Enthusiasm of the mind for the great prospect of liberation,
prolonged by actions, actions, thoughts and beliefs.
Polysemy in the installation of vectors of consciousness,
determines a person’s path to his Great Soul.
For the Spiritual vector directs a person to his true nature,
to the nature of a pure soul.

From the moment when the School of the Order of the Holy Grail was organized, I never once asked the Spiritual Teachers about the significance of the School, although I myself guessed.

Perhaps today is the day when I want to find out about it. Everything you will read in this message is light and absolute truth. Although now, at the moment when I am writing these lines, I have no idea what will be discussed and what information will appear on the white canvas of this message.

Every time my meditation begins, it begins from the stage that I have already gone through 1000 times. It's hard to explain, but I'll try.

I close my eyes and my mind quickly goes somewhere. This somewhere is neither anything nor anyone. This is not the mind. This is a striving into a certain emptiness, where there is absolute silence, without thoughts and images. This is the bridge between Alpha and Omega. A couple of minutes passed as my body and mind plunged into the depths of consciousness, where I am absent as a subject, and after deep relaxation and complete shutdown of the mind, and as an object. No goals. There is nothing. For there is no one who thinks, and there is nothing that one thinks about and concentrates on. Then what is there? What does this process describe? A process in which there is no process. Who thinks about this? This is consciousness separated from time and anything impermanent. There are no thoughts in this silence. And, probably, there is not a single language in the world that would accurately describe this state. This is a state where consciousness begins to become aware of itself. The difference between the mind and consciousness is that the mind needs to think in order to achieve something. But consciousness doesn’t. Consciousness does not think, it knows. The main thing is that in this state consciousness does not attract the subject and object through the hook for this state. Although, this condition is also temporary. This is how I immerse myself in a world where there is no peace, where there is nothing that can be measured by the mind. The mind cannot measure the state here and now; it can only be measured by consciousness. For in the here and now state, the mind is in a state of being saddled with consciousness and is completely subordinate to observing what is happening.

Every time I am on the threshold of something new, I turn to my Teachers with a request to show and tell me about its significance. But I try to do this very rarely, so as not to distract them from more important processes. Usually, my meditation takes place in a silent state of mind. But today is a special occasion. The information that I will now broadcast is needed not only by me, but also by everyone who reads this message. From now on, try to concentrate with me on the vibrations you receive in this message. It is important.

At that moment when emptiness took over my consciousness, my mind and body were very far away. These temporary forms are far from the state I am in now. This is the I AM field. There are no questions needed here, because there is no tool that asks them. This is a field of absolute spiritual energy.

In my past lives I have seen many fragments that are associated with mountains. And now their image appears again, because, apparently, a large amount of psychic energy has accumulated in these fragments of my incarnations. Since I have now come to this sacred place for me with a question, a view of the mountains opens up before me. It is so vivid and realistic that nothing in the physical world could be more real to me. Mountains are my love, my peace and quiet. I know them and they know me.

“In the deepest presence of the mind, where there is nothing that reflects the mind, there is an invisible bridge between the two worlds. “You crossed it a long time ago,” I heard a familiar voice.

This voice has sounded in my heart more than once, and I will hear it more than once in eternity. This is the voice of My Teacher. And, before I had time to bow to this Great Image, expressing wisdom, love and will, I heard the sound of the howling wind. Its harmonious howl reflected the deepest emptiness within me.

— This world, your own projection of your thoughts and personal experience. Here you gain strength, here you retire when your consciousness needs a new leap in time. You came on time. The path you have chosen, like all the paths of our students, is thorny. To implement this path requires great courage and complete renunciation of everything dictated by time. Because this is the only way you will see a beacon signaling victory.

No matter what the path is, you are going in the right direction.

In such situations, when the Teacher speaks, I observe the flow of light emanating from his Great HEART. His power is the power of God.

The Order of the Holy Grail is a symbol of Strength and Wisdom. This order is more than 5000 years old. Many were God Walkers, representing the Order. Many were broken by life, where they were never able to emerge in the hope of taking a breath of clean air of knowledge. But others managed to go through the process of renouncing sweet illusions and becoming examples of a great heart.

