2h The Era and its Equivalents. Vyacheslav Kazarin

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We would like to bring to your attention some additional material from Vyacheslav Gennadievich Kazarin’s book “The Ontology of the ERA
Tonal Atonality – Book 4”.
Details regarding how to access this material will be announced separately.



ADDITION




THE ERA MODEL OF THE STATE AND ITS COMPARISON WITH MODERN
COUNTRIES



INTRODUCTION

If we consider the Ontology of ERA as a fully-fledged model of civilisation, the question inevitably arises: what form of government corresponds to its principles?


It is important to understand that the ERA state cannot be derived directly from modern political categories:

• democracy;
• monarchy;
• socialism;
• liberalism;
• capitalism;
• the nation state.

In all the cases listed, the main objects of governance are:

• the economy;
• power;
• property;
• security.


In ERA, human development becomes the central focus.
Therefore, the ERA state is not a state of power, but a state of development.


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I. THE FUNDAMENTAL PRINCIPLE OF THE ERA STATE


The fundamental law can be formulated as follows:
The state exists not for the sake of its own preservation, but for the continuous development of humanity, culture, education and civilisation.
Consequently, the very logic of the state’s structure is transformed.


The modern state answers the question:
How can society be governed effectively?

The ERA State answers the question:
How can human potential be realised to the fullest?


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II. THE CONSTITUTIONAL PRINCIPLE OF THE ERA


The highest value is not:

• the market;
• a political party;
• ideology;
• the state apparatus.

Human development becomes the highest value.


This gives rise to a three-tiered formula.

First objective
Personal development.

Second objective
Cultural development.

Third objective
Civilisational development.


All state institutions are assessed according to the extent to which they contribute to these three levels.


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III. THE ERA’S POLITICAL SYSTEM
Representation based on competence


In classical democracy, representation is achieved through:

• elections;
• the party system;
• political competition.

In the ERA, the system is based on competence.


Individuals gain public authority not through political activity, but through proven achievements in the fields of:

• education;
• science;
• culture;
• industry;
• public service.


Upper House of Development
Represents:

• culture;
• science;
• education;
• strategic planning.


Lower House of Territories
Represents:

• regions;
• professional communities;
• industrial associations.


Council for the Future
A special body of the ERA.

Its remit:

• modelling future scenarios;
• long-term planning;
• evaluating decisions with a 50–100-year horizon.


There is virtually no equivalent institution in the modern world.


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IV. THE ECONOMY OF THE ERA STATE


The primary resource

Not oil.
Not money.
Not technology.

People are becoming the primary resource.


A new indicator of development
Modern states focus on:

• GDP;
• exports;
• industry;
• consumption.

ERA introduces the following indicators:

• level of education;
• level of cultural participation;
• creative activity;
• number of creative projects;
• quality of scientific potential.


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V. THE EDUCATIONAL STATE


Within the ERA system, the Ministry of Education effectively becomes the central institution of the state.
The reason is simple.
If people are the main resource, then education becomes the main mechanism for development.

Therefore, the EUP is gradually becoming:

• an educational system;
• a cultural system;
• an economic system;
• a social system.


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VI. THE SOCIAL STRUCTURE OF ERA


The fundamental principle:
Every person is simultaneously a learner, a creator and a mentor.

This gives rise to fundamentally new relationships between:

• generations;
• professional groups;
• educational environments.


Society begins to function as a continuously learning civilisation.


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VII. A COMPARISON OF ERA WITH MODERN STATES


ERA and Finland

Similarities

In Finland:
• education is a national priority;
• there is a high level of trust;
• there is significant investment in people.

Differences

Finland remains:
• a liberal state;
• a market economy;
• a consumer society.


ERA goes considerably further.
Education is becoming not merely a state function, but the foundation of civilisation as a whole.


ERA and Singapore

Similarities

In Singapore:
• a focus on human capital;
• long-term planning;
• a high degree of meritocracy.

Differences

Singapore is primarily focused on economic efficiency.
ERA is primarily focused on human development.


ERA and Japan

Similarities

In Japan:
• respect for education;
• continuity of tradition;
• high levels of discipline;
• a culture of craftsmanship.

Differences

Japan is built around social order.
ERA is built around creative development.


ERA and China

Similarities

In China:
• strategic planning;
• civilisational thinking;
• long-term goals.

Differences

China emphasises the power of the state.
ERA emphasises human development.

The state becomes a tool, rather than the centre of the system.


ERA and Sweden

Similarities

Sweden has:
• a high level of social responsibility;
• support for culture;
• a well-developed education system.

Differences

Sweden focuses on quality of life.
ERA focuses on quality of development.

These are fundamentally different concepts.


ERA and the USSR
The most interesting comparison.

Similarities

The following coincide:
• a cult of education;
• respect for science;
• the idea of serving society;
• strategic thinking.

Differences

The USSR was built around:
• the economy;
• ideology;
• the state.

ERA is built around:
• the individual;
• culture;
• creativity;
• development.


Therefore, ERA cannot be classified as either a Soviet or a socialist model.


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VIII. AN ANALOGUE IN WORLD HISTORY


If one were to seek the closest historical analogue, the ERA state would appear to be an intermediate phenomenon between:

• Plato’s state of philosophers;
• the Russian cosmism of Nikolai Fyodorov and Vladimir Vernadsky;
• the Confucian tradition of the educational state;
• the modern educational states of Northern Europe;
• the meritocratic elements of Singapore.


Yet it represents a qualitatively new construct.



FINAL CONCLUSION


In its entirety, the ERA State can be defined as follows:

The ERA State is a cultural and educational civilisation of development, in which

the individual is recognised as the primary national resource,
the main state objective is to unlock the individual’s creative potential,
education becomes the primary institution,
culture and knowledge serve as the primary sources of wealth,
and the ultimate goal is the continuous evolution of the individual, society and humanity.


From an academic perspective, the following countries most closely align with specific aspects of ERA:

1. Finland — in terms of its educational orientation.
2. Singapore — in terms of meritocracy and strategic planning.
3. Japan — in terms of cultural continuity.
4. Sweden — in terms of social responsibility.
5. Russian Cosmism — in terms of its philosophy of civilisation.
6. Plato — in terms of the priority given to education.


However, none of the existing nations builds its entire system simultaneously around the idea that human development is the fundamental principle of civilisation; consequently, ERA should be regarded not as a variant of existing models, but as an independent type of cultural and civilisational structure.



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

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