Burlan P., Burlan P

Simoron first hand, or How to achieve what is impossible to achieve

Taking off your makeup

Is it really possible to achieve the impossible?...

When you realize that we're talking about It’s not just about clearly setting a goal for yourself, planning all the steps and working hard to implement them, but about the “fairytale” method: you want it - it happens, then you involuntarily imagine the following options.

1. They are making a fool of you. They use such a statement as bait. Gypsy: “Give me, dear, I’ll tell you fortune” - turns into emptiness in your pockets.

2. These citizens recently made contact with aliens and, at the same time, with the attending physician of a psychiatric hospital.

3. Another attack of superstitious ignorance. Evil old women with rat paws, love spells and damage.

4. Still, there is something in this... They talk about subtle energies, there is Vanga, Ninel Kulagina, Uri Geller and others. But what if?

Petra and Peter Burlan do not fit into any of these categories. These are educated, sensible, modest, intelligent people. Without sparks from the eyes and flames from the ears. Just people.

If you want to get a Mercedes because your neighbor has one, nothing will come of it. If you want to become thinner than a reed, like a famous fashion model, your waist will not decrease by a centimeter. If you try to compete with Chumak - Kashpirovsky (in what way are you worse?) - you will overstrain yourself and that’s all. If you go to India to learn from the yogis there how to bury yourself in the ground for six months, you will lose time and money...

That is, SIMORON is not your ally in these matters.

But maybe your soul yearns to play the violin, and your environment and surroundings make you an accountant or a stonemason? Do not doubt: you will be the second Paganini. Or maybe the first, even more so.

Do you feel like the future Joan of Arc? Time will pass, and fragile women’s shoulders will adorn the general’s shoulder straps.

Do you dream of flying - without imitating birds, just knowing that it is natural, like breathing air... Well, soon friends, looking into the blue, will confuse you with cranes.

This is the kind of desire SIMORON fulfills. Realizes! If it were not for this, thousands of people in different parts of the Earth would not be drawn to this system - from Murmansk to Vladivostok, from Boston to Melbourne... In addition to the center of the Simoron movement - the Burlanov school in Kiev, its branches and centers operate in many cities of Ukraine and Russia , far abroad. The Burlans regularly conduct seminars that attract people from dozens of countries to receive an unusual education: learn to be what you are in your authenticity. And this has been going on for almost 20 years, “Living Newspaper” - word of mouth spreads information about the system, it is widely discussed in the press, on the Internet, it is discussed at scientific departments as a discovery that has no analogues, a new page in the philosophical and psychological reading of the world.

This publication is the first accurate and detailed popular presentation of SIMORON. It was written down by the authors in such a way that the reader who did not attend the school could try on its postulates in absentia. Not only theoretically, but, above all, practically, having accepted first-hand the newest, most recent findings of the Burlans.

If this book comes across to those who, to one degree or another, have already become familiar with the Simoron method, they can immediately move on to its main part. The further lines of our preamble are intended for those who heard about SIMORON for the first time. And who would like to join the large army of people who have forgotten how to buy a pig in a poke and have discovered the ability to hit the mark on the first try.

What can you say to such a reader first?

SIMORON is a game psychotraining that helps a person born in society to recover in his “cosmic” Self, in relation to which the earthly personality occupies the same position as, say, the nose or heel in relation to the body.

This effect is achieved by expanding the boundaries of our self-awareness. Usually people's attention is focused on some specific, local object that is in front of them or in their memory: the book we are reading; a spoon of soup brought to the mouth; companion; a car passing by; attribute of work or study; some numbers, concepts, pictures flowing before our inner gaze... Surrendering alone such an object, we lose sight of other, which can enrich us with information and give a more detailed understanding of the nature of certain phenomena. As a result of such a narrowed perception, we often miss, get into trouble, and do not find a solution to the problems that arise. An expanded view helps you see the world in a large-scale, multifaceted way, and discover ways out of any dead ends.

