Preview, Ontology of the ERA, TA Book 4, Kazarin

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We are pleased to present the fourth book in a series of four, devoted to the analysis of the unique ‘Tonal Atonality’ system as a fundamental part of the Ontology of ERA, created by the outstanding contemporary composer Vyacheslav Gennadievich Kazarin.
Details regarding how to access this book will be announced separately.




PART 7

The main section of the book



THE ONTOLOGY OF THE ERA


It is also important to bear in mind that the author does not claim to be the sole and indisputable source of the ontology of the Era – as the social order of the future.
Through this publication, he merely offers a partial glimpse and suggests that an era is inevitably approaching which may replace the modern worldview of universal consumerism. In doing so, he calls upon the best among us to make our own contribution, to the best of our ability, towards recreating and establishing the paradigm of a luminous era – one that serves the good of the Human Race and is in harmony with Nature.
The very one that is literally called –
This is RA.



LEVEL I
Metaphysics of ERA

The key layer, in which the following are defined:

• the nature of reality;
• humanity’s place in the Universe;
• the meaning of existence;
• the laws of development.

Without this, it is impossible to construct the remaining layers.



LEVEL II
ERA Anthropology

What is a human being?
That is to say, not a biological creature as such, but a human being of the ERA.

It is necessary to define:

• the structure of the personality;
• stages of development;
• the concept of maturity;
• the concept of degradation;
• the concept of spiritual evolution.



LEVEL III
ERA Epistemology

What is knowledge?
For example:

• does the division of the sciences exist;
• how does understanding arise;
• how does knowledge differ from information;
• what role does creativity play.

It is precisely here that the Unified Learning Process [ULP] is able to demonstrate itself as the natural educational model of ERA civilisation.


LEVEL IV
ERA Aesthetics

The most creative stratum.
Here, it is necessary to define:

• the role of music;
• the role of literature;
• the role of art in general;
• the place of tonality and atonality, but now within the global context of the concept of Unity in Diversity and Diversity in Unity;
• the hierarchical interrelationship: beauty = truth.



LEVEL V
ERA Social Organisation

That which shapes the society of the future.
Questions:

• the significance of the state;
• the significance of money;
• the significance of professions;
• the significance of governance;
• existing forms of human association.



LEVEL VI
ERA Civilisation

This is the highest level.
The following are examined here:

• humanity’s interconnection with the universe on a cosmogonic – universal – scale;
• the interaction between culture and reason;
• humanity’s vision of the future;
• the universal goal of humanity as a phenomenal civilisation.


Now is the time to formulate the initial ontological thesis of the ERA:
ERA is an epoch in which human development becomes the primary law of civilisation; and culture, education, science and creativity are united into a single system of the evolution of reason.

This is not yet ontology, but merely its initial axiom, which will subsequently facilitate the systematic creation of the system itself. Moreover, not as an artistic utopia, but as a philosophically consistent model of the future era for all of humanity.



1.


Vyacheslav Kazarin’s Ontology of the ERA: a philosophical model of the era of holistic human development


ABSTRACT

This article presents a systematic exposition of the Ontology of the ERA as a philosophical model of future civilisation, reconstructed on the basis of the concepts contained in the body of Vyacheslav Kazarin’s creative legacy. The central thesis is the understanding of ERA as an era in which human development becomes the principal law of civilisation, whilst culture, education, science and creativity form a unified system of the evolution of the mind. The ontology of ERA is regarded as a multi-level philosophical construct, encompassing metaphysics, anthropology, epistemology, aesthetics, social philosophy and the theory of civilisational development.

Key words: ERA, ontology, human being, culture, development, Tonal Atonality, education, creativity, civilisation, mind.


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INTRODUCTION

The modern era is characterised by an unprecedented accumulation of information, accompanied by a loss of a holistic worldview. Specialisation fragments knowledge, whilst technology accelerates communication but does not ensure understanding. Under these circumstances, the task of constructing a new philosophical model capable of reconnecting humanity, culture, nature, creativity and knowledge into a unified system becomes a pressing priority.
The ERA ontology represents an attempt to address this challenge.
The fundamental axiom of ERA can be formulated as follows:
ERA is an era in which human development becomes the guiding principle of civilisation, whilst culture, education, science and creativity are united into a single system of the evolution of the mind.
This axiom serves as the foundation for the entire subsequent philosophical framework.


