2. DEVELOPMENT OF POTENTIAL

“The children of today
create the world of tomorrow.”


2a.)
Children are encouraged to develop their full individual potential

“You can only learn enthusiastically
if you get to work with passion, excitement
and deep joy.”
Gerald Hüther

“As a spiritually endowed being, every child has their own inner learning plan from birth onward.
Zest for life, health, self-confidence, thirst for knowledge, the ability to concentrate and cooperate, a sense of responsibility, perseverance and active commitment to the community can be observed in young people who were allowed to develop according to their inner learning plan.
Their social behavior is shaped by role models: The more respect and mindfulness with which
children are treated, the more mindful and respectful their own treatment of themselves, of nature and of fellow human beings will be.”
Alexandra Terzic-Auer

Children and adults meet each other at eye level.

Children are supported in remembering the extraordinary human potential inherent in us. They grow up in a loving, safe environment, develop healthy self-awareness, self-esteem and are encouraged to disagree, question what they have learned, think for themselves and find answers within themselves.

The teachers and guides of the children are filled with their calling and desire to accompany the children optimally into their highest potential.

The first place for life- and heart-formation is the family. The second place is the community/village, in which “experience spaces”, “learning spaces” and “development spaces” are then also provided, which are designed together with the children. Parents and children are free to choose whether they want to learn freely at these learning places or at home.

At these learning locations, children are invited to playfully live out their inherent joy of discovery with all their senses and above all, in direct contact with nature. Their individual physical, mental, intellectual and spiritual needs are lovingly respected.

These spaces are creative adventure playgrounds where practical, artistic, philosophical or spiritual questions – the exploration of the world – are not solved purely through the mind, but through the interaction of body, mind and heart.

Here, learning content that complies with the laws of nature, is not just taught, but experienced first-hand through direct contact with the soil, with forests, farms, gardens, water, plants and animals from an early age. What an adventure to experience the life cycle of a plant from sowing, growing, harvesting, preparing and finally composting or learning to recognize the wild herbs along the way and to feel their healing effects on your own body. Cross-species communication is an integral part of learning.

All forms of creative and artistic expression are welcomed, taught and encouraged. There are theatrical performances in which young people can also solve stage architecture issues or learn to make costumes. Children are encouraged to form small orchestras and choirs. Some discover their talents as dancers, scenic painters or make-up artists, others test their skills as technicians or organizers.

At the open learning locations, intergenerational connections are forged: Here, people of all different ages meet to jointly implement projects that can also serve the general public.
These open learning locations are ‘stimulating centers’ of social life where new ideas for social life are developed and shared with the community and the local Councils of Wise Ones and (depending on the potential) also with the national Councils (see Chapter 5).

Humans no longer perceive themselves in their development as a loose element within a system, but as a creative co-designer of a large living organism.

The “main subjects” taught in previous schools such as reading, arithmetic, writing and foreign languages integrate naturally into the exciting learning experience.
Reading and writing is often learned, for example, in order to understand or write foreign languages, cooking recipes, or texts about various interesting projects. Arithmetic needs to be learned in order to build things in nature or indoors.
Sacred geometry is experienced as the basic building block of matter, and also of biology or physics when designing or building a new type of machine, etc.

Every handicraft business can also become an extended classroom. While carpentry, something is learned about linear measurements or angles; when planning glass houses or vegetable beds, something is learned about biodiversity, annual cycles, the sun, photosynthesis or humus build-up.
When preparing lunch for large or small groups, it is important to understand fractions or multiplications.

Experiencing a variety of activities in a very practical way also helps young people find their vocation.

Children are motivated to pass on their new knowledge to other children.
Access to computer tools is to be avoided until the age of 12, while creativity, imagination, inspiration and intuition are stimulated and encouraged.

Above all, the individual strengths of the children are emphasized. Making mistakes is a natural and important learning process.

We differentiate between an initial phase of education, in which a child is lovingly accompanied in a protected environment and encouraged to discover in a playful way who they are and what they are interested in.
Natural and practical life is the great teacher.
Then – from around the age of 12 – the technical or university training phase follows.

