The theory of logical levels, widely used in NLP, dates back to 1973, when Gregory Bateson discovered that there are some natural levels of classification in cognition, change, communication, and just life. These have been defined as the so-called levels of learning. The currently used model of Logical Levels was developed by Robert Dilts on the basis of the discoveries of Bertrand Russell and Gregory Bateson about the hierarchical organization of information perceived and reproduced by a person. These levels have their own clear hierarchy. Bertrand Russell formulated the general “Law of the Pyramids”: a change that occurs at a lower logical level almost never affects higher logical levels, and a change that occurs at a higher logical level always causes a whole range of changes at lower levels. If the problem (task) of the client (or one's own) is not solved at the lower level, then it is necessary to move to the higher one - from it this task will be solved both easier and more elegantly.

Logical levels can be compared to a house, where the upper levels are like a roof, and the lower levels are like a floor. If we imagine that water is pouring onto this structure from top to bottom, then it becomes clear: if there is “dirt” at the top, then there will be streams of muddy water below. Putting order on the "roof", we get " clean water" at the bottom. The higher the level at which the information enters, the more powerful the impact it has. For more high level both positive and negative impacts are stronger.

Originally NLP used 5 levels. Upwards:

1. External environment: place, people, things. Who what?
2. Behavior: actions. What is he doing?
3. Capabilities: Strategies and states by which a person manages himself and others.
4. Values ​​and Beliefs: Beliefs that motivate behavior.
5. Identity: personal identity. Who am I? Self beliefs.

At each level, we use only a part of the possibilities of our body and consciousness. The higher the level, the higher the engagement rate. Kovalev S.V. ("Introduction to modern NLP", Moscow 2002) Offers a model of 9 levels.

1. Environment - Who and what surrounds me?
2. Behavior - What do I do and how do I act?
3. Abilities - What abilities do I have?
4. Desires (goals, intentions) - What do I want?
5. Values ​​- What do I strive for?
6. Beliefs - What do I believe?
7. Identity - Who am I?
8. Mission - Why does the world need me?
9. Meaning - What does the world give me?

Let's look at examples of how logical levels manifest themselves in socionics: External environment: socion, 16 personality TIM models, conflicters, duals, etc. Behavior: Each TIM is assigned a specific behavior model, which is reflected in the Type Descriptions from different authors. Subtypes are also described in terms of behavior. Opportunities: Using socionics, you can select jobs, employees, husbands, wives, friends. You can consult, determine TIMs, conduct schools, etc. Beliefs, values: Socionics is an advanced science, which is designed to make people happy. Socionics is a dubious theory that does not have strict scientific confirmation. To live happily, you need to surround yourself with duals. If you meet a conflicter and an auditor together, you will become dumb. Identity: I am Napoleon. I am Maxim Gorky. I'm a genius typist." Margarita Matvienko, "Type of informational metabolism and Mission - a contradictory unity." Report at XXII Kievskaya International Conference in socionics. With the help of L.U. you can not only analyze any part of your experience (and the experience of the counselor), but also make environmentally friendly changes in your (and his) life.

These are extracts from Sergei Pereslegin's book "Occam's Straight Razor", 2010.

