Integral socialization

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Integral sociology studies all spheres of sociocultural space, examining their individual elements; integral sociology takes into account multiple factors in explaining social reality; integral sociology examines the statics and dynamics of social life.

The world we live in today is a global, integral one. This means that all its parts are completely interdependent, and each part determines the fate of all. This is how he manifested himself through progress. From this point on, there is no room for strife between the parts of the world, because anything that is contrary to integration is contrary to progress, to evolution, to the law of nature. The absolute connection of all parts of the world must be realized by us as a fact.

The person who enters the integration correctly will benefit from it. Not only will he be well-mannered, he will have the necessary skills to survive. Because it is not the strongest who will survive – there will be nothing to take away from each other. Only those who adapt will survive, who understand that integration, interconnection, mutual vouchsafing, concessions, connections, unification – this is the call of nature. And the purpose of nature is to lead humanity to its likeness–to harmony and perfection.

From birth to 2 years old

Emerging research suggests that the fetus has the ability to perceive. At first it was said that he perceived sounds. Then they found that the more he hears his family, the faster he gets to know them after birth. In other words, there is a kind of preparation that can be done with the fetus in the mother’s womb: making a connection with it by talking about family. In addition, studies of twins have shown the existence of a sense of connection between fetuses: they feel each other. It turns out that the fetus perceives quite a lot, and we don’t take it into account at all.

This should not come as a surprise. We divide nature into parts, we allow gaps between the stages of our development because it is more convenient for us. This is how we treat nature in general: we divide it into sciences, even though it is one. We divide the body into parts and treat them separately. In the same way, we divide our whole life into periods and study them, separating them from each other. The reason for this is that this is how we were created – with selfishness that separates us from one another. Besides, this position is convenient for us: to feel ourselves above nature and to do with each part as we see fit. But nature is a single mechanism in a single movement. This, above all, obliges us to study and fulfill its global and integral laws. Therefore, the fetal period, feeding and other stages up to adulthood are inextricably linked stages of human formation and fully influence each other.

The most important properties develop during the first three months – the most important development occurs during the first stage.

Research speaks of an infant’s ability to sense two environments from the earliest days. The mother is one environment he feels, being with his mother in complete symbiosis: he and she are one world. But there is also a second environment – the father. When he hears his father’s voice or his father takes him in his arms, it is very important because it is associated with a sense of confidence. In children, the presence or absence of the father is associated with a sense of security and the level of achievement. Surprisingly, by playing the same game with Dad as with Mom – without competition between them – the child achieves better results.

Everything that the mother demands concerning the child, the father is obliged to do. But he himself connects with the child through the mother, until the nurturing period begins at age 3. Then the boy is obligated to be surrounded by boys and men, including his father.

This period from birth to two years of age is necessary for the child to get a firm grasp of the basics. If he is estranged from his mother, he suffers greatly. It is contraindicated to him to be away from his mother, because until the age of two, the child does not understand that there are other children.

Feeding is a direct continuation of pregnancy. At the same time, following the intrauterine connection, he now receives from outside – but from the mother, through the mother – a lot of external information, as well as her smells, sounds, sensations. There is such internal communication between them. She naturally leaves no room for anyone other than her mother. It is only after the age of two that the child becomes ready to accept information, to connect with outsiders. Before that, he perceived everything only through his mother.

To summarize. Integral education leaves a special impression in the child, with which he then goes through life, using his attitude to the world, as immunity from the wrong attitude to everything around him. He is not disconnected from life, but on the contrary, he is included in it as an active part, and there is a certain “inner core” in him that guides him correctly through life. Even if he falls, he quickly rises because he knows the direction of travel. In addition, integral education gives the child a broad worldview, because from an early age he is exposed to the world. This upbringing is natural, like nature, and therefore perceived by the child easily and simply. We also talked about the importance of breastfeeding until the first two years, when the child, through direct communication with the mother, receives from her what he or she did not receive in utero. In addition to being physically fulfilled, he gets a strong bond with his mother, something that is sorely lacking in the modern world.

From 3 to 6 years old

At this age, it is necessary to develop proper habits, talk to the child, and assert the authority of the parents. If we want to achieve something, we must have a consistent attitude and not change our attitude, otherwise the child will feel the gap between our attitude today and before and will not understand what we want from him.

Boys must study in groups of up to 10. Girls can learn in more groups because they perceive society differently than boys. Everything must be discussed and explained with children, creating in the child a sense of neighbor, which we do not have. If we do it right, we will raise a very different generation.

The child’s personal development, that is, the development of his personality, comes from a sense that there is judgment and mercy, certain limitations, development in different directions, reactions to his behavior. Therefore, he must evaluate his own behavior and pay attention to the evaluations of others. From the processes he goes through, he must form an internal basis for self-education.

