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Old 28-03-2009, 01:35 PM   #1
mightiswrong
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Default Mikhail Petrovich Shchetinin - Kin's School

(note I have added emphasis if you are scanning.)

Mikhail Petrovich Shchetinin - Kin's School - Lycee School at Tekos



A model school for the future has been established in Russia under the guidance of Academician Mikhail Petrovich Shchetinin.

In a small city in southern Russia there is a remarkable Lyceum school. Its students come from more than 40 different nationalities. New approaches to moral and intellectual education allow students to cover the full school curriculum in the space of a few years, and to earn one or more academic degrees by the time they are 15-17. The preservation and interfusion of ethnic traditions through folklore, song and dances of various nationalities affords the opportunity for children of different backgrounds, cultures and faiths to gain a deeper understanding of each other. The noble ideas of service to one's Motherland and highest moral standards, along with mutual assistance and support, unite children and adults of various nationalities in building a bright future together.



Mikhail Petrovich Shchetinin

---------------------------

What is Shchetinin's school?

This is a school in Southern Russia created by alternative educator Academician Shchetinin, where ordinary pupils with little if any help from adult teachers cover the whole 11-year curriculum of the Russian school system in just two years, get official bachelor's and master's degrees from accredited universities by the time they are seventeen, and also have designed, built and decorated their campus all by themselves. The school is described in Book 3.

Can I visit the school? Do they accept visitors?

Yes. Although no special invitation or prior arrangements have been needed until recently, it is now asked that you contact the school beforehand. Due to the overwhelming interest and the constant stream of visitors all year round, students have been distracted from their studies and it is requested that you do NOT drop in unannounced. The School's location is given in one of the books.


Bright Tidings

On the pathway to Man

We see education gradually turning into a two-edged lie: the young ones pretend to study, the older ones pretend to teach. The mighty energy of the human spirit gets squeezed out by the rigidity and inflexibility of educational technology.

The integrity of the child as an individual - indeed, the integrity of the environment - this is the mutual relationship of the two basic principles underlying the concept of the school as shared by myself and my like-minded colleagues. The very first lesson in the school ought to touch upon the meaning of human existence.

In our world today the whole educational curriculum is divided up into divergent layers, isolated from each other. The world of perception is transformed into isolated 'corridors' to such an extent that it is sometimes hard for the pupil to believe that they are all part and parcel of a single whole. Art draws its very strength from the fact that it synthesises fractionalised phenomena, offers a holistic system of education and child-raising, and inculcates a holistic world-view.

But art cannot fully address this question if children are not immersed in an atmosphere where genuine life-values are affirmed - an atmosphere of shared labour and searchings, where every lesson is permeated with a sense of creativity. Then we have something to think about. Then we have a basis on which children will be able to appreciate art with understanding. For if there is no opportunity to live and experience this high ideal first-hand, then the high ideal is not truly perceived - it remains an ideal in word only, and hence begins to compromise itself.

In our educational process we work on the basis of a three-part harmony: "I see - I analyse - I act."

It is not just that we place our own tremendous emphasis on music, visual art and dance - they should make themselves felt in the school on a day-by-day basis, and this is the crux of the whole thing.

No programme, no methodology can in and of itself guarantee success in child-raising on the whole.

Together with the educators of the Children's Music School in Kizliar (Daghestan), we emphasise the direct dependence of success in music on the level of a person's overall development, rather than on any special, isolated musical talents. It turns out that skill on one area is manifest when skill is shown in many areas of life.

Young people often conquer summits simply because they have never been persuaded that these summits are unattainable. It is our view that skill in one area of activity is made up of skills in others. Talent is a whole network of different gifts. Which means the task of developing one set of skills is expanded when all of them are set in motion together. And to bring up a specialist, consequently, one has to bring out the overall Man - Man as a unified whole...

...Years are behind us now. I have held on to the conviction that Man can do everything! It is precisely through making sense of this saying that our multifunctional school, the whole school complex, the whole school-Man, has been developed. Our purpose is not 'knowledge-know-how-habits'. It is not endless drilling and rote-learning, or the spoon-feeding of information. Rather, it is the raising of Man to live harmoniously, to act in harmony with society - a Man who, when he sees and analyses the phenomena of life which surround him, can feel their interconnection, can perceive the world as a whole. And no matter what he becomes - an engineer, physicist, chemist, builder, teacher etc. - he will understand that he is going out into a whole, complete, unified world!

