Archan Education

Current Education and Parenting, despite being filled with thousands of educators with great intentions and truly dedicated mothers and fathers, is partially inefficient.

In the case of Education at Home: it is common for parents to feel "tied hands" because they don't know how to avoid passing on the same traumas they themselves went through. They know that the education they received has flaws, and they know it has strengths, but amid so many emotional challenges carried to this day, it becomes difficult to know what is truly best for the child — and how to offer the best possible education without it swallowing their personal lives.

In the case of Education at School, the child commits 12 years of their life to memorizing content and studying for "the test," where they learn some important skills but leave many essential ones out. Much of what is learned is learned in a slow and dull way, because it is not connected to the child's real needs, enthusiasm, and curiosity — a child who could learn all of it much faster if it were a genuine necessity of their life. After those 12 years there is no guarantee of employment, stability, happiness, or any real preparation for handling life, since many people go to school and yet few adults are truly fulfilled, happy, and wise. School is also, nowadays, not a very fertile environment for the building of virtues and the elevation of the spirit — which is one of the best things school could offer.

This current reality is deeply connected to the fact that school was born from a distorted purpose: as a way to prepare more obedient citizens and qualified labor for the industrial revolution of the 18th century.

The world has changed, and so have its needs. We see laws and schools increasingly making room for a great transformation to happen, and we see many schools around the world beginning this movement — we want to help make it as effective and heartfelt as possible.

None of this about school is in any way an attack — it is simply a: "for now, this is how it is." And we are hopeful for the near future when this text will be entirely outdated and imprecise.

Just as Possibility Management, which — with the death of modern culture — presents new possibilities through Archiarchy, the Archan Education (from Archiarchy) has come to test, explore, and invent new possibilities for the future of Education. The Future of Education at Home & The Future of Education in Institutions like School.

The Latin word educere, from which "education" derives, means "to lead outward." This origin contemplates the process of educating as the act of bringing forth what already exists, inherently, within the child. Socrates, father of philosophy, said that for the most part we learn nothing new — we simply remember or rediscover. At some point in history, however, education came to be understood as instruction: placing knowledge inside the child. But in its essence, it is much more about inviting knowledge to sprout. For true knowledge — wisdom — is not something memorized, but a process of real comprehension. And real comprehension is an emergent phenomenon of the encounter between my curious gaze and the object or being of observation.

It is in this spirit that the idea of Child Permaculture is born. Permaculture is the art of cultivating plants, observing their needs and creating the most fertile and safe space possible for their development. The permaculturist does not look at the plant as someone who already knows everything about it. They observe with curiosity, attentive to the signals the plant itself reveals: more sun, more water, more nutrients? Each plant calls for unique care, and it is from this reading that they build the adequate space for it to flourish. There is no need to teach the plant to become a tree: the tree already exists in potential within the seed. It is only necessary to offer fertile soil and ensure that weeds and environmental dysfunctions do not harm it.

Beyond that, space alone is enough — and the plant naturally develops.

Children are the same way. They need space and freedom to discover themselves and bring forth the Extraordinary Adult that already exists in potential within them. Is this a smooth process? Not always. There are many mistakes and learnings along the way. But when those mistakes find a safe space to be talked through and reflected on, each mistake becomes a bridge toward the building of wisdom & matrix.

Child Permaculture is the art of reading children, interpreting their needs, and offering safe space + fertile soil tailored to their evolution and development. There is a whole body of study on what fertile soil actually is, what a safe space is, how to offer both, and how to listen to the needs of the child. We hope to have the opportunity to share more about this in the future. For now, you can read a summary of this research in the book Educating Geniuses — the manifesto of a new education.

◈ THE CHILD Researching the nature of children

Autonomy — The seed contains the tree.

You don't need to teach a seed to become a tree. The path to becoming oneself is imprinted in the seed, just as the fullest expression of the being is imprinted within the child. With a Safe and Fertile Space combined with good figures to be inspired by, the flourishing of the child into an Extraordinary Adult is a natural process. The principle of Autonomy is to not deviate the child through unnecessary intrusion.

Wholeness— The child is a whole being.

A whole lake is affected by a stone thrown on its surface. The lake is something whole — all its sides are affected by all its sides. The Child is the same way. A movement in their emotional structure affects their thinking, behavior, physical body, and spirit. Something that happens at home affects how they are at school. Something that happens at school affects how they are at home. This understanding allows us to investigate and relate knowing this wholeness.

Imitation — In the beginning was imitation.

The child begins to learn long before they know how to speak, read, or write. The first learning journey is strongly guided by imitation — not only of the obvious actions around them, but also of the unconscious imitation of social subtleties: how you treat people, how you react to stress, how you talk about yourself.

Before any word you say to a child, there is everything they observe in you. What example are you giving? What verbal limits do your actions silently break?

Connection — The door of contact.

Children have an instinctive need to be connected to someone. Sometimes that someone is family, sometimes friends — but what matters is not who, it is the quality of that bond: connection, trust, care, and respect.

You can only hold space effectively for a child with whom you have built a connection. If that bond does not exist, they do not care about your opinion or what you have to say — even if you are their father or mother.

That is why the first mission of the Space-Holder is to build and tend to the Connection. And it is worth being clear: this connection is not built by doing everything the child wants. Giving in to everything breaks the bond and creates insecurity because this shows you are a easy to manipulate unreliable adult. Connection is built in a balance where the child feels heard, understood, and respected — and at the same time safe in your leadership, your limits, your integrity, and your capacity as an Adult.

Feelings — Feelings are valuable.

Humans have feelings: anger, sadness, fear and joy. These feelings can be used irresponsibly and destructively — making us aggressive, victimized, controlling, and childish. Or used responsibly and constructively: to take action, communicate, create strategies, celebrate, process losses, and much more. Having a sharp understanding of feelings allows us to navigate education without emotionally abusing children or suppressing their feelings. It is also worth highlighting the important role of emotions in building the child's personality. Whenever the child is feeling, they are writing or rewriting their personality, their attitudes, their worldview. A wise educator does not underestimate the importance of these moments.

Symbols — Inspiring human character.

Symbols and myths are powerful tools of education and culture-building throughout the entirety of human history. In antiquity, nations with powerful symbols and myths tended to win wars — not only by force, but because they carried an ideal that constantly invited each person to be more than they were. Monks and spiritual communities did the same, in the opposite direction: their symbols and myths invited them to be ever more peaceful, more present, more whole.

Symbols help human beings commit to an ideal. To make real something that is only a potential. What symbols do you want to carry in your life? Which ones do you want to share with the children?

1 Child on Your Team — You only need one.

Children do not mirror themselves only in adults — they mirror each other to decide how to behave, what is interesting, and what is worth trying.

Knowing this changes your approach when holding space for a group. When you build a genuine connection with one child and they accept your invitations to adventure, they become a kind of living engine for the group. Their yes to the proposals opens a space of permission for the other children who also want to say yes.

So when arriving in a new group, you do not need to "win over" 20 children at once. One by one a wave effect is created — while you occupy your place as inspiration and Space-Holder.

As-ising — Processing reality.

So many survival strategies, unconscious decisions, and confusions are created in the life of a human being simply because they never made peace with reality — and never learned to process what happened to them, nor the feelings it generated.

As-ising — is a valuable process for accompanying a child whenever reality delivers a shock to their nervous system. Whether because they hurt their physical body, lived through a sudden shift in reality, or had their stability shaken in some way.

In the As-ising process, the adult accompanies the child while they narrate in detail what happened — or is happening — at the same time as they feel, aloud, everything they are describing — without trying to fix the situation or manipulate the child into feeling "better."

An example:

The child hurt themselves. The adult asks them to recount what happened, detail by detail.

