The science of the soul - the search for the elements of consciousness from V.F. Bazarny

2024 Author: Seth Attwood | [email protected]. Last modified: 2023-12-16 15:55

One of the founders of Western European psychology is Wilhelm Wundt (1832 1920), who created the first laboratory of experimental and structuralist psychology.

Among the main directions of research of the team headed by him was the search for "elements" of consciousness.

And we remembered him because Wilhelm Wundt declared: man is a special kind of animal, and he does not have any soul. As for thoughts, they arise in the brain as a result of chemical and physical processes.

Based on Wundt's ideas, an extrasensory (soulless) verbal education system spread throughout the world. It is an informational-rational system of cognition of abstract life, detached from living life (“cognition of good and evil” - in the language of spiritual teachings).

Cognition bypassing one's own bodily sensory (mental. - BB) experience.

It is known that the key psychologists who embodied Wundt's ideas in the field of education were Edward Lee Thorndike, John Dewey, James Earl Russell, James Cattell, William James, and others. A detailed analysis of their work is beyond the scope of this work.

The purpose of this section is an attempt to define the concept of the soul in scientific language and show the catastrophic consequences of the education and upbringing of new generations of the people on a purely verbal-informational (extrasensual, extra-emotional, i.e., soulless) basis.

And here a fundamental question arises: in what way are the highest ups of human creations manifested, on the basis of which the level of spiritual development of each people, each nation is assessed? In verbal-informational “chewing” and intellectual “cleverness” around cultures not created by them, or in real achievements in music, literature, art, sculpture, art, poetry, etc.?

The answer is clear. After all, all types of arts and cultures are derivatives of the transformation of feeling, and not of verbal rationality about art.

Now let's try to name the signs that elevate a person above the lower life. This is a feeling of beauty, conscience, love, mercy, responsibility, honor, dignity: for boys - courage, will, fatherhood; for girls - tenderness, motherhood, etc.

The totality of these qualities of feelings is what we call the soul. All these qualities are not given ready-made, are not deduced from the various volumes of information “pumped” into the heads of children. The highest qualities that make people truly human are "constructed" by transforming innate reflex-instinctive feelings. And this is achieved through long and hard work of the family, school, the whole society and the state.

And how does the school work today on the so-called verbal basis? Instead of painstaking education in children of courage, beauty, love, mercy, etc., the teacher pumps into their ears information about abstract courage, abstract love, abstract beauty, etc. At the same time, millions of parents and teachers do not think about that from the information received on courage to true courage is the distance as from the earth to the nearest star.

Tatarstan President Mintimer Shaimiev once told the following story: he goes to school, and there, instead of real physical education, everyone sits and watches a film about physical education.

What is the result of such "cognition"? The family, and especially the school, leaves innate instinctive feelings "alone" and begins to form an information-oriented operational intelligence, split and alienated from lower feelings. First, this splitting and disconnection of feelings from the intellect is the formation of what is called splitting of the personality (schizophrenia - in the language of psychiatrists). Secondly, apart from "schizointelligence", what else will we get in the end? With this approach to “education,” a “breed” of people is nurtured, whose deprived intellect is at the service of omnipotent instincts.

The number of sexual maniacs, rapists, sadistic murderers, those who can be called people only by their external anatomical characteristics, is constantly increasing. However, they usually did well in school and have high intellectual abilities.

And the more the army of such bestial "intellectual" people grows, the more traditional medicine is seeking remedies for them. Treatments for … evolutionarily significant degenerative processes? Meanwhile, the international civil commission on human rights, headed by its president, Jan Isgate, publishes serious works under the meaningful heading “Drug imposition on children. Psychiatry ruins people's lives."

In 2002, our country published a detailed work on this burning problem "Psychiatry is a betrayal that knows no boundaries" (B. Vaisman. M., 2002). In it, the author argues that modern psychiatry has had a huge impact on the formation of the psychotype of modern American society. And the influence - deeply destructive.

The content of this fundamental work is indicated by its table of contents:

1. What is happening to us?

2. Looking Through the Veil of Witchcraft Mist: Does Psychiatry Really Work?

3. From homes for the insane to living rooms.

4. The tendency of influence.

5. Discharge through the brain.

6. Destruction of the brain for the salvation of consciousness.

7. The almighty panacea is medicine.

8. Psychiatry, justice and crime.

9. The collapse of the education system.

10. Deprivation of human rights.

11. Financial considerations of deception: psychiatric fraud.

12. The invention of madness.

13. The single most destructive force.

We are not going to delve into the root issue of the technologies of "psychiatric … fog", "witchcraft … fraud", etc.