Today, the goal of higher education is missing. Secondary education has as its obvious aim the integration of the child into society. At present, this problem is solved mainly by the mass media, which led to the crisis of the school.
Higher education initially trained the top management elite, then the top of the entrepreneurial stratum. With the democratization of society, on the one hand, and the increase in the requirements for the qualifications of the labor force, on the other, the proportion of people receiving higher education grew, and its quality decreased proportionally. This process in the West has led to the formation of a middle class - a layer of literate, solvent and state-loyal specialists. Such a layer turned out to be in demand in the formation of post-totalitarian control mechanisms in developed countries, and for half a century the main task of higher education was the expanded reproduction of the middle class.
The end of the 20th century was marked by a middle class crisis, more acute in the United States, but noticeable in Western Europe. The reasons for this crisis were a decrease in the productivity of capital and an increase in migration flows. The economic ruin of the middle class - in the United States through taxation that funnels cash from working Americans to welfare recipients, in Western Europe through competition in the labor market - has led to a severe decline in Western higher education.
The world is on the verge of a post-industrial crisis, and society's need for a middle class that increases social stability at the cost of abandoning development and lowering the rate of profit is very small. Accordingly, the need for mass higher education is falling. It goes without saying that not a single modern state will refuse this institution. Approximately the same thing will happen that once happened with Roman citizenship - it spread throughout the vast Empire, but lost its privileged status.
Of course, at all times higher education has solved one specific, only accessible and most important task. It prepared personnel for science (including theology) and art, that is, it realized one of the attributive functions of society - knowledge. And today, talking about higher education makes sense only in this context.
The modern education system took shape in the High Middle Ages and has changed little since then, despite the change in two socio-economic phases of development. It is built on the gap between the processes of study and activity, is focused on a subject approach and monodisciplinarity, in all its links it steadily reproduces the managerial pyramid. Students will receive knowledge in the process of live broadcasting, and they cannot control this process. Knowledge is tested during examination sessions, and the quality of this “ measuring device» leaves much to be desired. In addition, the efficiency of the education system, considered as a generator of personnel for the cognition system, differs little from zero.
What needs to change?
First of all, the terms of obtaining higher education should be significantly reduced. It should be a very intensive but short study. In the post-industrial (cognitive) perspective, even a year seems unacceptably long.
Short education is a completely different logic of building education: modularity of courses, deep immersion, removal of the serotonin barrier and activation of memory, an activity approach to education, the use of technology of organizational and activity games to “unmount” thinking and strategic simulation games to install ontology ... and etc.
Education on huge overloads can withstand, without losing either health or creative abilities, only very young children or, on the contrary, mature adults who have solved a significant part of their life problems (work, money, family, children) and have entered the stage of personal growth. That is, we must predict that one part of higher education will sharply become younger and start working with a contingent of 11-13 years of age, if not younger, and the other will grow up just as sharply and turn to people 30-40 years old.
Note that modern higher education is trying to teach perhaps the most inappropriate "material" for this: young people who are in search of themselves, a life partner and their place in this life. In the European Middle Ages, when they could not work with children, and the age of 50 meant old age, the orientation towards teenagers was understandable and justified, now it is a familiar anachronism.
Cognition, like education, consists of three independent and equally important systemic activities - unpacking, compactification and communication. At present, the balance of these activities is sharply upset in favor of unpacking. And R&D, R&D and R&D represent the unpacking of what has been done fundamental science and the process of its technologization. Modern world not compactified. The scientific and teaching community cannot properly teach children, communicate incorrectly with the elites, precisely because they possess knowledge that is not molded into a compact, observable form. No less problems with communication.
If we want to create a fundamentally new educational structure, we need to carry out symmetrization in terms of three basic activities, learn how to organize and maintain links between them. This will require a knowledge management system.
The knowledge system is organized hierarchically and can be described by Bertrand Russell's levels.
The first level of Knowledge answers the question "Where am I?" - within the framework of space and time, in the language of metaphors.
The simplest is Geographic Knowledge. Its highest form is astronomical knowledge. Geographic Knowledge includes the following scientific disciplines Keywords: geography, geology, meteorology, astronomy, economics, politics.
Historical Knowledge, answering the question "When am I?" consists of history, historiography, chronology, archeology, psychology, sociology, linguistics, strategy, the art of management, military science, general systems theory, politics and evology (the science of systems development does not yet exist).
Mythological Knowledge and physical Knowledge (mathematics, physics, astronomy, chemistry, assemblage point - the practice of physical experiment) belong to the same level.
The next level of Bertrand Russell is characterized by the question "What am I doing?". At this level, Knowledge should be presented corresponding to the three main forms of activity - unpacking, compactification and communication, and the four basic social processes - cognition, learning, management and production.
The situation is somewhat better with the third, technological level of Russell, which answers the question "How do I do it?". There is technical Knowledge from different disciplines here.
Let's introduce a definition according to which a person who has installed geographical and historical Knowledge, has primary education. If physical Knowledge is also added, then we can talk about secondary education. It is available today to some graduates of physical faculties very good universities. When there is also technical and anthropological (or economic, although this is very unlikely) Knowledge, education is called secondary systemic. Currently, persons with such education are distributed piece by piece.
Where is higher education? Farther.
At the fourth level of Bertrand Russell, reflection appears and the question is asked: “Why am I doing this?”. This level corresponds to reflective Knowledge, which includes one or more Knowledge of a lower level, thought-activity methodology, psychology and general systems theory. Higher education is secondary education plus reflective Knowledge. Higher systemic is the average systemic plus reflective. Currently, there are people with higher system education in the country. There are 20-30 of them.
At the fifth level are the question "Who am I?" and the highest Knowledge arises (it is also ontological, it is also transcendental).
This Knowledge includes Knowledge of low levels, reflective Knowledge, as well as mathematics in a huge volume, physics, quantum Knowledge, linguistics, music, philosophy, theology. It is theology that is the assemblage point here.
Higher Knowledge is the goal of the last stage of education - global education. There are no people on Earth with such an education today.
The University of the Future is not a building, it is a generalized book. A book that, by the strength of its impact, should be correlated with the Koran or the Bible and at the same time enlighten us not only in transcendental issues, but also in issues of material existence. Its creation is the task of the coming years.

