Natural & native learning

Natural & native learning

Everything in its time and with great pleasure

In a completely degenerate world, the desire to learn from the past and do everything right in the future arises. Natural & native learning is definitely one of the important things here.

Natural learning – Live and learn playfully is one of the keys

Man plays only when he is in the full sense of the word a man, and he is only wholly Man when he is playing.

If we as a society no longer manage to follow these words of Friedrich Schiller, because we have been robbed of our original potential and because playing is supposedly not part of the seriousness of life by any stretch of the imagination, shouldn’t we make our children our teachers and the teachers of themselves? Aren’t children, as long as we haven’t (dis)educated them, our teachers in the matter of playing anyway?

Shouldn’t we then simply make learning a game as well? And how do we (again) make our children feel like human beings in the full meaning of the word so that this works?

Transforming the human being from object to subject

We recognize these approaches1 in the methods of the existing reform schools, as long as they have been allowed to exist. Assuming that we do not only objectify our children, but also others and ourselves, the solution lies in letting our children Do what they would like to do anyway, or better: want to do.

Our children are creators of themselves. They want to discover and explore in their own way and they want to be involved and noticed within the community with others.

In the negative demarcation it becomes especially clear what we unfavorably do and finally have to avoid. We turn our children into objects when we:

  • have all kinds of (questionable) expectations of them
  • often answer “no” without offering anything better
  • treat them in an action-oriented manner
  • direct them by means of instructions or even in a command tone
  • evaluate or judge them (grades, exams…)
  • exclude them (put them in the corner…)
  • tell them: “You have no right to want anything…
  • suppress the feeling of “we” (elbow society…)
  • talk to them in imitation child or baby language

We abolish it!

Self-reflection in this regard will lead us into the role in which we can be a role model. On the other hand, we should not forget that our children are role models for ourselves. They help us in our development. They help us out of our unnaturalness caused by manipulation. In their (still) stronger soul consciousness, children are much closer to their BEING than adults. So let us familiarise ourselves with the fact that in the future we will take more account of our heart level in everything we want to do and that the understanding of the terms “work” and “performance” will take on a different, much broader meaning. We will be successful with work if we “play” at it. And ” performance” will be the state in which we – in the NOW – feel happiness in our deepest heart.

Native learning – United in the community

Native learning - Learning together

Let’s take up the aspect of “We-feeling” again right away. This feeling exists if one recognizes oneself as part of the whole. Learning and living in a group is existential and particularly beneficial when the community is as non-hierarchical as possible, even limited cross-age, and gives the individual the feeling of being an important, significant and even

tangibly valued part of the whole. In this way communities are created, in which the only remaining competitive thinking in the questioning of the individual is absorbed in this formulation:

Did I respect and support the others enough?

Fascination as the basis for natural learning

When does learning become fascination? Fascination is a captivating, even inspiring quality, isn’t it? We reach this state when we take into account that what is to be learned has a real meaning for our children, that it is related to reality or life, and above all when it is solution-oriented. If we then tell our children, in the sense of the law of analogy, that their actions “on a small scale” are as important as things “on a large scale”, then they will no longer lack significance. If we explain to them, or let them find out, that everything is connected to everything else, and thus are able to emphasize the meaning and purpose even more, we will come to a self-running learning fascination in which pure joy will be visible.

This characterizes natural learning. Natural learning is humane, sustainable and fascinating!

Natural & native learning is not part of our education system

On the other hand, the explanatory method in frontal teaching, long used in our educational systems and accepted by habit, is anything but sustainable. We learn much better through solution-oriented experience than through the blunt administration of theory in the explanation mode. This concept of instilling mostly non-life and therefore dead subject matter

Children lined up is not natural learning

leads to shallow “knowledge” and quick forgetting. It is demotivating, promotes illness and – one way or another – is a mere waste of time and energy.

We have known for a long time that it is not only inappropriate, but downright a human-experimental crime to bring our children in line to “line up” and then to steer them on a course of national economy and state within the framework of this “supervised thinking”. Thus we destroy their real potential for the purpose of control and oppression.

We abolish it!

1 It is necessary to speak of “approaches” because the certainly very useful approaches are subject to certain constraints and thus restrictions of the “wanted” upbringing, education system in order to be allowed to be tried out at all. (Back to link)


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