The classrooms in Moscow’s School No. 760 are different from those in other elementary schools across the capital. Alongside the usual school desks are some special benches, where they can do their schoolwork standing up. Every fifteen minutes they switch places; those who were sitting now stand up and vice-versa.
Several times during the lesson they have a special workout and eye-training exercises, where they ‘catch’ the light-beams from different light-bulbs around the classrooms. It sounds like no big deal. But the results paint a different picture. 23% of Moscow schoolchildren suffer from short-sightedness, but only 12% have it at School No. 760.
This isn’t where the differences end. The children only use fountain pens, which have to be dipped in ink. Apparently, letting first-graders write with ballpoint pens can cause health problems. “Research shows that children who use ballpoint pens have delayed breathing and an irregular heartbeat. After 20 minutes of continuous writing, signs of angina develop,” says School Director Vladimir Garmash. “But when writing with a fountain pen, the child’s hand works in impulse mode; first tension, then relaxation, and no damage to their health arises.”
Another hazard for first-graders is the school desk, especially an unsloped desk, which forces the child into a constrained and tense posture for long periods. All of these simply implemented and affordable methods were developed more than 30 years ago through the research of Russian professor Vladimir Bazarny. He reached the conclusion that most health problems of adult life arise from school days, especially during the earliest years of schooling.
The most significant cause is stress, which infants suffer when deprived of the opportunity to move. If they have to sit for long periods in an artificial posture behind an uncomfortable desk, a kind of ‘nowhere to go’ nervous energy emerges, which results in burn-out and consequently in ill-health. This can appear as an enlargement of the thyroid gland, and problems of the spine and heart. Yet if the child can change posture and do some work standing up, such problems are unlikely to occur.
Another important precept of Bazarny’s methodology is segregated education for boys and girls in parallel classes, especially at primary schools. They’re able to play together during their breaks but during the lessons, they are divided into different classrooms.
In pre-Revolutionary Russia, all schools were divided into separate boys and girls sections. However the Bolsheviks abandoned this practice as a ‘relic of the past.’ After the Second World War there was an attempt to return to segregated classrooms, but it didn’t last long. Segregated education is nowadays considered a facet of elite education. It’s not coincidental that it is practiced in the most expensive private schools in Britain, Germany, Japan and the USA.
Now, thanks to Professor Bazarny’s research, a few schools in Russia have returned to this system. The results have been astounding, especially in cases where separate and mixed classes have existed in parallel. At the ‘Harmonia’ Lyceum in Zheleznogorsk (in Krasnoyarsk Region, Siberia), they’ve practiced Bazarny’s methodology for more than 20 years. While mixed classes may have produced one outstanding pupil per class in that period, the segregated classes have nearly 25–35 percent of such outstanding pupils. While only 46–52 percent of boys in mixed classes were found suitable for military service, 100 percent of boys in segregated classes met the criteria.
What are the secrets behind such widely differing results? Dr Natalya Kuindzhi, a doctor of medical science working at the Russian Institute of Hygiene and Children’s Health at the Russian Academy of Medicine, has been researching the physiological results of segregated education for many years. Her conclusions are clear: the whole issue is connected to the differing rate of mental development between boys and girls.
For pre-schoolers, the right brain develops faster than the left brain regardless of gender. However, by the time children join school, girls display significantly higher left-brain development, while boys continue to be dominated by right-brain activity. We should remember that the brain’s right hemisphere is responsible for activities involving creativity and imagination, while the left hemisphere governs logical thinking. Later on these differences balance out – but in the early stages of schooling they play an important role, in that boys and girls have differing perceptions of information.
Boys see things more figuratively and emotionally. They can more easily do creative work, they don’t see mistakes in words; they see information holistically, rather than in detail. For boys, the idea is more important than establishing rules. Girls on the other hand find remembering guidelines far easier. They can take down dictation easier, they see mistakes in words more clearly, and work well within a system. This puts girls at a greater advantage within a school situation. They meet teachers’ expectations fully in standard exercises and are primarily directed towards obedience and rote learning. Boys find it hard to compete.
It’s hardly surprising that going by Professor Kuindzhi’s data, within mixed classes we find that for every one girl who is failing in school there are 5–6 similarly failing boys whom teachers have written off as either lazy or stupid. We may never know what these children may have achieved if they studied in segregated classrooms.
