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[Alexandr Korol]

to look out the window at all the various nighttime streetlights, so that the light scatters in rays in different directions. And that’s it. And then they tell him: “We need to get out, we’ve arrived.” He says: “Okay.” But he doesn’t know how long he was driving — long, or not long. That is what this child is like; that’s how he feels. And so when he plays at anything, he doesn’t know how much time has passed: 10 hours or 1 hour. That is why it always happens that children often tell their parents that they didn’t know, or they start to say: “But how can that be? I only just started playing.” And the parents say: “You’ve been playing for 5 hours.” And the child doesn’t understand how this can be — he only just sat down to play, as it were, and the parents are already saying: “That’s it, no more. You have to do your homework now, or something else.”

Well, and what next? And so it turns out — the child lives like that, feels himself like that. The inner feeling — really, just happiness — everything is super interesting, everything is super carefree, everything is super non-evaluative, there is no noise in the head. And you are just, as it were, in the moment, here and now. And you don’t make anything personal in any way. As if you don’t think about what to say, what not to say — you simply are, and that’s it. And then this is lost, when the child’s mind switches on. That is — all children begin to be taught to live in the social mass, in the system. On the one hand, this is correct — because how else are you going to live when you grow up? And so it turns out — the child is taught responsibility, discipline, getting up at the same time. Whatever you took, you need to put back in its place. They take this child to school. And then at some point the child goes to school on his own. And that’s where responsibility begins. That’s when responsibility appears for the first money he is given: for breakfasts, for the cafeteria, for tutors, for the journey. And so the child starts running into difficulties, doing some things wrong, forgetting some things — he is taught to think, to remember, to control, to draw lessons from past failed experiences, if something has happened to him, so that it won’t be repeated in the future. And so the person starts to end up in the social mass and to live by the mind. And there, the evaluation starts — more and more and more. Society evaluates; peers start evaluating this child; the child starts evaluating them; and so it goes. And there is already a struggle, a resistance, the polishing of minds. They all already have their own opinions there, and so on. Well, fine.