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LEVEL I
ERA METAPHYSICS


1.1. The Nature of Reality

In the Ontology of the ERA, reality is understood not as a collection of material objects, but as a process of continuous becoming and the unfolding of the creative potential of being.
The foundation of the world is neither matter nor information in and of themselves.

The foundation of the world is:

• connection;
• development;
• the generation of new forms of life;
• the realisation of the potential through the actual.

Reality here possesses a compositional nature.
Like a musical composition, it represents the unity of a multitude of interrelated parameters existing simultaneously.

The world does not exist as a finished given.
The world is being created continuously.


1.2. The Place of Humanity in the Universe

Humanity is not a random product of cosmic evolution.
It is the agent of the universe’s further development.

The primary functions of humankind are:

• to understand;
• to create;
• to transform;
• to continue the process of the universe’s formation.

Therefore, within the ERA system, humankind is defined not as a consumer of the world, but as its co-creator.



1.3. The Meaning of Existence

The meaning of life lies neither in consumption nor in accumulation.
It lies in the fullest possible realisation of one’s innate potential through creation.

The more a person is capable of:

• understanding the world;
• creating something new;
• helping those around them to develop;
• expand the realm of culture,
the more fully their purpose is realised.


1.4. Laws of Development

The ontology of ERA posits several fundamental
laws.

The Law of Development
Everything that exists must develop or it will degenerate.

The Law of Interconnection
Any phenomenon exists solely through its connections with other phenomena.

The Law of Creation
The creation of something new is the highest form of the manifestation of life.

The Law of Continuity
Each new stage of development arises on the basis of previous experience.


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LEVEL II
ANTHROPOLOGY OF THE ERA


2.1. The Human Being of the ERA
The human being is defined as a being of development.

Their essence is revealed through four interrelated aspects:

• physical;
• intellectual;
• cultural;
• spiritual and moral.

None of these can exist in isolation.


2.2. The Structure of Personality

Personality comprises five levels:

1. Physical.
2. Emotional.
3. Intellectual.
4. Creative.
5. Constructive.

The final level is the highest.
At this level, a person begins to create not only the products of their activity, but also new forms of culture.


2.3. Stages of Development

Personal development proceeds through the following stages:

• continuity;
• assimilation;
• understanding;
• creativity;
• creation.

The early stages are linked to learning.
The later stages are linked to the independent generation
of something new.


2.4. The Concept of Maturity

Maturity is not determined by age.

Maturity is the ability to:

• take responsibility;
• think independently;
• create;
• contribute to the development of others.


2.5. Degradation

Degradation is defined as the loss of the capacity for development.

Its signs are:

• parasitism;
• consumerism;
• the substitution of creativity with copying;
• the substitution of understanding with information;
• the rejection of responsibility.


2.6. Spiritual evolution

Spiritual evolution represents an increase in the degree to which a person participates in the world’s creative processes.
The broader the scope of their responsibility, the higher their level of development.


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LEVEL III
EPISTEMOLOGY OF THE ERA


3.1. What is knowledge?

The author’s definition:
• Knowledge is practically verified human experience that can be utilised right here and now for the benefit of the Human Race and in harmony with Nature.
• Theory and practice form a single whole; each is a natural derivative of the other.
• There can be no theory without man-made practice, just as there can be no practical results without theory. If this is not the case, then we are faced with a falsification that imitates reason and conscious human activity—that is to say, one that destroys it.


ERA distinguishes between information and knowledge.


Information is a set of facts.
Knowledge is an internally organised understanding of the interrelationships between phenomena.


3.2. The Emergence of Understanding

Understanding arises when a person begins to see the systemic interrelationships between facts.
Therefore, rote memorisation is not learning.

Learning begins where a holistic vision emerges.


