Crystal Clarity of Mind

Words: 1222
Visuals: Infographics
Engagement time: 5 minutes
Practice – Depends how much you worry
Shelf Life – Ubiquitous

What happens when our minds get cluttered with worries? What consequences does a cluttered mind have on us when we interact with people? How does it impact our day-to-day performance?

Quite a lot, I would say.

Worries are like parasites, depriving us from being fully present. They soak up our creative juices that are required for our clear-thinking and for being part of the creative flow. 

The more we trouble our minds the less we are part of the flow – which is essential for generating new ideas and the outpour of creativity.

There’s an easy approach to tackle this challenge by instantly resolving any arising issues – as they come, so they should go. The most important task is not to allow our minds to marinate in worries and regurgitate unnecessary thoughts.

When we enter the flow, we dwell in the moment of presence. For example, when you were a child, you were frequently in the moment. Next time you get a chance to observe a child, notice how natural it is for them to be in the moment.

As we get older, as we accumulate more life experience, we also tend to clutter our minds with increased amount of thought and worries, hence, there’s a good chance we fall out of the flow – to the extent where we forget all about it. It’s a well-known fact that we are all born creative, and then, creativity gets educated out of us in school.

Schooling focuses predominately on analytical way of thinking. Most of who have gone through that kind of educational system had to learn towards a narrow-minded result, which was either a right or a wrong answer set in advance. But that’s not how real-life works, because not everything is black or white. As children we also inherited various traits and behavioral patterns that were not always conducive later in life. Worrying is one those patterns that appear quite innocent in the beginning, but can soon turn into an unconscious habit. Here are a few examples we can all relate to.

Transcript of examples (4 characters with speech bubbles): 
1.	“I am scared of failing the college entry exam. What happens if I don’t get in.” <Worry>
2.	“I have a rehearsal tonight. I saw that awesome girl on YouTube. When I sing, I don’t sound anything like her. My voice is not great at all.” <Worry>
3.	“I got a bad mark in chemistry. Again! Mum will be disappointed. She spends so much money for my tutorials. What to do?” <Worry>
4.	“I had an interview for this amazing job. I didn’t answer the first question well enough. What if it happens again? Will I ever get a new job?” <Worry>

Through my life and career I rarely received any useful advice on how to deal with worries. The best I could hear was: ‘Don’t worry, be happy.’

Instead of being asked the question: “What is the root cause of your worry, why are you worrying you and how can you address your worries?”

Here’s my art and science of resolving the issue of worrying and overriding this old pattern of behavior. To do this exercise, make sure to pick the best time of your day. Your mind should be calm and you need enough energy to grasp whatever comes up as you observe your thinking patterns. For me, early morning, after a good night sleep, works best.

Here’s what you can do to prepare, physically and emotionally.

This approach is useful when you have the time or you are willing to create the required space to do this exercise properly.

If not you don’t have the luxury of time and space you need to learn to work on your feet and become skilled enough to create the required space and silence whenever necessary to resolve the arising issue. Eventually it becomes very easy and effortless. Just like anything you master- just like riding a bike, you learn and you never forget.

You can do this exercise on your own or with a friend. Feel free to tweak as desired, as long as you experience the impact.

Character holding a note with the following text: Ask questions
Start dissecting
Another scene with two characters, a boy in a wheel chair and a lady asking questions: 
Is the problem real or is it just you imagination?
Why does it make you worry?
How big is the issue?
What impact does it have on you and the others?

Having answered these questions, I invite you to dive deeper and analyze the situation further. 

“How does worrying impact me physically? (e.g., unnecessary hunger, craving for sugar, cigarette, coffee, my arms get itchy, I get a headache, I can’t sleep, I feel tension in my stomach, I escape by getting lost watching TV, I start endlessly browsing through social media – again I escape, I am not present)

When I worry, what’s going on with me emotionally? (e.g., I get sad, I am scared, I get angry, it makes me anxious)

“How does that impact my performance in life, at work?” (e.g., low performance, lack of focus, poor concentration, lack of confidence, lack of direction in life)

Can you notice if there’s a pattern in ways you respond to various events in life? Is there a chance you worry too often and too much?

What do you need to change right here and now, to stop worrying?”

But most importantly!

Female character holding a note with a following question: How can I immediately deal with the issue so I can free my mind?

As you go through this exercise you should be able to create some free space in your mind and feel lighter. If you notice the difference, you are ready to start humming the tune of the song: ‘Don’t worry, be happy’.