You led this Order twice. And in this life you have been given such a task, because no one will do it better than you at this time. The symbol of the Order has always been the LION. And, if the Lion is Strength and Courage, then the Cup as a symbol is an example of Experience and Knowledge.

The attacks of the viciousness of the Hyena of mass consciousness, clothed in the skin of a sheep, enslave the consciousness of people, offering them the Talmuds, which supposedly contain knowledge. But in these writings there is only the dust of lies. For by opening the Talmud and concentrating the energy it radiates, one can easily blow away the dust that is manifested on paper from the consciousnesses of those who did not have the courage to accumulate the psychic energy of love and wisdom. This dust floats around the world and mocks human minds. And people tremble over “knowledge”, over the speed and ease of understanding. But their dense bodies are so fragile that they can hardly withstand the pressure of their own life. Their bodies are woven from this dust, for only psychic energy can become a flexible and durable substance, with the help of which the 4 lower bodies become a solid foundation for the ascent of the Soul to the Altar of X. RA. MA. MI. RA.

- How then can you establish Spiritual order with the help of the Order? - I ask.

“The Order,” continues the Teacher, is the Bodhi Tree under which the Lion of Wisdom meditated. Its fruits will be available to everyone who sees the wisdom, simplicity and severity of discipline of mind and body. There is no stronghold in stupidity. Stupidity is filled with blame and ignorance.

The Order is the hand of God, where people will mark the line between what was and what is. We see this and we observe, but we do not interfere with this process. Your strength is enough to cope with the web of passions and withstand the wrath of the Hyena.

The school running under the Order of the Lion and Cup reflects the strength of the Hierarchy. Three Hierarchs above you, and three more multiplied by four, are in the multidimensional projection of the Order. Not a hair will fall from the disciples' heads if their devotion and service are sincere and pure.

The Righteous Wisdom of the Buddha and the love of Christ gives people the staff of knowledge that you so generously share. Having recognized his strength in the keys of the school, a person gains a connection with eternity and with Us. And only those who feel the vibrations of their call will come and inherit wisdom and strength. Anyone who weaves a fabric of doubt and criticism into their consciousness will find solace in other things. For this is their way.

In the unfading light of the Hierarchy, the Order has always been in the center, for once we raised it.

Soon you will understand the connection of the order with eternity. You will understand its meaning when a lot will be transmitted through you to people in order to exalt the truth in them and remove the false self, like a program that paralyzes their consciousness. The order is powerful in its history. But it is in your power to increase this experience. It depends on you and your students what period of time you will spend in eternity when moving from one measure to another coordinate system.

And now I will show the future of the Order. But this information is only for you...

I have no right to divulge what I saw, for a decree was given from above not to speak.

But what I saw was an excellent reflection of my thoughts and ideas, which were the links between the actual model of the Order, and how it happened in action.

I was so immersed in the vision that I did not notice how the Teacher disappeared. And for a long time I contemplated the Mission of the Order and its future.

And I realized that I was on the right path.

I mentally thanked the Teacher for this great message for me and gradually began to emerge from meditation.

Coming out of meditation, I overcame the movement of the energies of the Torah, which pulled me as consciousness into the embrace of my mind and body. This went on for about five minutes.

Coming out of meditation, I thought about the message for a long time, because it contained a lot of personal information.

But this information is also for you, Friends. For in each of those who read this message, its vibrations are reflected.

Now the meaning and depth of significance of the Order and the School becomes much clearer to me. Now I understand the hidden meaning of the 12 keys and have been given a picture of new directions in the school. After all, in addition to my personal experience, people also receive through me the pure knowledge of the Teachers.

Dear Friends, we received everything you and I needed in the vibrations of the message. Now let everyone decide what to do next. Myself.

With love, Oleg

I am happy to invite you all to a new round of development of the School of the Order of the Holy Grail, where in the learning process knowledge will be transferred that allows you to manage reality through states in the moment here and now. And this is the minimum necessary for everyone. Maximum, every student of the school becomes part of the Order, professing Wisdom, Love and Strength in their lives.