Another thing is clear: a purely verbal-informational approach to the development (upbringing, education) of children will inevitably lead to the rebirth of what we call the soul, and, in the end, to the dehumanization of people. In particular, authoritative Western experts began to speak loudly about the syndrome of dehumanizing children due to the extinction of their basic function of the work of the soul - the creative imagination - back in the 1950s. XX century.

In particular, Professor Itten, a well-known Swiss teacher, a participant in international meetings in Luanda (1955) and The Hague (1957), assessing the complex of symptoms of the beginning process of the extinction of artistic and creative abilities in children, said: humanity has reached a dead end in its development^[9]*. Madeleine Welz Pagano (1955) went even further, arguing that all these symptoms reflect the process of dehumanization of people unprecedented in the history of mankind.

Assessing the complex of symptoms of the extinction of artistic imagination in children, Louis Machar (1955), came to the conclusion that the tragedy of distortion of the spiritual and mental essence of people in modern technical civilization awaits us^[10].

At the same time, experienced "experts" - psychologists have explained this phenomenon very simply. All these symptoms are "natural" due to the technical "progress" of civilization. And, as you know, there is no denying it against progress. Our home-grown psychologists decided: all this dehumanization reflects the crisis of bourgeois ethics, and it has nothing to do with us.

Research carried out under our supervision (M. A. Nenasheva, 1998) convinced us of the main thing: the incipient process of dehumanizing new generations is not due to technical progress, as Western experts believed, but to information-oriented methods of education for children.

The verbal information-oriented approach in the education of children assumes that they have informational (extrasensory) memory in the brain. On this score, let us turn to such authorities in the field of brain research as I. M. Sechenov, I. P. Pavlov, Charles Sherrington, John Eccles, A. R. Luria, Wilder Penfield, Karl Pribram, N. P. Bekhterev and others.

After many years of studying the brain and searching for traces of memory there, Sir Charles Sherrington (Nobel laureate) was finally forced to declare: “We must consider the problem of the connection between the mind and the brain not only unsolved, but also devoid of any basis for its solution … that it will never be possible to explain the mind on the basis of neural processes inside the brain "^[11].

Here again it is appropriate to recall the works of the great I. M. Sechenov (1947). He reasonably showed the main thing: thinking as a spiritual process arises only in the depths of real physical movement (effort). On this score, his basic provisions: "All the infinite variety of external manifestations of brain activity is finally reduced to only one phenomenon - muscle movement." And vice versa: "… Muscle sensation is purely subjective - it reaches consciousness in the form of some kind of effort."

Already from this psychophysiological law, the following inexorable conclusion follows: to seat a child in the educational process in non-movement means to kill the origin and movement of his own thoughts. In these conditions, a natural question arises: and, in fact, on which "academic" pedagogical science did modern teaching and learning technologies appear?

This refers to the construction of the educational process on the basis of total enslavement in immobility on the seats of the body, on the basis of extrasensory, extra-emotional-volitional, extravoluntary-muscular "cognition" of life (good and evil - in the language of the scriptures). At the same time, millions of teachers, parents and officials from the education system who are smart in their eyes are convinced that our children will certainly become people who think creatively if their ears are turned into channels for a 10-12-year-old "pumping" abstract-virtual, alienated from the efforts of the body and feelings. information.

Only one enumeration of the already existing concepts of "soul" would take more than one book. We will only refer readers to such recent works as, "The Origin of Spirituality" (P. V.

Simonov; P. M. Ershov, Yu. P. Vyazemsky. M. "Science", 1989); "Human Soul" (M. Bogoslovsky, IV Knyazkin. M.: SPb., Publishing house SOVA, 2006) et al. Paying tribute to those who have led a long search in this direction, we will attempt to give a scientific understanding of the soul, which is based on real, including the experimental data described here.

In its most general form, the soul is the “collector” where the imprinted sensory-shaped memory is stored. This is the imprinted substance on the basis of which the basic spiritual essence - creative imagination - is born and rooted. Imagination, which once tore us out of the situational reflex-instinctive perception of the world and propelled sensory thought forms into the distant, anticipated future. In spiritual figurative-symbolic language, these are the wings of the Creator in human form.

We have shown (section 1, ch. 1) that the inner spiritual essence of people at the stage of childhood, our worldview (including our own creativity) is formed on the basis of capturing emotionally significant images and plots of the surrounding world. That is why peoples in their cultures have always protected children from the perception of base manifestations of instinctuality and aggression in people.

