From the author: EDUCATION is not a set of certain rules, norms and requirements put forward to growing children. It is the science of sublime nourishment and saturation of the entire spiritual essence of a child with the light of knowledge, which allows preserving and increasing the grain of the spirit in worthy examples of inheritance... Remember, people of the Clans of the Great Race, that the wealth and prosperity of your ancient Clans was originally contained in your small children, whom you must raise in Love, Kindness and Hard work. Commandment of Stribog. The world is rapidly changing and old systems and paradigms are undergoing significant transformations under the pressure of new living conditions. And this applies to a greater extent to the area of ​​human relationships and their foundations. At the same time, the list of modern requirements and compliance with today's realities is constantly growing and expanding. For example, the skill of education , more commonly called pedagogy for us, needs a revision of its key moments of an educational, developmental and training nature. And this recalibration presupposes, on the one hand, an excursion into our past, distant and not so distant, into the eras that left us all the answers on the tablets of wisdom , revealing educational skills in its best forms and cultural traditions. On the other hand, a new vision of modern pedagogy, taking into account the wave of incarnating crystal children replacing the indigo pioneers, and the generation of rainbow children following. In my opinion, the most important in the process of education is what Masaru Ibuka succinctly expressed in his fundamental book “After Three It’s Too Late”: “Before raising children, you must first raise your parents.” And this is a much more difficult task, because unlike children’s whys, adult parents either “all already know :)”, or they shy away in different directions, attracted by authoritative and not so authoritative educational advice and recommendations. As Antoine de Saint-Exupéry said in his “The Little Prince”: “Adults never understand anything themselves, and for children it is very tiring explain and explain everything to them.” And this is not a joke at all, because practically until the age of 5-7 years, children do not lose direct connection with the higher “I” through the channel of the spirit through spiritual impressions. This happens through comparison and comparison of the initial information with that presented to them in the parental educational cocktail to recreate a new and effective model of their developing personality in a specific life cycle. True, due to the still undeveloped mental body and the lack of a coordinated mind, this process is largely not realized by little spirit seers. However, unfortunately, parents for the most part have no idea about the “superpowers” ​​of their children, therefore, like a real dad Carlo, they change the little creatures according to their imperfect image, not being satisfied with only likeness and likeness. Truly, the prejudices and misconceptions of parents are thoroughly imprinted on children for life, leaving their indelible “mark”, like a smallpox vaccination. The key idea of ​​the educational process, which has neither spatial nor time restrictions, succinctly expressed by the great Russian writer and thinker, teacher and reformer L.N. Tolstoy: “both upbringing and education are inseparable. You cannot educate without passing on knowledge, but all knowledge has an educational effect... In order for education to be fruitful, i.e. To promote the movement of humanity towards greater and greater good, it is necessary that education be free.” “Education with freedom” by Lev Nikolaevich finds a response and consonance among many thinkers and teachers of life wisdom. “It is difficult to transform what is invested in a person by nature itself. This is why it happens that, due to an error in choosing the right path, labor and time are often wasted on teaching children something that they are not able to properly learn. I believe that in these difficult circumstances one must always strive to direct children in the direction of the best and most useful, not particularlyrelying on lightweight omens and guesses that we extract from the movements of a child’s soul.” M. Montaigne “On the upbringing of children.” “The upbringing of a child should be based on the principle that everything should come from one’s own desire. Nothing should be given to him in a ready-made form. You can only offer him an idea, instead of directing him, starting from another thing, to the desired point. G. Gurdjieff “Man is a complex being.” Another most important and core basis of current upbringing and education is love, as the energy of the creative introduction of a small child to the true values ​​of this world. Only through the prism of parental love, embodied in the ancestral Tree of Love, in in a developing child, the flowers of good manners and good morals, love of humanity and wisdom bloom to the fullest. And these are not at all utopian ideas. There is a wonderful image of our long-standing heritage, transmitted to us through the Slavic-Aryan Vedas: “From the earliest years, all children from the Clans of the Great Race and the Descendants of the Heavenly Family are brought up in accordance with the Heavenly Laws of the Parent Family: in sincere Love for their ancient Family-Tribe, in respect for one’s native primordial Faith, Heritage (history), original culture and folk Tradition, in respect for elders and in caring for the younger.” These primordially Russian cultural educational sprouts of our ancestors are very relevant today. For by learning the lessons of love through the personal example of parents who love, respect and honor each other, the child grows up holistic and harmonious, subsequently transferring this model of relationships to his environment and future family. In education, it is important not to rush from one extreme to another, turning all your attention to children or on the contrary, without paying due attention to the influence mediated by the necessary knowledge. And how can one not agree with the statement of the founder of ontopsychological pedagogy, Antonio Meneghetti, that “children do not exist for parents, but for life.” Allowing children to be naturally spontaneous, it is important to encourage them to reveal the manifestations interests through familiarization with the best examples of the cultural heritage of the past: tales and epics, allegories and parables, introducing significant images and heroic deeds into the fairy-tale world, forming the main values ​​and ethical norms. The development of the so-called communal thinking in Old Slavic history echoes that of the conciliar in the Teachings of Agni Yoga, transmitted by the Roerichs to humanity, reviving the idea of ​​​​cultural and spiritual community for the growing up little citizen. The skills of creative work of ancient communities at an early age from 3 to 7 years, and now covering the kindergarten period, are most fully developed in the Montessori educational system, where they are not lost neither the child’s self-worth, nor his individualism in a peer group. And if this educational model is consonant with the parent’s, then there is the formation of a small, but already formed, primary image of the world individuality, ready for new research and achievements. One of the most difficult aspects of education among modern parents can be considered model of prohibitions and permissions, learned by them from their own parents and diluted with sociocultural stereotypes and limiting beliefs. Most parental prohibitions are connected, paradoxically, with the cognitive ability of the child, when he, like a sponge, absorbs the environment of a new world for him, and she in turn, becomes part of his personality. By again turning our gaze to the wise past, we extract the most important and unchangeable truth, indicating that raising children on the example of negative and limiting forms and images is short-sighted, stupid and ignorant. As a result of such “educational measures" - an inferiority complex and many other psychosomatic and psychological problems. Perhaps the model of explanations and proposals, which is new for many parents, will seem labor-intensive and practically impossible, but it will lead to a happy future for their children. For explaining to its inquisitive researchers