We present a selection of texts that inspire the team of Sa Llavor and share in the weekly meetings as part of their pedagogical path. JOSEPH BEUYS, "Every man an artist." Conversations in Documenta V (1972). Compiled by Clara Bodenmann-Ritter. Over a hundred days, Joseph Beuys spoke and discussed "social plastic", an expanded concept of art that would lead us to a new model of society and the world, in whose center is the creative human being, the art and creativity as the only revolutionary forces. ... Question: So what you do is a direct political action? Answers Joseph Beuys: No, for me it is an artistic action. Because that artistic concept is designed to make the self-determination demanded by democracy be seen as the possibility. There are many people who say "yes, well, but the human being cannot determine himself, he has no internal freedom." So what we want to discuss is a science of freedom. We want to start more and more of self-determination, of human freedom as a creative starting point, that is, artistic. So it is a cultural issue first of all. And also, a matter of education and parenting in general, right?. So we do not start from the means of production, but from the freedom of the human being as a creative creature that determines itself, and there we find the primary means of production that acts in history and creates the future. To that extent, it is a complement of Marxism, a necessary complement. Q: It is the principle of humanism. JB: Yes, I would say of a libertarian humanism. And in saying that, that concept of freedom naturally refers to the free individual. And in that case it is not necessary to use the word humanism at all, because that is basically the human question: the human being who determines himself as a free individual, and shapes the next phase of history. P: Yes, I would say... JB: Precisely creativity in self-determination; and that means that I have to take responsibility now. I have to participate, cooperate. I can no longer live selfishly just for myself. Q: But there are many people who don't want that. JB: Sure. But on the other hand it is important to make humans try as it is because they know, as if we were saying, that they really take the taste to live as human beings when they do not think selfishly, but live, why not say it? Christianly , that is, nothing for me, all for others. And that is much more exciting than taking drugs, isn't it? Let them prove the experiences that living like this provides.
"Nature is a medecine" Aránzazu Plaza is a counselor and therapist specialized in learning, integration and behavior difficulties, trained in INPP to address Neuromotor Immaturity, formed in Waldorf Pedagogy, Waldorf Support Pedagogy and Waldorf Emergency and Trauma Pedagogy, formed in Pedagogy Pickler, University Specialist in Systemic Family Therapy, Social Educator, Anthropologist, trained in humanist therapies, Enneagram and Gestalt, trainer of trainers, she is currently part of the teaching team of the Waldorf Support Pedagogy training in Spain and the Madre de Día training team of the Waldorf house in Alicante, and is also a pedagogical advisor for several schools linked to the Waldorf pedagogy. This course has begun its collaboration with the Fundació Sa Llavor. Question: When did your interest in pedagogy start? Aránzazu: Since I went to school. I loved attending classes. In summer I was one of those who wanted to go back to school. Did you receive a Waldorf education? No. I studied EGB in the 70s and the curriculum was quite nice with childhood. In the sense that we did many things with our hands: we wove, we built electronic circuits, we drew, we painted and in the playground we played with dirt, sticks, stones, water, mud ... Now most of the playgrounds or parks are covered in cement. And your social vein? When did it arise? In sixth grade I moved to a religious school. There I decided that I wanted to be a missionary. Either I played to teach or I played to help someone. What were your favourite subjects? Mathematics and philosophy. I was determined to be a teacher of one of that two subjects. Then, in COU, I went to see a school counselor, who actually disoriented me. How are you going to get to teach with your qualifications? You are going to be an engineer. But I didn't want to be an engineer, I wanted to teach. You had a strong vocation... Yes, but he told me, if you study engineering you can teach math, physics, drawing ... So I got into telecommunications engineering. But then I went through the eighteen-years old crisis... And what happened? I always volunteered, and at that time I was volunteering teaching how to read and to write to gypsy men who wanted to get a driving license... I loved it. So I left engineering and began to study social work, but always with a vocation in education. How did you discover Waldorf pedagogy? One day a friend told me: you have to train in Waldorf pedagogy, because you are already a Waldorf pedagogue and you don't know it. And that is what I did. I studied Waldorf pedagogy for teachers. The classroom experience was fine but I really wanted to make accessible Waldorf pedagogy to girls and boys with difficulties. Then I did the Waldorf Support Training and there I found myself as a fish in water. And you discovered the INPP (Institute of Neuro-Physiological Psychology) ... One of my Waldorf support pedagogy teachers was