But the neurophysiological mechanism of stabilization and storage in the memory of feelings of the captured images and plots of the world prompted us the following facts. It turned out that the organization of the educational process in a dominant sitting position sooner or later leads to disorganization and disintegration of previously impressed images of the world. Conversely, the construction of the educational process on the basis of the bodily vertical helps to stabilize imaginary images (see Fig. 15, 48).

Real experimental data tell us that the stabilization and utilization (storage) of the impressed images of the world occurs along the bodily-axial gravitational-energy axis passing along the spine. We have described this mechanism in more detail as a bodily-axial gravitational-photon (torsion) rhythm (see Section II, Chapter 7).

As for the stabilization of the impressed images of the world along the bodily-axial gravitational-energy axis, this is only the first step towards the formation of what we call the soul. The representation of the world in impressed images is what we call the memory of the past. But such memory is unable to overcome the "wall" separating the present from the future, to overcome and transfer us to an imaginary (anticipated) future space and time.

We are talking about that mentally imagined space and time, which are the basic characteristics in the formation and maintenance of consciousness (mind).

All the wealth of creative imagination, and as a result of all the creative potentials of a person, is determined by the wealth of new (transformed) images of the world created by hand. But the distance of the "flight" to the future on the wings of creative imagination is directly proportional to the bodily-muscular kinesthetic feeling, which was formed (developed) with the help of the legs. At the same time, the images of the world, impressed and transformed in hand-made, must be resurrected in the memory of feelings. And this function is performed by those words that were deeply associated with real images of the world.

How to explain the above three basic stages of imprinting, transforming and resurrecting images of the world? We impress into the memory of feelings wave light "casts" of images of the world structured into images. This is the ultra-high frequency level. And these images must be synthesized (associated) with speech. And speech is already low frequencies.

That is why a "transition module" is needed here, which would integrate ultrahigh and low frequencies. The voluntary image-constructing (creative) efforts of the hands are the only universal evolutionarily significant mechanism ("module") for integrating ultra-high frequencies structured into imprinted light images with a low-frequency speech structure.

Trouble lies in wait for those peoples who violate this sacred "trinity" in the formation of the soul - as the epicenter of thought-creation. For example, when people begin to "form" new generations on the basis of a "broken" bodily vertical (Fig. 36).

And to capture the living luminous images of the world, according to dead letters, numbers, schemes. To educate with the help of words behind which children cannot imagine real images of the world, etc. But it is on these psychodestructive principles that the modern "book-sciatic", armless, ugly, information-oriented school is built.

The psychotype of young people, which is given out by schools "on the mountain" of social life, was vividly described by the experienced teacher and university teacher Viktor Plyukhin ("Teachers' newspaper" of 1994-15-11):

Briefly about my own research in this regard. First, the switching of the sense organs, and first of all the visual analyzer from the organ designed to constantly scan three-dimensional images in free space, to the organ of point fixation of small book signs, blocked in freedom of movement, contributes to disorganization and disintegration of imaginary images (Fig. 15).

What's the matter here? It is well known that the visual analyzer is an organ constantly scanning three-dimensional images of the world with a high frequency of micromotions. And the fact that the process of resurrection from the memory of the senses of images previously scanned and utilized into the memory of senses is carried out on those micromotor algorithms, on the basis of which they were scanned and utilized, is established by us for the first time.

Under these conditions, systematic maintenance of vision in the mode of blocking the freedom of macro- and micromotor activity, maintaining freedom of eye movements on small book characters in the mode of enslavement is blocking the visual analyzer not only as a scanner, but also as a basic psychogenetic mechanism,resurrecting utilized images of the world from a sensual "collector".

Secondly, the dominance of book methods of "cognition" of life in the educational process is constant scanning and utilization of dead grayness from letters, numbers, schemes into the memory of feelings (soul). In this regard, we performed the following experiment.

We presented 2 “identical” flowers to children from different classes. The difference between them was that one of them was artificial, the other was natural.

The children were asked to express their preference for one of these flowers. Moreover, if first-graders preferred a natural flower in 2/3 - 4/5 cases, then after 2–3 years of study there were about half of them. By the time of graduation from school, those remained within the limits of 1/3. The point is that as the duration of book education increases, the children's sense of life fades away - a life-giving attitude. Such young people are characterized by soullessness to all living things. They even perceive other people as movable dummies.

