\u2013 We said that the educator has to attune himself to the general interaction. And it\u2019s unacceptable to prefer some children to others. But still, what if these feelings still arise?<\/p>\n\n\n\n
\u2013 The educator has to rise above himself. Otherwise, he isn\u2019t an educator. The educator should only work with the collective. He does not have any personal feelings or opinions.<\/p>\n\n\n\n
He only steps forward as a stabilizer or a deliberate destabilizer in this environment. He has a clear direction and objective by which he acts. He is like a machine that works only to develop the participants in the team or the group, without switching on any desires of his own.<\/p>\n\n\n\n
\u2013 When a person is in an unpleasant state, he tries to ignore it, to suppress it. Taking this into account, is it necessary to monitor the educator?<\/p>\n\n\n\n
\u2013 Naturally. In our groups, where we conduct research and develop techniques, everything is videotaped. This lets us observe the dynamics that exist there. The instructors talk about the problems they encounter within them or in the group, but still there are some things we see from the side, and some things we don\u2019t. It is a process.<\/p>\n\n\n\n
However, the instructor quickly finds his bearings in this practice. It is simple and does not require any \u201cclever\u201d theories, and originates from integrity, globality, unity, connection, and flexibility.<\/p>\n\n\n\n
What operates here is a person\u2019s natural aspiration. And that is something that does not require many theories or methods. The educator grasps the necessary methods very quickly. He lives in them, finds his way around them, and becomes sensitive to them. He starts to acquire his own techniques and feels how to attune children better to the right mode of interaction with each other. There is a lot of room for variations, searches, and states. In the process of doing this, one feels how by studying our nature, we manipulate ourselves and Nature in order to bring ourselves to unity, which is the goal.<\/p>\n\n\n\n
\u2013 Do educators get together in order to watch the videos with their participation and discuss it with others? Is there room for constructive criticism?<\/p>\n\n\n\n
\u2013 The educators should also have their own group, in which they can discuss everything with each other. They have to study every person\u2019s experience as well as their joint experience, materials, and impressions. After all, why should every person make the same mistakes? If something happened in one group, they should try to model it in another and see what happens there. They should treat this process as current and alive, and understand that as children are like play dough, so are we.<\/p>\n\n\n\n
Let\u2019s try it. No harm can be done. Everything is under our control, and if we try it out on ourselves, we will gain impressions of what is right and what is wrong, and this is a valuable experience that we need.<\/p>\n\n\n\n
Progress in a collective must include the sensation of being immersed in negative images, phenomena, connections, and conflicts. We must constantly learn from them.<\/p>\n\n\n\n
Positive things grow only over the negative, after we experience and discern them. We have to feel our nature to its full negative depth. Only then will we be able to build something positive atop it.<\/p>\n","protected":false},"excerpt":{"rendered":"
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