On Wednesday, January 18, 2012, Ethiopian Israelis staged a protest in Jerusalem against inequality. The Mutual Guarantee movement supported the rally. Only unity above all contradictions will bring the world to good!

Below are some photos from the demonstration.

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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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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.
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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: You are saying that in the case of a conflict you should first separate the rivals. But the hatred is growing worldwide. If everyone stays in his “corner,” how will people connect?

Answer: First the two rival parties should be separated so that there will be no quarrel. Fighting will certainly not help the connection. When people are hostile to each other, they can’t learn about mutuality, not even theoretically. Imagine that we are fighting passionately, not listening to one another, and meanwhile we first of all need to hear each other at least a little. So, we are separated, each one is placed in his “corner,” and we communicate from a distance.

Suppose we gradually get closer and we go through stage X_I and X_II. Here we have a problem. We have both drawn apart from our initial positions that can’t be bridged, and as a result we are in doubt and don’t know what to do. Usually we come to a dead end.

This phenomenon is well known to diplomats: The two parties get closer, more and more, but suddenly they are thrown backwards. Why? It’s because they have drawn too far from their starting point and have stretched the wires that connect them to the starting point too far. Behind them there are the people, their enemies, and their political rivals, and they all say: “Look how far they’ve gone! How can you make so many concessions?”

Eventually we are both unhappy with the new situation. Each of us remembers the principles he has given up and doesn’t see any point in any further concessions. It’s as if we say to each other: “It isn’t worth it. Imagine what they will do to us at home if we meet midway. They’ll kill us.”

So what should we do? There is only one way out: comprehensive upbringing. You won’t achieve anything until you educate everyone so that they advance towards connection together with you. In this case, when you get closer, you don’t get away from “your side,” but simply go through phases of development, just like me.  Even if we leave the negotiations aside, it won’t send us to different sides; on the contrary, we’ll stay in the same place we managed to reach by our mutual nearing. This is what we get through education.

But in order to reach that, we must first separate the two parties, to build an education system for each of them which suits them, and to draw the ties between these two different camps. Even if both sides are ready to negotiate, there are still the people on both sides and different social sectors. They don’t understand our reasoning, they are still in a different state, and so we can’t approach each other yet. They’ll set us free only for a certain distance, but not more than that.

If you are looking for true correction, you will be able to allow people to come down from the initial position and to advance towards an opposite one only with the help of education.

Question: All this does exist in mutual relations between states, companies, and even in the family. But does the first phase always require total detachment? For example, do the EU countries have to separate and only then look for a solution?

Answer: No. It’s because this case is a bit different: They are already untied, although not so successfully. If you already have a connection, you should be very careful not to break it. Otherwise, you will be going against nature. If the Europeans do that, things will be much worse. So they have to go forward towards integration as much as possible. There is no other way.

But in order to do that, they have to change their principles. After all, nothing is more separated, alienated, and divided than Europe. History has arranged for its people to hate one another very much. Only education can help here.

If the European leaders stall for time and start mass education, the situation will improve. People will immediately begin to develop on the level of consciousness and understanding of the world. But unfortunately, the Europeans don’t see or understand this option yet.
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From the 4th part of the Daily Kabbalah Lesson 12/29/2011, “The Freedom”

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Question: I have a few acquaintances who live exactly as you described. These are middle-aged people who have created this cocoon for themselves. Are you trying to say that they will not be able to calmly live in their homes due to inner worries and concerns?

Answer: It’s not only an inner worry, but an external one as well. We are coming to a point when the world is freeing itself from excess production, and more than half of the working people today are simply no longer needed as workers. They will find themselves in a state of complete emptiness because they are used to being slaves.

Practically the entire population of our planet lives this way. At six in the morning a person leaves his house, takes his child with him if he has one, drops him off at the kindergarten on the way, heads to work, returns from work, picks up his child, and also swings by the supermarket. In the evening spouses have half an hour to bathe their child, tuck him into bed, eat some kind of pre-cooked meal, and that’s it—the day ends here, and tomorrow it’s the same story all over again.

We are moving towards a state where a lot of people are beginning to have more free time, and the sensation of being lost is growing because they no longer find themselves within a familiar framework, but as if outside any framework altogether. That is a lot worse! This internal sense of freedom is worse than slavery!

And if a person isn’t given an opportunity to obtain gratification from some other source, isn’t given a sensation of boundaries, a framework like at a job, a sensation of some kind of responsibility and servitude that he is used to, then we are going to have enormous problems.

We must understand that in the future it will only take a person two or three hours a day for all his necessities: working, attending to oneself and others, and so on. All the remaining time, at least 20 hours a day, he will be left to his own devices.

To avoid bringing this system out of its equilibrium, sociologists, psychologists, political scientists, all of us need to carefully think through the framework that humanity must acquire in order to feel needed, happy, and completely fulfilled with the inner feelings that gives one a sense of life, and even beyond that.

It isn’t easy when there are no responsibilities, no pressure from above, no need to work hard in order to earn more, to show-off in front of the neighbors, and so on. We are coming to a completely different relationship towards ourselves, society, and life, which comes down to a new upbringing, a new perception of life. This isn’t a simple system at all. But it has to stem from that final outcome that we wish to achieve, and first and foremost from the terms created by nature.

Nature will force us to give up excessive production. The middle class will be essentially eliminated. Those remaining will be the elites who make all the decisions, with a very small number of officials, a huge mass of unemployed, and  10% of the world’s working population engaged in production and servicing of everyone else. These 10% will actually be necessary, but there will simply be no need for all the rest.

In reality, humanity is created in such a way that 90% of its population must be engaged in activities of a completely different nature: in self-improvement, in creating a correct connection between themselves. They are the ones who will create that integral, global, self-contained, and balanced environment that will bring the entire society into equilibrium with nature. Only then will we have a right to exist.

If we leave, let’s say, only those 10% who work in production, the purpose of creation will not be achieved. The purpose of creation is to bring all parts, all levels of nature: the still, vegetative, animate, and human to the attainment of complete harmony among them. Only then will this system achieve a final state of equilibrium.
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Talk on Integral Upbringing 12/11/2011

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The term “globalization” is mistakenly interpreted as growing international trade and international exchange of technologies, information, and ideas, as well as people moving from place to another in an open global economy. Some consider this progress, and some see it as a serious threat to the global economy.

But globalization isn’t only about universal exchange, but rather about integration to such an extent that it would bring about total merging and erasing of all borders. Globalization isn’t the expression of economic progress, but rather social progress and the way to a new humanity. The crises we are experiencing are a challenge for all of humanity, an adjustment.

Globalization isn’t competition, but connection, and it will work only if the goal is to reach sensible equal consumption. Otherwise the “involuntary” globalization will lead us to collapse (connection among egotists is bad for them and bad for the world).

Today there is no globalization because there are still barriers between countries and there are no laws that sustain the connection of a whole unified society. Globalization can be realized only together, in mutual guarantee. Otherwise it’s the connection among a pack of capitalist sharks.

The mergers of businesses, the economic interaction outside the political borders, the international tourism, international connections, the number of Internet users, and the different international organizations, all these should not mislead us.

Globalization is a neutral process of our evolution, determined by nature. It’s an inevitable process of interdependence (mutual guarantee) of everyone on everyone, in one integral analog system of humanity and of nature as a whole. This compels us to immediately establish a new form of integral upbringing, in order to prepare humanity for the new world that is getting nearer.
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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: 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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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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