N. LEVASHOV'S «SVETL BROOM» IN A. KHATYBOV'S «BATH SCHOOL» AND A LABOUR SPADE. BOOK 4. THE PHYSICS OF THE REALITIES

Book 4. The Physics of the Realities. Chapter 2. Information and just information 42 but rather out of politeness. But she was sure that somewhere there was something. She describes one of her discoveries, called the Steady Pathological State (SPS) of the Brain. This is a superficial description about what N. Levashov also wrote. In other words, the world outlook and world perception given to her and accepted by her does not make it possible for her to move in contemplations and research in the direction where Nicolai Levashov "managed". In fact, her discovery is a description of the Brain at work, in her opinion, when it suffers from something (Brain disease). The Brain for a certain period of time forms for itself a new state (less healthy) in return for the healthy one. She called such a state the Steady Pathological State. After its formation, it was observed some improvement in the state of the body, but not recovery – that's what she writes about. But on this her research activity stops. Further she takes this Steady Pathological State as if it goes without saying, seeking the possibilities of helping Man:, but I did not find any actions (even mental ones) in the direction – and what's next (deeper)? After all, her discovery seems to be just the beginning. Why does not she consider the mechanism of the formation of this Stable Pathological State? Although she assumes that to restore health – this kind of state becomes an obstacle, a brake, but she does not direct her learning to study this state, mechanisms of its formation. Rather, – She seems to claim that this state is supported by long-termmemory, but where memory hides and how it works, it turns out to be beyond her scientific interests but not her Human ones. As a Human, she, though gently but surely, tries to prove the limited scientific views of the present time. It turns out that a brilliant mind and abilities were banally limited by the scientific surroundings and education, in the frames of genotypes Brain formation, but the human qualities were still striving to go beyond the generally accepted; she constantly asked questions, the answers to which could not be found in the picture of the world known to her. Similar things happened to her other discoveries – they were made strictly in a limited form. I do not think that further movement of her thoughts stopped because of some banal euphoria about some breakthrough or something similar (although to some extent she seems to have been peculiar to exercise vigilance in the matter of authorship). I do not think that further advancement to the depth of her own discovery was stopped by the daily routine, by making a fuss about a breakthrough with all its implementations into production and so on. That is an external limitation, coupled with an artificially (outwardly) limited worldview. This is for you – as an example.