The means and methods by which this is accomplished boil down to exposing the rules and conventions within which our everyday games take place. SIMORON is a cheerful “striptease” that removes the blinders that obscure reality from the eyes. This principle makes the system accessible to everyone, easy to learn, and helps achieve quick and obvious results.

Any obstacles that seemed insurmountable make way, as soon as you approach them from the Simoron position. Concepts such as illness, lack of livelihood, conflicts with one’s environment lose significance. A person gets out of these situations like an actor from a tragic play, removing his makeup and exposing his face fresh wind… It’s as if we are being born again, opportunities open up for us that we didn’t even suspect about. The range of these possibilities can only partially be represented by such natural talents as clairvoyants, healers, “magicians”, etc.: the Simoron Self is immeasurably wider than any specialization accessible to the human imagination.

Having made the SIMORON school program the supporting platform of our existence, we have the right to consider ourselves “legitimate” members of a community whose living territory extends far beyond the boundaries of space-time known to us.

So, friends, you ran along the Simoron fairway and, of course, it’s unlikely that you figured out its flow right away. To do this you will have to fundamentally dive into the river...

However, let's take a look around, feel with your toe how cold or hot the water is in it. Let's ask a few questions to the authors, fortunately they are nearby. Let's listen carefully to the answers. This will help you not to miss the main point when reading further.

What does the name "Simoron" mean?

What does any name mean? A set of sounds that should help somehow distinguish one object from another. Let's say - “kangaroo”... What do we picture when we hear this word? A funny animal with a woolen pocket on its belly and a spring tail. In fact, this is translated: “I don’t understand you...” This is exactly how the Australian aborigine answered the Englishman who got off the ship and asked a question about the galloping unprecedented beast. The concept of “simoron” is from the same opera. If you want, fill it with this meaning: “See toge op...” Or: “See or on…» Or better yet, translate it roughly like this: "A blue radish on the triangular cheek of a youthful airfield who scratches the paw of his cousin's window sill." I think this will be most accurate.

A number of books have been published in which an attempt is made to describe Simoron techniques. But those who discovered SIMORON and identified this phenomenon have remained silent until now... Why?

Remember the classic parable? Blind travelers came across an elephant. One stroked his trunk and said: “Snake.”

Another hugged the elephant's leg and concluded: "Pillar." The third groped for the spreading ears: “Burdock leaves”... What you call Simoron’s techniques are precisely such “ears” and “trunks”, individual features of a holistic phenomenon that do not convey its real content. You can successfully use one or another technique, but this is about the same as bandaging a wound: it will become easier, however, the roots of the disease will remain unaffected and after some time they will sprout new shoots. Therefore, inventing, developing spectacular and effective psychotherapeutic techniques, presented in the mentioned books, we understood that all this was just an approximation to the system, that its true possibilities would emerge when we were able to see the “elephant” in its entirety. This did not happen right away, it took years... But now, when the method has crystallized, when there is practically nothing optional or “bandage” left in it, we can honestly talk about SIMORON as such. Not about a “pill” set for this or that case, but about a program, a way of existence that promises a transition to a fundamentally different quality of life. This eliminates the need for different techniques: a single, extremely simple technology, permeating the system in all its aspects. Now we know exactly what we are leading our students to. That is why our book appeared only now.

The textbook sets out a systematic course in ethnopsychology and is an expanded and revised edition of a textbook published by the Faculty of Psychology of Moscow State University. M. V. Lomonosov in an extremely limited edition in 1998. It attempts to integrate ethnopsychological approaches existing in various sciences - from psychology to cultural anthropology. It outlines the development paths of ethnopsychology, presents the classic and latest achievements of its main schools and directions in the study of personality, communication, regulation of social behavior in the context of culture. The socio-psychological aspects of ethnic identity, interethnic relations, adaptation in a foreign cultural environment are analyzed in detail.

For students specializing in psychology, history, political science and others humanities.

