Read the human child of the bazaar. Human child. Psychophysiology of development and regression. Section I. From Conception to Appearance

V.F. Market

Human child. Psychophysiology of development and regression

INTRODUCTION

Life convinces us that all the basic characteristics that determine the specific moral and rational essence of people are not given from birth in finished form. Initially, the life of every human child who came into this world rests on the lower reflex-instinct programs. And this means that from birth we are nothing more than a “wild”. And therefore, in their spiritual history, the peoples developed methods and technologies of "agriculture", with the help of which each older generation "cultivated" (humanized) each new rising generation with a long, literally sacrificial labor. And therefore, in the scriptures in the figurative-symbolic language, the re-creation of human essence is compared with the cultivation of a cultivated orchard.

And this only means that once the Creator gave us the "relay baton" to be His co-creators forever and ever. And a great disaster lay in wait for peoples and even civilizations, which, striving for other values and meanings of life, lost the skills of highly experienced "gardeners" in cultivating the main "fruit" of human life - the moral and rational essence of people. At that time people, under hypocritical sly justification, left the orchard to coexist on an equal footing with wild growth, to coexist in "liberal" freedoms equal to them. And one day the unfortunate gardener suddenly saw how the once blooming garden of spiritual-intelligent life was being crowded out and overgrown with a more viable wild weed living according to the laws of “instinctive freedoms”. It is on such cycles that the history of the development and fall of past civilizations seems to have taken shape. - Yes, and modern civilization is developing according to the same self-liquidation scenario.

That is why, if we really want the morally reasonable history of our genealogical trees “from generation to generation” to continue, then at least we must know the laws of the scientific “agriculture” of people. For 30 years, I have been addressing well-known scientists - professors and academicians from the Russian Academy of Sciences, the Russian Academy of Medical Sciences and the Russian Academy of Education with the following question: “Can you name at least a few laws on the basis of which we must humanize every child who comes into this world?” The same question was asked in a large audience to teachers and psychologists professional specialists in the upbringing of children. But I never heard a clear answer. What then are the laws that we recreate people? And after that, is it worth being surprised at the tragic processes of “dehumanization” of people that are inexorably growing in modern civilization based on material values, instinctive freedoms and striving for eternal “heavenly pleasures”?

Well-known thinkers in the world have already expressed themselves clearly on this point. Here is just one typical conclusion - the verdict of modern civilization: “Over these two years, I understood two truths: the first is that what happened should have happened, and the second is that it happened not only here, it happened all over the world. The nations have been seized with rage, anger is spreading across the planet. Peoples are morally degrading, personality is running wild and being destroyed… Only one thing is clear: “homo sapiens” is not able to overcome enmity and war, as one of the ways to regulate the population of a biological species.”(I. Vasiliev, 1995).

The anticipation of the onset of the sunset and the great fall of modern civilization, which has lost the laws and technologies of "agriculture" in recreating people, we find in the studies and conclusions of modern Western experts: Spengler, F. Fukuyama, I. Wallerstein, S. Huntington, P. Buchanan, Michael A Kremo and others.

How many mistakes we have already made in the burning problem of recreating morally reasonable generations of people! To paraphrase Napoleon’s words that a mistake is worse than a crime, today it can be argued that the mistake that is brought under the chain of successive generations will eventually appear more terrible than any crime. This is already an evolutionarily significant tragedy! And even more terrible in its consequences is the mistake that is imposed on public opinion as an ethical, virtuous way of life.

It is known that in recent centuries civilization has been developing on the foundation of scientific and technological progress. But we somehow did not understand that on this foundation there was no place for the man-made recreated moral and rational progress of man himself. A person as a measure of all values that are not given to us ready-made, but are instilled and rooted by the long work of the family and society that accepts the human child who has come into this world.

On the one hand, we have the brilliant hypothesis of F. Engels about the fundamental role of the verticalization of our body, about the role of the hand and speech in the development of a creative, morally reasonable person. On the other hand, in the modern "scientific and technological civilization" they have not found a scientific and experimental verification of this brilliant hypothesis in the real practice of recreating people. And as a result, they began to recreate people on a qualitatively different educational and pedagogical basis. They began to educate new generations by instilling and rooting a rational person alien to nature - “handless”, “sciatic-immobilized”, bent and enslaved training dynamic stereotype, by cognition of the virtual world, detached from the senses. Cognition by dead letters, numbers, diagrams. Knowledge not with one's own, but with the eyes of others, etc.

And after this model of education was introduced in Russia, they immediately noticed with surprise: for some reason, eternal painful pallor, migraine, bent sick spine, gout, psychoneurosthenia, schizophrenia, pince-nez on the nose, cane in hands became an indispensable attribute of such education. , and often ... consumption. This was especially evident in the early stages of general education. From the appeal of the Nizhny Novgorod nobles to the Sovereign we learn: "The school returns to parents the children who were sent to it healthy - mutilated, lopsided, short-sighted, incapable of anything, knowing nothing, prematurely aging."