The main conclusion: talk to your children! Give them the opportunity to talk to you about topics in their lives that concern them. The result you get will be invaluable. A person will develop before your eyes, and at the age of five or six, he will begin to bring up topics that you could not think of.

From 6 to 9 years old Years

When a child reaches the age of six, he is already a small person. At this time you can already talk to him about serious things. It just seems to us like it’s still a little kid. Six years old is the age when a child already begins to grow as a person. He knows how to behave, is able to judge himself and others. He knows what he’s doing, even if he makes mistakes, even if he forgets things. After all, something new develops in him all the time, and therefore he gets confused again. But he admits it’s not that simple. His vision is not something permanent-it could change tomorrow. Others may be right, although it is hard for him to accept that. He already has the makings of perceiving the world not only as it seems to him at a certain lived moment. You have to treat him as an adult, not hide anything from him, not to play with him, not to confuse him.

He is called a man when, along with the desires he wants to satisfy, he can rise “above himself,” and from there look at his “self,” from there judge himself and understand what can be different, what can think differently and change internally. This is the stage of man – he is already aware that he is evolving, not glued to the moment he is living in now. This is the essential difference between us and animals. We can think in terms of historical time.

In the period from six to nine years is more outdoors with children in nature, in museums, at the planetarium, the sea, the woods. You have to show them life, walk around the city with them, go to the stadium, to the theater, and so on. They have to recognize life. It is very important to repeatedly discuss with them what we saw: why we went there, where we were, what we did there, why this or that exists, and so on.

We need to teach them their relationship to the world – to their surroundings, to their loved ones, to nature. We have to expose them to life, to the right view of family, marriage, society, to the world, to the stars, to shopping and selling, to traffic, to history, to geography. In doing so, explain it as one mechanism in which we exist, one sphere in which everything is in harmony – and we too must properly participate in that harmony. And if we violate it, it causes suffering and crises: disease, ecological disasters, the collapse of stock exchanges, wars break out, terrorist acts occur.

In this way, we teach them that there is a large and unified world. From there, we gradually begin to develop in them an attitude toward society. But what concerns society is last. First of all, they must be taught to see life in its highest sense, to realize its globality; they must understand that all is one. We have to take them to museums, take them on nature trips, walk around the city, and thereby provoke certain reactions in them in order to gradually lead them to the understanding that all of this is part of a single whole. And this very reality leads a person to the Good.

We should be concerned first of all with education, and then with education. In this ongoing concern, we need, beginning at birth, to build for the person the right environment, an environment in which he will learn integral communication: he influences the environment, and in return the environment influences him. He reveals himself as part of the world. And, uniting with everyone else, he feels himself as if dissolved in nature.

9 to 13 years old

At the age of 9-13 years, we observe children being unbalanced and nervous. And children blame others for it and don’t look for the cause in themselves. A growing desire for independence clearly begins to emerge. The child oscillates, as it were, between dependence and independence. He really wants to be independent in the environment outside the home, but inside the family he becomes completely dependent again. And this creates a lot of complexity and confusion for parents.

We have to make every child a psychologist for himself or herself. He must understand himself and be aware of how other people see him. We have to show him his behavior on videotape and the behavior of different people, of different genders and ages, in a variety of situations. All of this should then be discussed in a group of teenagers. He should feel that he is being taught life and the right attitude to it. Teaching should be completely open, without forbidden topics, understatements, cover-ups, which only lead to all kinds of deviations.

At this age, you need to teach your child to analyze his behavior, to recognize the inner struggle of opposing forces in himself, and to enjoy this disclosure. This kind of constant analysis builds inner maturity in the child, despite his young age. The means for such education – movies, frank conversations at school and at home on absolutely all topics relating to the nature of man. Together with children, you can watch family shows where both adults and children will see, as in a mirror, their relationships and problems. This will help solve problems in families.

13 to 18 years old

The period of puberty is characterized by strong hormonal influences. At this stage, it is very important to explain to teenagers what is happening to them and how this hormonal storm affects their behavior and outlook. It is then very important to deepen the explanation that only through connection with the common force of nature, the essence of which is giving and love, can a harmonious union between people be achieved. The very existence of the different sexes and our longing for one another is meant only to make up for each other, for we are the opposite halves of the one whole to which we aspire. The same nature that deliberately separated us can make this connection happen. In the union of two opposites, something higher is born than each separately.