— I was running, I didn't see the sidewalk and I fell. — And how did you feel when you fell? — Sad… — and cries. — That's it… let the sadness grow. Let the sadness speak. — I didn't want to hurt myself. — You didn't want to hurt yourself… — Yeah… I'm scared. — You're scared… — Scared because it hurts a lot. — Scared because it hurts a lot… let the fear grow. Make the sound of fear.

The child trembles a little, makes sounds of fear.

— It really hurts… — It really hurts…

And so the adult helps the child process everything that is happening — without the feelings freezing in their nervous system as suppressed emotions, and without them creating stories about themselves or about the event (such as: I'm clumsy, or I can't do it alone).

This is As-ising. Being with what is. Processing reality without attaching stories to it. Processing our feelings. Have this with a child. You will see how magical it is.

Identity — Who I think I am shapes who I am.

The force with the greatest influence on the behavior of a human being — and of a child — is what they believe to be true about themselves. Their identity.

Our view of ourselves is the internal ruler by which we measure our actions and decisions — a child labeled as "messy" will make messes, not because they are that way by nature, but because they believe they are. When an adult begins to treat them as "someone with a lot of energy and potential to lead," they begin to act differently, simply because the story they tell about themselves has changed. I have seen bullies become guardians, when the potential of their being was summoned.

But where does my identity come from? My view of myself? From two sources: how I interpret the experiences I live — and what people say about me. When you name a child "brave" or "fearful" — whether by what you say or by the interpretation you offer for what they lived — you are actively participating in the construction of who they think they are. And who they think they are will shape what they do.

Taking this into account: what legends do you want to tell this child? Which part of them do you want to highlight? What stories will you tell about who they are — and who they can be?

◈ DEVELOPMENT How the child grows and what each phase calls for

Lap — The Continuum Concept.

Essential needs unmet in childhood mark the individual for a life time if they don´t work on it later on theyr authentic adulthood intiations. We were designed to be born and not leave the arms until we knew how to crawl and walk. This deprivation of physical closeness due to social myths is the cause of various anomalies and behavioral deviations in childhood, such as disconnection with the present, dificultys on self regulation and selfteem problems. Also the cause of mothers' exhaustion created by handling a child in other bed during the night, and not having a life because the child "is loud" and "must be kept at home". Also the sense of insecurity and incompleteness of the modern human being. This principle is way more important than it appears at first glance and you can learn more about reading The Continuum Concept by Jean Liedloff.

Phases — Each phase has its purpose.

A child does not become a Mature Adult by being forced to imitate and act like a mature adult. The Adult comes naturally when the child can fully live each phase in its completeness. Just as you do not force a tree to bear fruit while it is sprouting, it is necessary to hold sacred the stages of the child's development as they move from seed to sprout, to plant, until naturally becoming a tree. It is by experimenting radically in childhood, and making high level mistakes on teenagerhood that the cappacity and wisdom of adult life are born.

Habitat — Habitat & behavior.

Natural instincts look like behavioral problems when they are outside the natural context for which they were designed. Just as a wild animal would seem "badly behaved" in the context of a house, but a perfectly adequate animal in the context of a forest, a child can also seem badly behaved in a restaurant when making noise, running, and playing — when in truth there is nothing wrong with their natural instincts. They simply are not in the habitat suited to them. We have made modern cities and apartments into habitats incoherent with the needs of human offspring. I don´t know you, but i rather change modern culture gameworlds than forcing small human beings into fitting in highly numb, made for zombies enviorments.

Space — The fertile soil for the seed.

The physical environment, the implicit agreements, the objects available, the amount of nature, the type of physical, energetic, visual, and sonic stimulus offered, the context and level of responsibility assumed by the community — all of these factors encompass "The Space" and make it the fertile or infertile ground where the child will attempt the mission of surviving and flourishing.

Expectation — Children meet expectations.

Each plant has its own nature — that is undeniable. But also, as part of its expression in the world, it adapts to the environment, discovering the best way to bring its essence into contact with the shape of the world. Part of how children discover how to express themselves in the world is by scanning what is expected of them, and then meeting those expectations. Knowing that is the default of survival, you can expect wisely as someone really on the team of the child. Expect generosity and aliveness, expect them to have they authority and create what they want. Expect them to be as free as they are. Many people today expect Chaos, expect problems. Expect lack of collaboration. Guess what? They get just about what they expect.

Mistakes — Mistakes held with care = Evolution.

There is the idea that we must avoid mistakes at all costs. That making a mistake is a sign of incapacity or stupidity. This idea creates a very slow learning culture, since mistakes are an indispensable part of Learning. On the other hand, letting a child make mistake after mistake without any kind of holding, feedback or coaching also carries its risks — the risk that mistakes reinforce bad habits instead of opening a door to learning. That is why we work with the idea that making mistakes is important, desired, and encouraged, when done with curiosity and in a spirit of discovery and learning.

Drala — Beauty and virtues are a couple.

Drala is a Sanskrit word that describes magical energy created by a certain kind of Beauty. Another possible translation is something, someone, or somewhere that breaks the automatic stream of thoughts. Developing sensitivity to Drala, and creating Drala, is not only something that brings magic and enchantment — it also acts on the human psyche, inclining us toward nurturing the more virtuous facets of our consciousness. That is why in ancient philosophy, Art and Wisdom walk hand in hand, for this quality of beauty refines the human senses and makes the unvirtuous something grotesque and unpalatable. There are even lines of education that consider Art and Beauty as direct builders of virtues, and Drala as the expression of the divine itself in matter.

Virtues — The end of all education.

Cultivating virtues alongside a child is one of the most beautiful arts anyone can practice — because virtues are the highest expression of beauty in human behavior. But how does one cultivate a virtue? The word itself says it: virtue comes from virtus, the same root as virtual — the potential that has not yet been realized. Just as a seed carries a virtual tree within it, the child carries a virtuous human being in potential within them. You cultivate that potential by offering two types of soil: safe soil — where they do not need to build survival strategies that pull them away from their most true self — and fertile soil: symbols of inspiration, living example, opportunity to practice.

Adversities — Not a step back — an impulse forward.

Every problem is a door to evolution. A problem only exists because who we are today does not yet know how to handle it — or avoid it. If we knew, it simply would not be a problem. Although problems are, by nature, opportunities for learning, there is something that can kill that opportunity before it even flourishes. That something is: treating the problem as a problem. Acting as if it were bad, as if it should not be happening, fantasizing about a reality where it simply did not exist. This posture diverts our focus from actually learning and transforming the situation. We become trapped in internal drama, suffering with reality without actually doing anything about it — nor growing through it. Face adversities head on and with open arms. The speed at which you grow will surprise you.

Boundrie + A Door — Boundries are great, and incomplete.

Setting a boundrie— both with adults and with children — is something essential and necessary. But merely imposing a limit often prevents connection from happening. A limit says: "this way doesn't work for me" — however, if you say this to someone who does not yet have the repertoire to act differently, the opportunity for connection can simply be lost. On the other hand, giving up your limits to preserve the connection is also not healthy, and has serious consequences for our authenticity and integrity. A third possibility emerges then: when we want to maintain connection while also setting a boundrie, we can be a boundrie + a door. Saying "this way doesn't work for me… but this other way would." We say what we don't want and then open a path toward what we do want — should the person wish to maintain the connection. This helps build repertoire in whoever is on the other side about how to relate to us. An example with a child would be: "Mommy is not going to accept you hitting her. If you want to say you are angry, you can say: 'Mommy, I am angry because of this and this' — and mommy will help you decide what to do with that anger." In this case, if only the limit had been set without a door, the child — for lack of repertoire — would most likely find another destructive way to handle the anger.

Learning from Parents — When the genetic script completes itself.

Having an extraordinary educator to learn from is a true blessing. But even so, it does not compare to learning something valuable from one's own father or mother. It is as if a genetic script completes itself when that happens. That is why we strongly encourage fathers and mothers to become the primary extraordinary educators in their children's lives.

