2. DEVELOPMENT OF POTENTIAL
“The children of today
create the world of tomorrow.”
2a.) Children are encouraged to develop their full individual potential
Individual development of potential is incompatible with compulsory learning programs, because every child is different and must be able to develop in their own way and at their own pace.
In our current generic school system, children are raised to be system-obedient subjects. The repetition of predefined content is rewarded. Individuality and one’s own opinion are frowned upon in most lessons or even punished.
Children learn to censor themselves mentally and mutilate themselves internally.
Depression and suicide rates among children and adolescents are increasing. Children forget their natural joy in learning and in carrying out relevant tasks that they would naturally set themselves in order to grow and learn.
Through intellectual teaching and the use of digital devices, children lose the capacity to observe and think for themselves, which is the foundation of their imagination, inspiration and intuition.
“You can only learn enthusiastically
if you get to work with passion, excitement
and deep joy.”
“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.”
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
Within the first six years of life, the brain of a small child works in “theta” waves, a frequency equivalent to hypnosis in which a child takes everything it perceives
to be reality and stores it as a future life program.
The constant slight to severe traumatization of children begins at birth and is continued in unnatural kindergartens and school operations. Through the additional continuous influence of media propaganda, a distorted image of humanity is planted into our thoughts: the image of a greedy, selfish egotist.
We have forgotten how to give an adequate expression to the divine spark – our unique essence – within the context of compassionate and creative cooperation on this wonderful planet.
Instead, over the past two hundred years, we have been trained to become slaves / servants of consumerism, seemingly trapped in the hamster wheel of economy and generally held in the belief that, substantially, we are powerless
mortal machines. We consider thoughts given to us by school books, newspapers or TV programs to be our own.
In order to dismantle this old programming and reignite the light within each of us for the highest
good of all, we need collective de-programming, a thorough cleansing of old sabotaging beliefs – courses will support us in awakening a new awareness of the miracle of life and in developing loving coexistence.
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
The way in which universities and training companies are financed makes them increasingly dependent on the lobbies that support them economically. As a result, the majority of today’s universities teach what will be useful for big business, but ignore the multitude of known and yet to be discovered areas of human wisdom as well as social development opportunities.
Financed by the pharmaceutical lobby, the medical Universities, for example, limit their focus to what does not harm their patrons, and withhold or falsify entire areas of knowledge gained in earlier times, concerning discoveries about the functioning of the human body and its immunity, for example, or promising and inexpensive medical discoveries that are not patentable and originate from natural sources of medicine (e.g. the benefits of sea water or clay – although not prohibited, herbal shops should no longer talk about the active ingredients in plants, etc.).
Similarly, agricultural schools (often) sponsored by Monsanto teach the younger generations the vision of a multinational company in terms of agricultural cultivation using paid transgenic seeds and the mandatory use of associated fertilizers and pesticides. Very few real courses are given that deal with the soil, the richness of its composition and its ecosystems.
It is also the investors of large corporations who determine the outcome a study must achieve in order to be published, and only projects that serve their interests are funded. This lobbying has also resulted in many branches of human sciences being suppressed or even discredited, such as spirituality and metaphysics, which are viewed as non-science or “pseudo-science”.
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
From an early age, children are asked to sit still for long hours while their true nature naturally urges them to discover life through observation, experimentation, etc., using all of their senses and talents.
Cultural forms of expression such as dance, singing, music, drawing, painting, pottery, theater, which promote the development and activation of our right brain hemisphere, are rarely stimulated in schools. Children develop one-sidedly, which limits their possibility of self-discovery as well as that of cultural and spiritual expression.
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
In the last few decades, products handmade by our craftsmen have largely been replaced by industrially produced and short-lived mass products. Manual skills are rarely encouraged and developed in schools. The social status of craftsmen reflect its true value in relation to that of academics.
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.
Older people are often placed in nursing homes and usually suffer from loneliness, lack of attention, boredom, malnutrition and lack of purpose.
Retirement homes are generally not designed to integrate aging people into the social life going on around them.
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
In our society, people with disabilities are often marginalized and put on the sidelines. They are quickly let down by the medical community and do not receive the best possible care. It is high time that people with disabilities were given the same rights and opportunities as people without. It is also time we saw and recognized them as complete beings in their own right.
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
Since traveling has become so easy for us, we take the opportunity to quickly fly to New York or Milan to go shopping without being aware of our contribution to CO2 production or air pollution in the process. We don’t even think about what the point of that brief satisfaction is (sometimes just to take a selfie in another city). Conversely, people who travel are often viewed as “traveling wallets” by the locals. The financial benefit comes before the ‘encounter’ with a person from another country.
The mentality of local people changes when they regularly come into contact with people from industrial countries. Often the locals are not shown the respect they deserve, and too often people expect to find the same abroad as they have at home.
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
We made the people of third world countries dependent on us. Instead of helping them support themselves, we made them our subjects and treat them as cheap labor.
Regardless of the consequences, both in terms of human life and nature.
People from former “third world countries” are supported in becoming independent from other countries or organizations and in feeling recognized and worthy again.
Poverty no longer exists. Once people are self-aware and have learned how to grow their own food and how to organise themselves among themselves, this will be a basis for peace in the world.
We love th example of “Voix Libres”
created by the wonderful Marianne Sebastien
One of the best examples is the Geneva-based organization Voix Libres,
which is working in Bolivia, in the Philippines as well as numerous other countries.
For over 25 years, more than 3 million women and children have been supported
in Bolivia. The organization stands for a new model of society:
It frees children from mines and tunnels, frees women from landfills,
and offers all women, who are willing to work, an interest-free micro credit
to earn their own living. Children are given food and drink, clothes,
a roof over their heads, and the opportunity to go to school or university
or to learn a job. Nobody is rejected.
Furthermore, all grateful beneficiaries are taught the art of permaculture
so that they can grow their own food (even at 4000 meters above sea level
and even in Winter, vegetables are successfully grown at Voix Libres in specially designed greenhouses at 20 °). 20 beneficiaries are currently being
explicitly trained as lawyers, mainly to defend women from domestic violence in court.
Violent men, in turn, are trained by the beneficiaries to become ‘men of peace’.
Out of 2000 men trained in this way, only four have relapsed into their old habits.
One of the first rituals used is to wash their hands clean of all atrocities.
Voix Libres beneficiaries work closely with the military and offer conflict
What is the secret of their success? The love and gratitude emanating
from all those people who have been freed from the clutches
of great poverty and exploitation, and given a new life.
Victims become leaders, the intention being that each beneficiary supports
another three people in need.