We are in the process of shaping Man's ability to get along in this whole, unified world from a very young age. Right from childhood Man must be raised beginning with his roots, with his very essence. And the essence of Man is his humanity. And this consists in re-uniting, one way or another, his life-forces in the struggle against the forces of chaos and disintegration. But the development of Man's essence is not only the goal - it is at the same time the means to achieving this goal.

After all, why is the idea of the harmony of the individual so attractive and so productive? Because it alone is capable of appreciating the harmony of the world as the most valuable treasure, capable of preserving this integrity, this very harmony that has been in the making over millions of years of evolution...

In regular schools we notice how our once attentive, wide-eyed pupils seem to fall away from us. We see education gradually turning into a two-edged lie: the young ones pretend to study, the older ones pretend to teach. The mighty energy of the human spirit gets squeezed out by the rigidity and inflexibility of educational technology. It freezes up, only rarely causing faint and pitiful ripples of disturbance to monotonously long and boring classes. But just look at how the school's energy boils over between classes! During these long moments of despair it reminds one of the convulsions of a dying giant.

As a rule, the overwhelming majority of pupils have only two or three classes a day in which they are active, attentive, concentrated and participate as active creators in the learning process. More than two-thirds of the time spent in school is given over to inactivity. It is as though the brain were asleep. But this is not a sleep of relaxation. It is a sleep that is harmful to one's health.

The activity of exchanging information engenders the activity of energy exchange. A state of sleepiness and a sluggish flow of thought processes is reflected in a slowing down of psychophysical functions, in a retarded flow of energy exchange. The body and its nervous system are literally undergoing a slow death. The situation of the one who is 'sleeping' is exacerbated even further by being in a state of anxiety and tension resulting from an attempt to avoid being discouraged by one's inactivity...

The result is that for most of the time the body is in an oppressed state. Perhaps this is why the health curve on one's educational record falls from grade to grade, along with the extinguishing of one's mental forces. The traditional school is not in tune with children's nature. It is not really for them. It does not contribute either to the flourishing of their talents or to the development of their spiritual, physical and moral health. Like a knife-blade, it is aimed at a very narrow target: knowledge-know-how-habits. The focus is not on the child, not on the individual, not on the development of the immeasurable range of the abilities he is endowed with, of his whole universal selfhood, but simply on producing a product of the instructional process.

Mikhail Petrovich Shchetinin
"On the pathway to Man"
Contemporary Pedagogy ( Pedagogika nashikh dnei)
ed. Shalva Amonashvili et al.
Krasnodar : Knizhnoe izdatel'stvo, 1989, pp. 381-401.

translated by John Woodsworth

---------------------------------------------------------------

Bright Tidings DVD



A model school for the future has been established in Russia under the guidance of Academician Mikhail Petrovich Shchetinin.

In a small city in southern Russia there is a remarkable Lyceum school. Its students come from more than 40 different nationalities. New approaches to moral and intellectual education allow students to cover the full school curriculum in the space of a few years, and to earn one or more academic degrees by the time they are 15-17. The preservation and interfusion of ethnic traditions through folklore, song and dances of various nationalities affords the opportunity for children of different backgrounds, cultures and faiths to gain a deeper understanding of each other. The noble ideas of service to one's Motherland and highest moral standards, along with mutual assistance and support, unite children and adults of various nationalities in building a bright future together.

The movie has been translated into English and subtitled. Note, it is right now only available in NTSC system.

This DVD can be purchased from here: http://www.ringingcedarsofrussia.org...php?id=yar1006

----------------------------------------------------------------------------------------

Kinsman (Rodochelovek)

Every individual Man is the Eternal Primordial. Both the eternal Result and the Eternal source. I am talking about Kinsman. It is on this theory, concept and philosophy that our school, the Russian Kin School is founded.

The very thought that Man is part of the Great Cosmos gives pause for reflection on the thought that the human self must be, as Vernadsky put it, a ‘cosmic something’ which guarantees his active existence in the whole unlimited cosmic river of life. To live in the Cosmos means understanding and carrying its structure within one’s self, it means clearly knowing the laws by which it operates, the meaning of its existence, and to have mastered the techniques of existing in it.