◈ THE ADULT Through whom education passes before it educates

Space-Holder — The child permaculturist.

Every "Space" needs a skilled Space-Holder, capable of keeping the ground fertile and tended to provide the best possible support for the child's development. The Space-Holder is reasonably active — not in the sense of educating the child, but in the sense of providing the most fertile and safe space possible for the child's nature to self-guide.

Knowledge — With more matrix, you have more power on reallity.

Much has already been discovered about the nature of the child, the workings of their mind, the challenges commonly encountered, and the stages of development. All of this available knowledge amplifies your capacity for action in the child's life. Experiment the researchs already made, get in contact with people that can give you your next steps, and continually build your matrix. This makes your interventions more precise.

Leadership — They need you to know what to do.

When you constantly ask the child what they want, or rotate your life around them, they become genuinely unsettled (and with good reason), because you are the adult and they came precisely to learn from you how to live. Not to learn in the chalk-and-blackboard sense, but in the sense of observing you living your life, imitating you, and later adapting to their own tastes as those are discovered. When you revolve around them they feel insecure. They need your leadership, and they need to know that you can handle things, that they are safe.

Corresponding — Each scenario calls for a posture.

Life is not black and white. A posture that works exceptionally well in one scenario fails miserably in another.

Those who carry the Thoughtware of Right & Wrong tend to think that being firm is wrong and being understanding is right — or vice versa. But there are scenarios in which being firm is perfect, and scenarios in which being fully understanding is perfect. Reading the type of scenario and which posture will most benefit the child is important — especially when you begin to genuinely place the child's benefit above your public image as a "good father/mother."

Neither approach is extreme — being understanding does not mean permissiveness, and being firm does not mean aggression. But the middle is not static either — it is a living dance between the balance and imbalance of the two energies.

Being Whole — Healing traumas, being present.

How can someone wounded care for the wounds of another? Someone once wounded but properly healed is perhaps the one most capable of caring for another — but someone with an open wound must first care for themselves before they can help. We live in a society where most adults carry open wounds from the past. They distract themselves, keep themselves busy, look the other way — but none of that truly heals the wounds, it only creates reactive adults who recreate their traumas and live at their emotional edge. To be a Whole Adult for the child, it is important to face your past, heal your wounds, and transform yourself into a Free and Natural Adult. Release your baggage and turn the adventure of being an Adult into the fun it can truly be. The impact of this on the way you Educate is indispensable.

Observation — Intuition before books.

When you care for a child you are being the hand of Gaia in the child's life. Often Gaia will have opinions, observations, and feedback about what to do and how to act. Be attentive to listening to them and building your instincts so that you can hear the child's needs beyond books and methods. Knowing is good, but it is more important to follow a trail first based on the terrain than based on the map. The map is only a support. Reading the child and their needs beyond what they say is important. And if you have been entrusted with the sacred mission of caring for this being, somewhere within you, you already have the answers about what this child needs and what the next steps are for you and for them. You need to learn to listen to that part of yourself.

Cycles — Dance with the cycles.

Nature operates in Cycles. The days, the seasons, the stages of maturation of every animal. We humans, as animals and as part of nature, also operate in cycles. The hormonal cycles of women. The daily cycles of men. The hormonal life cycles of an adult of the sapiens species. It is important to know the nature of our body so we can dance with it. Not to be frustrated with how our body works, nor to use it as an excuse to be irresponsible. To know your nature and — knowing it — have more tools to create what your being wants. Without resisting what is, creating what you want.

Team — It takes a village.

It is possible to raise a child alone. It is far more enjoyable to raise a child in a Village.

The nature of the human being is social — we function much better collectively. This idea of each family of 3 or 4 people divided into small apartments in a city where everything has a price is a new experiment in the human species. And an experiment that has already proven it does not work.

Those who orient themselves as victims in the world suffer for not having a team. Those who empower themselves in their power of creation build a Team and a Village for themselves and for their child. Those who orient as victims complain that their team is not good enough — those who empower themselves in their power of creation create exactly the kind of team they want, finding those who want the same and holding space for each other in the journey of transformation.

◈ LEARNING How learning actually happens

Rest — The pause is part of excellence.

In the past, every farmer knew: you do not harvest or plant every day. The land has its cycles and it is not efficient to stress it beyond what it can bear. Those who know and respect the limits of nature harvest the maximum of its efficiency. The human brain needs integration and rest to operate at its maximum potential and assimilate all the learnings of an eager learner. Respecting the pauses and rest periods will make learning more effective and more healthy.

Dialogue — Adult & child both learn.

Those who have taught enough know how dead it is to repeat content. The real learning process is a joint journey where adult and child enter into an adventure of discovery. Where the objective may even be to arrive at a certain skill or a certain piece of knowledge, but the way it is built is a collaboration between teacher and pupil. Teaching and learning is more enjoyable when education is a dialogue and not a monologue.

Example — Teaching through actions.

More than words and preaching, a good example inspires, ignites passion, and invites reflection. Example shows in practice a new possibility for how to act in a given circumstance or adversity. It is not convincing, nor pointing out right and wrong — it is showing: if you do this, this happens. A possibility is then opened in a neutral and pure way for the people around you. Especially children, who are more open to possibilities and less rigid in their certainties.

Teaching — Learning by teaching.

Teaching is an excellent learning tool! It has simply been used in the wrong way. It is not for the educator to teach — the educator already knows; teaching will not serve them much. It is for the student/pupil to teach. That is when the maximum of teaching can be harnessed in the learning process. Teaching is organizing discoveries and knowledge into a concrete narrative thread. This creates synapses in our brain that assimilate, deepen, and discover much more within the topic being explored. From a certain age, teaching can be a powerful tool of learning and assimilation for the children/adolescents in your care.

Discovery — The glue of memory.

Effortless learning leaves just as quickly as it arrived. Science has already proven that: "The more the brain is actively and meaningfully challenged during learning, the greater the long-term retention of the discovered knowledge tends to be." Human beings only truly keep for themselves what they themselves discover. Instead of teaching pre-digested knowledge to the child, provide experiences where they themselves can arrive at the desirable conclusions — and perhaps even at new, unknown ones. Do not underestimate the child's capacity to discover something you do not yet know.

Make Mistakes — Those who do not make mistakes do not learn.

There are 2 types of people: 1 — those who "look good" because they only publicly do what they already know they can do. And 2 — people who are learning. People who are learning do not "look good" — they make mistakes publicly and their incompetence is constantly evident. But their dedication to quickly correcting each mistake is also evident.

The faster and more frequently you make mistakes, the faster you learn — as long as the course correction keeps pace with the speed of the error. Those who take a long time to make mistakes, wanting to get it right, also take a long time to learn. Rapid learning has a formula and the formula is: learn, test, make mistakes, reflect, learn more, test again, make mistakes…

None of this "learn, learn, learn and in 6 months take a test and put it into practice." Those who learn fast test and experiment frequently.

Play — The best way to learn.

There is no better way to learn than through play. Playing is exploring the object of play in all its facets, directions, and possibilities. That is what mastery in any art is made of. If you want a child to become a professional in a field, have them study it with commitment and frequency. If you want a child to become a master in some art, let them play with it freely and in fertile soil — and they will inevitably learn more about it than anyone.

Tales — Experiencing without experiencing.

Is it not fascinating that through tales we can live entire adventures full of challenges and learnings from the journey of other beings/characters? If I tell you that lying is wrong and that others will not believe you, you may understand the words but still not comprehend the communication. But when I tell you the story of the Boy Who Cried Wolf, the comprehension of cause and consequence becomes far more experiential. It is no coincidence that parables are such widely used tools by great masters.

Fun — Why not?

