At STIR School of Talents & Wellness we have received some 3000 visitors (students and teachers) over the past few years, through the European Erasmus+ cultural exchange program and various partner. The visitors come to taste different cultures in order to broaden their worldview, in an attempt to prepare them better for a future. We add a dimension to it.
The practicals that the students and teachers are invited to are strongly related to their study topics and choices. We make them acquainted with partners in Eindhoven and surroundings, inspiring them with our methods and innovations. But there is more.
We take all present through the process of defining their own insights and innovative ideas based on two triggers:
- the 5 natural core human values defined in Sustainocracy’s level 4 awareness driven cocreation.
- the 17 SDG’s of the United Nations
The 5 natural values are easier to match with innovative ideas despite their level of initial abstraction. What is “health” for instance? How can we improve it in the local territory of their home region? This requires first an explanation on what “health” is in modern terms of proactive care and prevention. Health also happens to be a SDG (number 3). We bring health in context with for instance the elimination of human polluting activities, or the need for social inclusion and participation, not just the absence of diseases.
All present are asked to apply their theoretical knowledge to come up with some practical innovation that helps improve a chosen situation. At the end of the practicals they have time to present their ideas to us. The ideas that have been presented are usually unique, authentic and often very well applicable. The students are invited to consider implementing it in their home town. If they do we will travel and come and see.
The students are asked to participate and learn by doing. This is very different than the traditonal cognitive lecturing practiced by college normally. The students and their teachers go through an emotional process in our hands. One we need to understand, empathically follow up and support, in order to come to utmost results. The various emotional phases are:
- letting go phase of old dogma’s. In order to be able to stand up and think for themselves the students need to let go of the old “sit back and listen” mentality. They go through wake up call phases like “Huh? Am I allowed to do tis? Can I do this? Etc.
- acceptance of their freedom and invitation to creation. When listening to the challenging environment they tend to react that it is “too big”. When they ask for it to be reduced they get the challenge back with the words “if I reduce it for you, you’ll be working for me. If you reduce it yourselves, you’ll be doing it for yourself”
- acknowlegment of their abilities. We come from a culture of dependence in which we need to ask permission for everything, especially in a school environment. When dealing with the core values and SGDs critical self reflection is needed to come to utmost creativity. When creativity emerges and complies measurably to the challenge, why would permission be needed? We try to develop self trust and professional self entrepreneurial confidence, not simplistic obedience. None of the big innovations that pushed our societies and economies forward came from mainstream followers. So the message “yes, you are good enough” is key to empowerment of new age (sustainocratic, values driven, 21st century) entrepreneurship.
- support for empowerment. In the process the students face their limitation various times. The challenge may prove to be too big for their abilities and cause demotivation. Or too small and cause apathy and disconnection. Teachers transform into coaches to maintain the optimal flow of engagement, creativity, productivity and result driven empowerment. Lecturing is done when required and only to the point for flow establishment or improvement.
- appreciation of their results without judgement