Despite the title (Portraits from memory), this article is about the rules of aging, which at my age becomes a topic of particular importance. [at the time of writing, Russell is 84 years old - E.K.].

My first piece of advice is to choose your ancestors carefully. Although both my parents died young, in regard to my other ancestors I have succeeded quite well on this point. My maternal grandfather, however, perished in his prime at the age of 67. But the three remaining ancestors lived for more than 80 years. Regarding distant ancestors, I can name only one who did not live to a ripe old age. He died from a disease, something now rare, namely due to the decapitation of the head.
My great-grandmother who was friends with Gibbon [Edward Gibbon (1737-1794), British historian and Member of Parliament - E.K.] lived to age 92 and last day terrified all her descendants.
My maternal grandmother, after giving birth to nine children who survived, one who died in infancy, as well as many miscarriages, devoted herself to barely widowing higher education women. She was one of the founders of Girton College , and worked tirelessly to give women access to the medical profession. She liked to tell how in Italy she met an elderly gentleman who looked very sad. The grandmother asked him why he was sad, and he replied that he had just been separated from his two grandchildren. “Good God! Grandma exclaimed. “I have 72 grandchildren, and if I were sad every time I was separated from one of them, my life would be very miserable.” "Heartless mother!" he replied. However, speaking on behalf of one of the seventy-two, I prefer her recipe. When she was over 80, she had some difficulty going to bed, so usually the grandmother spent the hours from midnight to three in the morning reading non-fiction. I don't think she has time to notice her own aging. This, in my opinion, is an excellent recipe for preserving youth. If you have a wide range of interests and exciting activities where you can be useful, you will have no reason to think about the purely statistical fact of the number of years you have already lived, much less about the likely brevity of the future that lay ahead of you.

Regarding health, I can hardly give helpful tips because my experience of disease is very poor. I eat and drink whatever I want and go to bed when I can't stay awake. I have never taken any action in the name of health, although in reality everything I like to do is for the most part beneficial to the body.

In terms of psychological anti-aging, there are two dangers to beware of. One of them is an excessive preoccupation with the past. It is useless to live in memories, regrets about the good old days, or sink into mourning for dead friends. A person's thoughts should be turned to the future and to things that can be changed. It's not always easy; a person's past is gradually becoming heavier. It is very easy to tell yourself that your feelings used to be brighter, and your mind sharper and more receptive than it is now. If this is true, then it should be forgotten; and if you managed to forget, most likely it was not true.