There are people who have fun harming themselves and harming others, and there are people who condemn fun because they think it is childish or wrong. Neither of them knows what true fun is. Fun is something wonderful, light — a well-balanced seasoning in the journey of life. You deserve to have fun, and so does the child. Learning can be fun — not only can it be, it is often necessary for it to be fun in order to extract the most from it. Fun is not only laughter; it can also be crying together over a sadness that brings you closer, feeling a fear that expands the limits of the known, or an anger that puts into action the things you care about. Often parents want children not to play on or touch their phones. But what do they want them to do instead? Read a book they don't want to read? Draw things they don't want to draw? Want the child to step away from screens? Start by offering a more fun life. Not more addictive, not more dopamine-stimulating — more fun. True fun and stimulus/dopamine are different things.

How does the Archan Education differ from Permissive Education or Authoritarian Education?

Vast is the number of fathers, mothers, and educators who, with the very best intentions in their hearts, explore the territories of permissive education — trying to raise the child using only positive reinforcement and consulting the child about everything related to their life and education. Unfortunately, those very children seem to become the most aggressive, domineering, and unruly. How can so much warmth, affection, and good intention lead to such contradictory results?

The reason permissive lines of education so often awaken the worst in the child is that they place the child in a constant state of insecurity. Where the parents convey no confidence, safety, or leadership to the child. And the child finds themselves lost, displaced from their role, deeply uncomfortable for not receiving the contour and direction that millions of years of genetic evolution expect of them.

So insecure, they need to guarantee their own safety — to be bigger than the parents, to feel capable of taking care of themselves. Not trusting the natural hierarchical leadership, they find themselves needing to subjugate the parents in order to occupy the role of leader in the hierarchy (a behavior very common in other animal species such as horses, monkeys, lions, and wolves — who, when they do not trust their elders to be the leaders, become far more aggressive in order to occupy that unnatural place). From this arise various deviations in the nature and behavior of the child.

Archan Education understands that the child needs contour; needs us to know what to do. That we do not keep asking them what they want, but rather offer what seems best to us for them — and that we trust that over time they will develop their own taste and begin to make their own decisions, as we increasingly open space for that.

Archan Education, despite not being permissive, stays far from the lines of authoritarian education — known for imposing the will of the adult onto the child without considering their interests, wishes, and authority. The Extraordinary Educator presents their life to the child and invites them to participate in it, but allows completely the child's choice over their own life, choices, and consequences.

Mature negotiations are made with the child as they develop the intellect for it, and their authority over their own life and limits is completely respected. The Adult can frequently make clear to the child whether the actions they took are desired or undesired, expected or unexpected — but they never put the child's identity into question. The child is always loved and desired unconditionally, even when it is being made clear to them that the specific action they chose to take in that moment is completely undesired.

No punishment or manipulation is necessary for this. No insults or aggression. Simply Radical Relating.

In this way the child can grow understanding that feedbacks given to their actions are not about them — they are only about the choices they made, and that they are completely free to make new choices.

Why mathematics? Physical Education? Grammar? Arts? Music? Who decided these are the most important disciplines — and why?

As a young person who left school, I questioned strongly — and rebelliously — during my adolescence the importance of these disciplines at the depth in which they were taught. Not because I found them useless, but because I did not consider them the most useful.

In the 21st century — the century I was born into — financial literacy, emotional intelligence, psychology, technology, and mental health are topics used a thousand times more in daily life than square roots, advanced geometry, or perfect grammar.

Today, completing high school and even going to university guarantees neither quality of life nor a good job. What, then, is the point of so many years of investment? Why does school answer questions children do not yet have?

And so I illegally abandoned formal studies, learning only the basic and the necessary — and focused my time on what I considered a higher priority.

Until, on a research visit to a very different school in the south of India, I discovered why these subjects can be so important.

The thing is, the disciplines in our education system have become an end — a technical knowledge you acquire. When in truth they were designed to be a means. A means for the construction of virtue in the Human Being. A means for their integral development.

"The disciplines became an end. When in truth they were designed to be a means — a means for the construction of virtue in the Human Being."

The Last School of Auroville

At the Last School of Auroville, an innovative school that preserves the philosophical origins of Greek education, the subjects serve as a bridge for the construction of the individual.

The goal is not to acquire vast and integral knowledge — but to BE a vast and integral being.

📐 Mathematics Not to know calculations by heart — but to develop logical reasoning.

🔬 Sciences Not to close oneself to mystery — but to cultivate curiosity about life.

📜 History Not to memorize facts — but to learn from great figures and understand human behavior.

🎨 Arts Not to know how to paint — but to build virtues and refine sensitivity to beauty. Those who refine their taste for true beauty cannot tolerate the presence of the unvirtuous, for the unvirtuous is by nature repugnant.

🤸 Physical Education To build willpower and determination over the limitations of the mind.

In this way of seeing education, learning about matter is not a denial of or departure from the divine — it is a way of drawing closer to it.

"The manifestation of the divine in the psyche is Love / Generosity;

The manifestation of the divine in the mind is knowledge;

The manifestation of the divine in the body is strength / willpower;

And the manifestation of the divine in matter is beauty."

— Last School, Auroville

The Greek Ideal of Education

Watching the lecture "PAIDEIA: pathways to an integral education" by Professor Lucia Helena Galvão, we see again the disciplines as a means for the construction of a virtuous human being.

"The purpose of education is to ignite the longing and desire to be a perfect human being."

The modern school was born deeply influenced by European humanism, which reclaimed the ideals of Greece and Rome during the Renaissance. The humanist curriculum — with its emphasis on logic, rhetoric, mathematics, and arts — draws from this classical source.

When School Changed Its Purpose

However, as the compulsory public system consolidated itself within modern States, its purposes became something else.

Public education was born with the promise of offering basic education to all — a promise that, it is fair to acknowledge, it fulfilled with excellence in many respects: there was mass literacy, social mobility, and an expansion of citizenship. Millions of people accessed knowledge for the first time.

But the primary focus was knowledge and skills. Not education in its integral concept.

Many educators and historians agree that the greatest motivators behind the rapid expansion of school and the enormous investment made in its universalization were:

The need for a capable workforce for the Industrial Revolution

A state-controlled system that served the strengthening of the State

Creating people obedient to laws and accustomed to military practices

Virtues were left out of the center of priorities.

And that is a crucial loss — because the disciplines were not designed to be the end. Virtues were the end. But the ends came to have more to do with the global economy and civil obedience than with bringing out the best of the human being.

If the center of education were the formation of character and human excellence, we would expect that the time invested in schooling would reflect that in a perceptible way.

Can we affirm that an adult with 20 years of schooling is, with certainty, more virtuous and a better human being than a 10-year-old child?If we cannot affirm that with confidence… then it becomes evident that building virtues is not one of the central objectives of the education system. And in setting virtues aside, the subjects and disciplines lose their meaning.

The Problem Is Not in the Disciplines

Some people propose changes in content — technology has been entering more and more, and the disciplines could be replaced by others a hundred times more useful for daily life.

But education will remain incomplete for as long as virtue does not return to being the heart of education.

Because the problem is not in the disciplines.

Nor in the school.

It lies in the inversion between means and ends.

Entering the advanced philosophy, we enter perhaps the richest territory of the new education — the territory where education is not something separate that we do with children, but something interwoven with our culture, our way of seeing the world, and of living.

The premises we use to navigate life come from a culture called "Archiarchy." It is an emerging culture whose one of the main current sustainers is Possibility Management.

Archiarchy is an entirely new way of seeing life, relating to life, and valuing life.

It has a distinct value system, distinct priorities, even a distinct vocabulary — and with so much distinction, it also has distinct results.