On Saturday, November 30th we celebrate the Open doors day at the Sa Llavor Foundation from 11 a.m. to 3:30 p.m. It will be a day to share with the family and to open the doors of our home to the entire community. There will be workshops for all ages, storytelling, craft market, books and pedagogical material sale, exhibitions of works made by students, vegetarian and organic food, music, school guided tours for new families and many more surprises. Schedule of activities: 11'00 a.m. Doors opening 11'15 a.m. Musical opening 11:30 a.m. Guided tour / Family workshops 1'15 p.m. Storytelling 1'30 p.m. Organic and vegetarian restaurant service 3'15 p.m. Musical closing 3'30 p.m. Closing
We present a selection of texts that inspire the team of Sa Llavor and share in the weekly meetings as part of their pedagogical path. Tale extracted from the “Spiritual Compass” book by Satish Kumar. There was a fisherman lying on the beach, dozing in the sun. The catch of the day was over and, after lunch, it was time to rest. A merchant saw him lying languidly and asked him: "How come you don't work today?" “I have already finished my work. This morning I went out with my little boat, caught some fish, sold some and cooked others and ate them; Now it's time to rest, nap time”, said the fisherman. "But you could still catch some more fish, right?", asked the merchant. "And why would I do it?", asked the fisherman surprised. "This way you would earn more money and you could buy a larger motor boat, which could load larger nets and catch more fish”, the merchant replied. "For what?”, asked the fisherman. "Well, that way you could have a fleet of ships, create a company, and when it succeeds, sell it and earn a lot of money," said the merchant. "And then what?" Asked the fisherman, without understanding anything. "Then you could retire and be all day lying on the beach, without worries," the merchant insisted. “But it is precisely what I am doing now! The future does not worry me. I am happy, very happy, what I have satisfies me. I feel lucky with the sea, with sunlight and with a lot of time to enjoy life. Why should I try so hard? ” The merchant, who at first did not know what to say, soon walked away smiling. Fragment of the book “Verdolatry. Nature teaches us to be human ”by Santiago Beruete. “We still have to learn the art of living in a world oversaturated with information. And we must also learn the even more difficult art of preparing the next generations to live in such a world. ” Zygmunt Bauman. Pedagogy is a branch of gardening, so educating is another meaning of the word cultivate. We are all plants and gardeners. We cultivate each other. The true meaning of teaching is "sowing the spirits," as Plato states by Socrates in the Fedro dialogue. The teacher's words are seeds, but they will only germinate if they fall on fertile soil. The same raises the crucial question of how to prepare the ground. Gardening and education are humble professions. Those who sow the earth and those who cultivate the spirit have something in common: the sweat of their brow will not bear fruit until after a while. Teaching is like planting: you are never sure if the effort will bear fruit, if the seed you spread will sprout, but that emotion brings into play the best of the human being: hope, trust, patience, perseverance, tenacity and, of course, humility. Nothing worthwhile is achieved in life without these qualities. It goes without saying
by Llorenç Coll “Contemplate the workings of this world, listen to the words of the wise, take all that is good as your own. With this as your base, open your own door to truth. Do not overlook the truth that is right before you. Study how water flows in a valley stream, smoothly and freely between the rocks. Also learn from holy books and wise people. Everything—even mountains, rivers, plants, and trees—should be your teacher”. The Art of Peace Morihei Ueshiba The word Aikido is formed by three ideograms, Ai (harmony), Ki (energy), Do (path). It is a martial art that is oriented to the integral development of the human being and shows us the way to resolve conflicts looking for a non-aggressive solution. Thus, his goal is not to defeat an opponent in a fight but to redirect the conflict by harnessing the energy of the other's attack to a neutral point where no one is injured. That is why it has been called the Art of Peace. A peace that also refers to the state in which the Aikido practitioner should be. Only from calm can you find the positive solution to a conflict, be it of any kind: physical, psychological or emotional. Thus, in the Art of Peace, you learn to work the conflict. Conflict is part of life and we will meet it on many levels. The natural or instinctive tendency in these situations is the fight or flight. Aikido makes us a new proposal: harmony. Flow with the opponent, flow with the energy of the attack and balance this energy. In order to achieve this the most difficult thing is not all that must be learned: technique, repetition, internalization ... but what must be abandoned: the ego, the power, the intention to win. To get to this point you have to do a very powerful internal work, seeking your own inner peace. Filling in what is empty and emptying what is full. In Aikido, conflict is not confrontation, it is only the other side of calm. Join and build. Creates. In the Art of Peace, conflict serves to know oneself and, from here, to learn to respect and protect others and everything around us. Llorenç Coll is a physical education teacher at Sa Llavor, third Dan of Aikido, with more than thirty-five years of experience in the world of martial arts and twenty in Aikido.