THE PROBLEM OF SOCIAL GROUP IN THE MIRROR OF ETHNOPSYCHOLOGY

Exit modern textbook“Ethnopsychology” in the Library of Social Psychology, which has won recognition from readers thanks to the publication of psychological classics, is logical and timely. Not only because the work of T. G. Stefanenko summarizes and generalizes the results of ethnopsychological research over the century that has passed since the first publication of the fundamental works of W. Wundt, G. Lebon, G. Tarde, A. Fullier and others presented in the “Library” founders of ethnopsychology. But also because ethnopsychological problems occupy a special, one might even say exclusive, place in the fate of social psychology as a branch of scientific knowledge. Both the past and – I am sure – the future of this discipline are closely connected with the solution of a range of problems of an ethnopsychological nature.

It is known that the origins of socio-psychological knowledge are clearly visible already in the philosophical treatises of antiquity. “The State” of Plato, “Politics” and “Rhetoric” of Aristotle, “Conversations and Judgments” of Confucius are convincing and not the only evidence that the history of socio-psychological thinking is as old as attempts to understand the nature of the relationship between man and society and find ways their regulation. How do stable forms of social coexistence grow out of contradictory and changeable human aspirations? How can a free and unique individuality be born and survive under conditions of social pressure that standardizes people and strict social control? Is it possible and how can we ease the burden of the eternal conflict between the individual and society without destroying the first and blowing up the second? Just a list of the names of thinkers who, over the centuries, posed and solved these problems central to social psychology would take more than one page. However, no matter how important their contribution to the development of socio-psychological knowledge is, only in the second half of the last century did it cease to be the lot of individual intellectuals and by the beginning of the current one acquired the status of a relatively independent and recognized science. Why and how did this happen?

Stefanenko Tatyana Gavrilovna - Head of the Department of Social Psychology, Faculty of Psychology, Moscow State University named after M.V. Lomonosov (2006-2017), Doctor psychological sciences, professor, emeritus professor of Moscow State University (2009).

T.G. Stefanenko graduated from the Faculty of History of Moscow State University named after M.V. Lomonosov. She specialized in the department of ethnography, where her interest in the field of knowledge that was being revived at that time in the USSR - ethnopsychology - was awakened, which determined her entire life path.

After graduating from the Faculty of History, she came to work at the Faculty of Psychology of Moscow State University, from which she never left, having gone from a contract translator to a manager. Department of Social Psychology, Professor. In 1989 she defended her PhD thesis “Attributive processes in intergroup relations” (supervisor G.M. Andreeva). The topic of the doctoral dissertation defended in 1999: “Social psychology of ethnic identity.” The academic degree of Doctor of Psychology was awarded in 2000, the academic title of professor was awarded in 2002.

She developed the concept of ethnic identity from the perspective of social constructionism - considering it as one of the key social constructs that arise in the process of subjective reflection and active construction by the individual of social reality and are the result of experiencing the relationship between the Self and the ethnic environment. The results obtained are of interest for optimizing relations between representatives different cultures, ethnic communities, states and create the prerequisites for building a system of multicultural education. She was one of the authors of training programs for the development of ethnocultural competence and the formation of practical skills of intercultural interaction in Russian multiethnic society.

Member of the Academic Council of the Faculty of Psychology and three doctoral dissertation councils (at Moscow State University, St. Petersburg State University, Southern Federal University).

At Moscow State University she gave a course of lectures on ethnopsychology and a special course on the psychology of intergroup relations.