The spatial dimensions of the Cosmos (i.e., infinity), its life in time (i.e., eternity), the infinite variations taking place with each of its component elements, all make Man realize the necessity of not only knowing about everything taking place in the Cosmic river of life, but also actively participating in it, being in perfect tune with its aspirations during each moment of cosmic happenings. All of this presupposes the existence within the human self of a power and ability to grasp (or ‘catch’) the innumerable signals of the immeasurable cosmos — to possess within one’s self a database that will facilitate an accurate, instantaneous response to constantly changing cosmic information, so that one who is inherently thinking about this will come to the following conclusions:

(1) The ‘cosmic something’ is some kind of matrix-like informational structure, engendered and nurtured over billions of millennia of Man’s life. Hence we cannot imagine this Man to be an entity limited to a single age, a single manifestation, or especially to the space of a few years or decades. Man is a child of Eternity, and so he constitutes his own Kin (Russian: rod), consisting within himself of an infinite number of manifestations of his existence.

(2) Man as a Kin (Rod), by any stretch of the imagination, cannot be fully accommodated within the artificial, impersonal stream of learning organized by our contemporary schools, all calculated on the basis of a miniscule, partial, primitive entity with a single manifestation of existence. And so the Child-Giant — Kinsman — rebels, protests and rejects; he comes across as the exact opposite of his social surroundings, of the society which has prepared him in such a strange manner for life and work. The School of Kinsman should be prepared by Kinsman. This means the children, just like the adults, should become teacher-researchers and creators of the school of Kinsman. By the same token the adults, just like the children, should become students in partnership with the children of this model educational system.

Hence the principles of the Kin school should be as follows:

1. The principle of nationality (narod), or Kin alike image (Rodoobraznost). Language, national songs, dances, handicrafts, customs, traditions, military arts, along with the culture of visual perception, sound and movement — all components of the concept of nationality — these are the living conditions for introducing the child - Kinsman into a world developed by the Kin, represented and unfolded in him and by him.

2. The principle of the supremacy of truth or fact-meaning correspondence. For “I am Truth,” says the Lord. The significance of all the happenings in the cosmos ultimately comes down to achieving the full mutual harmony of all components — of all elements of Love or Truth. Everything that makes up the life of the school — every law of physics, chemistry, mathematics, biology, as discovered by the children together with adults — should serve to completely align their relationship to the world and to themselves. Only in this way will the school correspond to its students’ meaning of life. The aspiration for Truth, for a harmonized, just existence in the world and the correspondence of one’s actions to truth provide the only atmosphere in which healthy, moral and spiritual individuals can be developed.

3. The principle of ageless existence. The Kinsman has no age. The memory of the Kin — concentrated in us, or manifested (as it seems to us) in concepts such as conscience, the Divine spark, the matrix foundation of the individual, the spirit — is a priceless treasure which is unfolded in us through the inexhaustible might derived from relying on it and turning to it. We can see that the division of a school population into age-groups establishes the dominance of a single-manifestation Man and his experience in a single-manifestation life, thereby cutting off the memory of the Kin, or the Cosmic knowledge present in Man. The principle of agelessness establishes in the child the Pristine Man, and shifts the emphasis away from the miniscule body to the Great Spirit.

An age-free school population takes upon itself the task of creating the actual system of education, assigns and reassigns roles among the members of the population in accordance with the quality and characteristics of the fruits of their labours, individuals’ traits of character, their inclinations etc., but never according to age statistics. The primogenitor did not merely play with words. The primogenitor used words to designate the essence of each phenomenon, object or process he beheld.

The principle of agelessness is supported by the identification of the Russian word deti (children) with dedy (grandfathers). This shows us that the edges of the family tree presented to our contemporary age were called by a single name: deti, dedy or dedi. This points to the underlying unity of children (deti) with grandfathers (dedy). Talking with a child as one would with a grandfather means talking with a grandfather. We can see that what pertains to children is nothing less than immeasurable. The chief distinguishing characteristic of children is the immeasurability of their aspirations, which we frequently define as maximalism. Unable to fathom the depths of children’s thinking with our imagination, we, in an effort to cover ourselves, end up stifling our children, we cause them to fool around, we turn them into puppets, we minimize them.

4. The principle of purity and clarity of information. The world is a stream of God’s Word. The Word Pantareimerem signifies that everything that exists is informed and itself informs — a thought which lies lightly on the soul. The two axioms: (1) the cosmos is a system and (2) the cosmos is infinite - would not be possible without a third and fourth:

(3) The cosmos as a system would be impossible without a mutual information exchange among its component elements.

(4) The incredible expanses of cosmic space are possible only under the conditions of harmony and mutual harmonization of movement according to a Whole Meaning, according to a Whole image of one’s life-journey, accepted by all as an incontrovertible, indestructible constant.