“Boys dislike long introductory discussions and want to get drawing immediately. But with girls you need to spend time explaining what they are supposed to do,” says Marina Reznikova, a teacher of drawing at Moscow Grammar School No. 1257, where they have held segregated classes for many years.
The results of this kind of approach to education are very convincing. For the last twenty years, the children leaving Grammar School No. 1257 have all, without exception, gone on into Higher Education, with many going to the most prestigious universities. Medical research shows that by their late-teens, children from segregated schools display significantly higher standards of physical fitness and academic prowess and have a greater capacity to work.
Around 2000 schools in Russia today work on the principles established by Dr Vladimir Bazarny. Perhaps this number is too little? For example, many parents end up disappointed when trying to enrol their children in Grammar School No. 1257 as the prestigious school can only accept half the number of applicants each year. Many parents are ready to drive their children to the school every day from the opposite end of Moscow. Teachers say that modern-day parents are well-informed and know exactly what they want from schools.
The question here is not just about health, although it is an important issue. Segregated education offers an individual approach to each child, giving them better chances to realise their full potential. This is what’s known as an elite education.
Photo: The classrooms in Moscow’s School No. 760. Source: ITAR-TASS
It is known that in the course of studies miopia , faults of posture , cardiovascular , neuropsychic and the other vegetative disturbances occur in half and more pupils.
Works of Вагагnу V. Ph. et al. provide evidence that the present unfavourable situation was promoted by routine ways of transmission of information and regimes of teaching. The data obtained enabled to offer a new approach to the ways of transmission of information and regimes of teaching of children.
They are as follows: techniques of the bookless teaching rapid reading and impulse handwriting , methods of the lesson giving in the regime of dynamic noses and sensor training devices as well as various techniques of individual hygiene of educational and cognitive activities.
Introduction of the worked out system was established to decrease the incidence of the school pathology forms 1.5-2.5 times.
Department of Sensitive Organs offers its assistanse based on a contract to any Foreign clinic.
Doctor of Medical Sciences Vladimir Bazarny
Department of Sensitive Organs
Siberian Department of the USSR Academy of Medical Sciences
(Director Konstantin R. Sedov , Academician of the USSR AMS)
Please contract at the address:
Institute of Northern Medical Problems ,
1-C Partisan Zheleznyak St. Krasnoyarsk 660022 USSR
SYSTEM OF DR. VLADIMIR PH. BAZARNY AND HIS DISCIPLES IS A WAY FROM THE HEALTH-DESTRUCTIVE TO HEALTHDEVELOPING UPBRINGING SYSTEM. IT IS A PREVENTIVE TREATMENT OF DISEASES CAUSED BY OVERSTRAIN OF PUPILS AND GROWN-UPS DURING THE EPOCH OF SCIENTIFIC AND TECHNOLOGICAL REVOLUTION AND INFORMATION SOCIETY.
The scientific and technological revolution as well as informatization of along with many benefits have evoked also stormy growth of the so called diseases of civilization [diseases of heart, mind, backbone, vision and others]. As a result of research carried out under supervision of Vladimir Ph. Bazarny, MD at the Faculty for Developing Sensor Systems [Institute for Medical Problems of the Northern Peoples, Siberian Dep. of the Academy of Medical Science, USSR], there have been stated the primary roots of their emerging These are: the traditional ‘European’ setup of the lesson, teaching methods and ways of transition of information, as well as some latest brand new school reforms. To understand all this it,s enough to enter a classroom of the primary school students and to see how our children write, draw or read. We will see that during the classes most of the children assume an unnatural bent posture and having grabbed the pen, literally move their noses upon their book or writing book.
Such irregular posture as it may be seen has turned out to be just a reflection of their extreme internal strain, which includes sensor, psychogenic and neuro-vegetative mechanisms. 11,s been stated that children’s being in such a state for continuously long a time is a basis for arresting and suppressing their development, including the whole class of diseases of strain caused by the school period [myopia, neuro-psychic and cardio-vascular deviations, spine pathologies and others], from which the overstraining diseases of grown-ups of the scientific and technological revolution emerge and develop.
As a result of the carried out research mechanisms of facilitating the forming and supporting of school students in the conditions of the above mentioned strain have been revealed. These mechanisms are:
- Lack of science based strain-free technologies for children’s acquiring reading and writing techniques;
- Holding classes with children in traditional sitting postures and in the mode of truncated book deadlocks which don’t allow the free development of neurodynamic processes in the brain;
- Misbalanced accelerated ‘over-jump’ from the sensual [related to the right brain hemisphere] to the verbal [left hemisphere] methods of teaching and passing the information;
- Finally, such world-wide school reforms as changing the old feather pen for the globe-pen and the desks with the bent surface for the ones with the horizontal.