Under her leadership, more than 50 theses, including in recent years:

Bilingualism as a factor of ethnic identity;
Health mindsets across cultures different levels individualism/collectivism;
Cultural context and interethnic differences in attribution processes;
The level of adaptation of Russian women in Cyprus and their ideas about the stereotypes of local residents;
Features of the ethnic identity of people who follow the traditions of another ethnic group;
The relationship between the importance of ethnic identity and prejudice towards ethnic minorities;
Development and testing of training for psychological adaptation of Japanese students in Russia;
Perception of justice among Russian youth;
Features of the social identity of Spanish “children of war”;
The success of adaptation of Russian-speaking emigrants in Finland and their ideas about the Russian people;
The influence of value orientations on the adaptation of Chinese students in Russia;
Features of adolescents’ coping strategies with situations of discrimination based on ethnicity;
Factors of satisfaction with marital relationships in Russian-American marriages;
Differentiation of negative ethnic attitudes as a factor in reducing prejudice;
The relationship between the characteristics of the territorial identity of nonresidents and their prejudice towards Muscovites;
Acceptance of Hinduism as a factor in the transformation of ethnic identity;
Social and cognitive factors in the development of ethnic prejudices in junior schoolchildren;
Transformation of intercultural competence in the process of adaptation to a foreign cultural environment;
Transformation of value orientations and the image of Russia among Chinese students at Moscow universities;
Features of the experience of loneliness by Russian students in the process of their adaptation to a foreign cultural environment;
Weakening the ethnic prejudice of students in situations of social tension;
Ideas about an active social minority in modern Russian society;
The relationship between the characteristics of ethnic identity and the cultural memory of the people (using the example of the memories of the Armenians about the genocide);
Ideas about state power in the everyday consciousness of Russians and in the print media;
Transformation of the image of Russia in the process of adaptation of Chinese students;
Factors of discrimination in hiring in Russian megacities;
Value orientations in migrant families as a factor in their adaptation strategy;
Cross-cultural analysis of social experiences of guilt and shame;
Value orientations as a factor in the formation of social ideas about the interaction of people and authorities;
Analysis of conflict resolution strategies for Chinese students with different lengths of stay in Russia.

She was the supervisor of nine graduate students who successfully defended their dissertations on the following topics:

Development of ethnic identity of children and adolescents (O.L. Romanova)
Language as a factor of ethnic identity (Zh.T. Utalieva)
Adaptation of older people to the modern social situation (O.V. Krasnova)
Intercultural differences in ideas about sexuality among Russians and Finns (O. V. Chernetskaya)
Ethnic prejudices and the possibilities of humor to overcome them (A.M. Arbitaylo)
Gender stereotypes in youth media (N.G. Malysheva)
Development of ethnocultural competence of a teenager using the method of socio-psychological training (A.S. Kupavskaya)
The degree of freedom of choice of a group as a factor in the emergence of ethnic prejudices (M.V. Kotova)
Features of culture as a factor in resolving interpersonal conflict (M.G. Leontyev)

Stefanenko T.G., Shlyagina E.I., Enikolopov S.N. Methods of ethnopsychological research. M.: Moscow State University Publishing House, 1993.
Introduction to practical social psychology: Tutorial. M.: Smysl, 1996 (co-author).
Belinskaya E.P., Stefanenko T.G. Ethnic socialization of a teenager M.: Moscow Psychological and Social Institute, Voronezh: MODEK, 2000.
Transformation of identification structures into modern Russia. M.: MONF, 2001 (author and scientific editor).
Social psychology in modern world: Tutorial. M.: Aspect Press, 2002 (co-author).
Lebedeva N.M., Luneva O.V., Martynova M.Yu., Stefanenko T.G. Intercultural dialogue: Training of ethnocultural competence: Educational and methodological manual. M: RUDN Publishing House, 2003.
Lebedeva N.M., Luneva O.V., Stefanenko T.G. Ethnic tolerance training for schoolchildren: Textbook. M.: Hello, 2004.
Lebedeva N.M., Stefanenko T.G., Luneva O.V. Intercultural dialogue at school. Book 1: theory and methodology. Book 2: training program. M: RUDN Publishing House, 2004.
Developmental psychology: Textbook. 2nd edition, revised. and additional M.: Academy, 2005 (co-authored).
Social transformations in Russia: theories, practices, comparative analysis. M.: Flinta, MPSI, 2005 (co-authored).
Stefanenko T.G. Ethnopsychology: Workshop. 2nd edition, revised. and additional M.: Aspect Press, 2013.
Stefanenko T.G. Ethnopsychology: Textbook. 5th edition, rev. and additional M.: Aspect Press, 2014.