The acceptance within one’s self of a Whole meaning for one’s journey by each component of that Whole provides life to the system of elements as well as each element in particular. The acceptance of the meaning by each one is a condition of their mutual harmonization as a system. This was the basis of the Russian veche and the Cossack lava — indeed, for the formation of any people as a single whole. It is the basic condition of existence of any organism or body, or any micro or macro symbiosis. When we accept the meaning of the Whole within, its image is evidently what we discover everywhere as our own likeness.

This likeness to all that is found within us links us — relates us — to everyone else. All are related to us by Knowledge, and the awareness within himself of the meaning of the Whole allows Man not only to read the book of the stars but to live according to what he reads in the stars in a single formation with them…

______________________________

1. Man (with a capital M) an equivalent of the Russian word Chelovek, referring to a human individual as representing the species, without reference to sex – the human race, humankind.

2. Kinsman (with a capital K) an equivalent of the Russian word Rodochelovek, — A man sharing the same racial, cultural, or national background as another.

3. Kin School (Russian: Rodovaya shkola) — like Rodochelovek (here translated ‘Kinsman’).

4. Vladimir Ivanovich Vernadsky (March 12, 1863 [O.S. February 28] - January 6, 1945) was a Russian-Ukrainian mineralogist and geochemist whose ideas of noosphere were an important contribution to the Russian cosmism. He was a founding father of several new disciplines, including geochemistry, biogeochemistry, and radiogeology.

5. Kin (with a capital K) an equivalent of the Russian word Rod – indicate conection with close and far parents, right to our first parent the God. King (initial capital letter ) – God (Kin, –ing) Rod — an ancient Slavic word first denoting God as the source of all life, but also including the concept of family. The root rod also appears in several other Russian words, including (rodstvenik) ‘kinfolk’, (srodni) ‘akin’, (Rodina) ‘Motherland’ and (priroda) ‘nature’.

6. deti, dedy — the author takes this a step further and posits an original combined root dedi.

7. veche — old Russian popular assembly, a kind of parliament. Ancient Russian form of self-government which brought to life understanding of true freedom of a Man and his self expression. Existed in Russia up until approximately the middle of sixteenth century.

8. lava — same principals of self-government as in veche. Cossack ultimately derived from a Turkic social term qazaq meaning "adventurer" or "free man". This term is first mentioned in a Ruthenian chronicle dated 1395.

Mikhail Shchetinin Professor, Director of State Lycee, Distinguished Teacher of Russia Full Member, “RAO” (Russian Academy of Education) Article originally from Uchitel’skaya gazeta, No 31 (1999) Translated by John Woodsworth

Presented by Kin's School - Lycee of Tekos, Russia, 1999. Original article available in Russian on www.Tekos.SourceofLife.ca

These articles come directly from researchers and are passed on to everybody. The company assumes no liability for any content in these articles.

------------------------

Comments
Thu, 03/05/2009 - 20:46 — InspiredHeart
Truly wonderful... thanks

It is truly beautiful the example Shchetinin has brought to the world.
This is education in its truest sense... the essence of what to educate originally meant. An essence all but lost if it were not for people like Shchetinin.

As you are quite likely aware, educere, the Latin root of "educate", means "to lead out" or "to bring out". It has nothing to do with adding something to someone... be that knowledge or information or skills. It is about being present to what is already there, seen and unseen (both manifest and non-manifest) and to bring that out into manifestation. It appears to me that Shchetinin is deeply aware of this Principle... and it brings me almost to tears to know he is here in the world creating such a fine fine example of this.

I extend my thanks and love to you both for putting this article together. It is the best source of information I have found online regarding Shchetinin, and I direct people here when I wish for them to better appreciate what is possible when we are present to children, to Life, and to ourselves.

With love,

Jonathan Evatt

-------------------
http://www.loveforlife.com.au/node/5173
__________________
"People will see what children can be - People will learn life in paradise."

"What is fearsome is powerless to affect a fearless man." "No matter how omnipotent a monster may seem, once it is forgotten it ceases to exist altogether."

Last edited by mightiswrong; 28-03-2009 at 01:36 PM.
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Old 31-03-2009, 11:24 PM   #2
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I did some searches on google news and it turn out that there have not been any English language news stories that include this guys name. Well actually there is one but it is not accessible. Don't you think that is strange?
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Old 27-04-2009, 12:10 AM   #3
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You can read in the ringing cedars series how this school was attacked by arsonists. Look here to see what the western media have to say about this school: http://news.google.com/archivesearch...s&ned=us&hl=en

Please sign the petition in my signature.
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"People will see what children can be - People will learn life in paradise."