To understand where this new culture comes from and why it changes education, we need to take a small detour through history. On the surface, education can be many things — but in practice, one of the things it has genuinely been is the passing of culture from adults to children. That is why we will open a parenthesis of a few paragraphs to talk about culture, and when I finish I intend it to have become clear why we consider this conversation such an important one when the subject is education.

For many millennia, the prevailing culture — despite changing in forms, laws, and appearances — has followed the same premises: centered on survival, guided by a low level of responsibility, a constant search for security and belonging, and a focus on the creation of hierarchies, power structures, the law of the strongest/smartest, and the control of the masses through collective beliefs. If you look carefully at the fears, desires, and relationship to responsibility behind all the great social structures lived over the past millennia, you will see the same premises permeating apparently distinct "external forms" such as: Imperialism, Colonialism, Capitalism, Socialism, and the hitherto factual attempts at Communism. To this psychic-cultural pattern — whose main characteristic is the Adolescent Level of Responsibility — we give the name "Patriarchy." It is worth noting that this cultural pattern does not only shape governments and economies — it also shapes the way we educate children throughout all these centuries.

Another description for "Patriarchy" would be the "Adolescent Evolutionary State of the Human Being," where "Matriarchy" would be the moment in human history when we were hunter-gatherers — the "Child Evolutionary State" — cared for by the Great Mother Earth. Thanking her, asking of her, and being served by her. In that cultural era we did not destroy the planet (on a large scale), and we possessed a certain innocence, likely provided by ignorance and an intellectual limitation in the amount of damage we were capable of causing. With the possible arrival of more intelligence — which did not necessarily come furnished with wisdom — the human being began to explore and discover life, causing a great deal of mess and cleaning very little of it (adolescent level of responsibility), giving rise to the Patriarchal Cultural Pattern.

Now a moment has arrived in Human Evolution in which we can reflect with greater awareness on our actions and their consequences. There is, then, a door to greater wisdom at a global cultural level. This opportunity — together with the fact that if we continue in the same direction we have been going we will destroy the planet and cease to exist before long — opens a fascinating opportunity: the opportunity that, after 10,000 years, we make a complete cultural transformation, ceasing to be adolescents and beginning to be Humans in the "Adult Evolutionary State." Human beings who, as a whole, live from a High/Radical level of responsibility.

This proposal of a New Culture is the proposal that Possibility Management makes with Archiarchy: the culture that comes after Matriarchy and Patriarchy — the culture where Radically Responsible Adult Women and Men collaborate to create.

A culture that completely shifts its point of origin from survival and security to creative collaboration — from childlike responsibility to Radical Responsibility — and ends up, as a consequence, completely changing the way we see almost everything in life. Feelings that were once emotional discomforts caused by something external become a source of clarity about what is important to me and energy to create the life I want. My personality, which was once a consequence of fate, now becomes clay in my hands — free for me to make of it what I will. And my shadows and survival strategies, which were once the fault of my childhood and my past, become material for me to heal and transform. These are only 3 paradigm shifts out of millions that exist within Archiarchy, for the way you relate to everything changes when you change the level of responsibility you take.

Now, returning to the beginning — when I said that Education and Culture are linked, since education is this passing of culture from adults to children. The Research of the New Education, just like Archiarchy, is centered in the context of Radical Responsibility and Collaborative Creation, which makes it an education belonging to a New Culture — a culture that, if my intuition does not fail me, is far more aligned with the values of your Being.

Many of the most original and valuable discoveries about education we have to offer exist only because hundreds of Possibilitators are getting their hands dirty and researching human nature, what is possible for us, and how to create in high responsibility with all our potential. So before sharing our research I wanted to thank them deeply. As well as all the education researchers who came before and brought great treasures to the world — who, knowing it or not, already belonged to the rise of a new culture.

We therefore invite you on an open-minded journey to discover a new culture and a new education. This journey is not dangerous and you can eject from it whenever you wish, so do not worry. Enjoy the ride and do not pressure yourself.

Life has been life for billions of years, creating life and potential in a non-linear, creative, and brilliant way. From the floating mountains of China to volcanoes and glaciers, from the peoples who planted the Amazon and built the pyramids, to the inventors of AI and the internet, from writings over 4,000 years old that describe things science is only now discovering, to the mass implementation of technology and architectural infrastructure.

And you, me, us. Little creatures with a few decades of life, small and limited. Addicted to water and food, dependent on the environment.

Do you think we know better what is best for a child than life itself does?

When educating, we can do so in three ways. The first with no aim at all — unintentionally — which often leads to nothing truly extraordinary being created. The second aiming at a specific result: you want the child to be able to do X, learn Y, pass a certain exam, achieve W result. This way of educating — controlling the situation to reach a specific result — is limited by our perspective of what is best, what is right, what should be.

The third way of educating is aiming at potential. Educating to bring forth the child's potential — a potential that even I do not know what it is, but which I observe attentively, listen to, and nurture, having the adventure of discovering it. Letting it blossom.

It is like cultivating a plant without the arrogance of thinking you already know it just because you know a label attached to it like "apple tree" — an apple tree is so much more than the word apple tree. What would happen if you allowed yourself to be amazed and discover what an apple tree actually is? How it interacts with the environment, the ways it nourishes animals with its fruit, nourishes the soil with its autumnal deaths, is a home for insects, shade for plants, rest for birds, food for insects, oxygen for the air, and so on. Every interaction is a potential — potential for things we do not yet know. And if we abandon the arrogance of clinging to a specific result, we can discover, nurture, and venture into an education that aims at potential

Where the educator is not a tour guide showing a limited stretch of beach to a group of tourists — but a pirate captain who ventures into open sea to discover things they did not even know existed, with their great crew of small human offspring.

But what does this look like in practice?

The next time you hold space for children — when designing the class, the learning journey, the games, or the dynamics — do not design trying to make something specific happen. Design opening space for potential.

Instead of teaching a history lesson so that at the end the children know the historical facts organized in the order of a textbook about the discovery of Brazil, begin by saying: "There was this country called Brazil, and it was like this… like this and like this…" — describe it with the magic it deserves. "And then… people from outside arrived, veeery different, who did not even speak the same language, wore pompous clothing, carried weapons, sailed in great boats, and valued things very different from those of the natives… What do you want to know about this encounter?" And let the magic blossom according to the questions and curiosities of the child. You do not repeat a pre-assembled story. You discover a new story as the questions cause it to blossom.

When preparing a Portuguese lesson where the children will learn the difference between subject and object, do not get stuck in repeated descriptions and examples distant from the child's reality. Hold a conversation circle where each child shares things they have learned from subjects — and things they have learned from objects. The stories create potential, and the practice of distinguishing embodies the distinction.

When studying geography, do not arrive with a random fact the child is not even interested in, making them memorize it because a piece of paper obliges you to cover it. Let the children choose a place in the world that intrigues them — and then explore together the geographical curiosities of that region.

Do you see? It is designing experiences and conducting the class leaving space for the unknown and the unpredictable, instead of fleeing and avoiding it. A great deal of learning happens in the unpredictable — and the most enjoyable part is that this learning does not happen only for the children. It happens for us too.

Ask questions whose answers you do not know. Try things you have never tried alongside the children. Learn new things. Experiment with different ways of educating. Let the children experience the non-linear. Discover what is best for each child together with them. Be curious, interested, playful, and bold.

Play the game of potential.

◈ THE CHILD Researching the nature of children — ADVANCED

Spirit — Before child, Spirit.

Our journey begins long before and ends long after this life. Ancient traditions of millennia pointed to this — and in the last century, growing evidence confirmed by skeptics and scientists has made this conversation difficult to ignore. Spiritism, reincarnation, past life memories, messages from beyond: it is no longer exclusively the territory of faith. It is also the territory of research.

Skeptical does not mean closed to the improbable. That would be blind, not skeptical. Skeptical means only grounded — and this is a subject there is absolutely no problem researching gently and with both feet on the ground. And what this research reveals has direct implications for those who educate.

