From Our Children Our Future Research Project 15 examples of the most innovative holistic education from around the globe. These models were all created as a solution to one or more major global issues. They share up to 6 core essence groups beneath their holistic framework revealed by the research. The ones with the highest stated purpose “To change the world” in their vision incorporated all 6 essence groups: 91) ancient wisdom, consciousness, and peace (2) culture and the arts (3) biophilia and biophilic design of the built environment (4) emerging industries (5) parents, teachers, and administrators (6) humanistic and spirituality. Two of the 15 original research participants have since ceased operation but leave behind a valuable aspect of education for others to pursue.

                                     Click on Individual models below to access each case study.

 

You are invited to join this initial group to share your holistic education model story as a contribution to our Education Revolution effort. Collaborate with the other models, Infinite potential may follow, Collaboration must replace competition in our challenge to design a new educational system capable of rendering the outmoded industrial era model obsolete. Your challenges and outcomes, successes and failed attempts hold valuable insights for the world. Won’t you take your important effort one step further and share it for the benefit of all?

In September 2014, I had the privilege of observing Andree Ledecq and Sarah Gagne, two founding members of La Cite Ecologique Universal School of Life, Ham Nord, Quebec, Canada, as they joined Maurice and Rebecca Wild and son Leonardo, in the first collaboration at the Pestalozzi School in Quito Ecuador. Of this momentous occasion, Andree shares:

           Alizee Ledecq & Maurice Wild in Collaboration

Photo Credit: Connie Giffin

Photo Credit: Connie Giffin

“I am a retired Special Ed teacher from La Cite Ecologique in Ham-Nord, Quebec, Thanks to my dear friend, Connie, with whom I spent a vacation in South America, I had the privilege of meeting the two founders of the Pestalozzi School in Quito, Capital of Ecuador.  Although I am already an elder, my passion for the natural learning process of a child still fascinates me and remains a life-long search for me.

One of those founders, Rebecca Wild, wrote at least seven books in Spanish on their school opening and experience. Fortunately, one of them has been translated into English: Raising Curious, Creative, Confident Kids”. Following my rapid visit of the school and after literally devouring every page of her book, I started to make connections with our founder’s vision of a school in nature with hands-on experiences. One of the similar basic principles of respecting the child in his development stages seems to favour the release of the blossoming of its full potential and, in some cases, even the healing of left-over wounds from infancy.

Granting the child some space for expression, movement and heart-felt activities until around 11 years old facilitates the learning process of language, arithmetic and other subjects, the reason being that the child has accumulated sufficient life experiences to be able to learn in a short time any knowledge he needs in order to expand his world and participate in the betterment of humanity."

 

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