Annotation

For students majoring in psychology, history, political science and other humanities.

Stefanenko T. G.

THE PROBLEM OF SOCIAL GROUP IN THE MIRROR OF ETHNOPSYCHOLOGY

PREFACE

PART ONE. INTRODUCTION

CHAPTER I ETHNIC REVIVAL OF THE SECOND HALF OF THE XX CENTURY

1.1. The ethnic paradox of modern times

1.2. Psychological reasons growth of ethnic identity in the modern world

1.3. Ethnic identity in situations of social instability

READING LITERATURE

CHAPTER II ETHNOPSYCHOLOGY AS AN INTERDISCIPLINARY FIELD OF KNOWLEDGE

2.1. What is ethnicity?

2.2. Culture as psychological concept.

2.3. What is ethnopsychology?

READING LITERATURE

Part two. HISTORY OF THE EMERGENCE AND FORMATION OF ETHNOPSYCHOLOGY

CHAPTER I ETHNOPSYCHOLOGICAL IDEAS IN EUROPEAN SCIENCE

1.1. The origins of ethnopsychology in history and philosophy

1.2. Study of the psychology of peoples in Germany and Russia

1.3. W. Wundt: psychology of peoples as the first form of socio-psychological knowledge

1.4. G. G. Shpet about the subject ethnic psychology

READING LITERATURE

CHAPTER II PSYCHOLOGICAL DIRECTION IN AMERICAN ETHNOLOGY

2.1. Crop Configurations

2.2. Basic and modal personality

2.3. Subject and tasks of psychological anthropology

READING LITERATURE

CHAPTER III COMPARATIVE CULTURAL APPROACH TO THE CONSTRUCTION OF GENERAL PSYCHOLOGICAL KNOWLEDGE

3.1. The first empirical studies in general psychology

3.2. A little about intelligence tests

3.3. Visual illusions

3.4. Color: coding and categorization

READING LITERATURE

CHAPTER IV MAIN DIRECTIONS OF ETHNOPSYCHOLOGICAL RESEARCH

4.1 Relativism, absolutism, universalism

4.2. L. Lévy-Bruhl about the mentality of the primitive and modern man.

4.3. C. Lévi-Strauss on the universality of the structure of thinking

READING LITERATURE

Part three PERSONALITY IN CULTURES AND ETHNOSES

CHAPTER I ETHNOCULTURAL VARIABILITY OF SOCIALIZATION

1.1. Socialization, enculturation, cultural transmission

1.2. Ethnography of childhood

1.3. Comparative cultural study of socialization: archival, field and experimental studies

1.4. Adolescence and the “transition to the adult world”

READING LITERATURE

CHAPTER II ETHNOPSYCHOLOGICAL PROBLEMS OF PERSONALITY STUDY

2.1. Personality traits: universality or specificity?

2.2. National character or mentality?

2.3. The problem of norm and pathology

READING LITERATURE

CHAPTER III UNIVERSAL AND CULTURE-SPECIFIC ASPECTS OF COMMUNICATION

3.1. Comparative cultural approach in social psychology

3.2. Dependence of communication on cultural context

3.3. Expressive behavior and culture

3.4. Cross-cultural differences in causal attribution

READING LITERATURE

CHAPTER IV CULTURAL VARIABILITY OF REGULATORS OF SOCIAL BEHAVIOR

4.1. Regulatory function of culture

4.2. Individualism and collectivism

4.3. Guilt and shame as mechanisms of social control

4.4. Conformity as a regulator of individual behavior in a group

READING LITERATURE

Part 4. PSYCHOLOGY OF INTERETHNIC RELATIONS

Chapter 1. Interethnic relations and cognitive processes

1.1. Intergroup and interpersonal relations

1.2. Psychological determinants of interethnic relations

1.3. Social and ethnic identity

1.4. Cognitive and affective components of ethnic identity

READING LITERATURE

Chapter 2. Development and transformation of ethnic identity

2.1. Stages of formation of ethnic identity

2.2. The influence of social context on the formation of ethnic identity

2.3. Strategies for maintaining ethnic identity

2.4. The problem of changing ethnic identity

2.5. Model of two dimensions of ethnic identity

READING LITERATURE

Chapter 3. Mechanisms of intergroup perception in interethnic relations

3.1. ETHNOCENTRISM AS A SOCIO-PSYCHOLOGICAL PHENOMENON