As a result of the carried out research a new direction of science has been worked out, which synthesizes the theory of teaching and the theory of developing of health, — Health Developing Pedagogic. It includes the principles of no straining mastering of reading and writing techniques from early childhood, holding classes in the mode of vertical positioning of the body and of the dynamic postures, panorama vision and visual horizons, orientating-searching activity and sensory drilling facilities, devices for individual and group hygiene of visual labour and mush more.
The system having been tested in many areas of this country and in a number of countries abroad has proved to be highly effective for freeing the process of physical and mental development of children, including preventing strain caused diseases during the school period [myopia, cardio-vascular and neuropsychic deviations, body bearing disturbances and others which are the basis for strain caused diseases of grownups, now that society undergoes its scientific and technological revolution and keeps becoming real information society.
Vladimir Ph. Bazarny M.D.
Partizana Zheleznyaka, 1 ‘B’
Institute for Medical Problems of Northern Peoples at the Siberian Dep. of Academy for Med. Sc. USSR
SU-660022 Krasnoyarsk, USSR
PEDAGOGICAL BASIS FOR MASS DEFECTS IN VISION IN THE YOUNG GENERATION OF THE NATIVE PEOPLES – PERSPECTIVES TO SOLVE THE PROBLEM
Institute for Medical Problems of the Northern Peoples, USSR Academy of Sciences, Siberian Department, Krasnoyarsk, USSR
8th International Congress on Circumpolar Health, Whitehorse, Yukon, May 20-25, 1990
The health potential of the Northern Native peoples of the USSR has been forged and formed for thousands of years in the most extreme environment of our planet, their vision being the very basis for their life preservation. In living conditions of this kind the quality of the gene pool has been crystallized by evolution. And this would surprise to a great extent those who have imagination and logical thinking. Its a puzzling fact, but up to 60% to 70% of the school leavers among the Native northern peoples are suffering with vision disturbances. But they used to be great snipers and hunters. What kind of destructive force has penetrated into the lifestyle of the young and growing generation?
We started to try analyzing this problem about 15 years ago. It was stated that the causes for breaking the mechanism destined to support the normal evolution of the visual system is deeply rooted in the peculiarities of conceiving the child and in those of ante- and postnatal development period. Those factors are: Alcohol addiction and tearing off the usual pattern of the diet (abrupt “European” orientation). But the vision system was most destructively influenced by the organization of the teaching process accrording to the European model, which turned out to be catastrophic for the northern Native children. For instance, it was stated that the traditional ways to transmit the information and to teach found themselves in an antagonistic contradiction with the ethno-ecological functional requirements of the developing visual system. Let’s consider and call the most important ones.
So, the contradictions are as follows:
1. Contradictions between a need of functioning in a mode of a wide panorama and distant vision on the one hand and systematic bedding classes in a mode of truncated book deadlocks which hamper the development of neurodynamic process on the other.
2. Contradictions between the prevailing sensory-visual nature of pereeptirm and thinking on the one hand, and overloading with verbal code information in the curriculum on the other.
3. Contradctions between the children’s reduced ability for visual and elemental anatysis of pluralities under tbe conditions of short range vision on tbe one hand, and overloading with this very analysis in tbe present school programmes on the other.
4. It’s a big contradiction between the reduced ability of the children for long performing of the visually controlled manual processes and overloading of the current programmes with writing.
5. It’s a contradiction between their adaptability to functioning under the extreme conditions and their high susceptibility to the prolonged effect of twinkling light.
The above mentioned etno-ecological peculiarities of perception and of thinking as well as those of actions in the system of the pre-school and school upbringing and teaching has resulted in tbe fact that tbe prevailing state observed in the children during their education is excessive general tension that includes sensory-psyihogenic mechanisms as well as motor-coordinatory and neurovegetative ones. The children’s tension is manifested by their excessive bend over the book or notebook while reading or writing.
It was established that in the course of education the degree of manifestation and prevalence of a number of school pathologies (myopia, scoliosis, cardiovascular and neuropsychic disturbances), was related to tbe degree of tbe pupil’s bend and tension.