Listeners Stage 1 Full-time enrollment school not only successfully master the basics of understanding the world from the perspective of esotericism, philosophy and psychology. As part of the training, it is also proposed to master and, the effectiveness of which has been confirmed by my many years of successful career in psychology. The full-time training package involves active communication, practice and exchange of experience between the teacher and numerous graduates.

More detailed information about courses and training options, reviews from students of the School are available.

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Teachers are constantly faced with questions: how to make learning more interesting, creative and understandable to everyone? How can we teach all children without coercion, develop in them a sustainable interest in knowledge and the need for independent search? How to raise an active, creative person? Every teacher strives to ensure that his students study with interest and eagerness. But interest in learning must not only be awakened, but also maintained and developed. Therefore, the most important task in my work is to direct the student to constructive, systematic and creative work.

Many modern pedagogical technologies are based on the ideas of collaborative pedagogy. Collaboration becomes the core of communication in the pedagogical process. It synthesizes the meanings of communication and cooperation and imbues the educational process with mutual aspiration, the joy of learning, success, growing up, mutual respect, and understanding. In this regard, the concept stands out as communication in the process of cooperation.

Educational dialogue - complex intellectual and emotional impact of the subjects of communication. A tool for dialogical interaction is the dialectic of questions and answers. Questions and answers perform the most important task in the development of the student’s thinking and speech activity. The main function of dialogic interaction is to stimulate the individual’s ability for self-development, self-realization, as well as the development of creative potential with a focus on individual abilities, experience, character, and level of needs.

The essence of the dialogic interaction between teacher and student is that the student is a subject, accomplice, co-author. Features of educational dialogue are:

· Equality of positions of the student and the teacher;

· No grades, complete acceptance of the student as he is;

· Special emotional coloring of communication;

· Sincerity and naturalness in the expression of emotions;

The path to dialogue is a megatrend in the modern educational process. In modern conditions, the process of education of a schoolchild cannot be reduced to the assignment of a system of norms and a picture of the world that is common to all, to the reproductive assimilation of knowledge, to the acquisition of skills. The development of a child in the modern education system should be presented as “self-construction of personality” (V.S. Bibler, V.I. Tyupa), as self-determination of a growing person in a dialogue of cultural meanings.

The most important components of dialogue technology are problem-solving, communication, and cooperation. Based on them, I organize a multi-character and multi-level organization. student activities, active communication. In the process of dialogue, the students develop independence and criticality of thinking, initiative and their own position, the desire to discuss and solve the problem posed to them.

The developmental function is performed when the lesson is not aimed at memory, is not given as a set of facts, but teaches thinking, reasoning, comparison, analysis and synthesis of the given difficulty. I attach particular importance to the teacher’s dialogical position: a tolerant attitude towards different views of students, a willingness to accept mutually exclusive points of view on a problem and find a collegial solution, taking into account the evidence and reasoning of the positions of the participants in the dialogue.

The most valuable from this point of view is the form collective dialogue, in which the student, according to G.A. Zuckerman, “...does not act next to other students, but with them.”

Collective dialogue, assumes equality of partners participating in it.

I teach schoolchildren to apply the following rules of work in dialogue:

Rule 1 - answer the question posed;

· Rule 2 - everyone has the right to their own version;

· Rule 3 - everyone has the right to support the other's version;

· rule 4 - everyone has the right to criticize the other's version.

The ability to communicate with each other and conduct a discussion gives each child the opportunity to experience a sense of belonging in a joint collective search for truth.

How do I lead a class discussion?

Firstly, I invite shy children to participate. For example:

- What do you think, Sasha? Let's listen to other students.

Secondly, I direct comments and questions from one student to another.

I encourage them, orient them to communicate with each other, and not to wait for the teacher’s opinion.

For example:

- This is an interesting idea, Olya. Danila, what do you think about this?

Third, I'm trying to get more information.

For example:

Tell us how you came to this conclusion, step by step.

