The PROUT Parliament Game – by Dr. Sohail Inayatullah
The PROUT Parliament Game By Dr. Sohail Inayatullah (UNESCO Chair in Futures Studies) At a recent conference in Australia, I had the chance to experiment with gaming and creating progressive policy futures by running the first Prout Parliament Game. The core question was what would …
Read MoreThe River School Experience – Interview conducted by Didi Ananda Tapomaya
The River School Experience Interview conducted by Didi Ananda Tapomaya’, edited by Alieta Belle These two smiling young people are Lotte Butink (20) and Isabel Wingert (27), who came to the River School from Stenden University in the Netherlands, where they currently study international teacher …
Read MorePeace Ambassadors at the River School, Australia – by Ann Donoghoe
Peace Ambassadors at The River School Melany, Australia By Ann Donoghoe, Principal The most powerful leadership tool you have is your own personal example – John Wooden Peace Ambassadors (PA) is a student mentoring and leadership program in its second year at the River School. …
Read MoreBest Practice: Expanding the Heart – by Arun Jacobson
Best Practice: Expanding the Heart By Arun Jacobson In the application of the all-encompassing philosophy of Neohumanism to education, we have recently sorted our endeavors into three main avenues: Expanding the Heart, Freeing the Mind, and Engaging in Society. These three endeavors need to be …
Read MoreReflective Teachers, Reflective Learners: Weaving permaculture principles into curriculum to develop Neohumanist consciousness – by Didi Ananda Devapriya
Reflective Teachers, Reflective Learners: Weaving Permaculture Principles into NHE Curriculum By Didi Ananda Devapriya Permaculture – More than Gardening? While many people equate permaculture with gardening, this is only one of the many ways that permaculture can be practiced. Permaculture at its core is a …
Read MoreStorytelling as a Medium for Teaching Yama and Niyama to Children – by Ada Merz
Storytelling as a Medium for Teaching Yama and Niyama to Children by Ada Merz This article is based on our storytelling workshop for junior teachers that was given in Den Bosch Why it is effective to teach yama-niyama through stories. Children love stories! Everybody loves …
Read MoreEncouraging Student Point of View and Participation for 2-5 Years Olds: The Child-Centered Classroom – By MahaJyoti Glassman
Encouraging Student Point of View and Participation for 2-5 Years Olds: The Child-Centered Classroom By MahaJyoti Glassman How can we as teachers, while encouraging young ones to participate in class, refocus our “arrows” to target the child’s interest? Does the information shared by a child …
Read MoreBio-psychology and the Teenager Years: Yoga, the Brain, the Chakras and STUVOL – by Rutger Tamminga
The following is a summary of a talk given by Rutger Tamminga at the recent Global Conference in Taiwan, Empowering Youth for a Neohumanist Society, based on his many years of experience working with children and youth of all ages. Bio-psychology and the Teenager Years …
Read MoreCultivating Ecological Wisdom through the Arts – By Dr. Kathleen Kesson
Cultivating Ecological Wisdom through the Arts By Dr. Kathleen Kesson Equally important pillars of Neohumanist education are ecological education and the arts. Neohumanist educators understand that only humans who feel a love for nature and a sense of connection with all of the species with …
Read MoreBody Space Boundaries: Early Childhood Education 3-5 Year Olds – by MahaJyoti Glassman
Body Space Boundaries: Early Childhood Education 3-5 Year Olds Some Exercises – by MahaJyoti Glassman Conflicts and heartaches arise among young children due to perceived and actual violations of personal body space. It becomes abundantly clear when a student feels their “space” has been encroached …
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