“It takes a village to raise a child.”

Weinberg Teaching Method

Our reformed educational approaches extend far beyond school time, and include the following:

Space of Experience

Creating a space of experience for communal living, social relationships and peaceful cooperation.

Responsability

All people living within this structure are involved in the school and are responsible for education (from teachers, farmers, gardeners, cooks, janitors…)

Emotional Development

Emotional development, human values and the education of one’s own consciousness are the basis for making “healthy” decisions for one’s own life.

The 7 phases

“Deliberately indeliberate learning”, the 7 phases of the Weinberg philosophy.

Become a Weinberg Teacher

We train interested people in the Weinberg philosophy and teaching method so that they can use this method in their own lives.
The 7 phases of the Weinberg philosophy

Phase 1

Cleanliness = Physical impression

Phase 2

Order = Orientation in close and expanded circle

Phase 3
Obedience = Allowing oneself to be led = Relationship with God
Phase 4
Work and diligence = Strengthening the self through work
Phase 5
Social Awareness = from ME to YOU and US
Phase 6
Open your heart = Awakening the soul
Phase 7
Knowledge = Learning intellectual and spiritual knowledge
These 7 phases are developed simultaneously, but with a specified structure. If you begin by teaching your child phase 7 and work back to phase 1, the child’s cellular memory is opened up and saved backwards. The result would be an inverted pyramid or an absent-minded professor - possibly an unhappy person or a person without purpose and orientation.

We need an environment as free from stress as possible to achieve our soul’s potential. This can only happen when the driving forces behind our careers and personal development moves beyond immediate personal gain and into realm of how to benefit the entire community.
Deliberately Indeliberate Learning

The central theme in Deliberately Indeliberate Learning is the learning and understanding of correlations and interconnectivity.
“Our aim is not just knowledge. It is not about endless drilling and intense learning or “feeding” with information.

The focus is rather on allowing a person to grow in order to lead a harmonious life where they are in harmony with society - a person that can feel the connections when seeing and analysing life’s phenomena around them - a person that can accept the world as a whole.


Whichever profession they choose - technician, physician, chemist, builder, teacher etc - they will understand that they are heading out into a whole, complete and unified world.”
Michail Petrowitsch Schetinin
Great attention is paid to creating connections between learning and living, and learning to understand them. If you pay attention to these connections in nature, they provide a specific order for learning.

In his talks, Richard Kandlin speaks of a “weekly program”.
Completely stop thinking about learning
… and focus on the solving of specific tasks.
The ease with which tasks can be solved together means that the original student-teacher relationship disappears. The knowledge is simply absorbed. It is very important that teachers never think that the students are without knowledge. We believe that a transfer of knowledge in the manner of osmosis is not possible with this attitude.
What do they need to achieve this?
How can they achieve knowledge osmosis?
How can the child or young person and adult be part of this kind of learning?
A person needs a foothold - in themselves!

How can they achieve this?

By developing virtues. If this is begun as an adult, it is only possible by consciously developing heart and soul. If a person can begin this as a small child, even still in the womb, these values develop on their own as part of leading an exemplary life with others. The person wants these virtues, develops these virtues, wants to learn, to be free and serve humanity.

In the Weinberg school we describe these virtues as required phases.

They are not optional, but must be developed. Experiencing these virtues allow our students to come out of their shells and be filled with a true osmosis of knowledge; in other words, it is not possible to be a part of Heaven without being part of the entire creation.

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