Fourthly, I'll give you time to think about your answer. Some students speak out more easily if they first write down their thoughts, make an outline, or a plan for their speech.

For example:

Write down your thoughts and we'll discuss them in a minute.

Fifthly, When the student finishes the answer, I look around the class and evaluate the reaction of other students.

If students look puzzled, I ask, “Why?” - if they nod in agreement, I ask them to give examples and evidence of what was said

I would like to name the positive aspects of the discussion:

· the student is involved in active cognitive activity, learns to participate in discussions, clearly formulate a question, clearly express thoughts, defend his opinion, listen to other points of view;

· in the process of interaction, mutual enrichment of schoolchildren occurs, since everyone gets the opportunity to seek clarification and receive more complete information;

· students learn to share leadership in a group with the teacher and take responsibility;

· thinking together, challenging each other, students get to the true content of the issues being discussed.

When planning lessons, I also take into account the nature of the questions aimed at individual and collective search for answers. Questions are posed in general terms to awaken independent thought in children with different motivations for learning. The teaching comes from the students, and I direct the collective search, pick up the right thought and bring them to conclusions.

My students are not afraid to make a mistake in their answer, because they know that their classmates will always come to their aid and together they will make the right decision. The main thing in such work is the development of students’ communication skills: the ability to communicate, conduct a discussion, listen and hear the interlocutor, defend their point of view or listen to someone else’s opinion.

I consider the creation of group interaction to be an effective form of organizing the educational process, i.e. work in groups, in pairs. During the lesson, I create a certain emotional mood in which the child is not afraid to express his thoughts about something unfamiliar, unknown. It is no secret that children are more successful in mastering unfamiliar actions and knowledge precisely through collaboration with their peers. They come to understand their importance: “...my knowledge and skills are necessary for the group to successfully complete the task.” At the same time, the child develops communication and cooperation skills, which, undoubtedly, is the key to further successful learning. Only by collaborating in a group does a child learn to objectively evaluate his own work and the work of his peers.

Group and pair work help children learn different ways of organizing the distribution of roles, change, transfer of roles, mutual support, mutual assistance, mutual education, counseling, etc. Group work in pairs enlivens the pedagogical process and helps each child to reveal himself as an individual. Students are in a state of psychological comfort. The major tone of the lessons is a characteristic feature of my work. I praise them even for the smallest success, for finding the right word, for diligence and hard work. This recognition stimulates them to further creativity: “Turn to your neighbor, say your answer. If it’s the same with him, he’ll nod to you, if not, then we can find the right solution together,” I tell the children. It is important to emphasize that the teacher is the creator of cooperation, which consists in his disposing voice, kind look, warm smile, wise word, heartfelt sensitivity and reasonable demands.

My task is not to suppress the desires, impulses, and creative ideas of students, but to support and guide them.

The judgments “You did it wrong”, “You are doing the wrong thing (wrong)” block the desire to work and move on. I give each student the opportunity to feel their strength and believe in themselves. What does my student gain by going through this learning process? The most important thing is that he has no fear of the unknown, there is a need for communication, independence in solving educational problems, he knows how to prove his own and respects other people’s opinions, he has the ability for self-control and empathy, and vivid emotions.

The lessons for me and my students are constant search, ongoing dialogue, joint collective work based on trust and goodwill.

Improving education today is difficult to imagine without the introduction of information technologies, the basis of which is a personal computer, multimedia programs and devices. Using them in my work allows me to optimize the processes of understanding, memorizing and assimilation of educational material by children, thereby increasing the motivation of learning and the effectiveness of the lesson, as well as ensuring the implementation of the ideas of developmental education, improving the forms and methods of organizing the educational process.

The most successful form of using ICT is presentations created using Microsoft Power Point.

Presentations- a means of developing students’ cognitive activity when studying a subject. This clarity gives me the opportunity to build an explanation in the lesson logically, scientifically using video clips. With this organization of material, three types of student memory are included: visual, auditory, motor. The presentation makes it possible to consider complex material step by step, to address not only the current material, but also to repeat the previous topic. The use of animation effects helps to increase students' interest in the topic being studied. With the help of slides I use various forms of organizing cognitive activity: frontal, group, individual. I use various video fragments, pictures, diagrams, diagrams that open up new possibilities for presenting educational material, color dynamic illustrations, sound, fragments of “live” lessons. In this way, ideal learning options using visual and auditory images are achieved.