"What is fearsome is powerless to affect a fearless man." "No matter how omnipotent a monster may seem, once it is forgotten it ceases to exist altogether."

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Old 27-04-2009, 01:23 AM   #4
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thank you for this wonderful find.

Personally, I think Shchetinin is a genius.

i haven't yet read the links you provided so far i the last posts. it doens't surprise me that he is not yet much known to the west, and the CONtROLLED media will not want people to get in love with his new way of making educational possible.

i would like to read more about the HOW it goes in the school, because our mindframes have been taught to operate based on what we ourselves have been brought up with, i mean schoolwise. Shchetinin view of the future society is exactly what GLOBAL CONTROLLERS don't want to happen: freedom of mind, spirit nor any freedom at all. they need us to be robots to work for their controlling and manipulating system. If we loose free from their control and no longer belong to that system, they, the bad guys, the manipulators loose... loose the slaves they have created for ages.

i will post my view of the links after i read them.

tnx

Cleo
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Old 27-04-2009, 09:20 AM   #5
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Hi Cleo,

Glad you find this of interest. I was beginning to think noone on this forum was interested in this school. Here is more information:
http://books.google.com/books?id=Vv5...m+the+taiga%22
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"People will see what children can be - People will learn life in paradise."

"What is fearsome is powerless to affect a fearless man." "No matter how omnipotent a monster may seem, once it is forgotten it ceases to exist altogether."

Last edited by mightiswrong; 27-04-2009 at 09:24 AM.
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Old 27-04-2009, 01:33 PM   #6
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Quote:
Originally Posted by mightiswrong View Post
Hi Cleo,

Glad you find this of interest. I was beginning to think noone on this forum was interested in this school. Here is more information:
http://books.google.com/books?id=Vv5...m+the+taiga%22
hello mightiswrong,
i find it hard to believe myself that such a pioneering approach to education has not yet been given more attention. Could it be because it is hapenning in Russia? I mean, Russia speaks it's own language which is not as wide spoken as English all over the world. this just to say that if some parents in the UK or FRANCE or alesewhere would want to have their kids go to a school like SCHitinin's, in RUSSIA, then language would be the first obstacle mainly for the parents, because kids learn quick and easy.
You see, his new approach to education is really NEW and the controllers fo humanity, who have us as numbers and slaves dont' want us free and thinking with our own heads. so they will remian in silence and not have anone knwo about this new educational approach fopr humans. I dound this beautiful.
I understand where Schitinin is coming from, i was half brought up in the Russian system, so i know what he is trying to change regarding education. i agree with him 100%.
I read a few more articles in russian already about him, and in one of them, the teachers and witnesses to his educational approach miss the place and support the idea 100%.

Last edited by cleopatraxxx; 27-04-2009 at 01:38 PM. Reason: errors in typing
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Old 27-04-2009, 03:02 PM   #7
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i sent this article to most of my contacts.

I think this system of education should be adopted by everycountry, mainly because it doesn's oppress the kids and makes adults interact with them +learning from them how not to forget to be kids in the first place. The systems in which we were all brought up, dividing the kids from teenagers and from adults, actually makes the kids quickly want to become adults. How many times have we heard our children say :"when i grow up, i want to be this or do that" and this is our own fault: we many times say to them in accusation tones: "grow up!", "when you grow up enough, you can do this and that" , so we programm them straight from the begining that they aren't old enough to do what they dream about while kids. This simply mines their confidence. and that is a huge mistake. By the time they grow up, their dreams have been "killed" by the lifestyle and stresses of their own parents, or schools even. Looks like Schitinin's school stimulates the childs talents, these are brought forward with time through interaction with adults. The children choose what they love most and enhance their abilities by being given the opportunity to develop them with the help of the adults. I can imagine the adults faces when they see their students evolve in the way the Universe wanted it in the first place. We all come with an ability to do something good. We can only go the wrong, bad way if we are frustrated and prohibited, then our souls rebel. Our souls rebel against the prohibition and limitation of the development that our hearts tell us to follow.
How many times parents don't have the money to send their teenagers to higher educational levels after school? many, and why? because the system is wrong. in the first place, kids should already be able to be evolved well enough through a system of education as the one used in Schitinin's school. By then, if many are already using his educationl system, they simply don't have to struggle., neither do their parents. The young adults then are already on such an advanced spiritually and mentally levels, that they don't need an exam to pass to do what they aspire. They have been already directed, prepared for it enough to make their dreams come through. and this has been achieved without stress nor limitations.
Obviuosly, this educational system, based on the principle of INTEGRITY of the HUMAN BEING< LOVE FOR HIS PARENTS< GRANDPARENTS, NEIGHBOURS, HOMELAND is the basis for RESPECT to every living thing on this planet. Every living thing on this planet has been put here by the COSMOS, the UNIVERSE. UNI- stands for UNITY, for ONE, for WHOLE... if we could only grow on this basis, many things would have been more positive in our lives. The communist educational system was in a way directed towards this unity: everybody equal, with equal rights , but it failed, because there was also a lot of oppression of freedom of speech. People were taught to think, not to just obey, which made the russian people very sensitive to others pains, it can be even called an empatic nation. They are very serious towards life, stupid jokes, with empty meanings and words aren't easily understood by them, and unfortunately due to high oppression of speach, their liberal and free thoughts wheren't welcome when it didn't suit the manipulating governments then in power. People became fearfull and suspicious of everything around, which is the maifestation of the souls stress in a controlled, oppresed, dictated fascist like environment. That is why communism was just a word of hope of a lifestyle never lived. The promise of equlaity and freedom that never came.