Another danger to beware of is clinging to youth in the hope of feeding on its vitality and energy. When your children grow up, they want to live their own lives. If you continue to be interested in them as you were at the beginning of their life, you will most likely become a burden to them, unless they are distinguished by unusual insensitivity. I am not saying that a person should not be interested in his children at all, but this interest should be passive-contemplative, and, if possible, philanthropic, but in no case overly emotional. Animals become indifferent to their offspring as soon as they learn to take care of themselves, and for people, due to the length of the period of infancy, this is difficult.

I think that a happy old age is most easily achieved by those who have strong impersonal interests that involve them in related activities. It is in this area that long-term experience is especially fruitful, and it is here that the wisdom generated by experience can be used without becoming burdensome. It makes no sense to tell grown children not to make mistakes, both because they won't believe you and because mistakes are an integral part of learning. But if you are one of those who have no impersonal interests, your life is likely to seem empty to you, unless you keep yourself busy with children and grandchildren. In this case, you must understand that although you can provide them with material support, say, by providing a cash allowance or knitting sweaters, you cannot expect your company to be their joy.

Some old people are oppressed by the fear of death. In youth, such a feeling is justified. Young people who have reason to fear death in battle may justifiably feel bitter at the thought that they have been fraudulently deprived of all the best that life can give. But in an old man who has known the joys and sorrows of human life, and has achieved everything he was capable of, the fear of death is rather cowardly and shameful. The best way to overcome it - at least in my mind - is to gradually expand the circle of your interests, making them more and more impersonal, objective, until, step by step, the walls of ego recede and your life merges more and more inseparably with the life of the universe.

The individual existence of man should be likened to a river: at first shallow, kept within the narrow boundaries of the banks, rushing furiously along the rocks and crashing in waterfalls. Gradually the river becomes wider, the banks part, the waters flow more calmly, and in the end, without any obvious break, they are swallowed up by the sea, where they painlessly lose their individual existence. A person who, in old age, is able to perceive his life In a similar way, will not be tormented by the fear of death, because everything that he cares about will continue to exist. And if, along with the extinction of vital energy, fatigue grows, the thought of rest will not be undesirable. I would like to die at work, knowing that others will take up what I can no longer do, and being satisfied with the thought that I have done my best.

"Pyramid Grade 10" - A polyhedron made up of an n-gon A1A2 ... An and n triangles is called a pyramid. The top of the pyramid. Apothem. Side rib. Hexagonal pyramid. What is the lateral surface area of ​​a pyramid called? Base. C. What is the total surface area of ​​a pyramid called? What is the lateral surface area of ​​a regular pyramid?

"Manifolds" - 18. Two-dimensional manifolds. Rice. 15. 25. 28. 27. 11. Fig. 3. 15. Fig. 18. 23. 22. Fundamental group. Fig.9. Let and be two sets in a Euclidean space of arbitrary dimension. . Rice. 16. Fig. 4. 17. Fig. 10. Sylvia Nasar and David Cruber. 29. Fig.8. Rice. 1. 13. 3. Fig. 17. Fig. 5. 8. For example, the surface of a cube is homeomorphic to a sphere (Fig. 2).

"Surface area of ​​bodies of revolution" - Teacher: Kambur Lyubov Alekseevna. Organizing time. From a square whose diagonal is equal to d, the lateral surface of the cylinder is folded. The teaching aspect of the lesson was formulated for educational, developmental and educational purposes. Goal setting. The surface area of ​​a cylinder. A lesson in learning new material.

"Pyramids" - Definition. All side faces of a truncated pyramid are trapezoids. Triangular pyramid (tetrahedron). Pyramid. Side ribs. Truncated pyramid. Lower and upper bases. Hexagonal pyramid. Content. Pyramids. Theorem on the area of ​​the lateral surface of a regular truncated pyramid. Correct pyramid.