Psychological features of the development of younger schoolchildren, such as visual thinking, involuntary attention to bright and dynamic things, switchability from gaming to educational activities, emotional mobility, create favorable conditions for the inclusion of multimedia technologies in the educational process. Conducting lessons with visual computer demonstrations helps my students remember the material better and penetrate more deeply into the essence of the issue being studied. I consider multimedia technology as an explanatory and illustrative teaching method, the main purpose of which is to organize students’ assimilation of information by communicating educational material and ensuring its successful perception, which is enhanced by connecting visual memory. It most optimally and effectively corresponds to the triune didactic goal of the lesson:

educational aspect— students’ perception of educational material, understanding of connections and relationships between objects of study;

developmental aspect— development of students’ cognitive interest, ability to generalize, analyze, compare, and activation of their creative activity;

educational aspect— formation of a scientific worldview, the ability to clearly organize independent and group work, nurturing a sense of camaraderie, and the ability for mutual assistance.

Active use of ICT as one of the forms of organizing dialogue and cooperation in the classroom requires serious methodological training of the teacher. It is especially important to consider the emotional impact of information. Color, moderate musical accompaniment, clear and thoughtful announcer commentary are significant for the perception of any information.

Practice shows that the introduction of new forms of education contributes to a deeper and more conscious understanding of subject content by students, the assimilation of more material and ways to solve issues, including original and non-standard ones, and the development of students’ abilities to transfer knowledge to new conditions. In addition, they develop a need for a comprehensive discussion of the problem being solved, and develop critical thinking, communicative competence and culture.

Cooperation also has moral value. Collaborative relationships develop in every child as a quality of his personality. The teacher strengthens relationships with children by cultivating cooperation in them, creating situations in the classroom and practicing cooperative relationships with children in the learning process in the lives of children.

Nurturing tolerant relationships relates to the formation of social communications. Indicators

the degrees of socialization for a primary school student are: the ability to take responsibility and control their actions; acquiring the skill of being able to act in accordance with the current situation; following the rules adopted in the group; ability to express

adequate emotional reaction to current events; the ability to understand other people based on mastery of information. The main idea of ​​learning through dialogue and collaboration is to learn together, not just do something together!

• Parent meeting
• You came to talk to the teacher
• The teacher called you to talk
• If the conversation doesn't go well...

Many parents do not know how to communicate with teachers! Yes, yes, children are taught during “school preparation” that when Maryivanna enters the classroom, you need to stand up, if you want to answer, raise your hand, and so on. But parents are not taught anything like that! Let's correct this mistake!

Parent meeting

Parent meetings are for informational purposes only. The teacher clarifies organizational issues that are common to the entire class and will not talk directly about your child. This, firstly, is not interesting to other parents, and, secondly, it is not entirely correct. If your child has learning problems, you probably don't want it to become a topic of public discussion, right?

” No need to reach out and ask “how is mine?” or “why was the last test given a C, I looked and it was a solid B.” All this is a reason for an individual conversation with the teacher.

You came to talk to the teacher

Of course, you have a desire to talk to the teacher. But it’s good to remember that, as in the joke, “there are many of you, but I am alone.” If the teacher talks with each parent for an hour, that’s already 30 additional working hours per week! Therefore, it would be a good idea to follow simple rules that will make life much easier for both you and the teacher.

In advance arrange a meeting time, convenient for both you and the teacher. There is no need to wait around after classes and during breaks, because you are “literally just for a minute.” The teacher may have his own plans for just this minute!

In advance formulate a list of questions addressed to the teacher. It’s not easy to answer the question “how’s my life?” Therefore, immediately identify and specify the topics that concern you. Eg “we are not good at penmanship, please recommend some exercises that will be useful”. Or “It seems to me that my child doesn’t get along with Vova (Masha), is this becoming a problem in the class and what can be done”?