Having thoroughly studied the well-being and quality of development of children in this model of education developed in the West and imposed on society, D.I. Pisarev wrote back in 1865: “It has long been ... noted that the school has a special influence on children, which is more pronounced in the physical sense. This influence is expressed in the fact that the former freshness, vigor and flourishing health of children are replaced by lethargy, fatigue and soreness. Some even stop growing: most lose their former carefree gaiety and look somehow gloomy and fearful. This influence is often also reflected in the mental relation: children grow dull, lose their former talent, and in return acquire some kind of painful nervous irritability - a sign of weakness. Therefore, those who speak of the degeneration of the human race under the disastrous influence of the school are not entirely wrong.(“Teacher”, 1865, No. 9, p. 316).

The fact that with the introduction of this model of education, civilization entered the era of degradation of the body and full-fledged childbearing, sounded all the bells back in the middle of the 19th century, doctor Edward Clark from Harvard. It was he who revealed that after school, girls acquire “frailty of bodies”, anemia, which disrupts the course of pregnancy, including the quality of the development of babies. And many have completely lost their reproductive abilities.

In those years, the well-known doctor Lamann (France) wrote vividly and figuratively about the well-being and quality of development of children in schools: “There has been a lot of arguing and arguing even now about overwork. For a healthy and strong child, the requirements of the school are not at all excessive, but are positively unbearable, so that under the system prevailing in our school, if physical education is neglected, even the healthiest material would remain healthy, and thus the harmful consequences of a perverted pedagogical system cannot but affect for teenagers and adults...

Bazarny Vladimir Filippovich in his research revealed the roots and causes of the process of degradation and fading of the viability of the people observed in recent decades, convincingly showing that the existing system of raising and educating children in kindergartens and schools is oriented against the nature of the child.

Purchase the published book for your personal library (download link below):

Human child, Bazarny Vladimir Filippovich

Life convinces: all the basic characteristics that determine the specific moral and rational essence of people are not given from birth in finished form. Initially, the life of every human child who came into this world rests on the lower reflex-instinct programs. And this means that from birth we are nothing more than a “wild”.

That is why the peoples in their spiritual history developed techniques and technologies of "agriculture", with the help of which each older generation, through long, literally sacrificial labor, "cultivated" (humanized) each new rising generation.

Bazarny Vladimir Filippovich (born May 4, 1942) is a Russian scientist, physician and innovative teacher. He devoted more than 33 years to solving a crucial problem for Russia - preventing a demographic catastrophe by preserving and strengthening the health of the younger generations. In his research, he revealed the roots and causes of the process of degradation and fading of the viability of the people observed in recent decades, convincingly showing that the existing system of raising and educating children in kindergartens and schools is oriented against the nature of the child.

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What this book is about can be seen from the title:

Section I. From Conception to Phenomenon.

01. About the creation of children "in the image and likeness" of the impressed surrounding life.
02. Scientific and rational awareness of the sinful and moral conception of a human child.
03. The nine-month period of intrauterine life of an infant is the basic stage of the subsequent strategy of human development.

Section II. Birth.

01. Innate passion for survival and incarnation in a human child.
02. Life up to a year: in the halo of maternal love, in the rhythm of a maternal heart.
03. Breastfeeding an infant (at least 2 years old) is an absolute condition for its healthy development and incarnation in love and fortitude.
04. Suspended cradle - as a universal man-made mechanism that provides a balanced adaptation of the baby to the gravitational rhythms of the earth.
05. The meaning of a lullaby.
06. Speech and play in the development of the baby.
07. First steps.
08. Movement and freedom.
09. Hand-made soft doll - a method of folk pedagogy of early education in girls of feelings of tenderness, love and motherhood.
10. The early “living” of boys in the image of a warrior-defender is at the heart of imprinting and instilling in them a masculine character and strength of mind.
11. Fairy tale and education.
12. Freedom and space.
13. Mind and posture.
14. How a thought is born.
15. On the meaning of handiwork.

Section III. Children at school.

01. Evidence-based criticism of the education system that developed during the Enlightenment.
02. Breakdown or adaptation?
03. Training posture and stress.
04. Consequences of immobilized learning.
05. ADHD - origins and causes.
06. Stress and soul.
07. Generality of childhood diseases.
08. Stress and cardiovascular disease in schoolchildren.
09. Multiple consequences of asexual education.
10. Lifestyle in childhood and premature old age.
11. The science of the soul.

Section IV. From education in the slavery of "corruption" to education in the freedom of the spirit.

01. Why does the cell “glow”?
02. The long-term effect of the development of children whose educational process was built in the mode of upright walking and activity.
03. Laws of healthy development.
04. Social and educational project "Let's Save the Children - Let's Save Russia".
05. Approaches to the implementation of the Decree of the Government of the Russian Federation of December 29, 2001 No. 916 “On the All-Russian System for Monitoring the Physical Health of the Population, the Physical Health of Children, Adolescents and Youth” ...
06. The program of actions of parents to protect the main right of the child - the right to free and healthy development in the educational process.

Human child. Psychophysiology of development and regression Bazarny Vladimir Filippovich

V.F. Bazarny Human child. Psychophysiology of development and regression

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