes: two against one. In this case it is impossible to tell who is leading them.

Therefore, teams which consist of three people or more, like five or seven, are the best. They will be able to organize between themselves the necessary connection to the upper layer of the group and work with the general public.

They should be equal. Otherwise, they will be unable to achieve an altruistic, integral charge which they have to carry to the masses.
[122876]
From Kab TV’s “Through Time,” 9/25/13

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Question: Correctional facilities have asked us repeatedly to teach integral upbringing, but we have not been able to get ourselves to go there.

Answer: Integral education in prisons and correctional facilities is a lengthy process. Gradually, you need to become part of a group with the prisoners and talk to the them about life in a way they can understand; this is not easy.

But on the other hand, they have a special susceptibility towards this. A person who ends up in prison begins to think about the meaning of existence.

Some of the people develop a defensive reaction and, on the contrary, they do not wish to think about anything at all. Other people either become depressed or begin to philosophize. Someone else becomes interested in mysticism or religion because people want to make their life a bit easier, they want to protect themselves from the harsh reality. But also, there are those who ask themselves about the meaning of life.

And you need to find the right approach to all of them.

Our friends have had great success working with prisoners in American correctional facilities and prisons. I have a huge pile of thank you letters from the prisoners as well as from the prison authorities.
[122873]
From Kab TV’s “Through Time,” 9/25/13

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Question: How is it possible to determine that this person or another who is studying the integral method has discovered the “point in the heart”? According to which indicators? And why in this case must he be taken out of the integral group?

Answer: As long as a person is found in a regular state, like the entire group, then there are no problems. But the moment that you see that he is found in a descent, then it is necessary to take measures immediately.

You see that a person cannot understand what is happening, the whole world is dark for him, he feels depressed and doesn’t even know it: “Why is this happening with me?” It is very difficult to deal with this and overcome this the first time. It will be immediately understandable to you that with him spiritual development has begun.

In a case like this it is necessary to wait: It could be that everything will transform by itself and he will get out of this state. I don’t think he should immediately be taken out of the group. It depends on how he acts. If he is removed from what is happening, then this could influence the whole group. So it is possible to explain his condition to the rest of the group as a temporary, transitory illness, for he doesn’t understand himself what is happening with him.

After waiting awhile and analyzing his behavior, you can decide what to do with him. It is certainly possible and worthwhile to continue to keep him in this group, and it could be that profound changes like will take place in him that make it necessary to take him out of it.

As a start, you can give him material to read that fits well with our method, something very soft, for example, about free choice being found in connection with others, and the person will realize himself in this way.

Question: What should be done if, on the contrary, he enters into an active criticism and begins to pull the group apart?

Answer: You would need to suggest that the group analyze his state, to include him among them in an integral form and clarify the questions that he wants to ask.

The group will begin to discuss his questions itself without paying attention to him. It is not necessary to bother him. Let him listen and draw his conclusions.
[122724]
From Kab TV’s “Through Time” 9/24/13

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Question: While working with a group of entrepreneurs and businessmen, I told them about the integral method and found they are not interested in a bright future and success. They don’t want anything better because it is a mental and energetic investment…

Answer: It seems they want to work with the least amount of effort: Hand out tasks to everyone without paying attention and you are free. Therefore you always need to turn to their ego: “If you activate the collective correctly, you can rest.”

If they are not interested in increasing productivity of labor and wages, then surely they will be interested in reducing their efforts and having more spare time. A person is always looking for their own benefit.

You must show them the advantages of the method both in one direction and in the other direction, on the one hand, increasing the productivity of labor, reducing problems in the collective and so forth. However you look at this, in spite of it all, this is important to them. For if everything operates well and in addition to this there are also profits, then everyone feels more secure in his place.

On the other hand, the small personal efforts of the entrepreneur or businessman will be easier for him to manage because now he is surrounded by flexible workers who have self-control. This is to say, in any case there is a gain on all sides. This is the first step.

The second step is a friendly staff that adopts many of the instructions of management for itself, even those that he doesn’t give and also doesn’t know how to give. In the collective, a personal change is made in the direction towards winning, success, and benefit. In this manner, the manager is released from problems, he is freer and less tense.

Besides this, you explain to them that the integral view of the world gives a person another philosophy of life. You begin to see how the world really turns: egoists turn it in one direction, and the world turns it in another direction, in the direction of its integral rapprochement. And this gap creates the crisis, which is becoming deeper and wider all the time.