We have to show teenagers everything in life, explain and let them know and feel all sides of it. Of course, all this is subject to proper preparation. This kind of education is not enough for young people right now. You can’t hide anything from them, including the sexes. With our openness we will remove the unhealthy interest in this topic. You have to explain that it’s all a game of hormones. They need to know this in order to understand and manage changes in themselves and others. There must be a clear understanding that when we are attracted to someone, it is a manifestation of our animal nature. And since we are different from each other, we all have different urges.

It is important to show teenagers how logical and important it is to connect with other people in life in order to achieve harmony with all of nature, of which we are a part. We have to show them that all of nature and human society are global, that we are all connected. There is one force at the heart of nature that governs everything. We do not feel it because we are not in a similar relationship with it. But we can experience it if we change our characteristics and become conformed to it.

If a child understands his nature and the nature of the world from the age of 7-8, by the age of 15-16 he will be able to choose a profession. Educators will help discover his abilities and aptitudes, develop them and test them. This will give him the opportunity to choose the right specialty and life partner. In addition, we talked about the importance of the teenager’s environment. An important piece of advice is to introduce him to the community in which he will develop. Today it is not there, and therefore one feels in a void. In order not to miss out on development, you need to create a supportive environment for your teenager. If he feels that he is in a good environment, he will not want to leave it.

Parental involvement in integral education

It is necessary to instill in parents as clearly as possible a very simple rule: they do not interfere in the process of integral education. They learn to carry out the same technique when the child is at home.

For parents, it consists in being simple, frank, friendly with the child, showing him that they agree with his upbringing. Thus they deserve his approval, and he does not consider them dinosaurs, adversaries. Parents show the child that they trust him, in every way let the child know how much they respect him, but it is in the fact that he is on a new path to a new world.

The role of the education system

The real challenge facing the educational system today is not so much to impart knowledge as to provide children with social skills that will help them overcome division, suspicion, and mistrust in society. To prepare children for life in a global world, we must explain to them why reality is this way and how it can be changed for the better. after all, the education system must prepare children for life in an adult world where the most sought-after commodity is warm, friendly bonds.

The methodology of integral education paves the way from human birth (and even from the prenatal period) to adulthood. A child learning this method learns the rules of success in a world that is being transformed before our eyes. And the rules are simple: cooperation, warm, cordial communication with fellow students, parents and teachers, unification and interaction. Gradually the child learns how to take care of others, understand their point of view, and consider their needs. Moreover, in so doing, he learns to look at himself from the outside, to be aware of his own impulses and to submit them to his power. He gets to know himself and becomes a real psychologist. And then naturally begins to show its identity – not at the expense of others, but for their benefit.

Some general considerations

1. The integral approach to education implies seeing the child as a holistic being – in a unity of soul, society and the world.
2. The process of parenting is two-way and constantly evolving, meaning that parents are constantly working on their own evolution and integration and on the ways in which they interact with their children.
3. Integral education implies a child’s awareness of the multifaceted nature of life in all its manifestations.
4. In the integral approach, maximum attention should be paid to the interaction between the child and his or her environment.
5. Consciously welcome spiritual and psychodynamic work as part of integral practice.
6. Parenting becomes an opportunity for parents to experience their own higher states, to move beyond self-centered self-awareness and a sense of life, to become the kind of people they would like to be and the kind of people they would like their child to look up to.
7. An understanding of the stages of development of the human being is necessary in order to give the necessary support in time, whatever form it may take at that particular stage.
8. Perfection is a constant unfolding toward ever higher, broader and deeper states of being.

Thus, integral education appears as a process involving all levels of people involved in it. And, apparently, the very essence of man is precisely the most subtle and most complex instrument of such nurturing or, it would be better to say, interaction.

One of the most effective ways to teach is to model those qualities (e.g., attention to others, empathy, generosity, self-confidence, strength, kindness, etc.) that we would like to see in our child. Young children, like a sponge, absorb information and imitate everything; it is their way of learning. By treating our child the way we would want him to treat us and those around him, we give him the direction of development in the most direct and definite way possible. Baldwin wrote, “A child gives back to his parents, teachers, etc. only the material he himself has taken from them.

Integral model

We are the heirs of an educational system that emerged about 200 years ago in connection with the Industrial Revolution. This education was based on the development of certain skills: reading, writing, counting, and a little knowledge of machines and drawings. It is believed that education is to learn a foreign language, to be able to recite a poem, to be able to dance or draw something, and that’s it. That’s not parenting at all!

Upbringing is the formation of personality, and is carried out only under the influence of the environment, and in an environment of the child’s peers, or maybe a little older. Therefore, it is necessary to create around children such a welcoming environment that would properly form them, make them a person with guidelines, with values that allow them to live in a new integral world.