A Spiritist lens on education helps to understand mysteries of the child's personality, face challenges with good humor, and build a relationship of great collaboration and partnership with the spirit there taking form.

Education is perhaps the most important thing this spirit came to receive in this life — the true opportunity for good example, welcoming, guidance, and evolution that it was in need of. Which gives even more responsibility to our sacred mission.

In researching the spiritual dimension of education, we discover for example that it is possible to converse with the spirit of the child and its mentors, with the purpose of better understanding and supporting the specific learning journey assigned to that small soul. We also discover that certain pains and traumas may come carried from past experiences — and with welcoming and knowledge of tools such as Emotional Healing Processes, we can help this spirit in the healing of those pains.

What we receive is not a blank canvas. It is a spirit of many experiences — but also open and receptive to a completely new experience of life.

Influence — There are more variables at play to consider.

As the human animals that we are, our influence by much of what surrounds us is undeniable. Without food and without water, our body responds differently. With low oxygen at high altitude, our brain responds differently.

Just as our physical and intellectual body can be influenced by many things, our emotional and energetic bodies can be too. Just as the seas are radically influenced by the stars, the impulses and tendencies of our personality are as well.

Of course, influence is not determinism. It is not because you are without sleep and hungry that you will definitely be in a bad mood — but there is a tendency toward it, and it will require a greater amount of commitment if you want to row against the current.

That said, I want to highlight that as an educator, studying and understanding these factors of influence can be very useful for knowing how to work in cooperation with them. Of the various valuable studies on the subject, the one that most assertively gave me practical tools to help children and adults in their decision-making and in dealing with daily challenges was Human Design — a system that integrates multiple traditions of reading the human being — from Vedic astrology to the I-Ching — to map how each person was designed to function.

How was each one designed to know they are on their path? To make assertive decisions? What role did they come to fulfill in life? These are questions that help me not treat all children as if they were the same, or as if life works the same way for all of them.

Just as with plants — the same amount of water nourishes one and drowns another — it is worth studying the nature of each child and, with that knowledge, being more efficient in the care of the safe and fertile soil for each one.

Energetic Spaces — Children respond quickly to energetic spaces.

It was of great surprise to me when I discovered that children respond quickly to energetic spaces. Do not misunderstand me — I have always been more skeptical than believing in everything people say. But repeated evidence becomes undeniable, however improbable it may seem.

Energetic spaces exist everywhere. They carry energetic residue, hidden intentions, thought-forms — but also Bright Principles, conscious purposes, and archetypal energies. They constantly interact with our energetic body, being also a point of influence in how we feel, in the type of impulses we have, in the purpose that is summoned, and in the quality of relationship that is invited.

A very practical way to experience energetic spaces is at the time of putting the child to sleep. Declare a golden cube in the space — it is a consciously invoked energetic space. Declare a grounding cord from the base of the cube to the center of the earth to keep it grounded. The energetic declaration works better when you use physical elements to anchor it, such as a snap of the fingers or a clap. Within this energetic space, covering the entire room and the people in it, you invoke the archetypal energy of sleep and sleeping. You call the Bright Principle of Rest and Repose. And quickly the energy of the space changes — and children respond to this in a noticeable way.

These energetic spaces also serve for contexts of play, meals, cleaning, silence, adventure, learning, and much more.

When playing with energetic spaces, another tool that can help you greatly are Black Holes, for cleansing spaces and renewing energy without needing to spend on incense and the like.

◈ DEVELOPMENT How the child grows and what each phase calls for — ADVANCED

Building Matrix — Knowledge is Intellectual, Matrix is 5 Bodies.

Every human being — and child — has a matrix of consciousness. This matrix is constituted by distinctions. Think of a fishing net: the net is the matrix, each thread is a distinction. The more distinctions, the larger the net — and the more "fish," or the more of reality and possibilities you are able to capture, the more you are capable of seeing and creating.

Two identical human beings, placed in an identical forest — one has distinctions and matrix about which plants are edible, and the other does not. One dies and the other lives, facing the same scenario, simply because one had matrix for that scenario and the other did not.

Distinctions are practical and experiential knowledge. Every piece of knowledge on this site is a distinction — and when you absorb it not only in your head but in experience, your matrix grows and the more you are able to see more and create more when caring for a child. It is because of matrix that some people find solutions where others only see the problem.

Building matrix in a child is part of the mission of an educator. This is not done with intellectual information alone — it is necessary to offer the distinction at the level of experience for the matrix to be built. This can be done with games, experiments, and practices that allow the child to discover the distinctions in their own skin. Remember: Discovery — that is the key word. When the child discovers, they grow. They truly learn. They retain it. It becomes Matrix.

When the matrix of a human being grows → their consciousness grows → as a consequence their responsibility and maturity grow → because maturity and responsibility in the end are simply consciousness in action.

Thoughtware — Human Mind Programming.

During the life of a common Human Being in the 21st century, they have quite a lot of freedom over what to think. They study, they discover new things — but very rarely do they know that they have freedom over WHAT TO think WITH.

Imagine that our brain works like a cell phone: we install and uninstall different APPs (packages of ideas) throughout our lives. Seems like a lot of freedom, right? But all of these APPs are completely limited by the software we use — the operating system behind everything. For iPhone devotees, iOS — and for many others, Android.

How much more freedom do you think you would have if you more actively chose and designed the software you use on your device? And how many more possibilities do you think you would have if you designed the operating system of HOW you think?

The people who designed iOS or Android did not design everything solely with the objective of serving you to the maximum; they have their own hidden interests that influence the way they designed those software models. Likewise, the people who designed the Thoughtware you use have their own hidden interests behind the way they designed it.

The Standard Human Intelligence Thoughtware in Modern Culture is the same Thoughtware that has been feeding the destruction of the planet at the fastest possible speed. It is the same Thoughtware that sustains the existence of the economic model — of money (something neither edible nor essential) as something so central in human life, and this fictional representation, apparently so important (because the current Thoughtware thus dictates) for human survival, being concentrated in the hands of 1% of the population who has more than the remaining 99% combined.

The question remains: do you truly think your Thoughtware has no bias?

As a Father, Mother, or Educator on Archan Education, you have the possibility of taking responsibility for your own Thoughtware and for that of the child in your care — teaching them how to tend to their own Thoughtware and becoming a Thoughtware designer.

Every time the child has a destructive action as a consequence of the Thoughtware they hold (their worldview), you, instead of correcting behavior (which is only the surface), can go to the root and design some experience for them that leads them to a Thoughtware expansion.

Such as, for example, watching films and stories of children who suffered Bullying when they themselves are bullying. Taking them to play with children who share and children who do not share, so they can discover which type of friendship they prefer, and the like.

Kings/Queens-Making — Bringing Kings and Queens into the world.

Every boy carries the potential to become a King, and every girl a Queen.

King and Queen in the most archetypal and beautiful sense of the word — as symbols of the mature, wise, and elegant expression of a Man or a Woman.

A King and a Queen are not born ready. They need to be cultivated, raised, and empowered.

The question then becomes: how does one make a King/Queen? How does one raise a child who treats their own sex and the opposite sex with respect, dignity, and wisdom? How does one raise, from an early age, non-patriarchal Men and Women? Archetypal Men and Women?

Three paths reveal themselves:

1° Transmit the culture of this Royalty.

Be first yourself a King/Queen. And use the principles of Hero/Heroine, Connection, Imitation, and Stories — from the foundational knowledge collection — to pass to the child the principles of living life as a King or a Queen.

2° Invoke the Royalty in them.

There are various lenses from which we could see children — and thousands of different sides they reveal in a single day. The child can be poorly behaved one moment and, the next, hold the door open for someone else to pass through first, pick up a toy from the floor, ask an authentic question, be generous with a friend.