You may have important information to tell your teacher. Try to formulate it as practically as possible. The story that a schoolchild has chronic ***itis will not make the right impression. "So what?" - thinks the teacher who hears about such a disease for the first time. That's why wishes must be specified: "don't give sweets" or “put me at the first desk”. If there are problems in the family that the child experiences hard (for example, the death of a close relative), it is also worth telling the teacher about this.

Sometimes parents believe that the more information about their child they tell the teacher, the better, and they compile a biography of their child almost from the cradle. There is no need to do this - not a single teacher can keep in his head a detailed dossier on all the students. Communicate something that may be important to the teacher- about your child’s talents and hobbies. "Likes drawing", “goes to music school, vocal class”, “loves animals, participates in the youth club”.

” "Easily offended" , “will do the task only if you cheer him up” and “if he doesn’t solve the problem, you need to ask him again” - important information for the nanny, not for the teacher. A teacher is not a nanny!

The teacher called you to talk

Any parent at this moment feels a little like a schoolboy. Therefore, unfortunately, it often “falls” into one of three positions.

Aggressive: I am challenged to a fight by an evil dragon, which I must confront in order to protect the child. Best defense is attack. Don’t listen to what they tell me, but blame and intimidate me!

Victim: An evil cannibal calls me into a cave to eat me instead of a child. If I immediately admit that I am guilty of everything, agree with everything, assent and ask for forgiveness, then perhaps they won’t eat me.

Associative:“we” got a bad grade, “we” behaved badly in class, and now the teacher wants to blame “us”, that “we” are a bad child and a bad teacher. After all, the child and I are one!

All three positions are very unproductive. Remember that you and your child are two different people. And also - you are not a lawyer or a supervisor for a child, you are his teacher! If a problem arises, it must be solved together with the teacher as equals.

” It is the ability to be on equal terms with the teacher that determines how effective your interaction will be. Remember, you are now one team!

Find out in detail what the problem is and what the teacher thinks is the cause. Don’t deny it right away - perhaps you “can’t see the forest for the trees.” Take time to think, analyze the situation, talk to your child. Perhaps the teacher doesn’t know something - for example, your child is disrupting a lesson because a classmate is secretly teasing him. Try to avoid blaming and justifying intonations - it doesn’t matter who is to blame for the problem, it’s important to solve it.

If the conversation doesn't go well...

Perhaps you followed all our recommendations, but failed to reach mutual understanding. It doesn't happen often, but it happens. In this case, suggest that the teacher jointly contact a third party: a school psychologist or head teacher. Sometimes a fresh look from an outsider in itself extinguishes the conflict. Sometimes the optimal solution requires “administrative resources”, for example, transferring a child to another class, or conducting part of the classes individually.

” You should not contact the authorities immediately, over the teacher’s head. Even if he doesn’t agree with your opinion, he is sincerely interested in resolving the conflict.

Finally, there is no need to offer the teacher gifts, money, sinecure (let’s pretend you’re my child’s tutor, and we’ll pay you). A teacher is not a racketeer who must be bought off at any cost. The teacher is a friend to both you and your child.

Prepared by Antonina Rybakova

Conversation between teacher and student

One student came to his teacher upset. The teacher, noticing this, asked what made him ill. He replied that he was not sick, but for several days now he had quarreled with his terribly harmful neighbor.

-Can you imagine what he did? He...” the student wanted to start his story. But the teacher did not seem to listen to him. He told the student to quickly run to the doctor.

– Are you not listening to me? – the student asked indignantly. – I told you that I’m just in a bad mood because of a quarrel with a neighbor!

- Yes, things are bad. This is a very serious and contagious disease that can undermine your health. “Run quickly to the doctor,” the teacher told him.

The student looked at the teacher in bewilderment and thought that he had lost his hearing or his mind. He stood there, not knowing what to do.

Then the teacher said:

- I'll tell you a story.