"Tetrahedron" - A tetrahedron is depicted as a convex or non-convex quadrilateral with diagonals. Before introducing the concept of a tetrahedron, let us recall what we meant by a polygon in planimetry. Presentation on TETRAHEDRON geometry. Today we will get acquainted with the TETRAHEDRON. A tetrahedron has four faces, six edges and four vertices.

"Regular truncated pyramid" - For example, KK1 is the apothem of a regular truncated pyramid. Measuring the volume of a pyramid. Diagonal sections of the pyramid. Let SABC be a triangular pyramid with vertex S and base ABC. Correct pyramid. Pyramid elements. In particular, diagonal sections are triangles. According to some researchers, a large pile of wheat became the image of the pyramid.

Level 1 "Where am I?"

P stupid:

"Where am I spatially?"

1. Geographic Knowledge in its highest form Astronomical Knowledge(not formed!).

Geography: physical ( assembly point of all knowledge), descriptive (continents and oceans, countries and peoples, cultures and civilizations, ethno-cultural plates), economic, historical.

Geology Keywords: structure of the earth, minerals, geochemistry, geophysics, economic geology.

Meteorology: climate, weather phenomena, natural disasters, natural areas, paleoclimatology.

Astronomy Keywords: general astronomy, planets and satellites, stars, navigation and navigation instruments, coordinates, coordinate systems.

Economy: political economy, modern economic system, world trade, markets, currencies and currency zones, exchange and exchange processes, marketing, geoeconomics.

Politics: international law, legal systems, international relations, geopolitics.

"When I?"

2. Historical Knowledge.

Story: descriptive history (history of countries and peoples, continents, technology, culture, science, military history, economic history), theoretical history, historiosophy ( from here the assemblage point of all knowledge moves), metahistory.

Historiography.

Chronology.

Archeology.

Psychology: cognitive psychology, age-related psychology, paleopsychology, personality psychology, developmental psychology, Freud's model, Jung's model, Augustinavichute's model (information psychology), social psychology.

Sociology.

Linguistics Keywords: historical linguistics, structural linguistics, linguistics, typology of languages.

Strategy, military affairs, the art of management.

General theory of systems, structural dynamics.

Evology (the assemblage point of all knowledge moves here) .

Politics.

"Where am I metaphorically?"

3. Mythological Knowledge (? It has not been formed in Russia, it was partially formed in the USSR, it is typical for some “strange” peoples, for example, the Australian Aborigines).

4. Physical Knowledge.

Maths: geometry, analytic geometry, algebra, elementary mathematical analysis, differential and integral calculus, ordinary differential equations, calculus of variations, partial differential equations, group theory, theory of functions of a complex variable, series, special functions and generalized functions.

Physics: theoretical physics ( classical mechanics, thermodynamics - equilibrium and non-equilibrium, molecular-kinetic theory of matter, statistical physics, electricity, magnetism, oscillations and waves, special theory relativity, classical field theory, general theory relativity, quantum theory fields, non-local fields, strings and superstrings, supersymmetry, supergravity, quantum gravity), experimental physics (probability theory, theory of measurement errors, mathematical statistics, practice of physical experiment - assembly point of all knowledge, processing the results of a physical experiment), applied physics (biophysics, atmospheric physics, geophysics, radiophysics, physics solid body, optics, atomic physics, nuclear physics, elementary particle physics).

Astronomy: the structure and evolution of the Universe (" big Bang”, inflationary model), physics of stars.

Chemistry: periodic law, chemical substances, chemical reactions, an idea of ​​organic chemistry.

Level 2 What am I doing?

Four sociosystem processes (cognition, management, training, production) should correspond to four knowledge focuses, which, however, are absent ( 5 - 8 ). Including the lack of administrative knowledge (all over the world) and legal knowledge (also all over the world, although in Russia this is the worst).

