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![]() Surely my motherhood has left the strongest imprints; not only because I want to be a good mother to my three children, but also because I wanted to use a different approach from the one my own parents used for me, in raising my own children, at least in certain aspects of life. I thus kept envisaging myself as 'child Ingeborg', one who, due to the archaic value system at the times, subjectively had too little liberties and choices, and I strove to "at least" offer my own children a better menu of options. Of course these choices merely existed within the limitations of my own boundaries and possibilities. My job as teacher brought about a similar situation. As educator, I frequently succumbed to just serving the demands of a system that had to be kept operating, rather than attending to the needs and curiosities of my pupils. So while teaching, I revisited being a 'compatible student', who basically just endures 'doing time' for good grades. After a ten year hiatus from teaching, during which I worked in free enterprise, I once again returned to work in a school setting. From the experience I had gained from working in a whole different occupational field, I could now clearly see what children need in their education to allow them to fill their own niche, and to take a fulfilling role in an increasingly comprehensive and quickly changing society. ![]() This however requires teaching means and -methods other than those offered in our current educational system; I introduced these means and methods to my pupils, and the children accepted them with enthusiasm and took them for granted. The children's joy was my positive feedback for this unconventional work, and subsequently, the joy of their parents, who were frequently infected by their offspring's motivation. Unfortunately, this different way of doing things often triggered confusion with ![]() I had to undergo a process of personal maturation myself. Now, after two years of 'vacation', if you will, during which I was fortunate enough to pursue many personal interests, I have found the strength to introduce the concept of a new elementary school. The final impetus came from the encouragement of many individuals who always appreciated my courage. These are individuals who escort me in life, and, like me, have an interest in their own personal, as well as collective development and improvement. Ultimately, we all strive to find a direction that makes living and working together more fulfilling; this becomes more conceivable as the welfare of our community called 'humanity' becomes the center of interest, rather than the 'individual'. ![]() My warmest thanks to my own wonderful children Maximilian, Isabelle and Nikolaus. They have always given my life new meaningful purpose. ![]() ![]() ![]() |
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![]() These new breaks in our previously valid patterns more than ever call for deliberation, an open discussion to question and redefine the systems of education and training. A primary education based on mere intellectual-theoretical knowledge of facts leads itself ad absurdum (the half life of knowledge today is less than 3 years). The exploding wealth of diverse information, after all, requires the development of skills a human being needs in various facets of life, to be in sync with the Zeitgeist. The previous emphasis on the sheer ability to understand and to retain intellectual facts is thus replaced by a process of lifelong learning. The new interest to learn comes from creating a net of relations between human beings with all their different characters and talents, so together they may tackle this flood of new information, new situations, and new knowledge. Essentially, the changes in education and training first transform the foundations of human relations, values, and beliefs, and only then alter overall efficiency. ![]() In this case the requirements to the individual not only keep in sync with their own improvement, but are closely connected with the process of change itself - the change of one self as well as a change of the system(s). Sound self esteem is the 'magic ingredient'. If learning is a process, and not a system, education will be heavily influenced by the individuals themselves, as well as the group to which they contribute. The difference between success and failure is thus dependent on the qualities of one's social competence. Really the (lifelong) learning process can only work as long as everyone maintains interaction through the contribution of some sort of skill in dealing with others. Social competence represents the 'netting' of human qualities and skills, and is equally as important as the worldwide 'netting' of information. It first occurs in intimate circles, but ultimately creates in a person the ability to connect to larger societies, such as different cultures (globalization). Who is unable to represent oneself - and for this self esteem is crucial - is bound to misunderstand others and their expectations, react in an unintelligible way to their messages, or assume the wrong angle or position while trying to interact.
![]() To verify the realization of process-goals,
a standardized verbal evaluation (in the intellectual area), and an individual
description (in all other areas) is used. Primarily, the four grades
(age groups) work together, but for special tasks, groups will be formed
as needed, according to process progress. The individual receives
optimal levels of encouragement and support within the collective effort.
The basic motivation to create a win/win situation for everyone - and therefore
for each individual - ![]() ![]() ![]() |
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![]() areas (general concept overviews), and a conclusion with explanations.
The 'mainstream' of education, which commences
at elementary school age, must be constantly re-evaluated and re-organized.
All four areas are described in their primary tasks, but their application
is a process, just like the students' learning itself. Concurrently,
the teachers become
In 'Core-sessions', tasks are solved in small groups (max. 6); individual learning- and exercise sessions are also arranged. After some time, the groups are rearranged (some reach the process-goal sooner) in the various subjects. The pupils can then begin to tackle new goals in accord with their own abilities and at their own pace, provided the process-goal has been achieved and acknowledged by the process-guide.
Reading, as in experiencing stories, legends, fairy tales, and myths,
is a totally different perception process than the mere reading
and comprehension of facts. The appropriate program can even
offer texts in different languages, for the many children who speak a different
mother tongue, which means that meaningful content will be available
for students that have little or no
Anything intangible, which can not be grasped on the computer, i.e. the development of the senses, interactive exchanges and experiencing nature and other people, belongs to the other three areas, although these can even fit into the intellectual area (playful interaction with illustrative materials).
When engaged in artistic exercise, one encounters
a somewhat unfamiliar situation where there are no activities based
on routine. Full concentration is certainly necessary, but it spans
a broad index. The immersing oneself in the material (colors,
wood, clay, rhythmic motion, sounds, poetry) presents a problem
we can not solve if we do not dis-solve ourselves into the matter.
This is where the circle of the four areas closes. Essentially the children are offered a broad spectrum of artistic immersion, which they can utilize as an equalizer to the intellectual work on the computer. Themes and subjects (music, theater, painting, etc.) are adjusted and offered according to individual progress, and 'taught' overlapping ages (even hand writing).
'Social learning', like already indicated, is incorporated in the respective other areas, since it can not be considered an isolated part. Social togetherness is constantly regenerated, and requires teamwork and conflict- and problem solving throughout the daily events. Furthermore, the frame of social togetherness is expanded to include the family and environment.
I have the following comments regarding the process:
'Core-sessions' for different activities are posted on the weekend for the following two weeks. This is how the children will know when they may attend a preferred activity. Learning will start with an 'arrival period' in the morning (between 8 and 9 a.m.), and provides for a common lunch break between 1 and 2 p.m. 1-2 hours of learning follow in the afternoon, at 4 p.m. the school day is over.
Nature experiences, environmental services, and care of marginal
social groups is undertaken afternoons in groups (probably three
afternoons per week). As responsibility increases, the children
may select one or more afternoons themselves. They also may chose
what they want to do, and with whom. If possible, the parents
should be involved. Twice a month, activities,
As usual - and this has often happened to me - the children themselves can probably contribute more useful ideas than even we adults are able to, with their unspoiled, fresh approach and healthy curiosity. With certainty, the learning process therefore remains a two way street, and I am really looking forward to it! ![]() ![]() ![]() |