“One day a man walked past the workshop and, driven by curiosity, decided to go in and see what was going on there. And so he entered. He had never been to a workshop, and therefore everything was new to him. He walked around and looked at all the tools, watched the work, while disturbing the workers and their apprentices. They asked him to step aside and, without disturbing them, observe from there. They warned him that he could get hurt here, since he did not know what and how it worked. But he didn't listen to anyone. He needed to touch everything. He was disturbing everyone, and the workers were already starting to get angry.

And then, by chance, one part from the machine next to which he was standing flew out and hit him in the leg. Blood gushed out, and with his face distorted in pain, he ran out of the workshop, complaining to all passers-by about the “negligent” workers who deliberately injured him. He told everyone about the incident and offered to show everyone the blood oozing from the wound. All the passers-by told him: “Go to the doctor quickly, let him heal your wound, otherwise all the blood will leak out or there will be blood poisoning. It will be better for you." But he didn't listen to anyone.

“These are traces of a malicious crime and they must be preserved until the trial,” he said, “otherwise the wound will heal and no one will believe that it was serious.” And these workers will hire a crooked lawyer who will prove that there was no wound, but just a scratch.

At this time, the judge was not in the city, and therefore the trial was postponed until his return, but the patient never went to the doctor, wanting to leave the full gravity of the crime to the judge. Because of this, his health condition worsened and he fell ill.

Upon arrival, the judge visited the patient and ordered a trial, during which it was not possible to prove the worker’s guilt, but still he was forced to pay the victim a symbolic fine for careless handling of tools. Symbolic because it was impossible to determine how severe the wound was, because the patient did not show up to the doctors, and only he was to blame for the worsening situation in which he found himself.

Doctors treated him for a long time until he felt a little better, but he never managed to fully restore his health.”

“Run quickly to the Great Physician before it’s too late,” the teacher told the student. – Ask Him to put the balm of Love on the wound of your heart and apply a bandage of Forgiveness. Why should you go and show everyone your “bleeding wounds”, waiting for your offender to be “fairly” punished, because in the meantime your health will deteriorate irreparably. Run quickly, run!

From the book Under the Shadow of the Teacher author Artemyeva Larisa

1.32 The spiritual connection between Teacher and student “*A person alone is not able to enter the spiritual world. This is the same as if today you wanted to start developing physics, chemistry and other sciences yourself, and only then apply them. That is, you wouldn't use everything

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Teachers and spiritual teachers (brahmanas) One brahmana was walking along the road and, seeing a large puddle, stopped. He noticed a scorpion there that was drowning. He extended his hand to the sadhu to save him, and was about to pull the scorpion out when it bit him. In great pain the brahman dropped it and

From the book The Road to the Temple author Martynov Alexander Vasilievich

Matthew Becomes a Disciple of Jesus 9 Returning from there, Jesus saw a man named Matthew sitting at the tax collection site and said to him, “Follow Me!” Matthew arose and followed Him.10 And while Jesus was dining in the house, many tax collectors and those whom

From the author's book

Jesus talks about what it means to be His disciple (Matthew 10:37–38; 5:13; Mark 9:50)25 Many people were walking with Jesus, and He turned to them and said:26 - If anyone comes towards Me and will not hate his father and mother, and wife and children, and brothers and sisters, and, moreover, his very life b, he will not

From the author's book

1. CONVERSATION OF THE ELDER WITH THE DISCIPLE One brother asked the elder: “I ask you, father, tell me, what is the purpose of the Lord’s incarnation?” The elder said to him in response: “I am surprised, brother, that, every day listening to the Creed, you ask about this. However, I will tell you that the goal of incarnation

From the author's book

The wisest teacher George Scholar, after the famous Patriarch of Constantinople Gennady, the word at the burial of the most blessed father and teacher Mark of Ephesus, in the world Eugenics 1. Alas! - O future listeners! all our good hopes are disappearing now! -

From the author's book

HOW TO BECOME A DISCIPLE OF CHRIST? “Take up your cross and follow Me.” (Matt. 6:24). The Gospel of Luke tells: “A great crowd went with him; and He turned and said to them: “If anyone comes to Me and hates his father and mother, and wife and children, and brothers and sisters, and