Thirdly, the 10-12-year-old book cognition of the conventional-signal abstract life is the formation and rooting of the virtual world view. The transition to real life for such young people is always fear and stress. They will suddenly feel in all their acuteness: in real life, they are unbearably lonely, sad and cold. An irresistible fear of real life, a passion for leaving the virtual life familiar to them - this is what the school has formed during 10-12 years of the dominance of the book method of "knowing good and evil".

And now let's summarize everything noted above: this is the splitting of words from images, the extinguished will of the body and inertia (slavery and fear) of the spirit, the distorted decaying imagination, the largely extinguished sense of life - a life-giving attitude, the fear of colliding with real life against the background of the passion of leaving it in familiar virtuality, etc. This is what we call desolation, cooling, darkening, disorganization and disintegration of the soul.

Note that the tragedy of the "bookish" souls of children and young people was vividly and figuratively expressed by their idol of the 1990s. Viktor Tsoi. He sang about the desolation of souls and the spiritual coldness in which children and adolescents found themselves for some reason, about the deep loneliness and spiritual freezing of children and adolescents, about vagrancy and the meaninglessness of life.

He sang about the dying fire in souls (temples in symbolic language). And these words were in tune with the strings of the souls of millions of children and adolescents.

Each teenager, listening to the songs of Viktor Tsoi, felt the state, his own consonance of the soul, and this made him "a little easier from his loneliness." We will cite only a scanty part of the poems of Viktor Tsoi:

Hands and feet are freezing, and nowhere to sit, This time looks like a solid night …

I'm like a needle in the hay in the crowd

I am again a man without a purpose …

You see my star

Do you believe that I will find

I am blind, I cannot see the light …

We haven't seen the sun for days

Our legs have lost their strength along the way …

I knew it would be bad

But I didn't know that so soon …

I came home, and as always, alone again, My house is empty …

And I dreamed - the world is ruled by love, And I dreamed - the world is ruled by a dream, And a star burns beautifully above it, I woke up and realized: trouble …

I know my tree won't last a week

I know my tree is doomed in this city …"

And the young prophet directly pointed out where the trouble came from:

My house, I'm sitting in it, we'll stump …

Reading books is a useful thing, but dangerous, like dynamite, I don't remember how old I was

When I took it for granted …

Research carried out jointly with scientists from the Siberian Branch of the Russian Academy of Medical Sciences (candidate of biological sciences V. P. Novitskaya and candidate of medical sciences V. A. Gurov) revealed the following extremely important fact. After two years of "book-sciatic" education in children, the fluorescence (luminescence) of blood cells (catecholamines in lymphocytes) fades 2, 3 times.

In the end, we came to the following deep conviction: the extinction of the feeling of a living multicolored imaginative life against the background of the extinction of the glow of cells is the scientific disclosure of the central idea of all sacred scriptures - "the expulsion of people from RA'i", as well as death "from the knowledge of good and evil" (book cognition of life. - VB).

The scientific facts obtained make it possible to understand why the peoples in the legends called those who imposed book teaching methods, not otherwise than "warlocks".

Let us recall A. S. Pushkin:

He prayed fervently to the demons."

Our research has revealed that the establishment of the bodily vertical at the stages of childhood is the construction of the soul. Rooting of bodily, emotional (mental) and neuropsychic resistance. And vice versa, the non-rooting of the body in its specific body vertical at the stages of childhood is a disorganization of the soul. Imbalance of bodily, emotional (mental) and neuropsychic resistance.

In broad terms, this means pulling out the main fulcrum at the level of the people and even the entire civilization.

Developed under our leadership and patented open didactic sites for teaching outdoors, techniques for conducting classes in a regular school in the mode of the body vertical and small forms of physical activity against the background of sensory enrichment can largely prevent the syndrome of "expulsion from RA", including acute mental failure syndrome.

It's all about the responsibility of science for its "remedies". It's all about the demand not only and not so much for the means of treatment, as for the means of their primary prevention. But before that, we have not matured in many ways in the spiritual and spiritual plane. For now, we value only what we lose.

But what we lose forever and from what we perish, we raise into shrines and cults for universal worship. It seems that only suffering reveals the frozen souls of people.

9

Hereinafter, cit. by: G. V. Lobunskoy (1995).

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10

Wasn't that what the Savior warned about: “I tell you a secret: not all of us will die, but we will all change” (1 Cor. 15, 51).

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11

Cit. Quoted from: Wilder Penfield. "Brain and Mind" // In the book: "The Dialogues Continue." - M.: Ed. polit, lit-ry, 1989.

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