I would also advise you to learn how to harness and maintain the required silence at all times, by keeping your mind less cluttered. That means ¼ empty – just like your stomach – it works best when it’s not overburdened with food.

Important to add, you don’t have to absorb everything the world presents around you; all the sounds, interactions, people, images, information, sensations, billboards, and advertisements. My rule of thumb is, if I can’t remember what I have seen and heard at the end of the day, it’s not worth giving it my attention.

Use your natural power of selective attention and focus, to guard your sanity and your inner space, so, you can retain the clarity of your crisp mind.

Many articles and videos speak of leadership qualities, yet only a few I came across have grasped the importance of maintaining our mind silence and thought gap, which is recognized by the clarity of our projection in this world. It is a quintessential quality of any high performing individual in life, in business, finance, sport, music, art, medicine, IT, science, etc.

The same goes for teaching, leading, managing, presenting. When you are trying to convey a message that is not deeply rooted in your own understanding and experience, with 100% clarity, your recipients won’t receive the message in the intended way. The message was lost to begin with.

I think that to be a natural ability of top-quality leader we so admire. The quality of the one who is capable of capturing your attention and does not depend on PowerPoint or an orchestra of bells and whistles 

I wish you a great day, full of crystal clarity ahead!

Introduction of a new Journey – Education and SustainAbility

I was inspired to share my observation and understanding of Sustainability after seeing a Facebook post on my friend’s wall with a title “Human Induced Climate Change is False”. I followed the link with a video and listened carefully, with an open mind to what the person was about to share.

From where I came to be and from what I came to understand about this topic, I noticed this person using the word complexity, without grasping its meaning. He was talking about economic, social and environmental problems as being unrelated to implications of Climate Change. He spoke of unnecessary investments and efforts to create a more sustainable ways of living and doing business.

Such presentations can easily misguide many, especially newcomers who are still forming an understanding about Climate Change and Sustainability; even more so during times when critical thinking is in decline. My understanding is not complete; but I’m confident to say it is more complete when compared to much of what I hear, read and see in connection to Sustainability.  However, I leave you with a “ResponseAbility” not to take what you see and read for granted, but to form “your” own opinion, while keeping your heart and mind open.

Inquiry into Sustainability   Author: Brigi

The topic is broad, hence I have decided to divide the areas of Sustainability affecting the health of the biosphere our lives depend upon into several parts. In my next post I will present part one – “Population Growth”. The parts I’m about to share are interconnected and interdependent – hence I will emphasise the focus of the one I have chosen, while drawing connection between all of them.

My journey of intellectual and a more holistic understanding of Sustainability started in September 2011 at Schumacher College in Devon, when I signed up for a full time Master’s in Economics for Transition – a program specialized in Environmental Sustainability, Low Carbon Economy and Holistic Education.

I have deeply delved in the area of sustainability for the past 2 years and have tried to see it from as many perspectives as possible – as a human being – biologist, economist, banker, investor, psychologist, agriculturist, anthropologist, educator, ecologist, mathematician… and most importantly, as part of nature.

 Ecocentric Egocentric                  Author: Brigi

My intention to learn and know more is being driven by the care for all of life that surrounds us. To address the issues we are facing I wish to shed light on the process of what is happening. By my humble opinion, it is the process that matters most – means that lead to a never ending end.

Next: Part 1: “Population Growth in Relation to Sustainability

Learning from Nature

The origin of the word education comes from the Latin word “educare”; meaning “to draw out”, to draw out something that is within.

Education” is a process of shaping the mind through external sources. “Educare” is a process of shaping the mind through internal source; it’s about tapping into the source of wisdom each of us carries within.

Author: Brigita Laykovich – interview with Satish Kumar; founder of The Small School, co-founder of Schumacher College and Editor of Resurgence and Ecologist

Rabindranth Tagore was one of the greatest scholars who  placed the greatest value on nature as our most important teacher, which has been taken away from classrooms and replaced with abstract lessons, that cuts the stream of ideas directly from nature. “Education should revolve around nature, classes should be held in the open air, under a tree, with connection to the plants, animals and changes of the season. Students should spend lots of time learning from the nature” (Tagore).

He believed nature to be the greatest of all teachers. He saw this concept being thwarted at every step by the human teacher who believes in machine-made lessons rather than life lessons. Through such actions he saw the growth of the child’s mind injured and forcibly spoiled.