Three sociosystem activities (unpacking, compactification, communication) should correspond to three knowledge focuses, which are also absent ( 9 - 11 ).

Level 3 "How do I do this?"

12. Technical Knowledge(fragmentary, missing "assembly point", which could be the science of the city and lifestyle).

Maths(computational methods).

Physics(classical mechanics, electricity, magnetism, thermodynamics, fundamentals of physical experiment, solid state physics, strength of materials).

Geology(soil science: soil types, soil properties, - geodesy).

Geography(natural zones, climate, commodity flows).

Programming, system programming, network administration.

Painting, drawing, composition, drawing.

Design ( architectural, technical, landscape, social, anthropological).

Design, designs.

TRIZ, RTV.

Networks and generating capacities, municipal economy, transport(a fragment of a not fully reflected systems science dedicated to modern cities, as large quasi-biological systems, and buildings considered as an element of the city - ????????????).

Economy(markets, prices, economics, management).

13. Economic knowledge (? - in Russia and, presumably, in the rest of the world is not formed).

14. Anthropological Knowledge(? - not formed in Russia).

Maths(probability theory, mathematical statistics).

Biology(genetics, theory of evolution, paleontology, biochemistry, descriptive biology - botany, zoology, general biology, anthropology, anatomy, human physiology, physiology of higher nervous activity).

The medicine(body structure, infectious diseases and epidemiology, chronic diseases, diseases of the skeletal system, diseases of the muscular system, diseases internal organs, hormones and hormonal medicine, tumors, hereditary diseases, injuries, first aid methods, pharmacology, antibiotics, narcology, drugs and psychedelics, pregnancy, obstetric practice skills, pediatrics, psychosomatics).

Psychology(socionics - theory of mentalities, Leary-Wilson model, Hellinger model, Freud model, Jung model, neurolinguistic programming, gestalt therapy trainings, developmental psychology, cognitive psychology, role-playing games).

Sociology, political science, political technologies, cultures ology.

Physical Culture (claims to assemble all knowledge, anatomy, physiology, psychophysiology, sports medicine, the basics of coaching, sports nutrition, healthy lifestyle life).

Level 4 Why am I doing this?

15. Reflective (Methodological) Knowledge.

Knowledge lower level.

Thinking Methodology (expressed "assembly point" of all Knowledge).

Psychology(theory of knowledge, theory of reflection).

General systems theory(Structurodynamics).

Level 5 "Who am I?"

16. Higher (Ontological, Transcendental) Knowledge (?).

Body of Knowledge levels 1 - 3.

reflective knowledge.

Maths(geometry, analytic geometry, tensor analysis, Riemann geometry, topology, higher topology, group theory, algebra theory, higher algebra, theory of functions of a complex variable, mathematical analysis - integral, differential, variational calculus, functions, special functions, generalized functions, series, number theory, mathematical logic, alternative logics, differential logics, set theory, Gödel's works, Hilbert's problems in modern interpretation).

Physics(classical mechanics, classical field theory, special and general relativity, gauge fields, evolution of the universe, supersymmetry and supergravity, superstrings).

quantum knowledge(probability theory, mathematical statistics, quantum mechanics, quantum electrodynamics, quantum field theory, quantum gravity, quantum effects in the macrocosm, "quantum" literature - disciplines exist, knowledge is not formed).

Linguistics(historical linguistics, structural linguistics, neopositivism, Wittgenstein's approach, Lem's approach, Nalimov's approach).

General systems theory.

Methodology(physical methodology, historical methodology, humanitarian methodology, thought-activity methodology, idea of ​​a generalized methodology).

Music.

Philosophy(history of philosophy, philosophical meta-knowledge, main forms of philosophical knowledge and their relationship, modern philosophy).

Theology, incl. transcendence (the real assembly point of all Knowledge).

Level 6 "Why me?"

Knowledge in the modern sense of the term is absent and cannot be created.