“The Art of Peace is a celebration of the bonding between heaven, earth and humankind. It is all that is true, good and beautiful.” Morihei Ueshiba 1. Integral Education: the purpose of Aikido, as martial art, is the integral education of the human being. The development of a healthy, focused, relaxed and connected body; that houses a heart full of fertile seeds, waiting to germinate. A clear and serene mind that favours the refining of the spirit and the connection with the whole. 2. Freedom, trust and respect: freedom can be experienced by flowing with a circular and continuous movement like the orbits of the stars; confidence in having a heart that can house enemies, since a free being cannot be damaged. Respect takes different forms in the virtues of the ancient samurai. Self respect, honorability; respect for others, courtesy and benevolence; and respect for the environment, justice and honesty. 3. Connection with life: in the words of O'Sensei,"those who practice the Art of Peace must protect the domain of Mother Nature, the divine reflection of creation, and keep it lovely and fresh. Warriorship gives birth to natural beauty. The subtle techniques of a warrior arise as naturally as the appearance of spring, summer, autumn, and winter. Warriorship is none other than the vitality that sustains all life”. 4. Community and service to others: Aikido works from cooperation, non-resistance; it is not a fighting technique, but a way to find peace in your own life, reconcile the world and make humanity a great family.
We present a selection of texts that inspire the team of Sa Llavor and share in the weekly meetings as part of their pedagogical path. “Two souls reside, alas! in my chest, the one wants to separate from the other; the one, through stubborn organs, he clings to the world in a rude love delight; the other rises vigorously from darkness towards the fields of excellent ancestors ” (Faust I, 1112-1117) Goethe "What is education?", J. Krishnamurti, from the book "What are you doing with your life?" The right kind of education refers to individual freedom, which is the only one that can provide true cooperation with the whole, with everyone. But this freedom is not achieved through the search for our own aggrandizement and success. Freedom comes with self-knowledge, when the mind goes beyond the obstacles it has created itself by craving its own security. It is the function of education to help each individual discover all these psychological obstacles, and not simply impose new patterns of behavior, new ways of thinking. Such impositions will never arouse intelligence, creative understanding, but will only condition the individual even more. Surely, this is what is happening in the world, and that is why our problems continue and multiply. It is only when we begin to understand the deep meaning of human life that there can be a true education; but to understand, the mind must cleverly free itself from the desire for reward that generates fear and conformity. If we consider children as personal property, if for us they are the continuation of our meanness and the realization of our ambitions, then we will build an environment, a social structure in which there is no love, but only the search for egocentric advantages. “You don’t have to understand Life’s nature”. Rainer Maria Rilke. You don’t have to understand Life’s nature, then it becomes a grand affair. Let every day just of itself occur like a child walks away from every hurt and happens upon the gift of many flowers. To collect and the blossoms spare, that never enters the child’s mind. She gently unties them from her hair, where they were kept captive with such delight, and the hands of the loving, youthful years reach out to embrace the new. Principles of "Alliance for Children". Joan Almon. Childhood is a time to learn about essential things; about the celestial and earthly world; about Good, Beauty and Truth. Childhood is a time to be loved and to love; to express fear and to learn to trust; to be serious and to be calm; and to celebrate with laughter and joy. Children have the right to dream and grow at their own pace; They have the right to make mistakes and the right to be forgiven. Children have the right to avoid violence and hunger; of having a home and protection; and support to grow healthily, with good habits and safe nutrition. Children need people to respect, adults whose example and