3.2. Ethnic stereotypes: history of study and basic properties

3.3. Ethnic stereotypes: the problem of truth

3.4. Ethnic stereotypes and the mechanism of stereotyping

3.5. Social causal attribution

Literature to read

Chapter 4. Ethnic conflicts: causes and methods of resolution

4.1. Definition and classifications ethnic conflicts

4.2. Ethnic conflicts: how they arise

4.3. Ethnic conflicts: how they occur

4.4 Resolution of ethnic conflicts

Literature to read

Chapter 5. Adaptation to a new cultural environment

5.1. Adaptation. Acculturation. Device

5.2. Culture shock and stages of intercultural adaptation

5.3. Factors influencing the process of adaptation to a new cultural environment

5.4. Consequences of intercultural contacts for groups and individuals

5.5. Preparing for intercultural interaction

5.6. “Cultural assimilator” or a technique for increasing intercultural sensitivity

Literature to read

Literature

Stefanenko T. G.

Ethnopsychology

THE PROBLEM OF SOCIAL GROUP IN THE MIRROR OF ETHNOPSYCHOLOGY

The publication of the modern textbook “Ethnopsychology” in the Library of Social Psychology, which has won recognition from readers thanks to the publication of psychological classics, is natural and timely. Not only because the work of T. G. Stefanenko summarizes and generalizes the results of ethnopsychological research over the century that has passed since the first publication of the fundamental works of W. Wundt, G. Lebon, G. Tarde, A. Fullier and others presented in the “Library” founders of ethnopsychology. But also because ethnopsychological problems occupy a special, one might even say exclusive, place in the fate of social psychology as a branch of scientific knowledge. Both the past and – I am sure – the future of this discipline are closely connected with the solution of a range of problems of an ethnopsychological nature.

Realizing that the emergence of any science is a long, complex process and cannot be unambiguously interpreted, I would venture to name two groups of reasons, the interaction of which led to the establishment of social psychology as a system of scientific knowledge at the turn of the century. The first is global socio-historical transformations that reached their climax in...

USSR → Russia Russia

Tatyana Gavrilovna Stefanenko(born November 24, Moscow) - Soviet and Russian scientist-psychologist, leading specialist in ethnopsychology in Russia. Doctor of Psychological Sciences, Professor and Head of the Department of Social Psychology, Faculty of Psychology, Moscow State University named after M.V. Lomonosov. Honored Professor of Moscow State University (2009).

Biography

Tatyana Grigorievna Stefanenko was born on November 24, 1949 in Moscow. In 1972 she graduated from the Faculty of History of Moscow State University named after M.V. Lomonosov. During her studies, she specialized in the department of ethnography, where she became interested in the field of knowledge that was reviving at that time in the USSR - ethnopsychology. This determined her future life path.

After graduating from the Faculty of History, she began working at the Faculty of Psychology of Moscow State University, where she worked her way up from a translator under a business contract to the head of the Department of Social Psychology and professor. In 1989 she defended her candidate's dissertation “Attributive processes in intergroup relations” (supervisor - G. M. Andreeva), and in 1999 - her doctoral dissertation (topic - “Social psychology of ethnic identity”). The academic degree of Doctor of Psychological Sciences was awarded to T. G. Stefanenko in 2000, the academic title of professor was awarded in 2002.