Tagore believed in education which takes count of the organic wholeness of human individuality that needs for its health a general stimulation to all its faculties, mental and bodily. He introduced an active vigour of work activities (such as cooking, weaving, gardening, improving their surroundings, rendering services to others), knowing that the joyous exercise of inventive and constructive energies help to build up the character. This approach brought a strong sense of reality.

The greatest success for Tagore was to see pupils perceive education as a permanent part of the adventure of life. Education was not a painful hospital treatment for curing them of the congenital malady of their ignorance, but a function of health and the natural expression of their mind’s vitality.

“An ideal educational institution should be a perpetual creation by the cooperative enthusiasm of teachers and students, growing with the growth of their soul; a world in itself: self-sustaining, independent, rich with ever renewing life, radiating life across space and time, attracting and maintaining round it a planetary system of dependent bodies. Its aim should be in imparting life-breath to the complete man, who is intellectual, as well as economic: bound by social bonds, but aspiring towards spiritual freedom and final perfection” (Tagore).

Teaching for Learning

Painted by: Edward Campbell, Photo: BrigiTree

During my visit at Brockwood Park School I met with dr. Gopal, who shared a video with me. Its called  “Teaching for Learning”. I found the question about emotional dependance most revealing. You can hear it the video between min 38,20 and min 40,30.

Later on Gopal gives an interesting example about creation of emotional dependence, drawing upon the experiment conducted in the school during the process of evaluation:

A child interacts with a teacher, showing his drawing of a flower (for the first time). His eyes remain glued on the flower. Teacher showed an emotionally charged appreciation towards the child, praising the child. Next time the little one presented another drawing. His little eyes were no longer glued on the image, they were looking towards teacher’s eyes – waiting to receive appreciation.

Gopal points out this can lead to emotional dependance. Focus of a teacher should stay on the “flower”. Appreciation and interest have to be expressed but the attention, conversation and focus have to be managed with care and awareness.

“Absorbed” Photo: Brigitree

What would our educational system look like if grades were taken out of the equation, if the knowledge eager minds would learn for the sake of learning?

Do you think there would be a completely different attitude and motivation, which doesn’t create dependence? Would that true motivation come from within? Would individuals no longer cling on to other people’s reactions but become more self confident, independent, curious?

Would this support a different way a being, a Self-driven way of being, fueled by one’s own will to learn, live, to be, to explore, without waiting/ fearing to be endorsed or punished for doing or not doing something/ anything?

The Small School in Hartland

Visit to the Small School

Driving from Totnes to Hartland, over the misty Dartmoor felt like flying through 4 seasons in less than 3 hours’ time.

Eddie and I arrived at Hartland at 11am with a great wholehearted sunny welcome and were kindly received at the Small School by a newly appointed head teacher Louise Hopkinsons. We were offered a cup of herbal tea by two lovely school girls who later on give us a tour around the small school. We shown around the classrooms, photo studio, computer room, music balcony, kitchen, big dining room, beautiful backyard with fresh vegetable garden and a climbing tree.

Finally we entered a buzzing classroom with 8 school children and Louise. We quietly sat down and joined the lesson. What an inspiring Friday lesson it was; discussing about emotions, feelings, and how to deal with them in and outside the school. Comments coming from 11 year old ones were incredibly mature and wise.

They should not be forgotten; hence I have captured a few of them in a short video you can find and watch below.

After some time we headed off to the kitchen and helped peeling apples for a desert. Lunch was being prepared by one of the parents and 2 school girls. It was pasta day and everybody was looking forward to the moment, when we all sat down at the table and started eating together, like one big family. School felt like home and I have truly felt that feel, which was often mentioned by the children.

Lunch was a bit delayed, but not a big thing; we were well entertained by Eddie and two other boys, playing music on drums, bass and electric guitar.

After half an hour we moved down the stairs to the dining area, said our grace and received a wonderful, nourishing, locally and organically grown food cooked with love. After we finished our second portion of delicious desert Wendy suggested to run out and climb up the tree. It was a perfectly climbable tree and the sun decided to cast few more spells and make the playful break even more enjoyable.

At two o’clock it was time to continue the class.

That Friday was a special day; a cherry blossom tree planting day, which Louise was gifted by her former staff members. We were all participating in decision making process, walked around the grounds to find the best spot for the cherry blossom tree.  Decision was made mutually, we all had a say and everybody was happy with the final choice.

This tree was planted with much love and respect; it will grow strong and one day it will offer its branches so we can humbly climb up again and see what a wonderful world it can be.

Thank you Small School! You may be Small by Size but you are surely great by Heart.