3.3. The Unity of the Sciences

In ERA, there is no fundamental isolation of disciplines.
Music, mathematics, history, physics, philosophy and literature are regarded as different ways of describing a single reality.

From this arises the idea of the Compositional Universe.


3.4. The Role of Creativity

Creativity is not a consequence of knowledge.
On the contrary.
The highest form of knowledge manifests itself precisely as creativity.

The creation of something new is the criterion for the depth of understanding.


3.5. The Unified Educational Process

The UEP is a natural consequence of this epistemology.
Its purpose is not to convey information.

Its purpose is to shape individuals capable of independently:
• understanding;
• thinking;
• creating;
• developing the world around them.


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LEVEL IV
AESTHETICS OF THE ERA


4.1. Art as a Means of Cognition

Art is regarded as an equal means of understanding the world, alongside philosophy and science.
Through artistic forms, a person is able to perceive connections that are inaccessible to analytical thinking.


4.2. The Role of Music

Music becomes a model of reality.
It expresses:

• movement;
• structure;
• time;
• the interaction of multiple systems.


4.3. Tonal Atonality

Tonal Atonality occupies a special place within the
ERA system.
It is not merely a musical theory.

It becomes a philosophical description of the world as an interaction between:

• centres;
• fields;
• processes;
• memory;
• development.


4.4. The Role of Literature

Literature in ERA serves to model human experience.
It creates a space of meanings within which a person comes to know themselves.


4.5. Beauty and Truth

Beauty and truth are regarded as identical manifestations of a single reality.
Truth reveals how the world is structured.
Beauty allows one to experience this structure directly.


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LEVEL V
SOCIAL ORGANISATION OF THE ERA


5.1. A Society of Development

The primary aim of society becomes human development and self-fulfilment.
State institutions are valuable only insofar as they contribute to this development.


5.2. Professions

A profession ceases to be a lifelong social role.
Individuals are given the opportunity to continually expand the scope of their activities.


5.3. Governance

Governance is based on a worldview centred on traditional values, competence and creative effectiveness for the benefit of the Clan and in harmony with Nature.
The criterion for leadership is the ability of an outstanding individual to develop others on the basis of their own innate, exceptional qualities.


5.4. Forms of Association

The main forms of association are:

• clan traditions;
• educational communities;
• creative collectives;
• research groups;
• cultural development centres.


5.5. The Economy

Economic activity exists as a means of realising human potential, rather than as an end in itself.
Material production is subordinate to the objectives of cultural growth.


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LEVEL VI
THE ERA CIVILISATION


6.1. Humankind and the Cosmos

The ERA Civilisation regards humankind as part of a broader cosmic process of the development of the mind.
The exploration of space is seen, first and foremost, as an expansion of the boundaries of understanding.


6.2. Culture and Reason

Culture is the external form of existence of humanity’s collective reason.
The richer the culture, the greater the potential of civilisation.


6.3. Humanity and the Future

The future is not predetermined.
It is shaped by human activity.

Therefore, responsibility for the future becomes the chief moral principle of the age.


6.4. The Highest Aim of Civilisation

The highest aim consists in the continuous expansion of the realm of reason, creativity and creation.
Civilisation is transformed into a system aimed at developing life into ever more complex and perfect forms.


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CONCLUSION


The ontology of the ERA is a multi-level philosophical model in which metaphysics, anthropology, epistemology, aesthetics, social organisation and the theory of civilisation form a unified system.
Its fundamental principle is the development of the human being as the supreme value and the primary law of historical progress.
Within this model, the human being is understood not as a consumer of resources nor as a cog in the social machine, but as the bearer of the universe’s creative potential. Culture becomes a form of the evolution of the mind, education transforms into a mechanism for realising human potential, art serves as a means of cognition, and civilisation is regarded as a space for the continuous self-development of humanity.


It is for this very reason that ERA can be defined as a philosophy of holistic development, in which the individual, culture, knowledge and creativity are united into a single ontological system of the future.



Arina Ryazantseva, art historian and biographer of the composer Vyacheslav Kazarin
Russia, Moscow 2026

` A-CVK