Our world is fixed, rigid, inflexible, formal, because it is only felt in one property, the egoistic property, and not in two: the egoistic and the altruistic in parallel. When these two properties can change in a person all the time, combine in different ways, then he will begin to feel himself in a powerful process, in a virtual journey.

What is “the world,” as defined by Engels? It is matter given to us in the senses. Indeed it is. If our feelings change from egoistic to altruistic, the world changes and we begin to experience it differently. After all, the world is perceived in feeling. So he may present himself to us in a completely different way.

And this is the materialistic, normal, scientific approach. We see how our inner perception, our attitude to reality, to reality, completely changes our perception of that reality. It is relative.

Both Engels and Einstein agree on this, as do all the latest theories, including psychological ones. We are not inventing anything. We invite the world to see, just to see in this integral education a new stage for us as we enter Einstein’s world, a world on the next level.

Distances do not exist in it because they are measured by our senses. And our sensations are no longer pushing each other away, but connecting, that is, it is as if we are overcoming the distance between us. They are psychologically reduced to zero, because we come to the biblical principle of “Love your neighbor as yourself.

We are coming to a state where time is shrinking. It stretches between us because of our selfishness, and if we are all together within the same sphere-desire, there is virtually no time. That is, we gradually come to the acceleration of time, to the reduction of space, and to the transfer of ourselves from a sense of the physical world to a sense of the virtual world. This is nature’s call to unity. The call is not just to overcome the rejection between us, but to raise us to another level of experiencing life.

It’s starting to seem like that to a lot of people. We see how young people are drawn to this world, they want to enter it.

The criterion for success is the integrality of the person in the environment

Einstein, until a certain age, was considered an underachiever and did not show himself in any way. And when some geometry teacher found a way to explain the material to him, suddenly something “clicked” and he began to excel. He lacked the right perspective on the world, and once he got it, he began to perceive the world.

Today’s children are basically all like that. The main thing is not to suppress these new opportunities that are developing in them, so we need to treat them without any grades and measures. But they must have an understanding that the criterion is the unity of the person with the integral environment.

There should be a general approach: everyone views themselves, receives examples, nurture and guidance only in connection with others. From the moment a little person becomes aware of himself within society – literally from the age of 3 – he has to be included in the state of living together with others, when he depends on everyone and everyone depends on him. Such instruction must enter into him naturally, instinctively: habit becomes second nature in all his social relations.

This also applies to learning: we must change our approach to it. We look at nature from a selfish, individual point of view, and that’s how we teach about it. And if we see nature as a whole, in which everything is interconnected and balanced, then we will also teach children to understand the universal connection: we must be connected to each other and to nature in one global system. Then the study of biology, physiology, geography, and so on will become a single doctrine, for we exist in a single nature and we ourselves break it down into disciplines. We have divided nature into chunks and study them as unrelated to each other. But we live in a single, circular world. If our approach to nature were global, we would discover other formulas: how the inanimate, the vegetable, the animal and the human are connected together, in what harmony they are among themselves. Then all disciplines would be studied differently – as one subject revealing a single nature.

The most important element of education is the environment, society, into which we gradually introduce the child. Our goal is for the child to see himself or herself as part of society, not as something separate, and to measure his or her success by society’s success. As a result, he will begin to see himself and his environment as one family. By instilling in children a global approach, we will give them the right approach to a new exploration of nature. In this way, new scientists and researchers will emerge from their midst, the likes of which we have never even dreamed of. In this case, the individuality of the child is not erased. On the contrary, he gets a chance to find his place in society and gain the understanding that association and group lead to greater success than personal exploration. The success of such parenting will lay a fruitful foundation in the child that will produce the highest and kindest results in the future. It’s just a matter of implementation!

Bibliography:

1. Lightman M. Conversations on Integral Education. URL: https://www.laitman.ru/metodika-integralnogo-vospitaniya
2. Miriam Mason Martino. Integral approach to the education of children under the age of three. URL: https://integraltranslations.wordpress.com/2012/04/21/martineau-integral-parenting/
3. Pritvorova A. Integral Education. URL: https://spiraldynamics.ru/integralnoe-vospitanie/
4. Psychology of Integral Community – Moscow: Institute for Advanced Study, 2011.
5. Human Development from 0 to 20. – Moscow: Institute for Advanced Study, 2011.
6. Man is a small world. A master class on parenting. – Moscow: Institute for Advanced Study, 2011.
7. Wilber K., Integral Psychology. М., 2000.

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This material is part of the Integral Psychology course being developed at the Integral World Research Institute(IWRI). Sci. course editor: prof. Eliab. General Course Editor: T. Asher. Course Secretary: V. Shaposhnikova. Lit-editor: A. Aleksandrova.