Schitinin's eductional system is revolutionary. Wheter it is going to help achieve this new HUMAN BEINGs FREEDOM of spiritual and mental, thus PEACEFUL EXISTENCE amongst each other can only depend on the GOVERMENTAL CHANGES of restructuring many systems that can accomodate the NEW HUMANs way of existing. So the 1st step i think has been made. Such a school exists, obviously approved by the regional government. How many school will be allowed to follow is still an incognita. If it picks up, the people around will all be wanting to have their kids truly evolved according to their own inclinations in life, be it artistic, or scientific, sports or other. This will set in motion a whole new generation of changed people. They will be the first ones to structre the new society's lifestyle of the future: a full spiritually, mentally healthy developed existence. This can only bring success in every aspects of life.

Only time can tell us how this will develop, if at all. Governmets can't do a thing without the peoples involvement, and they exist because of the peoples choice. When a government fails to their peoples aspirations, this forced structure will not last long. Anything based on oppression can't last long. The Soul hasn't been sent to it's body to be Imprisoned. The soul incorporated into the temporarily body suit to bring forward all it's potential in this 3 dimensional existence to alow all others with the planet itself to come to harmonic co-existance. Only through true freedom, humans can exercise their highest aspirtations. And that is why we have come to such a mess spiritually on this planet: Our freedoms have been oppressed on many levels. We have been programmed to accept someone elses way of living , not the one we would have chosen. We have been limited in our choices, because someone benefits via our pains and sufferings and limitations. When the soul feels lost it goes either deeper into the whole of illusion, or drastically changes its life for the better, not wihtout first going through a lot of upheavals.

I wish the best of luck to his school and i truly hope this new way of educating chidren as well as re-educating adults, will pick up and set in motion what we all desire: spiritual progress, unity of interests and all the advances that will automatically manifest in all the areas in the near future.

Cleo

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Old 27-04-2009, 03:21 PM   #8
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Quote:
Originally Posted by mightiswrong View Post
Hi Cleo,

Glad you find this of interest. I was beginning to think noone on this forum was interested in this school. Here is more information:
http://books.google.com/books?id=Vv5...m+the+taiga%22
hello again mightiswrong
thank you for the link. i have read it already
brilliant.
Cool to know that: "Mikhail Petrovich Schitinin has been the recipient of several awards, and in 1991 was honoured with the title of AKADEMIK (Academician) by the Russian Academy of Education.
To find out that he was a music teacher by profession, tells me loads already. Generally, from my personaly observation throught life, i found that humans who are into music tend to be spiritually very developed. He had a distinguished career in experimental education, no wonder he came up with this KINSMAN SCHOOL idea and implemented it into practice.

brilliant! :-)

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Old 28-04-2009, 11:52 AM   #9
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Originally Posted by cleopatraxxx View Post
hello mightiswrong,
i find it hard to believe myself that such a pioneering approach to education has not yet been given more attention. Could it be because it is hapenning in Russia? I mean, Russia speaks it's own language which is not as wide spoken as English all over the world. this just to say that if some parents in the UK or FRANCE or alesewhere would want to have their kids go to a school like SCHitinin's, in RUSSIA, then language would be the first obstacle mainly for the parents, because kids learn quick and easy.
You see, his new approach to education is really NEW and the controllers fo humanity, who have us as numbers and slaves dont' want us free and thinking with our own heads. so they will remian in silence and not have anone knwo about this new educational approach fopr humans. I dound this beautiful.
I understand where Schitinin is coming from, i was half brought up in the Russian system, so i know what he is trying to change regarding education. i agree with him 100%.
I read a few more articles in russian already about him, and in one of them, the teachers and witnesses to his educational approach miss the place and support the idea 100%.
Hi Cleo,