We couldn’t leave without saying hello and goodbye to the vast, blue Atlantic Ocean, soaking in the sun, filled with glitters as far as eyes can see!

The road took us back home along the setting sun and rising moon over the rolling hills of Dartmoor.

A good day, full of inspiration and hope!

“Schooling for Future”

Inspiration for creating this video comes from a documentary “Schooling The World” directed by Carol Black.
So far I have organized 6 successful screenings of this documentary and facilitated discussions about challenges of conventional education.
As the project evolved various new, unexpected but nice things happened. Dr. Robert Cook who worked with Helena Norberg in Ladakh came to give an introduction, I made an interview with Satish Kumar about purposeful education, went to the Small School to experience a “school of free spirit” and captured some nice footage, I’m just about to finish my postgraduate studies at Schumacher College…

The story is not yet compete and I’m looking forward to see what comes next.

Part 1:

Beginning of the Journey, Introduction of the Event ~ Dr Robert Cook and me at Kevicc High School, Devon in May 2012

Part 2:

Comments from participants, sharing their experiences of education after watching the documentary “Schooling the World”, with Satish Kumar talking about Local Culture, Nature & Education and Importance of Localization, few insights from other 3 discussions held in Slovenia, and again Satish talking about Rabindrant Tagore and Shantiniketan, about importance of learning directly from nature, engaging with nature!

Part 3:

Comments by School Children from The Small School in Hartland, Satish talking about Relationship, there should not be any differences between students and teachers – everybody has a right to share their own opinion and  express what they feel and think. Last part is about the Role of Educators ~ they should all learn how to be facilitators ~ and if they don’t understand, they should learn gardening – growing plants is a perfect example of facilitation – children are like seeds, they grow, all we need to do is provide the right environment and nutritious food!


ps… just be the change you wish to see

Iterration no.3

Third screening of Documentary “Schooling the World”,

Waldorf School, May 2012

Every film we watch, offers a unique experience. I was interested to find out more about that unique experience of individuals after watching the documentary “Schooling the World”.

Following my curiosity and weaving all together with my final project on a postgraduate course. I organized 6 iterations of “Schooling the World”. First one was at Schumacher College, Second at Kevicc High School.

Third iteration was hosted by Waldorf School in Slovenia (Celje), supported by a very kind and open minded School Principal Bostjan Strajhar. We had some initial technical problems, but with a great deal of patience we managed to get the speakers playing, watched the documentary and spent about an hour discussing about various challenges of education.

There was about 30 participants who came to the screening. Being my third screening, I have learned that I am not able to encourage everybody to verbally express their opinion and join discussion in a limited time. To give everybody a chance to share their experience I decided to create a simple written feedback form…


I would like to invite you to share your experience while watching the documentary:

1. How would you describe it as a:
–  emerging thought
– memory you may have had
– emotion that may have been triggered

2. Would you agree there is a connection between the educational system and the current economic situation? (considering many challenges we’re facing today – instability, unemployment rate, longer working hours, pollution)


3. If the answer is YES, where do YOU see the connection?

4. Have you come to any realization after watching this documentary  – something you may have forgotten?

5. How many years have you spent studying in educational institutions?

It took us about 10 – 15 minutes to complete the questionnaire.


I will share a selection of comments I find to be most interesting:

Emerging thoughts: 

  • School should support individuals, teach about life, not indoctrinate
  • How do we learn to live and let others live?
  • There is a need to go back to the nature.
  • Economic progress is not an indicator of a progressive society.
  • To impose culture of somebody else, results in destruction of your own culture.
  • To live in connection with nature is to learn about life.


  • My grandma went to school for 6 years and had more wisdom than I do with more years of education.
  • Memories when I went to school, it was much more liberal and human (in ex Yugoslavia).
  • Sitting in the classroom when I was a little child, “getting ready for life”, still at the end I didn’t know if I was ready for life or if I learned what I really want to do in my life.
  • Nice memories of childhood surrounded by mountains and nature.


  • Becoming aware how important it is to teach with love and understanding.
  • Children who go to school are getting disconnected from nature. Sadness.
  • Each of us is trying to find happiness in his/her own way. Some lead, the other follow.
  • What is freedom and what happiness? What is “West” promising, selling, trying to solve? Why is  “West” continuously spreading lies?
  • Not being able to see the complete picture – we try to help and we think we’re doing good, however what is good? Do we really know?

25 out of 26 people see the connection between educational system and current economic situation.

