\u2013 Say there are parents who take the course, study this method, and have a child who goes to this school. Can you depict how this family will interact with each other? A child comes home after spending most of his day in an environment of peers. What should his interaction be like with his parents and grandparents? Where is the child\u2019s place? Where are the brothers and sisters? How do you envision it?<\/p>\n\n\n\n
\u2013 Children aren\u2019t drawn to their parents or to their grandparents. They are drawn to their peers or to their personal activities. They need grandparents in the capacity of an environment that helps them and services them, but nothing more than that.<\/p>\n\n\n\n
Therefore, I think that there won\u2019t be any problems in this area and the parents don\u2019t even have to go through a certain kind of upbringing. What needs to be achieved here is for them not to interfere. They should not be raising the children.<\/p>\n\n\n\n
They just have to provide the right reaction so a child will understand that no matter where he is, he is always in an environment that helps him, and constantly demands a specific type of development from him, the right type of understanding and interaction with the surrounding environment. Nothing else is required of them. Parents should not be educators.<\/p>\n\n\n\n
The reason for this is that upbringing happens in an environment of people who are like you, with whom you are equal, and with whom you constantly interact. Parents are perceived as something high and big, as something that serves you, protects you, and takes care of you. Therefore, they are not considered educators.<\/p>\n\n\n\n
Development occurs in a large social environment, not in a small corner where the only people around are my mom, my dad, and me. This is good only up to age 2.<\/p>\n\n\n\n
\u2013 But suppose a child comes home upset because something bad happened. How should the parents react to that?<\/p>\n\n\n\n
\u2013 I don\u2019t think that the parents can truly understand the child\u2019s state and offer the correct analysis of what is happening. This is something he has to do in a group, through debate and discussion.<\/p>\n\n\n\n
We have to approach the world realistically. We are not living in the corrected world yet, where a child is immediately admitted into the correct process of development at home and everywhere else he goes. We are still not in that situation.<\/p>\n\n\n\n
Ideally, all problems must be resolved in the place where they emerge, in the same circle of children where he is brought up. He shouldn\u2019t have any other environments at all.<\/p>\n\n\n\n
\u2013 But what should the parents do? I also have children and I know that when my child comes home upset, I want to hug him and comfort him. Can I do that? Or is that incorrect?<\/p>\n\n\n\n
\u2013 Why comfort him? You shouldn\u2019t do that, but you can hug him. When you meet a person who\u2019s close to you, you hug him. This is natural.<\/p>\n\n\n\n
However, I think we will attain a level of communication where we won\u2019t feel the need to sense each other through touch. Our inner sensations and ability to feel one other will intensify to a point where the body will not be a necessary organ or means of contact.<\/p>\n\n\n\n
\u2013 That\u2019s difficult to imagine because in the meantime it is a source of tremendous pleasure.<\/p>\n\n\n\n
\u2013 For now everything passes through the body because we have no other sensations besides it. But when we gradually develop towards coming out of ourselves and connecting with others, towards perceiving the world through others, the body recedes and I begin to feel my direct connection and inclusion in others. My image becomes included in the image of others and simultaneously becomes an image that I share with them.<\/p>\n\n\n\n
Then joint sensations emerge, but they are no longer bodily sensations that I have to hug others or let them taste what I am eating, or when we have to participate in a meal together and exchange some kind of physical contact. Rather, a completely new kind of contact emerges, even in the sexual sense. That is, everything grows into a completely different realm of sensations, combinations, and connections with one another, to a point where our world on the animate level loses its importance. This is what will gradually happen. Of course, it is still ahead of us and it\u2019s unrealistic to talk about it right now, but I want to indicate the direction in which we are headed.<\/p>\n\n\n\n
\u2013 We definitely have to know about this. Do you know why am I so interested in the parents? It\u2019s because most of the questions about the method are coming from them. One of the parents\u2019 functions is to provide their child with safety.<\/p>\n\n\n\n
\u2013 This is the most important thing, and it\u2019s the same with animals. The only thing that guides them is the safety of their offspring.<\/p>\n\n\n\n
\u2013 Influenced by this very important need, parents want to find out more about what is happening to their child in these courses, how he interacts in this environment, and so on.<\/p>\n\n\n\n
\u2013 Their child is constantly filmed by cameras so they can watch everything from home. And not only they. We are currently practicing this at our education center. We have many groups all over the world in our system of upbringing. Some of the groups are primary, meaning they conduct constant work, discussions, and research on themselves. They constantly film themselves and show this material to everyone else. You can go on the internet, type in the URL, and watch a specific group and what it is doing at any moment.<\/p>\n\n\n\n
There are specific hours when our primary groups, in which we conduct the main work, simply broadcast everything happening at their location. And the other groups sit and watch, listen, and study this live experience in their locations.<\/p>\n\n\n\n
\u2013 Still, I would like to ask about the parents again. Suppose a father and a mother watched one of the videos\u2026<\/p>\n\n\n\n
\u2013 They can watch their beloved child non-stop, 24 hours a day.<\/p>\n\n\n\n
\u2013 But can they participate in some way?<\/p>\n\n\n\n
\u2013 We don\u2019t practice this yet. That would require an additional system of interaction between the parents and children, and I think this will be possible in the future. However, I like to talk only about what is currently feasible and what will be feasible in the near future. I think that the system of interaction between parents and children will not be set up in the immediate future. We haven\u2019t the opportunity to accomplish this yet.<\/p>\n\n\n\n
So how can they participate? For that they would have to be on the level of the educators. And what does \u201cparticipating\u201d mean? If they cannot detach from their personal \u201cI\u201d and control themselves, how can they take part in the upbringing?<\/p>\n\n\n\n
\u2013 Still, we can give parents some practical advice. For example, when a child comes home, should the parents state their point of view in some way?<\/p>\n\n\n\n
\u2013 The upbringing should not be continued at home. What\u2019s required of the parents is to be gentle, caring, and loving, and that\u2019s all. They should not be raising the child. They have to give him simple, animate, bodily support, provide him with the amount of confidence that he needs, and that\u2019s all. I don\u2019t think that it\u2019s the parents\u2019 job to turn a child into a human being. Only the surrounding environment can do that. Only society can make a person because a person is part of the society.<\/p>\n\n\n\n
Parents cannot create an environment around him or an image that would enable him to become a person. By trying, they will simply cause him to remain a big child forever. This is what we often see today, how a grown man who\u2019s 40 years old cannot separate from his mother.<\/p>\n","protected":false},"excerpt":{"rendered":"
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