I think that the reason this is not being given any attention is because it is such a threat to the status quo. The school being in Russia certainly is an obstacle for some with the history of cold war and any anti Russian sentiments some people have. This school has only room for a few hundred children so what needs to be done is to use these principles in other schools.

I am not so sure that these principals are that new at all. For example Anastasia was brought up in this way and her family line have been doing this for thousands of years. Indeed I get the impression that there was once a time when this kind of education was very widely used. Looking at the mainstream education system in the UK which I have experience with it would seem that the techniques used are quite intentionally designed to harm the children and I gather that this is the case all around the world.

I can understand why the mainstream media arn't touching this but what about alternative media? I did mention this on the thread for conventional tv here. (edit I mean controversial tv (freudian slip?) http://www.davidicke.com/forum/showt...=controversial

It looks like the only way to get this information out is by word of mouth. Certainly the sort of thing that should be especially sent to teachers.

Can you provide links to some of those articles you read please? We can put them thru http://translate.google.com/translat...n&sl=da&tl=en# to get more of an idea what is going on.

It also looks like he has written a book which would be facinating reading. Hopefully this will be translated into English shortly.

I myself am thinking of going out to Russia to find out what the fuck is going on out there!

This is what vestnikra said in recommended reading:
Quote:
Yes, there is a severe confrontation now in Russia between those awakened who support the movement and unconscious beings trying to discredit the movement.
http://www.davidicke.com/forum/showthread.php?t=32313
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Old 28-04-2009, 01:18 PM   #10
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Hi Cleo,

I think that the reason this is not being given any attention is because it is such a threat to the status quo. The school being in Russia certainly is an obstacle for some with the history of cold war and any anti Russian sentiments some people have. This school has only room for a few hundred children so what needs to be done is to use these principles in other schools.

I am not so sure that these principals are that new at all. For example Anastasia was brought up in this way and her family line have been doing this for thousands of years. Indeed I get the impression that there was once a time when this kind of education was very widely used. Looking at the mainstream education system in the UK which I have experience with it would seem that the techniques used are quite intentionally designed to harm the children and I gather that this is the case all around the world.

I can understand why the mainstream media arn't touching this but what about alternative media? I did mention this on the thread for conventional tv here. (edit I mean controversial tv (freudian slip?) http://www.davidicke.com/forum/showt...=controversial

It looks like the only way to get this information out is by word of mouth. Certainly the sort of thing that should be especially sent to teachers.

Can you provide links to some of those articles you read please? We can put them thru http://translate.google.com/translat...n&sl=da&tl=en# to get more of an idea what is going on.

It also looks like he has written a book which would be facinating reading. Hopefully this will be translated into English shortly.

I myself am thinking of going out to Russia to find out what the fuck is going on out there!

This is what vestnikra said in recommended reading:

http://www.davidicke.com/forum/showthread.php?t=32313
welll, i got to the website of the "Space of Love Magazine" and there i read a little about Anastacia. I only did it a few moments ago, before logging into my mails to check this forums updates... but yes, as soon i am back onto my laptop where i have the link ( i think i bookmarekd it) i will send all i can to you for translation.

Is this translating software any good? I mean BABELFISH is crap for sentences. it is good for one to one word translation, but hehe, russian is a very rich in it's vocabulary language: where for one meaning one can have 10 different words sometimes more, whereas in other languages it happens less: for every word, only two to four words. Hence, the combinations and subtle meanings can be lost in automatic software translators. Nothing better than humans for ithat. But who knows, nowadays techonology is so advanced...

I agree with you that Schitinins principals are NOT new. what i meant is that he is a pioneer in bringing them back into use NOW. I agree that this is actually how it was supposed to be done, but unfotunately it is not, for the reasons you already mentioned.