At the Faculty of Psychology of Moscow State University he teaches courses “Ethnopsychology”, “Methodology and practice of social psychology of the 21st century”, “ Modern concepts social psychology”, “Social psychology of interethnic and interfaith relations”, “Psychology of social emotions and experiences”, “Psychology of intergroup relations”.

Member of the Academic Council of the Faculty of Psychology and three doctoral dissertation councils (at Moscow State University, St. Petersburg State University, Southern Federal University). In 2009 she was awarded the title “Honorary Professor of Moscow University”.

Publications

Stefanenko T.G., Shlyagina E.I., Enikolopov S.N. Methods of ethnopsychological research. M.: Moscow State University Publishing House, 1993.
Introduction to practical social psychology: Textbook. M.: Smysl, 1996 (co-author).
Belinskaya E.P., Stefanenko T.G. Ethnic socialization of a teenager M.: Moscow Psychological and Social Institute, Voronezh: MODEK, 2000.
Transformation of identification structures in modern Russia. M.: MONF, 2001 (author and scientific editor).
Social psychology in the modern world: Textbook. M.: Aspect Press, 2002 (co-author).
Lebedeva N.M., Luneva O.V., Martynova M.Yu., Stefanenko T.G. Intercultural dialogue: Training of ethnocultural competence: Educational and methodological manual. M: RUDN Publishing House, 2003.
Lebedeva N.M., Luneva O.V., Stefanenko T.G. Ethnic tolerance training for schoolchildren: Textbook. M.: Hello, 2004.
Lebedeva N.M., Stefanenko T.G., Luneva O.V. Intercultural dialogue at school. Book 1: theory and methodology. Book 2: training program. M: RUDN Publishing House, 2004.
Developmental psychology: Textbook. 2nd edition, revised. and additional M.: Academy, 2005 (co-authored).
Social transformations in Russia: theories, practices, comparative analysis. M.: Flinta, MPSI, 2005 (co-authored).
Stefanenko T.G. Ethnopsychology: Workshop. 2nd edition, revised. and additional M.: Aspect Press, 2013.
Stefanenko T.G. Ethnopsychology: Textbook. 5th ed. - M.: Aspect Press, 2014. - 352 p. - ISBN 978-5-7567-0731-1.