It should be noted however that not only the schoolchildren of the northern Native peoples remain in the state of tension and abnormal postures. Therefore educators often and always keep trying their best to make the pupils sit straight, by calling them to do so. But here is just one example to illustrate the situation which could be created by such approach. In the nineteenth century special hard bars were offered to use them as a preventative from the low bend of tbe children during the classes. Those bars were placed between the pupil’s forehead and the desk. But the force that made the children bend down was too big to resist to it, and in tbe course of certain time instead of myopia and scoliosis deformity of the cranial bones emerged and developed. So, for conclusion of this example we may say that if we really consider human life and health as the top priority among other bonuses, including our own learning, we are bound to bring about a wide scope reorganization of the whole teaching process. For this purpose more than ten years ago we worked out certain energy-saving and health-preserving principles of the teaching process design which don’t require the body’s tension. With a goal of improving the effect of sensory organs functioning including the children’s coordinatory abilities a method for dynamic postures was elaborated. This method consists of the following; during the classes the children should either stand for a certain period of time or then sit. Standing is at a special land of furniture.
Certain ecological principles for designing the teaching process have been worked out as well. They are as follows:
1. A method for teaching rapid reading without a book;
2. Holding classes in a mode of visual horizons and mobile handouts;
3. Methods for establishing certain modes of the leading educational and cognitive system (the eye-hand system), including health-saving modes of introducing into writing.
For preventing the children from overstraining during the classes a system of individual and group sensory training facilities have also been proposed. They are supposed to secure the individual and group hygiene of vision.
The proposed health-saving methods for teaching have been and are being approved to a great extent in various regions of our country. It’s been shown rather convincingly that introducing such methods into practice enables decreasing the rate of school pathologies, including myopia, from 1,5 to 2,5 times. Note should be made of the fact that the system under discussion proved to be highly effective also in the framework of the ordinary secondary school for general education. It’s positive effect has been confirmed by a number of the foreign colleagues who follow the present trend. Taking into account that many highly developed nations such as the USA, Japan, Great Britain and others are troubled by the problem of the school generated kinds of pathologies; and according to the viewpoint of Professor Golt, director of Child Health Institute at the University of London, there are good reasons for bringing the results of the present work to the notice of the world at large. For our part we express our complete readiness to pass the present methods on a contractual basis to all countries concerned, as well as through UNESCO.
Research Institute for medical problems of the North, Krasnoyarsk
Introduction. The purpose of this paper was to study the cellular and genetic energy in different ergonomic modes of educational process: in traditional mode and in the mode of regime of orthograde posture with the use of stand-up desks and small motor activity (ACT).
Methods. The study was executed the metabolic status of lymphocytes of healthy students (8-9 years old) working two years: experimental class (EC) in the ACT mode, the control class (CC) in SPI mode (sedentary physical inactive regime).
Results. The metabolic processes in lymphocytes proceeded feebly in the spring (CC). It was noted (EC) increased activity of succinate dehydrogenase (SDH) and mitochondrial glitserofosfatdegidrogenazy: respectively 55,48% (p<0.001) and by 15.46% (p<0.05). The indicator of monoamine oxidase increased by 100% (p<0.001). The catabolic orientation of metabolism (high level of acid phosphatase – AP) in lymphocytes and neutrophils were predominant (CC). And the ACT mode reduced the level of catabolism (AP) as in lymphocytes and in neutrophils, respectively by 24.2% and 20.6% (p<0.001).
Analysis of SDH in lymphocytes (EC) revealed an increase in the average activity of the enzyme and changes in the structure of the population of immunocompetent cells.
The analysis of the level of fluorescence of monoamines have shown that ACT leads to increased fluorescence of catecholamines by 2.3 times (p<0.001).
The ACT mode leads to the increase of the functional capabilities of the CNS. This is manifested in the growth of the catecholamine-serotonin index by 3.3 times (p<0.001) compared to SPI, which reflects the increasing preservation of conditioned reflexes and transition from short-term memory to long-term one.
The ACT mode leads to a relative increase of functional capabilities of the CNS and reveal an extremely important fact: bodily muscle activity plays a special role in the mechanisms of activation of long-term cellular and genetic memory.
The ACT mode reduced by 2.3 times the leukocytic index of intoxication and increases the percentage of lymphocytes and their ratio to the segmented neutrophils (respectively by 59.5% and the 138.7%; p<0.001).
Conclusions. The level of cellular and genetic activity is directly proportional to the sensory motor activity of the child.