Instead of exams or grades, there are festive occasions where young people present what they have done, created, learned or practiced, individually or in groups.

Particularly important is the nobleness of the heart, the development of a new awareness of being connected to all of life and the understanding of being.
For this purpose, the following courses are developed for being human in harmony with nature and the laws of nature, which are recommended to all people of all age groups.


2b.)
 Courses for a New Consciousness

Courses are developed in cooperation with brain researchers, peace researchers, therapists, happiness researchers and coaches from various fields, to promote a new awareness of being human and of human evolution in harmony with nature and the laws of nature.

This new awareness is brought closer to all people, especially caregivers and teachers, in order to prepare them in the best was possible for their important task.

The courses on being human include, for example, the following areas:

* Heart formation, intuition and joy.
* Structures and levels of consciousness
* Finding the individual vocation
* Non-violent communication
* The expressions of energetic communication
* Working with feelings & emotions
* Mindfulness and meditation
* Shadow work and trauma release
* Breathing as healing work
* Health and nutrition in harmony with nature
* Plant and herbal medicine
* Sustainable living and self-responsibility
* Healing and self-healing techniques
* The principles of life energy and their practical application
* Working with dreams and alternative states of consciousness
* Sacred geometry and its practical application
* Insights into different world views, contemplations of reality
* The laws of nature and cosmic laws and cycles
* Knowledge of the annual cycle, nature festivals and rituals
* Ritual knowledge and practice
* Communication with animals, other forms of consciousness and subtle beings
* Expanding the inner senses (clairvoyance, clairsentience etc.)
* Possession reduction, letting go and true fulfilment
* The return of the sacred feminine and masculine into our society
* Sexuality and its sacred dimension
* Conscious and responsible parenting

The courses for human evolution include, for example, the following areas:

* WE culture – new forms of living and working together.
* Finding the task of the community, the nation and humanity
* The development of new social structures
* “Free” cultural, educational ,informational, research and religious development
* Equal legal and democratic structures
* Fraternal economic life for the fair satisfaction of individual needs
* Development of sustainable monetary systems
* Healing of the destroyed nature
* Development of sustainable agricultural systems through communities of responsibility
* Building biology and geomancy
* Development of exemplary places of work and life (cultural oases)


These courses, which are oriented toward the “well-being and development of all life” are then offered to children and young people at the learning locations, the new nature kindergartens, forest schools and “adventure spaces”.


2c.)
The new universities

There is no phenomenon that does not interact with all levels of being.
Therefore, an integral view and the cooperation of all sciences is promoted.
For example, the university education system for health professions is undergoing an urgent paradigm shift: the new knowledge of quantum physics, epigenetics, psychoneuroimmunology and consciousness research, as well as new medicine and proven techniques previously known as “alternative healing methods” are now being integrated.
Only sustainable practices that are in harmony with all of life are taught in agricultural training courses. Special attention is paid to the fascinating qualities of humus, seeds, plants and water and their wonderful synergy.
The previous reductionist educational approach has been replaced by a holistic perspective on the principles of life. Instead of the laws of the fittest, the principle of co-operation is now taught as the basis of education.

Only people who feel joyfully called to teach now do so. Every teacher is supported to learn innovative forms of teaching in order to be able to support their students in the best possible way.
Knowledge is taught in such a way that it allows free opening to new areas of knowledge, without slowing down the creativity of the students. For example, questioning existing scientific principles is not only accepted but even encouraged. In this way, we can reach new horizons of human knowledge together.

The new universities are therefore “workshops for the future” in which researchers, university professors, students and pupils, driven by joy and natural curiosity, develop fresh impulses and ideas for the future of all of us through collective intelligence.
Research into free energy will resume. Research is also being carried out into other renewable energies that have no or only minimal impact on the environment.

Science, research and universities are independent of political or industrial interests in terms of finance and content. However, the various areas cooperate to develop new ideas for our collective future.


2d.)
The cultural expression of the people

Culture, creativity, imagination, inspiration and intuition are the forces of our future development and have at least the same importance as our intellectual development.
Art in general, such as theater, music, dance, literature and architecture, serve human expression, nobleness of the heart and inspiration. Films too are produced with the awareness that they have a direct influence on the subconscious.