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- Well, what about my heirs? - said Pierre. “What if I get married... It could happen,” he added with an involuntary smile.
“And I dare to report: a good deed, your Excellency.”
“How easy he thinks it is,” thought Pierre. “He doesn’t know how scary it is, how dangerous it is.” Too early or too late... Scary!
- How would you like to order? Would you like to go tomorrow? – Savelich asked.
- No; I'll put it off a little. I'll tell you then. “Excuse me for the trouble,” said Pierre and, looking at Savelich’s smile, he thought: “How strange, however, that he does not know that now there is no Petersburg and that first of all it is necessary for this to be decided. However, he probably knows, but he’s only pretending. Talk to him? What does he think? - thought Pierre. “No, someday later.”
At breakfast, Pierre told the princess that he had been to Princess Marya yesterday and found there - can you imagine who? - Natalie Rostov.
The princess pretended that she did not see anything more extraordinary in this news than in the fact that Pierre had seen Anna Semyonovna.
- Do you know her? asked Pierre.
“I saw the princess,” she answered. “I heard that they were marrying her to young Rostov.” This would be very good for the Rostovs; They say they are completely ruined.
- No, do you know Rostov?
“I only heard about this story then.” Very sorry.
“No, she doesn’t understand or is pretending,” thought Pierre. “It’s better not to tell her either.”
The princess also prepared provisions for Pierre's journey.
“How kind they all are,” thought Pierre, “that now, when they probably couldn’t be more interested in this, they are doing all this. And everything for me; That’s what’s amazing.”
On the same day, the police chief came to Pierre with a proposal to send a trustee to the Faceted Chamber to receive the things that were now being distributed to the owners.
“This one too,” thought Pierre, looking into the police chief’s face, “what a nice, handsome officer and how kind!” Now he deals with such trifles. They also say that he is not honest and takes advantage of him. What nonsense! But why shouldn’t he use it? That's how he was raised. And everyone does it. And such a pleasant, kind face, and smiles, looking at me.”
Pierre went to dinner with Princess Marya.
Driving through the streets between the burned-out houses, he was amazed at the beauty of these ruins. Chimneys houses, fallen-off walls, picturesquely reminiscent of the Rhine and the Colosseum, stretched, hiding each other, along the burnt blocks. The cab drivers and riders we met, the carpenters who cut the log houses, the traders and shopkeepers, all with cheerful, beaming faces, looked at Pierre and said as if: “Ah, here he is! Let's see what comes out of this."
Upon entering the house of Princess Marya, Pierre was filled with doubt as to the justice of the fact that he was here yesterday, saw Natasha and spoke with her. “Maybe I made it up. Maybe I’ll walk in and not see anyone.” But before he had time to enter the room, in his entire being, after the instant deprivation of his freedom, he felt her presence. She was wearing the same black dress with soft folds and the same hairstyle as yesterday, but she was completely different. If she had been like this yesterday when he entered the room, he could not have failed to recognize her for a moment.
She was the same as he had known her almost as a child and then as the bride of Prince Andrei. A cheerful, questioning gleam shone in her eyes; there was a gentle and strangely playful expression on her face.
Pierre had dinner and would have sat there all evening; but Princess Marya was going to the all-night vigil, and Pierre left with them.
The next day Pierre arrived early, had dinner and sat there all evening. Despite the fact that Princess Marya and Natasha were obviously pleased with the guest; despite the fact that the whole interest of Pierre’s life was now concentrated in this house, by the evening they had talked everything over, and the conversation constantly moved from one insignificant subject to another and was often interrupted. Pierre stayed up so late that evening that Princess Marya and Natasha looked at each other, obviously waiting to see if he would leave soon. Pierre saw this and could not leave. He felt heavy and awkward, but he kept sitting because he couldn’t get up and leave.
Princess Marya, not foreseeing an end to this, was the first to get up and, complaining of a migraine, began to say goodbye.
– So you’re going to St. Petersburg tomorrow? – said oka.
“No, I’m not going,” Pierre said hastily, with surprise and as if offended. - No, to St. Petersburg? Tomorrow; I just don't say goodbye. “I’ll come for the commissions,” he said, standing in front of Princess Marya, blushing and not leaving.
Natasha gave him her hand and left. Princess Marya, on the contrary, instead of leaving, sank into a chair and looked sternly and carefully at Pierre with her radiant, deep gaze. The fatigue she had obviously shown before was now completely gone. She took a deep, long breath, as if preparing for a long conversation.
All of Pierre's embarrassment and awkwardness, when Natasha was removed, instantly disappeared and was replaced by excited animation. He quickly moved the chair very close to Princess Marya.
“Yes, that’s what I wanted to tell you,” he said, answering her glance as if in words. - Princess, help me. What should I do? Can I hope? Princess, my friend, listen to me. I know everything. I know I'm not worthy of her; I know it's impossible to talk about it now. But I want to be her brother. No, I don't want to... I can't...
He stopped and rubbed his face and eyes with his hands.
“Well, here,” he continued, apparently making an effort on himself to speak coherently. “I don’t know since when I love her.” But I have loved only her, only one, all my life and love her so much that I cannot imagine life without her. Now I don’t dare ask her hand; but the thought that maybe she could be mine and that I would miss this opportunity... opportunity... is terrible. Tell me, can I have hope? Tell me what should I do? “Dear princess,” he said, after being silent for a while and touching her hand, since she did not answer.

Ethnopsychology Stefanenko read. The problem of a social group in the mirror of ethnopsychology. Textbooks and tutorials

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