Research Supervisor of the Center for Harmonic Development of Students of RSSU, Moscow, Russia
(Report at the international symposium “Education in Europe for Harmonic Development of Students’’, October, 13-15 2010, Moscow)
Modern schools are the places for mental health clinics (by Jan Eastgate, President of the International Civil Commission for Human Rights),
The dominant feature of the mental disorder is such a state of a person when evidence doesn’t have any influence and no sound arguments are effective (by Hippocrates).
Who of us has ever thought why the epoch of general education began this way, not any other? Why did J.H. Pestalozzi, great Swiss educator-enlightener claimed at the very beginning of the XIX century: bookish education suffocates kids’ development, undermines their health? Why did soon after everyone find out: wan complexion, exhausting migraine, nervous system and psychological disorder, myopia, pince-nez on the nose, crooked back and a stick in the hand became indispensable attributes of the image of young educated people? Why did American doctor Edward Clarke (1867) declare that school “puny bodies” of educated girls lead to mass abnormality of pregnancy and labor and threatens with human devolution in the future? Eventually, the world community had to get together at the World congresses on school hygiene; the first one took place in Nurnberg (1904), the second- in London (1908), the third in Paris (1912). There the most competent authorities acknowledged: pediatric and juvenile scoliosis, myopia, cardiac pathology, nervous system and psychological disorders, etc. – are purely school phenomena.
The most charitable social diagnosis to everything that happens to kids at schools in the conditions of skillfully enforced “book-sitting” model of education, in fact reproduction of the new generations of peoples, was given by the outstanding American psychologist of Pennsylvanian University M. Seligman: “Learned helplessness” in future life.
The more serious social diagnosis to all that happens to children at schools was made by the most competent Western specialists as early as in the 50-ies of the XX century – slow de-hominization (Professor Itten, Madeleine Welz Pagano, Lois Machar and others.)
What is meant here is discovering an epidemic of kids’ mass decrement of that distinctive specific human essence that once wrested us from grasp of the impulsive-situational reflectory-instinctive (animal) world perception and responsiveness and gifted with spiritual views on the world, or in other words, vivid imagination directed into the future.
Anxiety for the future of the modem civilization sounded in the words of President of INZEA society Doctor Edwin Siegfeld (USA) and a member of Board of the second General Assembly in the Hague Ozamo Nuri (Japan): “Whatever the future would bring to the mankind, imaginary education essentially is the only guarantee that the dazed mankind will be able to take shelter from all that disastrous tempests and catastrophes that threaten to devour the whole civilizations”.
But the most amazing here is the following thing: the international conference devoted to the centenary of the first Nurnberg World Congress on school hygiene that took place in Moscow in 2004 revealed the most important things: for the expired century no country in the world disclosed and removed from the academic process the genuine primary reasons for physical and mental health degradation of the new generation.
We devoted 33 years of life to studying the reasons and mechanisms of children’s health degradation in the academic process, including their elimination. And for me the most important matter has become not the one why school degrades down to the bottom physical and mental health (we have made this out), but why, having launched the increasing in generations degradation process of primary base of the family-genealogical trees of human life, we are still “afloat”.
I have come to the following conclusion after many years of research and thoughts on this matter: civilization, having laid “book-sitting” models of education alien to the human nature at the childhood stage, essentially reproduction of new generations, has started to develop as per the strategy of slow adaptive-mutant degradation.
And now about the most important: why we, who had not been given “eyes to see, and ears to hear, unto this day” (Letter of Paul the Apostle to the Romans, 11:8). Or as it’s written in the Koran: “Allah hath sealed their hearing and their hearts, and on their eyes there is a covering. Theirs will be an awful doom” [Sura 2:6(7)].
The question is about abnormal for human nature dominant embryonic crooked academic-cognitive position that school forms.
Children all over the world study like this but as a result develop out of shape (excluding schools that introduced our alternative modes of studying). And the matter is not only about the total block of life supporting basic systems (blood circulation and ventilation) in the jaws of static muscle strains, (stresses – according to H. Selye), not only about the chronic cross-clamping of vessels, feeding the brain, and as a result, about development of children in the conditions of chronic brain hypoxia. We found it all out after special research. To the highest degree the matter is about blocking breath liberty and life vivification. I don’t have time to dwell upon it, but from this very position that hyper morbidity and hyper mortality that attacked Russia (and not only Russia) at the end of the millennium, sprang.