When the person sees this entire system, he understands the world more, acts better in reciprocity in the family, in society, everywhere. He is less tense, the pressure, the sugar and all the physiological indices are balanced in his body. He becomes calm, sure of himself, friendly, hospitable, people are drawn to him. He begins to feel the world in which he lives in a much more clear form than before.
[122727]
From Kab TV’s “Through Time” 9/24/13

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Question: The method of Integral Education teaches those who have a need for change. A child doesn’t need this; things are good for him. And if there is no need, he will not comprehend this method.

Answer: Don’t confuse a small child with an adult. We must approach an adult from the angle of his suffering and problems: in the family, at work, with himself, with his finances, with his health. We need to find what is bad for him and specifically turn to him in this way. “You are sick? You will be healthy. You are a failure? You will become successful,” etc. With this it’s possible to interest him and to attract him to classes because eventually the integral group corrects everything. It gradually brings the person to a state of happiness. What does it matter in what form?

We don’t behave like this with a child; we don’t ask him what he wants and what he doesn’t. We need to make an adult out of him! With this goal we must give him a certain amount of knowledge, skills, and most importantly, teach him about correct behavior in society, about correct communications between them.

A child comes to an integral school to absorb everything that they give there in the easiest, best, and most pleasant way, to know how to behave with people and to communicate with them in a good way in order to understand how the entire system works: the management of the city, the management of the nation, the management of the entire world. This is an absolutely different approach. You must transform the child into being integral, meaning, he includes the knowledge of the world within himself and communicates with it in a mutual and successful way.
[122540]
From Kab TV’s “Through Time” 9/24/13

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Question: The integral form of education allows teachers and parents to understand issues that are usually never discussed. For example, from the age of three to the age of six a child needs to acquire a global view of the world through an integral system. Naturally the question emerges: “You have a good idea; but how does one do this?”

Answer: This system provides education, first of all the education of the parents and after this the education of the children. Since the education of the child must begin from the age of zero, the parents need to know how to relate to the child correctly, which skills to give him. A child, who “sucks” everything from the surrounding space, feels with his sense of smell, like a small animal, the mutual relationships between the parents, the relationship of the surrounding environment in regard to him and so forth. This is to say, in principle we don’t give anything new here; rather, we put an emphasis on the right environment shaping the person, creating a nice and good “incubator” for him, and nothing more.

I don’t see any particular reason here for emphasizing in what way we are different from others. We put an emphasis on particular elements that are long forgotten and haven’t been used for some time, for example, cooperation in a circle so that children will have the opportunity to talk, to discuss some topic among themselves.

In kindergarten the teacher usually talks. And in school the children are seated according to the German system, so they look at either the board or a computer screen, and the teacher stands facing the class. But the correct learning is when the teacher “descends” to the children. Even if the learning is done by the German method, in any case he must “descend” to the students and organize a discussion among them.

A mother playing with the child or reading him a story is behaving as an equal with him. It’s the same here. This is a natural and soft approach that has been completely forgotten and has turned into something formulaic and dead.
[122525]
From Kab TV’s “Through Time” 9/24/13

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When we educate teachers the method of Integral Education, we must instill in them a framework within which  they will place their subject so they can teach it in the integral style.

Suppose that the subject of their next lesson is Newton’s Laws. I suggest they sit in a circle and connecting together to present the subject from the integral point of view.

First, I read the text in sections and each one of them examines it a bit from his point of view, and after this, I ask a question and they “chew” on it among themselves, trying to answer it. When they reach one opinion, their shared answer will be considered a common test that is carried out correctly, which is called, “friendship won.”

The main thing is to get an integral answer. Together with this, there aren’t any who lag behind or who run in front. Each one must complete the other. That is how we teach teachers to work with the children.

Until the children, all participating in the discussion without exception, have explained Newton’s Laws to each other, they will not understand and will not know it. However, the moment this happens, then the whole class is ready. After all, when children listen to each other internally “chewing” the material, each conveying it in their way, they comprehend everything in another form, and this produces an amazing result! They learn from each other. The teacher is not relevant here at all. He rests.

He can monitor the process but no more than this. If the students correctly or incorrectly say they are confused somewhere or they don’t understand the text, then this must be explained to them in one word, and that is all.

He teaches them to work with the book, teaches them to discuss, and teaches them to understand the material. The content is the material that we give to them  (Newton’s laws for example), whereas the form of approach is ours, it is integral. Here, there will be a complete revolution in education.
[122520]
From Kab TV’s “Through Time” 9/24/13

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