What we label children with — the small portion of attitudes we choose to reinforce as "who they are" — remembering here the principle of Identity — ends up being the part of them with which we relate.

What do you think would happen if you treated the child as the King or Queen they have the potential to be? If you referred to them seeing that potential and noticing all the small ways it already shows itself? Choosing the lens of: "you were born to be a King / a Queen — I know it. I don´t think a King or Queen would behave the way yiu just did. What way does the King/Queen on you would behave? Let´s try a re-do?"

The purpose here is not to manipulate behavior, but to invoke the potential that genuinely exists in this child to realize the beauty and elegance of the Archetypal Masculine and Feminine. In this process, it is also worth studying and researching the Archetypal Masculine and the Archetypal Feminine — so as not to speak nonsense or invite the child to behave irresponsibly.

3° Relate only to the Royalty (applies mainly to adolescents).

This third step applies to adolescents who can sustain somewhat higher levels of responsibility. Relating only to the Royalty means: when the adolescent has an attitude contrary to the posture of King or Queen, saying — "this is not the King/Queen in you, and at this moment I will only relate to that part. Try again."

Important: if the adolescent changes their attitude only to please you or because you said it is the right thing, step 3 has not been successfully implemented. It is not about controlling behavior or forcing them to act in a way they do not want.

To reach the point of using step 3, the two previous steps should already be well consolidated — to the point where the adolescent has discovered for themselves the joy that exists in being a King or a Queen. This phrase would then be a well-received reminder, not a "boring parent trying to control me."

The world has yet to discover the beautiful and elegant potential of the Archetypal Masculine and Feminine. And you can be part of that, holding space for the blossoming of a King and a Queen.

Perhaps it bothers you that this text has referred only to the Masculine and the Feminine. If that is the case, it is worth noting that a King and a Queen can, when of appropriate age and without parental influence, fall in love with people of the same biological sex — and this changes absolutely nothing about their beauty and elegance as Kings and Queens.

That said, there is an important distinction worth making: liking someone of the same sex or not wanting to fit into the patterns society places is one thing. Having disgust for oneself, hating one's own sex, despising the opposite sex, or not feeling belonging in one's own body is something completely different — and these two things do not belong in the same box.

The second category, when present, deserves careful attention and investigation. In many cases it is rooted in traumas, abuse, or profoundly damaged relationships with parental figures — and treating as identity what may be a wound does not help the child or adolescent. What helps is recognizing, welcoming, and seeking support to heal what emotionally needs to be healed.

◈ THE ADULT Through whom education passes before it educates — ADVANCED

Responsibility — Becoming unstoppable.

Responsibility in modern culture is seen as a weight or a burden. Something to be avoided when possible, or for which you must be well compensated.

In fleeing from responsibility, you unwittingly flee also from all the possibilities of creating the kind of life your heart wants. Only those who have the courage to take responsibility for creating that life — regardless of the circumstances, regardless of who is or is not doing their part — create an extraordinary life.

Responsibility = power of creation.

When I assume radical responsibility for everything in my life, there is nothing that prevents me from creating what I want — because the responsibility for not yet having the life I want is entirely mine. If the responsibility belongs to someone else, I need that other person to change in order for me to have the life I want.

Have you ever tried to change another person in order to get what you want? Did it work?

As an educator, when you assume radical responsibility for creating a safe and fertile space for the child to flourish, there is nothing in this world that can prevent you from creating that — wherever you are, in whatever circumstances.

De-triangulation — Emotionally wise children.

Research psychologist Stephen Karpman presented to the world in 1968 the Dramatic Triangle — a reading of human relationships that revealed how the majority of interactions in a patriarchal, capitalist, and irresponsibility-centered culture happen within a triangle of characters: something or someone being pointed to as the Persecutor, someone declaring themselves or being declared the Victim, and a Rescuer trying to protect the victim.

This knowledge has been and continues to be widely used to experiment with other forms of interaction — since, as soon as you begin to have awareness of this pattern, it becomes painfully evident that following the triangulation nothing truly changes, with the exception of the global index of complaining and finger-pointing, which grows significantly.

In continuing to research the Dramatic Triangle, Possibility Management made some relevant discoveries of high value for our pedagogical research.

The dramatic triangle — re-named the Low Drama Triangle by Possibility Management — is in fact an irresponsible expression of the 4 feelings:

Irresponsible anger → Persecutor

Irresponsible sadness → Victim

Irresponsible fear → Rescuer

Irresponsible joy → Gremlin (the part of us that wants to see the circus catch fire and that, in truth, enjoys Low Drama)

Adding this discovery to the one that feelings are valuable sources of information and energy — and can be used responsibly to create what you want — the High Drama Triangle was created. Where the same anger, sadness, fear, and joy, previously used to create Low Drama irresponsibly, can be used responsibly to create. And by create I mean: make agreements, negotiate, make decisions, choose, set limits, communicate, and the like.

Responsible anger → The Guardian

Responsible sadness → The Communicator

Responsible fear → The Designer / Magician

Responsible joy → The Space-Holder

The invitation then is to be an alchemist of feelings whenever children are creating Low Drama. You take each one of them, listen to them, and help them navigate their feelings from irresponsible to responsible — identifying the information behind the feeling and the invitation that the bubbling energy makes — not suppressing them, but truly listening to what is behind them — and in this way creating in collaboration.

Do this a few times and you will be surprised by how quickly children mature emotionally.

Gameworlds — Growing outside the thought prisons.

You have spent your entire life swimming in Gameworlds and never noticed the water.

A Gameworld is a field of commitment to an agreed-upon purpose, context, codex, and rules of engagement.

Every human interaction you have ever had happened within a Gameworld. Every single one, without exception.

You wake up in the morning. You make coffee. You sit in a meeting. You argue with someone you love. You pay for lunch. You go to sleep. Each of these is a Gameworld, or multiple Gameworlds nested inside one another.

Think for example of the Post Office. To play in the Post Office Gameworld, you take your package to the Post Office building during business hours. You stand silently in a single queue. A minimum of twenty minutes. When you reach the front, a public employee may or may not decide to help you. You fill out a form by hand. You pay what they ask. And "neither snow, nor rain, nor sun, nor the darkness of night" prevents the deliverers from delivering your correspondence.

The purpose of the Post Office Gameworld is to generate profit. How do you know? Because if the Post Office delivers your correspondence on time but does not generate profit, the government closes it or privatizes it.

Notice: you entered, and within seconds began to behave as if the Post Office's rules were natural laws. As if there were no other possible way to send a package. As if the queue, the form, the pen, the counter — as if all of it had always existed, in the same way that gravity has always existed.

But someone invented it. Someone — one day, at a moment in history — created the Post Office's rules. Wrote them down. Enforced them. And now you stand in line for twenty minutes without questioning it.

Human beings create a Gameworld, enter into its rules of engagement, and within seconds begin to behave as if those rules were true. Even if a moment before the rules were created from nothing.

If you do not know that a Gameworld is a Gameworld, you think it is reality. (It is not.)

If you think a Gameworld is real, you behave as if you were imprisoned in the Gameworlds of your life. (You are not.)

Is Money a Gameworld? Yes. Is a family a Gameworld? Yes. A marathon race? A supermarket? A film production team? A blues band? A permaculture farm? Yes. Banks, multinationals, armies, churches, public schools, governments, NGOs, the job market, police forces, and Starbucks franchises? Yes.

Each Gameworld is unique, but each Gameworld is built from the same components: its context, its rules of engagement, its codex, and its semi-permeable membrane that distinguishes who is inside and who is outside.

Each Gameworld is as arbitrary and as little concrete reality as a pair of children playing make-believe in the backyard.

All Gameworlds are temporary.