El desafiament de convertir l’acte d’aprenentatge en un procés transformador. Benvingudes i benvinguts al Curs 4 d’Innovació Educativa per facilitar el desenvolupament de comunitats d’aprenentatge, homologat per la Conselleria d’Educació, Cultura i Universitats de les illes Balears com a Formació Permanent del Professorat que comença aquest divendres 17 de maig. Els temps que corren demanen professionals amb mirada àmplia, capaços de veure totalitats, connexions, de pensar en processos més que en continguts, capaços d’integrar la diversitat i de mirar a llarg termini cap al món de les generacions actuals i futures. Dates i horari: Divendres 17 de maig de 17 a 20:30h Dissabte 18 de maig 10 a 13:30 / 15 a 18:30h Diumenge 19 de maig de 10 a 13:30h Programa complet aquí> Informació i inscripcions: email@example.com Si ets professorat en actiu, accedeix a les beques de la Fundació Sa Llavor per realitzar el curs. Requisit: personal docent durant el curs escolar vigent en un centre educatiu.
Una nueva mirada hacia la educación desde la perspectiva sistémica que vincula el sistema personal, escolar y familiar y el lugar de la niña y el niño en el proceso educativo. El Curso 4 en Innovación Educativa: nuevas competencias para facilitar el desarrollo de comunidades de aprendizaje está homologado por la Conselleria d’Educació, Cultura i Universitats de les Illes Balears como Formación Permanente del Profesorado. Inscripciones abiertas. Fechas y horario: Viernes 17 de mayo de 17 a 20:30h Sábado 18 de mayo 10 a 13:30 / 15 a 18:30h Domingo 19 de mayo de 10 a 13:30h Programa completo aquí> Información e inscripciones: firstname.lastname@example.org Si eres profesorado en activo, accede a las becas de la Fundació Sa Llavor para realizar el curso. Requisito: Personal docente durante el curso escolar vigente en un centro educativo.
Un proceso de aprendizaje es un proceso de transformación. Actualmente se presenta un gran desafío para desarrollar comunidades de aprendizaje. Este desafío consiste en tener en cuenta lo que se ve y lo que no se ve en las comunidades de aprendizaje. Lo que no se ve, requiere de una mirada más amplia a las comunidades de aprendizaje, verlas como sistemas de relaciones, de vínculos, de interdependencias e interrelaciones. Un proceso de aprendizaje es un proceso de transformación. Para ser realmente transformador ha de convertirse en un acto capaz de ayudarnos a conectar, integrar, incluir lo que aparentemente está separado. El pensamiento lineal nos enseña a fragmentar, a aislar los hechos y no a vincularlos. En los tiempos complejos que vivimos, esta manera reduccionista de pensar, no es una guía suficiente para comprender el propósito de las comunidades de aprendizaje. El desarrollo de comunidades de aprendizaje requiere de nuevos profesionales con mirada amplia, capaces de ver totalidades, conexiones, de pensar en procesos más que en contenidos, capaces de integrar la diversidad y de mirar a largo plazo hacia el mundo de las generaciones actuales y futuras. Los vínculos y las conexiones invisibles. Una nueva mirada hacia la educación. Interconexión del sistema personal, escolar y familiar y el lugar del niñ@. Comunidades de aprendizaje. Generar sensibilidad para comprender las dinámicas escolares desde la perspectiva sistémica. Identificar las nuevas competencias sistémicas. Marta Ocampo Programa completo aquí> Inscripciones aquí>