I am glad to know you can go to Russia and check this out.
I wouldn't have minded either.
I don't set foot in Russia since 1985, that's the year i left the place after two years living there. All my life was outside of that beautiful land, although i was born there. Fortunately, because i lived abroad all my life, i learnt a lot of the fears of the russian people outside of the country, how controlled all was and how stupid is their system based on fearmongering. They say it changed a bit, but apparently in the late years the Old "Net" (NO) is back in place, just like in Stalin's days. Because of this, I am very surprised that this school exists, although considering that it is in teh SOUTH of Russia, could be one of the reasons why it exists there. I am happy too on the other hand. Who knows what the future reserves ?? :-)

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Old 29-04-2009, 07:31 PM   #11
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Such a school exists, obviously approved by the regional government. How many school will be allowed to follow is still an incognita. If it picks up, the people around will all be wanting to have their kids truly evolved according to their own inclinations in life, be it artistic, or scientific, sports or other. This will set in motion a whole new generation of changed people. They will be the first ones to structre the new society's lifestyle of the future: a full spiritually, mentally healthy developed existence. This can only bring success in every aspects of life.
Cleo,

You are an inspiration to us all. Thank you so much for sharing your letter with us. I totally agree with you. Here is a ray of light. A possible future for Man. You can see the profound impact this will have. How it will change everything. After reading your letter I decided to contact people on facebook about the petition in my signature. All tools only have one purpose now and that is to create a new and civilised civilisation. Let's all take a page out of your book and get active spreading these kind of practical solutions. Even the most unquestioning people will be able to see that schools like this will change everything for the better. Here's to the future.
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Old 30-04-2009, 10:21 AM   #12
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Because of this, I am very surprised that this school exists, although considering that it is in teh SOUTH of Russia, could be one of the reasons why it exists there. I am happy too on the other hand. Who knows what the future reserves ?? :-)
What is the significance of the school being in the south of Russia?
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Old 12-05-2009, 08:15 PM   #13
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What is the significance of the school being in the south of Russia?
i am no expert on anything, but from what i remember, history says that southern russian territories who were all forcedly added into the Soviet Union after the victory over fascist Hitler back in 1945, thesew people aren't that happy with it (who likes to be forced?!) since then ( that is proven by the fact since Ukraine and Belorussia wanted to separate from Russia), so i assume that it was easier for Sitchinin to open a school like his in territories not so dominated by teh controlling Moscow Central Government?!?! that is my take on this ...

Cleo

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Old 12-05-2009, 08:25 PM   #14
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Cleo,

You are an inspiration to us all. Thank you so much for sharing your letter with us. I totally agree with you. Here is a ray of light. A possible future for Man. You can see the profound impact this will have. How it will change everything. After reading your letter I decided to contact people on facebook about the petition in my signature. All tools only have one purpose now and that is to create a new and civilised civilisation. Let's all take a page out of your book and get active spreading these kind of practical solutions. Even the most unquestioning people will be able to see that schools like this will change everything for the better. Here's to the future.
Thank You mightiswrong for your kind words.
Note:
i have been busy with some personal stuff and didn't have time to read all the posts i am subscribed in untill today...


i have posted on facebook myself the petition to the UN linkjed on your signature. i saw it expanded alreayd since i subscribed, but the goal is still far.
Actually, i read in some thread here on this website, ( i have the link to it in the end) today about IMF and world BAnk and other huge corportations and countries invading Africa to recolonise it's lands. it has to do with agriculture. Obviously not inthe context of what we are trying to achieve, 1 hectar per family to cultivate and be self-sufficient. They are buying huge land pieces to grow their food to send the grown products back to their own countires, leaving AFRICA RAPED ONCE AGAIN. isn't that horrendous???? check it here: The second scramble for Africa starts

regards
Cleo

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Old 12-10-2009, 11:05 PM   #15
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There is another DVD about this school. Haven't watched it yet but would love to hear more about this.
Quote:
The School - Humanity's New Future

DVD 5 - An Exclusive In-Depth Documentary. İMaitrea 2007 İDreams Fulfillment LLC 2009.

At this school, revealed in Book 3 of the Ringing Cedars Series, the children have designed, built, and decorated their own campus. They cover the entire high-school curriculum in one year and get official Master's degrees by the time they are seventeen. They cook their meals, do administrative work, and write their own textbooks. They contemplate the meaning of the Universe and swim in mountain streams. They dance, draw, sing, and pick strawberries in the surrounding fields. They have no interest in the TV or video games. They do not prepare themselves for ‘life' — they live every moment they breathe.

In this inspiring video these children will move you to tears and their words will touch the very core of your being.
http://www.ringingcedars.com/
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Last edited by mightiswrong; 12-10-2009 at 11:05 PM.
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