And it’s all on the surface. But the deeper destructive processes turned out to be at the endocrine, cellular and genetic levels. The point is that immersion and stay of children in the state of static muscle strain (torpor in the ancient religious teachings) – is the syndrome of all-pervading “short circuit” in the hierarchy of energy-informational outlines of corporal, psychomotor, cellular life. This is the “burnout” syndrome of not only the nervous energy, but of all, thanks to what we once became a species of homo sapiens – energy-informational field genome.
It’s determined that systematic children’s staying in such a position leads to sharp growth of toxins in blood – under-oxidized products of cell dissolution, fall out of calcium ions into calcium salts, substitution of living tissue for bone tissue, etc. And this is nothing else but the age and senescence illnesses placed on fragile shoulders of our kids.
Youth truly differs from age with particular agility and body flexibility. And age is different from youth by stiffness and crookedness. And death differs from life with body immobility.
As a confirmation of all mentioned above let us take one of the developed and cultural Western countries, where special attention is given to children’s development and education – Norway. I quote the competent Norwegian specialist H. Seyffarth (1980):
“…Axis knot in the region of the neck is the most widespread reason for pains in nape and arms. Knots of the lowest lumbar vertebrae have a great influence on emergence of lumbago and ischias that we observe at adult stage… Knots are connected with the degree of stoop…
The research shows, that about 80% of all children, including school graduates have wrong poise…” Let us think: 80% of young people, entering upon life, possess defective epicenter of life and health – axis. And the same thing occurs all over the world.
And after all this we are surprised: why today from 2/3 to 4/5 untimely deaths of able-bodied people fall at cardiovascular system illnesses? Hereby we have established: with such education dysfunction of the cardiovascular system is detected with 26% of children only during the first year of studies. And after the primary period of studies – with 65% already. And finally, according to the data of the Children’s Health Research Center under the Russian Academy of Medical Sciences (academician Baranov A.A., 1997) dysfunction of cardiovascular system among the senior pupils of elite Moscow schools is detected already in 90% of cases.
This is the pedagogical base for further human dying-out from cardiovascular system disorders. And it means that annually we handle bouquets of flowers to our kids tenderly for their… future cemeteries… But how we long for keeping our smart image, how we want to hide our heads into the sand from these merciless facts.
I’ll make a point of it. The tragic processes have touched upon schoolchildren’s spiritual and psychic sphere. Not me, but the Ministry of Education and the so-called Science of the Russian Federation in their official letter (no 220/11-12 dated 22.02.1999) brings the results of their everlasting reforms to the attention of the public: borderline mental disorders become apparent among 60-70% of kids after only one year of studying (?!). And there are 9-10 years of such mind-numbing years of studies ahead.
The research has established: under the conditions of static muscle strains there appears a syndrome of jamming-up, distortion, and decay of senses of images, utilized into memory, on the basis of which the inner spiritual figural imaginative world conceptualization is formed.
At such moments kids and teenagers feel unmotivated panic fear and aggression, and as a result, unmotivated dramatic acts. Many assassinators, the epidemic of which is growing in many of the so-called civilized countries, claim: at that moment something got jammed-up in my head. Here are a few examples of drawings from an international exhibition of children’s drawings.
It’s been determined that “stressogenic” visually small working distance turned out to be absolutely steady for each student during the whole academic year. It reflects evolutionary significant synthesis between the visual organ and a hand. The synthesis, due to which people acquire the ability to “fly” into the future “on the wings” of the creative imagination. That’s why one failed to get it through for 200 years of general education. As our researchers established its main reasons were that we pulled out gravitation support points out of corporal- axial balance, on the base of which a child was learning the ability to measure and dose the efforts constructing consciousness – actions. At the same time school actually walked off from the physiological ergonomic techniques of formation of the plastic handwriting, devoid of convulsive features — clams, steady sensible discourse, intentional reading, etc.
And only from the position of opening our eyes and perceiving the facts mentioned above (I repeat, the facts, not opinions,) one will be able to realize the tasks and objectives of replacement of the “book-sitting”, bone-motionless model of the so-called education, and actually cognition of life with dead letters, numbers, schemes, “cognition” of the virtual-abstract world for alternative models of education. The thing is on construction of the academic process in the regime of triune activity of body, senses and creative searching mind, corresponding to the nature of the developing child. In fact, it’s about adding the evolutionary- significant regime of corporal sensual system learning activity to the educational process, and as a consequence, long-term perfection of the body, soul, brain and its functions directed into the future.