Realizing that the institutions of civilization are mere Gameworlds is an awakening — an invitation to recognize that you had been handing over your center and your authority to false assumptions, to habitual thoughts, to imaginary constructions.

The New Education — or Archan Education, from the culture of Archiarchy — is not being designed to make you believe in Gameworlds like the "Job Market," the "Economy," and "Academic Credentials," but rather to invite you to relate to real and important things such as clean drinking water, the environment, human well-being, and love for oneself and for others.

Do not live imprisoned in Gameworlds as if they were the truth. They are not. Clean drinking water is real. Money, bitcoin, and the stock market are Gameworlds.

Today, for the majority of the world's population — who believe in Gameworlds — it is easier to imagine the end of the world than the end of capitalism. That is not the future we want. That is why recognizing Gameworlds as Gameworlds from childhood is something so valuable.

Gameworlds are extraordinary — they show the creativity and organizational capacity of the human animal. The problem is not playing in Gameworlds. The problem is forgetting that they are Gameworlds. Because when you forget, you begin to destroy real things to protect imaginary ones. And that has happened before. It is happening now.

Ecocidal and tyrannical Gameworlds only continue to exist because people treat them as undeniable reality — instead of recognizing them for what they are: a Gameworld that hired a private armed force to implement its rules of engagement. The moment you recognize that, the power it has over you changes completely.

◈ LEARNING How learning actually happens — ADVANCED

Necessity — The foundational ingredient of learning.

"You cannot deliver a woman who is not pregnant." There is no point in giving answers to questions the child does not yet carry. The most efficient learning is that which sprouts from a real question or need. There are a series of things that are better taught only when the moment arrives and necessity knocks at the door: new languages, advanced technical skills, the history of unknown places irrelevant to the child's life, interesting but practically useless knowledge for their day-to-day…

However, there are questions that are valuable to sow — particularly when it comes to the building of virtues and character. It is not because the question must sprout from the child that you cannot have been the one who planted the seed.

A seed is not a sermon. It is a question that creates curiosity without demanding an immediate answer.

What happens to trust when I tell a lie?

And what happens when trust is gone?

Questions like these work from within — and when the child lives a situation that activates them, the answer will be their own.

The same principle applies to any discipline. Before speaking of Alexander the Great, discuss whether it would be possible for a young person in their early twenties to conquer dozens of countries.

Before financial literacy, ask why people who earn the same salary live such different lives.

Before Gandhi, question whether it is possible to win a war without violence.

Before the water cycle, ask why the world's water has not run out after millions of years and billions of creatures drinking from it.

Let the question come before the answer. It is a more natural, more enjoyable path — and far more efficient. You create curiosity. And curiosity switches on the learning sensors in the child's mind.

Knowing how to work with real necessity and to plant a question before giving answers is one of the most valuable skills of a talented educator.

Disciplines — Disciplines are means for the child's potential, not ends for technical knowledge.

As seen in the article "When Virtue Ceased to Be the Heart of Education," the disciplines were originally designed to be means for the construction of virtues in the human being — and not ends of technical development.

Mathematics, geometry, arts, poetry, philosophy, history, physical education, and many others are doors for the individual to explore their capacities, develop different parts of their brain, and build their character. Not a memorization of facts and information.

A teacher who teaches geometry by asking "what is the minimum area a person needs to live with dignity?" is not teaching only geometry. They are using geometry to develop empathy, a sense of justice, and critical thinking. Geometry was the means. Virtue was the end.

A physical education class where the child learns to lose without drama, to win without arrogance, and to keep trying even when they want to give up is not teaching sport. It is using sport to build willpower, humility, and resilience. Sport was the means. Character was the end.

A teacher who teaches the history of Gandhi is not teaching dates and events. They are using the life of a real human being to show what courage, non-violence, and commitment to an ideal look like in practice. They can even go further — to question and investigate with the students what leads a human being to commit to something greater than themselves. What leads millions of people to join a movement? How does one take the lead on great changes when the system forces another path? Is there something he could have done and did not? Is there something he tried that did not work? With questions like these, the teacher feeds and nurtures the creative power of the children.

So when delivering a discipline, carry the question, the purpose, the intention, and the action: how is this a bridge for the building of virtues and the development of the child?

The time has come to stop passing content on autopilot without questioning. Our brilliance deserves to be used to design classes that cultivate the virtuous potential of the child — rather than merely guaranteeing a good grade on mass standardized exams. Life on this planet and the potential of the human being are only just beginning.

Every human being has a value system. Your value system is the things you value — the ruler you use to measure whether you are "doing well" in life or not. Because this internal ruler is so important, our life ends up being designed around it: our personality, our objectives, our choices, everything.

This value system may have been consciously chosen by you — or unconsciously, through imitation of your surroundings and your upbringing within a specific value system.

Traditional education teaches you how to win at the "game of life" — how to prepare yourself for society and the job market. It teaches you to play, work, and try to win in a pre-designed game.

The Archan Education empowers you to design your own game. To choose your own value system. To create your own rules. Of course, virtues, responsibility, and wisdom will always be proposed as part of your game and your value system — and the example of how extraordinary and enjoyable life can be in this way will always be portrayed in the educator's own life. But the choice is yours. The adventure is yours.

It is worth, then, to deepen this dialogue by looking closely at what these value systems actually are.

In some spiritual communities the value system is to resemble the "master," to be peaceful, and to appear perfect.

Among certain groups of friends it is to be the one who gets with the most guys or women.

In the job market, whoever earns the most money and has the most power.

In the church, whoever holds the highest position.

And so on — each Gameworld carrying its own value system. And these value systems shaping all who adhere to them.

There are people — and I invite you to reflect on whether you are one of them — who spend their entire lives running from one side to the other to serve value systems that, in truth, if you stop and reflect very carefully, are not even that important to them.

This reminds me of that story of the businessman who finds an indigenous man lying and relaxing on the sand of the beach and says:

— Hey, why don't you go to work? — asks the businessman.— What for? — the indigenous man replies.
— To have money.
— What for?
— To buy things.
— What for? ………………

Fifteen minutes later, the businessman finally concludes, triumphant:

— So that one day you can retire and relax on the beach doing nothing!

The indigenous man looks at him:

— But I am already doing that, you pineapple head.

How much money do people spend today to take care of their mental health, their physical health, their emptiness and their anxiety — on purchases to fill that void, on trips to get a sip of dopamine. And all that spending, all that life, because they work so hard to get the money to pay for all the things that the pursuit of money caused.

Do you really want your value system to be being attractive? Having a body X or Y? Having money? Looking like someone else? Having power over others? Is that the most you think life can be?

Is that the kind of value system you want children to be trapped in?

What if you designed your own value system? What if you decided what is valuable to you? Not what is valuable to your family. Not what capitalism would like to be valuable to you. Nor the beautiful phrase your internet coach says, like "schedule freedom" and the like. Perhaps you do not even want to have a schedule.

It is YOUR life. What do you want the value system of YOUR life to be?

What is valuable to me is clean drinking water, adventure, possibility, community, abundance of delicious food, children alive and flourishing, not treating time as a resource, a relaxed nervous system, 5 Bodies balanced and nourished, a state of presence, creating things for the world, generosity, dancing, being on the team of the people I love, being elegant, deep and alive conversations, learning new things, seeing Men thrive, seeing Woman thrive, seeing children Thrive — and so much more.

That is what is valuable to me. And what is valuable to YOU?

Be careful — it is very possible that your first answer will not be authentic. There is a high risk that your identity is entangled with the culture where you were born and the Gameworlds in which you play. Dare to venture beyond the obvious.

When you begin to have clarity about your own values, you can build this with the children too — helping them to discover what is genuinely valuable to them. Not what others value. What they value.

Have you thought about how beautiful that is? To grow up valuing what your heart truly cares about — instead of growing up chasing a life that was sold to you, and not created by you.