– When you describe an educator’s work with children, I see that it is very similar to how you work with your students. I understand that it is not pure theory, but on the contrary, an absolutely practical science. I only have one question: How can it be adapted and circulated as widely as possible? Could you hold a constant, perhaps virtual, master class for beginning groups?
– Of course. All the problems that emerge in the groups have to be video recorded. Then I can watch these videos and advise. I will also be happy to hold practical studies with adults and children.
When children learn to behave correctly and relate to each other in a good way, they work wonderfully in a group. But suddenly a breakdown occurs, an enormous outburst of egoism, and it doesn’t happen to just one or two children, but to everyone simultaneously. It’s as if some virus infects the whole group all at once. What should they do in such a case?
Immediately record it on video, research it, and show it to others! We are dealing with life, with matter that demands correction, fulfillment, and healing. I would like to participate in these critical, dramatic situations. This is interesting.
– Advanced educators who are already working with children have many questions. Would it be possible to organize practical master classes for them?
– Yes. For educators, practice is the most important. They receive the basics of the theory in the very beginning of the study, but later theory and practice have to occur simultaneously. That is, for several years, they should regularly get together for their own studies and discuss what happens in the groups they work with. This is necessary.
Of course, I can participate in this as well. I have to establish a return connection with them in order to know about what is happening in the children’s groups.
I think we can hold lessons over the internet for our entire worldwide educational organization. This, in fact, is what we are doing. We send out all the materials, printouts, and videos. If this is not enough, we can hold interactive discussions where they ask questions and get answers.
– I think it will be clearer if you discuss specific situations that were filmed on video.
– Here’s an example. A few days ago the senior instructor at our education center came to me and told me about a situation that happened in a class of children aged 10 to 11. Suddenly, out of nowhere, an enormous egoistic outburst occurred, instantly destroying the good relationships that had formed among the children.
He and I agreed to analyze this situation, discern the details to the maximum, discuss it with everyone, and then decide what to do. And this should definitely be done together with the children, rather than behind their backs!
It’s possible that once we film these moments on video, we will show them to the children. Then we will ask them to change places so that each of them plays the role of his opponent and sees what is happening to him, what he looks like to someone else. Then we will ask him to play the role of the educator and ask him for advice about how we should act in this situation, effectively telling him, “Go ahead, solve this problem, we want to see how you cope with it. You are men, so do it.”
You said that it’s necessary to create a method of integral upbringing for literally everyone so everyone would rise to a common level. Is it possible for parents and grandparents to participate in this along with the children?
– As an example, let’s take a family in which three generations live together: children, parents, and grandparents. They are connected with each other and with the rest of society because each of them connects with his peers. Discovering our interconnection through the connections within a family is very important and interesting.