  • People are trying follow some “external goals” to be accepted by society.
  • It’s obvious – all is based on priorities of individuals.
  • Uniformity, indoctrination, confinement, not being able to live without technological development and products.
  • Educational system doesn’t teach us how to take care, how to live fully, how to grow food, how to take care of each other.
  • Competition on a local level – “must have as much as possible mentality”
  • Uniformed educational system creates a particular mind set, doesn’t allow to see the broad picture
  • Plenty of unemployed educated people, incapable of surviving
  • Economy and educational system have been co-developing, growing together. Educated people have a different way of being compared to those without education. People are being educated for jobs that don’t exist.
  • Materialistic attitude, importance of certain position in society, career – which is being presented as a source of happiness
  • Educational system doesn’t support free thinking. If one thinks with his/ her own mind, they are no longer good for the job, which is profit oriented . They are no longer have a need to continuously spend money.
  • The very essence of society is being changed, the values are changing.
  • Imposing particular ways of thinking, subtle encouragement towards consumerism
  • People are  being moulded into consumer oriented members of society – this is done through educational system mainly.


  • This documentary has confirmed my doubts about educational system, I’m wondering how to avoid it and change it.
  • Despite 20 years of education, I still have no ideas how to do manage things  – but I’m still leaning
  • Need to go back to the roots and learn from our ancestors
  • Nobody should interfere in other cultures with  their  “help and financial aid”
  • A need to ask ourselves – what do we want from education and educational system
  • How the colonization is still taking place – examples of US and UK influencing destinies of other nations. How they see themselves as superior and their way of doing as being better compared to others. As if they’re the best, as if they know best. It has proven not to be so.
  • People start losing connection with themselves when they’re locked within educational system – we need to find alternatives
  • It reinforced a wish to live a simple life, to be connected to nature.
  • We’ve been brain washed, I’m happy to be able to see this, but not happy to see what is happening.
  • Importance of encouraging traditional values and wisdom. Nature and land is the most important wealth to sustain humanity.
  • Crisis of value system, isolation, society becoming autistic (society losing emotional intelligence). People becoming egoistic and selfish
  • When traveling to so called “less developed” countries, I often said to myself, how lucky they are to be happy with as little as they have – and yet, so much they have, being  able to live in a beautiful, natural environment.
  •  Educational system is not tailored to match the individual. It’s trying to make everybody the same – at least trying to.
  • It gave me a clear message that we have to radically change the educational system or even abolish the term education.


Example:  8 participants spent 16 years studying in Educational Institution


Participants of discussion are fully aware of challenges and problems within Educational system. Some of the main problems are disconnection from nature, increased consumerism and production line style of Education. Such system usually leads to a uniformed way of thinking that causes monoculture and changes the fabric of Society. This causing concerns; questions about alternative ways of education have been raised; such as home schooling and Waldorf type of Education.

There are two main pillars contributing to Education of our Society – Schools and Parents; however it has been mentioned that parents no longer play a role as important as it has been in the past. The value system has changed, people are turning more towards materialism. Unhealthy competition, trying to have best grades, choosing University because it “would” bring a Job which pays more money than some other – all such attitudes and values are being promoted through the modern educational system. Goal has become more important than its purpose.

However, there are still people within the system who are doing and trying their best.

(Slovenia has been increasingly exposed to the influence of the “Industrialized, Western way of thinking” since the collapse of Socialist Federal Republic of Yugoslavia in 1990; 22 years ago. Before 1990 Slovenia was a part of Yugoslavia, which had a self-managed economic system – mainly self-sufficient and self- sustaining)

The event was a pleasant experience and a real joy to see people engaging in meaningful discussion.





André Gravatá’s list of accomplishments makes one think he can’t be only 22
years-old. When he was 17, he got a scholarship at an English School and
started studying English. When he was 20, he sent a handwritten letter to
an elite school specialized in short courses because he wanted to know
more about Goethe, Schopenhauer and other philosophers. His life has
been like this: dreaming big and building his dreams little by little,

He is currently a journalist and happy to have published his first front
page article at a a magazine called “Vida Simples” (Simple Life) at the age
of 21. He does not hesitate to do “field work” when he wants to explore a
new subject – like when he went to the city’s most crowded avenue and
held a poster that asked: “Do you think Brazilian education should

After graduating he wanted to continue studying and decided to do an
“informal doctorate”. For that, he got the support of some of Brazil’s top
professors who are now tutoring him throughout this experience.
In 2011 he was the organizer of a TEDx event about “microrevolutions”
and in 2012 he won a sponsorship from TED to go to Doha for a TEDxer’s
event, along with other 800 people from all over the world.
His involvement with education started during his teenage, when he
realized the importance of knowledge in his life. He read some books that
changed his life and took part of some unforgettable experiences, like
when he went to the Amazon in a course for young journalists. He has
been developing an educational project in a consultancy – a game for
public school students that promotes youth protagonism.