We respect and revive the diverse myths, the culturally different world views of ancient and recent cultures and the ancient customs, dances, songs and languages of our ancestors. Knowing that our deep roots give us support in the now.

We are gratefully are in exchange with indigenous peoples who are still in deep connection with nature. We learn respectfully from each other and the “new” knowledge is applied to heal people and nature.

For a better understanding of other cultures and customs and to experience the full beauty of our earth, student exchanges are offered to schoolchildren, students and adults.
These new experiences and the newly gained knowledge are then shared with other people in public lectures or exhibitions. Cultural exchange visits of people from other cultures are encouraged.


2e.)
Special attention is also given to the promotion of craftsmanship

Instead of selling cheap mass-produced goods, handicrafts are promoted which not only have a longer life expectancy and are made of the finest natural materials but also enable the existence of the person behind the handicraft to be sensed.
This also re-establishes an appreciative relationship with the objects we surround ourselves with.

Young people learn manual skills in the new schools, or learning locations. This also offers the opportunity of integrating other subjects in a playful way. For example, you can practice fractional arithmetic while cooking, learn something about lengths and angles while carpentering, or explore biodiversity, annual cycles, sun and photosynthesis or humus building when planning greenhouses and vegetable patches. Experiencing a variety of activities in a very practical way helps young people to find their calling.


2f.)
Retirement homes are transformed into Houses of Life that are fully integrated into the community.

Growing older is no longer associated with frailty and senility, but with maturity and wisdom. Wherever possible, aging people should stay with their families and communities, and – if necessary – be locally supported by well-trained caregivers.
Courses are offered to caregiving members of the family, to teach them how to support their relatives both on a physical level (due to the degeneration of the musculoskeletal system, for example) and on a mental and spiritual level.

In these future “Houses of Life”, healthy food will be cooked in community and gardening work will be done together. The goal is to age healthily.

Kindergartens and schools as well as animal parks, are – wherever possible – attached to these Houses of Life. Children learn to read with the elderly, for example, or find among them music teachers, craftsmen, engineers, firefighters, pilots or people who tell them about their interesting jobs and give them practical experience.

Older people are also given the opportunity to catch up on what they missed out on in their younger years.


2g.)
People with disabilities are integrated into society

The attitude toward disability has changed: it is seen as a unique “otherness” that everyone involved appreciates – from families to institutions and society. People who cannot see may teach us to be more tactile, feel more intensely or to hear more acutely. Many people with disabilities teach us to be still – their presence helps us to perceive our own presence. They often trigger our shadow aspects and teach us to overcome them.

Therapists, nurses, doctors and companions are trained to support people with disabilities in a positive and future-oriented way.
They too are supported in finding their calling and discovering their genius.

People with disabilities should be able to live independently if possible.
Adapted housing and residential communities, integrated into a healthy natural environment, are made available for them, and it is ensured that they can participate in everyday life. Furthermore, adapted fitness centers offer programs that help people with disabilities to gain greater flexibility.

Wherever possible, suitable adaptations are made in public spaces.


2h.)
New forms of travel

Travelers choose the most environmentally friendly means of transport.
It is no longer about the speed of the journey, but about the wealth of
interactions along the way
.
Instead of “consuming”, travel becomes an opportunity to get to know other people, ways of living, new cultures, exciting landscapes or ecosystems and to discover oneself in the process.

Many people travel for humanitarian or ecological purposes – there is a lot to clean up and heal on the earth.
Through our journeys we become so truly aware of how the earth gifts us and how we as human beings can not only take but also give in equal measure.


2i.)
People in exploited countries regain their self-determination

People from former “third world countries” are supported in becoming independent from other countries or organizations and in feeling recognized and worthy again.

Poverty does not exist anymore. As soon as people are self-aware and have learned how to grow their own food – and how to organize things among themselves – peace will return to the world.

If you also share this version of the New Earth, then give us your YES to it.

Let's show the world how many we are.

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Let us show the world that we are many.

If you also share this version of the New Earth, then give us your YES to it.