Technologies and technological tools of their realization are protected with 44 patents for invention and ware models. The program is approved and recommended by Ministry of Health of the Russian Federation and got a sanitary and epidemiological certificate of the Russian Supervision Agency for Health and Consumer Rights (No. 220.127.116.11.T.000674.07.01). And, in spite of the fact that the program is mainly introduced due to enthusiasm of individualists, nevertheless, so far, more than 3,000 schools in Russia, Ukraine, and Byelorussia use different fragments of this program.
Long-term results give hope. The thing is that one managed to suppress the formation of known and habitual to us school pathological forms (scoliosis, myopia, nervous and mental disorders, cardiovascular disorders, etc.) in the process of education for the first time for the epoch of book-sitting general education.
Of course, this work demands mass initiatives of teachers and parents. But it particularly demands the state policy in correcting goals and objectives of all the system of education.
It’s known: Holy Scriptures begin with warning to the peoples of Adam and Eve civilization of the forthcoming threat of our destruction from the “cognition”. Genius I.V. Goethe tried to bring light to us, self-reliant and very clever in our own eyes, that for profanes the formula of destruction from “cognition” had remained the secret locked behind seven seals for millennia:
Men call it so, but then
Who dares to call the child by its right name?
The few who have some part of it descried,
Yet fools enough to guard not their full hearts, revealing To riffraff both their insight and their feeling, Men have of old burned at the stake and crucified.
And at the same time, the evil one sings from the left shoulder, putting a tongue to us, self-reliant, and rubbing his hands: «No, the outcast hunchback with a curse on his brow
I will never be happy on earth»
(Notre-Dame de Paris)
And so far profound words by the great Swiss thinker-educator Ferriere have sounded like an alarm bell over us for the whole century:
‘”And they created school the way devil told them. The child loves nature, that’s why he was locked in the four walls. The child likes to realize that this work has some sense, that’s why everything was organized t in such a way that his activity would not bring him any use. He can’t stay motionless — he was made to stay immobile. He loves working with hands, and was taught to theories and ideas. He loves talking, and he was ordered to keep silence. He aims to understand— he was told to learn by heart. He would like to search for knowledge himself— he is given it ready for use.
…And then children learnt something they would have learnt under other conditions. They learnt to lie and pretend.
And what happened next. As devil wanted it, some people withered, became flabby and passive, lost any interest for life. They lost happiness and health. Love and Kindness disappeared. Thought became cool and dull, souls got stale hard, and hearts soured.
And school that the devil so skillfully imagined, went to pieces ”.
In conclusion let express gratitude to PACE management for the honor to deliver a speech at the session of the Committee for Science, Culture and
Education. I want to express gratitude on behalf of thousands of children to Sergey Mikhailovich Mironov, Head of Federation Council, leader of the party “Just Russia” for the constant attention to this problem, for that he was the first of the Russian political leaders who handed personally health developing educational technical products to children. And the special thanks to his Adviser, Chairman of the Russian Union for Healthy Development of Children, to a great friend and defender of our kids Anatoly Antonovich Korobeynikov and his deputies Berchun V.V. and Zaitsev V.I. And my obeisance to all the practicing teachers and directors of educational institutions, who have taken upon themselves the care of healthy harmonic development of children in the immediate academic process. I thank everyone present here for your attention.
Теперь книга профессора В.Ф. Базарного «Дитя человеческое: психофизиология развития и регресса» доступна и для англоязычных читателей со всего мира.
17 июня вышла в свет электронная версия книги на английском языке в крупнейшем интернет-магазине Amazon.com, затем появится и печатная версия, которая будет доступна для жителей США, Канады, Мексики, Австралии, Японии, Бразилии, Индии и всей Европы.
Большая просьба к подписчикам. Если у вас есть аккаунт на Amazon, оставить оценку и отзыв на книгу (если, конечно, вы её читали на русском языке).
Страница В.Ф. Базарного в интернет-магазине Амазон.
С краткой биографией и фильмом “Обездвиженность – болезнь цивилизации на английском языке” https://www.amazon.com/
Электронная книга “Дитя человеческое” на английском языке
The Human Child: Psychophysiology of Progress and Regress [Print Replica] Kindle Edition
Электронная книга доступна для покупки в следующих национальных интернет-магазинах по всему миру: