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On May 14th 2013 I introduced my views on the musical origins of life. The secrete of living life in an evolutionary, self conscious way, is lectured during my open, public evening colleges in Eindhoven. I did this today together with opera singer Irma Lohman, whose talent could be used to prove my points on how life really is and how we can perceive and use it once aware.
The next few blogs will introduce these views to you. They will of course be received as usual by some with the traditional amount of skepticism and refusal influenced also by the opposition from the reigning dogma’s that surround us and that educate us every day. In a way we live still in a world in which the “Earth is flat and the center of the universe” according to the ruling self interests of old remaining hierarchies. These old dogma’s and their institutionalized protectors are gradually disappearing into history, sometimes replaced with new ones. They all leave us behind with the atrocities of their commitment to a lie out of powerful self interest. It shows how we evolved over time as a species through a continuous learning process, combating our own, self imposed monsters in our quest for the universal truth and understanding.
You may also find that the route to absolute freedom comes with new responsibilities and an inner and outer confrontation with old beliefs that have been “sold” to us as sacred without dispute, often at the expense of doom and punishment. It is up to you to determine whether you are ready for this challenging.
I will deal with:
- The origin of life
- Harmonic relationships
- Each of the four phases of life
- Current crises and their evolutionary solutions
- Our own evolutionary state, risks and opportunities
- Life phases and education
I have decided to do this through this blog in order to be able to connect to multimedia on the web for the re-enforcement of my messages. The blog also offers the possibility for you to reflect back.
We are facing a quantum leap that for the individual is an intellectual choice and for society an unprecedented evolutionary challenge and significant historical leap forward.
What will happen to Europe (or USA for that matter)? Will we find ways to remain united or will we fall apart again. Will history repeat itself or ……?
The Euro? Will is remain a strong currency or will it die a rapid death after just over a decade of its existence? Will we remain living in centralized urban structures? Or will food dependencies create a new exodus to the country side? Or will we learn how to create eatable cities? What is the role of money, business enterprises, governance, science, education in our Europe of Tomorrow?
All these questions will pop up in the minds of the European student teams when they play the game “entrepreneur of your own life” with the challenge to propose their own future for Europe.
It will not be easy for them to make up their mind. They will be challenged by the existing institutional powers which will try to “sell” them their own current world views. Scientists will provide contrasting information while visionary intellectuals will walk around and speak in public about society, risks and chances. But out of all this the students will have to make up their own mind, their own vision and present it to the world.
Will they go for a technology driven world full of robots or green self sufficient do it yourself culture? Will they go for a global solution of a patchwork of fragmented communities? Or both?
The public presentation of all teams on 15.12.12 will tell. But between idealism and realization there is often still a confrontation with present day reality. 2013 will surely be used to make steps to bridge those realities and make things happen, not because institutions want this but our upcoming generation. They will stand in the middle of everything and will get support of the wise elderly who will use their knowledge and networked influences to make change happen. This may be what the Mayas anticipated when they made their calender: a new beginning on 12.12.12, not by war or disaster but human awareness, youthfull creativity and the applied wisdom of the 5th dimension.
Personally I am looking forward to it very, very much.
PS. Just realized that this my 100th post!
Putting Planet, People, Profit, Passion and Progress into Practice
Recently we played the entrepreneurial “City of Tomorrow” game for the first time. In the STIR foundation we support the idea of integral human development as expressed in the chapters 15 and 16 of my free book last year, not just the rational side of it as our system is educating our children today. As Sir Ken Robinson so beautifully stated in his much applauded TED talk “the current education systems kill creativity” and Mitra shows in his “hole in the wall“, children have a much higher self-learning ability than our schools appreciate or even stimulate. Yet despite the famous anthropological and anthroposophical views and knowledge on the development of the human consciousness through spiritual, emotional, physical and rational experiences, the system remains the system, locked up in bureaucracy and self supporting prejudice.
We see that current educational formats serve a paradigm in which politicians see the human being as a little robot in the machinery of money driven/dependent economies of growth. Such robots need to learn how to behave like robots within a system, brainwashed about the importance of money, a job, debt, fashion, consumerism, the state, their dependence on the system, etc. The learn to calculate and write a letter but nothing about the importance of social relationships, feelings, spirituality, sustainability or responsibilities.
The paradigm that we support is totally opposite which is why both are difficult to match. The way a complex human society is structured in either paradigm differs enormously which is why the current educational system will sooner see our propositions as a threat to them rather than an opportunity. It is even worse than that. The current education system has no identity of its own because it is chained in dependence to the money which allows it to exist. This comes from central government which dictates the normatives that the schools need to comply with. So the education system has hardly any opinion of its own, just a hierarchy controlling that what is done is done according to the guidelines that allow them to stay alive financially. They are themselves expensive robots in a system.
So we are not seen as a threat to the educational content (who cares?) but for their financial continuation. That is why the system remains closed to all influences from outside, even common sense.
If we cannot change the system we can in fact stand next to it. We should never forget that even the most locked up human organization consists of people. And individually people do become aware of the need of a new society and other ways of education. Some, not all, are willing to use this personal awareness and influences to take action within the structures in which they are employed. They become the internal transformative hero’s that link already with change and seek internal opportunities that make a difference.
We positioned our initiatives on human awareness right at the place where the young adults would leave school to start their life in the real world. Our program is called “entrepreneur of your own life“, linking the increasing requirement of entrepreneurship in the old money driven economies with the self-leadership and sense of responsibility in the value driven society that we are trying to develop. We asked the high schools to allow us to give their students a view into real life with a bit of our counselling. It is also in the interest of the school to pay attention to this even though they find it difficult to let the real world enter their world. When we propose to provide a low cost bridge through our game they become enthusiastic.
We had done one of such days already before in a multicultural setting trying to show the tremendous opportunities of cultural diversity in a community if you choose to make the best of it together. It had been a great day . Now we were facing a highly technical setting with 500 students in two groups.
One of the coaches, Jules Ruis, suggested to make the day into an adventure and the students into hero’s. Overnight he developed a simple game but with great educational value. It was based on economics but could easily and secretly be changed into buddinomics by me.
The ingredients of the game are:
- a large bunch of students 17+ years old
- technological innovation companies that show their innovations
- coaches that carry specific information
- a bunch of camera’s
- a value system in exchangeable cards
We played that day with about 200 students that started without knowing much more than that they would have to collect information at the stands of the enterprises and the coaches that walked around as wild cards. They had been teamed up with people from different years, whom they did not know personally, and the elderly student was made team leader.
They had to assemble the team, work together towards the end of the day, trying to figure out what they had to do to win? During the evolution of the day and every encounter with a coach the complexity of the game would rise, requiring the teams to perform and place the product exhibitions and information into new perspectives.
Watch the filmbook (in Dutch) of the day here
The end of the day was spectacular from an awareness point of view. It was amazing for us to see how self-leadership and adaptability got these youngsters on their way and how fast they managed to adjust their views with new input. At the end of the day they were allowed to present their views in public and with cameras present. For the highest years present the presentations were key because they were invited to continue the game for another year. Their prices:
- a job
- a scholarship
- a starting capital for a new business
The effects of the game had not just affected the students. The high school had become so motivated that it started to open up for reorganization and further partnership with the foundation and others. The game will be played now at least twice a year and every year again with all the students. While we do so we are going to step up the challenge every time inviting the students to deal with real life complex problems within the simulation of the reality of the game.
The business enterprises also started to readjust their activities and organization inspired by the game. Most found each other during the game to partner up in purpose driven ventures. They also committed to further invest in the initiatives led by the foundation and based on local for local cooperatives between government, technical innovations, education and science, social innovation.
And even the local government representatives were so enthusiastic that they proposed to open up their structures for more student involvement and participation. At the end all participants will become partner and judge of the final game of all students: defining their own city of tomorrow, based on their own home town and for which they can take responsibility themselves with what they have learned at school and are triggered to learn by placing their knowledge into their daily reality, simulated in complexity by the game.
The entire process is sponsored by the partners to maintain our independence and avoid any client/supplier relationship or chain dependencies. This way the game can be purpose driven in which the virtual reality transforms into reality.
Expanding our ambitions:
On 12.12.12 we now wish to play the game for 4 consecutive days in Eindhoven (The Netherlands) with students from all over Europe. The game will then be called “Europe of Tomorrow” giving already away what the main topic of the event will be. The game will be combined with an international congress on sustainable progress. It will again be great fun to see how our young adults will react to the modern reality and eventually change the world through their own new levels of consciousness and adaptability.