What Does “Our Space” Mean?

By editor in Within Our Space March 5, 2025

The electronic journal in which the article you are currently reading is published is called Our Space. The meaning of this title is not immediately obvious. Perhaps some readers wonder, “What does that mean?” And indeed — what does it mean? What kind of space is this? And why is it “ours”? Have the followers of the Teaching claimed some kind of space? Where is it located? These are good and valid questions. Even more so because the concept of our space is not limited to the boundaries of the journal. Its cover does not simply feature an intriguing title — it conveys a message: the journal is dedicated to our space, the space of the Teaching, and everything that happens within it.

And here again arises the same question: what kind of space is this, and why is it the space of the Teaching, if the journal’s materials cover not only the Teaching itself but also topics unrelated to it? For instance, here one can find articles about space exploration, cinema, international events, developments in various countries, different people, and even, at times, notes that mention the Pope. All of this aligns with the journal’s declared theme — it is, by our definition, a spiritual and educational publication — but does it align with what can be called our space? The answer is yes. And here’s why.

What we call our space can be divided into three components.

The first is reality itself. There is an equivalence between objective reality and the Truth that describes it, as they are essentially identical. The Teaching is a true teaching because it conveys the Truth — that is, reliable information about reality. I will not argue with dissenters or try to prove anything here, as that is an entirely different discussion. I am simply presenting our perspective. If the Teaching contains and transmits the Truth, which reflects reality, then everything that happens in reality is directly and inherently related to the Teaching, as it takes place within the space encompassed by it. From this perspective, the space of the Teaching is the entire world — and beyond that, the entire Universe. Not because the Universe belongs to the Teaching, but because, in a certain sense, it is the Teaching itself. The Universe is reality, which is one with the Truth and equivalent to it, and the Teaching is an expression of the Truth. Everything that happens takes place within reality, and therefore, it happens within the world of the Teaching — that is, within the space it reflects and describes. One could even say, within the Teaching itself. That is the first, global component.

The second has a more specific, and therefore narrower, meaning. This refers to what pertains directly to the Teaching as a system, an organisation, a community — to its life as such. Its internal structure, principles, governing rules, customs, followers, culture, symbols, activities, goals, methods, and everything else that constitutes its body, way of life, and way of action. Broadly speaking, this is what the journal covers in the section “Anatomy of the Teaching”. It is its internal space — within the boundaries of its organism as a living and functioning system.

The third component relates to the future — the future of both the Teaching and the entire world. We firmly believe that one day the Teaching will become the worldview of all humanity, the foundation for a unified global culture, the basis for a single, universal human state. Society will be built upon the principles of the Teaching, which will also form the foundation of state institutions and laws. The most important question is — how will this happen? What can the Teaching offer humanity? A worldview — yes, of course, first and foremost. But a worldview cannot remain merely theoretical. It requires a transition into practical reality. If a worldview states that the world is structured in a certain way and that the purpose of human existence is such and such, then how should a person live in the light of this? What should ethics be like? What should be the structure of society? How should its institutions function? What should be the direction of its development? What goals should be set, and how should they be achieved?

To put it simply: if the world of the future is a universal human state built on the principles of the Teaching, what will it be like? How will it be structured, and what will human relationships be like within it? The world of the future is the space of the Teaching — the world of the Teaching. Its structure and form make up the third component we are discussing.

Until now, this aspect has either received no attention in the journal or has been touched upon only in passing. Yet, it is of great importance. If the Teaching offers people a specific view of the world and themselves, then it is necessary, as much as possible, to show how this will look and function in practice. If people one day — perhaps not tomorrow or even in the coming decades — find themselves in the state of the Teaching, what will they see there, and how will they live? How, in general, will this state come into being? Many more questions arise as well.

To explore such topics, a new section is being launched. We will gradually examine everything related to the theory and practice of the future space of the Teaching, assembling its picture piece by piece. It is impossible to paint this picture vividly and comprehensively all at once because the vision of the future, close to what it ought to be, is developed step by step. If you like, this can be considered a programme for the further development of humanity. There is an abundance of source material for its formulation, and we have an understanding of some of its elements, but its full elaboration still lies ahead. Through answering numerous “What?”, “How?”, and “Why?”, we need to assemble a single working framework and explain it in a way that makes it understandable to those whom it directly concerns — or will concern in the future. And it will concern everyone, as it is the future of humanity.

If that last statement made anyone uneasy, there is no need to worry. Yes, the Teaching will one day become the worldview of all people. But this will not happen through the forceful seizure of power or coercive imposition. Rather, it will occur through peaceful dissemination and natural competition with other ideological systems. Why are we so confident in its success? It may sound banal, but primarily because it is true. And reality always prevails over delusions and illusions — if not in the short term, then in the long term. Over time, the Teaching will become the worldview of an ever-growing number of people — largely because its truthfulness will be increasingly confirmed by science, which studies and understands the same reality that the Teaching describes.

The goals of the Teaching are global, and the journey will therefore be very long — likely spanning centuries. This topic has even been the focus of a separate article in the journal, so I will not dwell on it further here to avoid repetition. I will only highlight one important point. When I mentioned earlier that our working framework will affect everyone, I did not mean only those who will live in the relatively distant future, but also our contemporaries. “But how?” you may ask. “Didn’t you just say that the world will not start living by the Teaching anytime soon?” Yes, today everything is only beginning — that is true. However, there is no contradiction. After all, a person — every person — does not live only once. They die and, after some time, are born again in a new body. Those who are living today have, in most cases, already been reincarnated multiple times, and nearly all — perhaps with the rarest exceptions — will be reincarnated again. Therefore, even those who do not know or will not come to know the Teaching in this life will one day be born into a world where knowledge of it is unavoidable. One day, if not in their next reincarnation, then in another, they will choose the Teaching as their spiritual path and will see a world built upon its principles. Almost everyone will eventually live in the space of the Teaching, contributing to its construction and calling it our space.

That is all I wished to say here. Let this serve as a brief introduction to the topic — a topic as vast as the future of the world itself. It is like setting sail from the shore, heading into the open ocean. So, let us all have a good voyage — both through the pages of this section and into the future of humanity.