Iterration no.2

Second Screening, Kevicc High School, Totnes, May 2012

Iteration process  2

The second screening took place at Areal Cinema Theater, at Kevicc High School in Totnes. The event organization was supported by Earth Inheritors, a group of young inspiring students from Kevicc High School.

Approximately 40 people attended the screening, ranging from college students to adults in their late sixties. The event was introduced by doctor Robert Cook from University of Plymouth. Dr Cook worked on his research in Ladakh, together with Helena Norberg Hodge and later on for SECMOL (The Students’ Educational and Cultural Movement of Ladakh). Dr Cook was looking at the cultural changes in connection to sustainability and education.

More on SECMOL:

After watching the documentary we invited participants to express their experience through art and drawing. This time was used for self reflection, before engaging in group discussion.

Following issues were raised during our discussion:

  • Importance of localization
  • Negative impact of standardized educational system
  • Negative impacts of excessive, unsustainable form of globalization
  • Importance of knowing one’s own cultural identity and background


  • How to identify a good teacher?
  • What is the purpose of education?
  • Are we educating people for jobs or to help them recognizing who they are?
  • How to educate for the place you live in – educating for the ecosystem?
  • What are the signs of indoctrination within educational system?
  • How to marry traditional and modern ways of thinking – how to marry traditional culture and technology?
  • What is the appropriate size of the school and classrooms?


  • Importance of educators to develop a “midwife”  attitude.
  • Learning from successful, non conventional examples, such as SECMOL (The Students’ Educational and Cultural Movement of Ladakh)
  • Recognition of local characteristics, learning from the local environment
  • Educational system should first and foremost be the space of self discovery through freedom of expression, with individuals being supported on their journey.

The event was successful, very much appreciated by the participants and very insightful.

Schooling for Future is a documentary on education I’m working on. I will be adding the second part by the Mid October.






I have chosen to create “Schooling for Future” as a part of my final project on a postgraduate program I’m currently finishing. This project came out as a result of 6 successful screenings of documentary “Schooling the World” (directed by Carol Black) and discussions among participants, which were held after watching the film.

The work you are about to see is a first part of a documentary about purposeful education. The second part will be completed by the Mid October.

Through the process of my academic research I was aiming to find the connection between thoughts of radicals thinkers in the realm of purposeful education such as: Rabindranath Tagore, Maria Montesori, Krishnamurti, Ivan Illich, John Dewey, Bertrand Russell, Sir Ken Robinson, Alan Watts, Nikhil Goyal, Noam Chomsky, Paolo Freire, Gregory Cajete, Allan R. Wallance, Rudolf Steiner, Satish Kumar

and between the thoughts of participants who came to the screening of the documentary “Schooling the World”.

Main reason for choosing “Schooling the World” as a foundation for my research are the challenges that educational system represents for society today. Stories in this documentary point out to those challenges in a very clear, somehow provocative, but engaging way.

Challenges I am referring to:

– current educational system is not encouraging individuals to learn directly from our greatest teacher – the nature itself;
– current educational system is not encouraging creativity and freedom of expression;
– current educational system is not fully supporting individuals to discover and develop their own potentials;
– current educational system is becoming increasingly standardization across the world
– educational system is being used to support global economy, for the price of one’s own unique cultural identity and value system;
– current educational system is result driven and lacks the important recognition of process focused education.
These are few thoughts I was interested to look into and to find out how and if they were seen by some of the greatest thinkers as far as 100 years ago. I also wanted to find out what members of society think today.

I have also been asking myself a question, how to support those great noble thoughts to become more wide spread. I discovered that most of participants who engaged in discussion after the screenings share those same thoughts. Thoughts, which can lead towards creation of a more sustainable education and have a positive impact on society and life on Earth.

Hopefully I can make a humble contribution with the composition I am sharing with you here.

I am very grateful to Satish Kumar for his words of heartfelt wisdom, to dr. Robert Cook for sharing his experience in Ladakh and to everybody who joined this unique “Journey of Exploration through the Process of Education”.

Thank you for being the change you wish to see in this world!