by Birgit Baader

 

 

Setting

 

Ideally, there is a “base camp” where intellectual knowledge/information is shared, and group activities can take place. In addition, there could be several other venues/locations where courses are held: private & public places, “in the wild”, sport fields, businesses,…

In my view, “education/learning” should be integrated into real life/provide real life experiences rather than be limited to a school building and just offering theoretical knowledge. Gaining more practical experiences and life skills on many levels (mental – spiritual – physical) and with an holistic approach is one of the main objectives. Experiences and information should relate to our present life situation on planet earth, to the NOW and to WHO I AM.

The current system with terms, assessments, standards, etc. is no longer appropriate because it is not flexible enough and does not allow the individual to choose options according to her/his needs. Therefore, the framework might have to be changed into an open system. There could be some “minimum achievement requirements” in some areas – which means e.g. that all students are encouraged to learn how to read/write when the window for these abilities is open –, while allowing an “open development” in other fields so that each personality/soul can explore and express itself in its own rhythm and form.

 

Adult companions

 

• responsible personalities with love and patience, empathy, compassion for the learning/growing/healing spirits → life experience

 

• able to wait for question marks within the “students”, open to observe what IS

 

• communication skills: ec/nvc, democratic principles

 

• supervision/assistance, emotional & spiritual guidance

 

• “real life experts”: scientists, performers, artists, TV moderators, actors, gardeners, orchardists, healer, shamans, seminar leaders, authors, cooks, builders… → ANYBODY WHO CAN SHARE SKILLS & INFORMATION ABOUT SOMETHING HE OR SHE LOVES AND HAS EXPLORED IN DEPTH

 

possible curriculum modules & courses

 

1. for all topics is true: the needs and requirements of the «learner» come first and there is no set structure within the various fields of learning – follow the flow and what there IS!
2. General conventional subjects such as English, social sciences, technology, etc. are already covered by/integrated into other subjects.
3. Subjects such as maths, foreign languages, drama, geography, etc. are presented in a more lively, playful, inspiring, attractive way with a real life perspective!!!
4. History: some “history”/ the past is already included in other subjects – focus is here on the sharing of old knowledge and wisdom of different cultures and the evaluation on how the past relates to the present…

 

modules/courses

 

psychology                  via role play, films, seminars, discussions, … → lively, direct experiences

 

• female/male
• partnership/relationship
• theories
• self-awareness: self-care, self-command, self-responsibility, self-teaching
• past lives/origin family/behavioural patterns, …
• group dynamics

and more

 

spirituality                   via direct experience, sharing of knowledge/wisdom/techniques/traditions

 

• “tools” for spiritual development: tracking/holographic imaging/meditation/yoga/ mantra singing/medicine wheels …
• intuition “training”, extrasensory communication/observation skills, connecting to Higher Self & Zero-point-field
• spiritual pathways/concepts in different cultures (astrology, native American, Indian, Sufi, Buddhism, …) to enable “students” to choose their own way according to the principles of resonance and attraction
• spiritual aspects of “everyday life”: birth/growing up/puberty/sexuality/relationships/death…
• transition rituals
• soul awareness

…

 

sustainable living        practical & project oriented

 

• global warming
• ecology
• eco-building
• conservation
• permaculture
• alternative energies
• tree planting

…

 

health/healing playshops & excursions

 

• nutrition (→ vegan)
• healing energies: homoepathy/healing plants/self-healing forces/meridians/charkas…
• movement (also see physical activities)
• connection: mind – body – soul, balancing techniques, …

…

 

“innerspecies” communication

 

• emphatic communication (ec) = nvc
• principles of democratic education
• role plays: relationships, aggressions/emotions, expression of needs, …

…

 

interspecies communication

 

• communication with other species: plant kingdom/animal kingdom/mineral kingdom/devas/…
• raising awareness and fostering the ability to view/feel the world from the perspective of another species → empathy/respect/feeling of “oneness”, interconnectedness

…

 

“nature skills”

 

• survival skills in Nature: how to survive without the facilities/infrastructure of “modern societies”/ read the wind, the waves, the fire, the stones – all things around us and within…
• navigation by land and by sea
• building without supplied materials/with natural materials
• emergency coping skills: what to do in case of an earthquake/flood/tsunami/epidemy/…
• nutrition: cooking/planting/gardening/seed collection/…
• healing: preparing crèmes/remedies/teas/…

…

 

physical activities

 

• already existing in conventional educational systems: so called outdoor education (climbing/kayaking/swimming…) → important is here the connection with resp. integration into Nature! (e.g. skiing → harmful for environment in many cases)
• group games/ball games (see above)
• martial arts: aikido/taekwon-do/capoeira…
• yoga/gi gong/tai-chi…
• dance: hiphop/jazz/salsa/break dance/flamenco/folk/belly dance/ritual dance…
• “extras”: river walking/horse riding (not conventional, but e.g. thought riding →  good for interspecies communication development)/ocean swimming with seals, dolphins, whales…

…

 

art (in a broader sense)

 

• traditional approach (sculpture, carving, drawing, film, writing, weaving…)
• interactive art projects
• multimedia art projects with professional media partners
• projects in cooperation with artists/performers
• practical experiences: e.g. illustrating a book WHICH WILL BE PUBLISHED/cooperation with book publisher → concept: artwork/publishing/distribution/marketing
• art/film – as a medium to raise awareness/express oneself/…

…

 

music

 

• traditional approach (different instruments, music history, composition…)
• instrument making
• interspecies music
• recording & sound engineering → creating/producing own CD/DVDs
• sound design
• ethno/world music: ethnic instruments (shakuhachi, sitar, berimbao, djembe, didgeridoo, xaphoon, …)/different philosophies/harmonies,…
• singing: mantras/breathing techniques/ritual chants/overtone singing,…

…

 

philosophy

 

• space to play around with theories/thoughts/ideas
• open exchange: within groups of “students” and with “external factors” (people and other)
• evaluation of different existing worldviews/philosophies…

…

 

new sciences

 

• sciences with a holistic approach (e.g. psychoneuroimmunology) → share knowledge/latest research insights
• participation in research studies/programs
• own projects of “students”
• open exchange with “experts”

…

 

vision quest

 

• course to connect with one’s visions/purpose in life

 

addictive behavioural patterns

 

• background (family patterns, emotional, spiritual,…)
• tools to heal and release (EMF, releasing,…)

 

 

 

 

 

 

Birgit Baader * Little Sydney Road, RD 3 * Motueka, Aotearoa * birgitbaader@gmx.net