education scene


Our way of a holistic education

“Education ripens the seeds of a society”

It affects us all, every human being, young and old alike! Because inner stillness torments our soul. Moreover, it is so essential and vital to realize that every age brings with it a new facet of maturing and learning, and that our society needs people with virtues of all these facets to be able to really create a harmonious, coherent sound as a large orchestra. 

The school village of life

“It takes a whole village to raise a child.”

We literally leave “the school in the village”. We also think and live school in the broadest sense, i.e. as a place of holistic education and upbringing, including school-like or extracurricular institutions, which includes all areas of life of children and adolescents, as well as young adults, even infants, babies and even before birth.

If you want to fully grasp the essence of a school village, in its entire scope, as well as its almost indescribable depth, it is very helpful, and probably even inevitable, to deal with life itself, i.e. its essence, in order to be able to recognize and derive from it a picture of the school village that is tangible and above all easy to understand for us humans.

For a school village in our sense is like a living organism, which continuously changes and develops itself according to the living conditions and the resulting needs of all cells and organs living in the organism, as well as in interaction with all living beings influencing and surrounding the organism. From a scientific point of view, this is an integral-evolutionary organism, which, like all living beings, stretches and reaches out for the highest good in this creation in order to live in symbiosis with it, namely God. In this context, we therefore speak, consciously, as already mentioned above, of an essential, living organism of the school peat.

In this fundamentally different and in many points new way of thinking and living “school”, our imagination is often put to the test.

The idea of the school village is therefore not only that of a school community in the traditional sense, but rather that of an all-encompassing, lively, as a working, learning, living and faith community, a woven work of art, which grows organically and naturally with time with all people and participants, yes, one could literally say, grows up and is always ready to go out into the world to prosper in fertile soil, to multiply for the sake of good and peace, ready to take up his service to creation on the next evolutionary stage of human learning, working, living and being together.

The mission of a school village is therefore to integrate all areas of life concerning the human and spiritual life of young people into a community structure in which healthy relationships, real practical experiences and, last but not least, lasting knowledge can mature in young people. The pursuit, as well as the partial fulfilment of this mission is a living peace work.

The 4 key elements of a school village

Education of the heart

The education of the heart is the linchpin of our pedagogy. It is the basis from which everything else originates and develops. It is where all the threads come together. It encompasses the intellectual, personal, emotional and social development of children and young people. It is designed to allow virtues to grow in the young people, according to their inner blueprint laid out by God, which make them strong, responsible, gifted and gifted people who are oriented towards the good, who are able to master challenges together with others, who know their calling and thus God’s call to follow them. It is thus a school of conscience based on diversity and unity, as well as on the example of all the people involved in the school village, which has as its highest goal the becoming one with and leading to God.

Heart education is the basis for peace education, as well as for the independent orientation towards a fulfilled, happy and successful life of the children and young people, in which healthy relationship and care structures can grow and authentic learning, working and living can take place.

Learning, working and living in community

The peace and unity of humanity, as well as the progress and the solution of our challenges, lies solely in the ability of us humans to learn, work and live with and for each other in harmony and first class. The prerequisite for this is a path of healing. Healing of all our relationships. A path that unites the generations, the genders, as well as the most diverse social and cultural strata, thus enabling justice and sustainable development at all levels of cultural life. And we want to walk this path.

We want to convey this to our children and young people and set an example. This is what we have to work on together. To this end, we want to create and provide a space of spiritual and social experience. Therein lies the peace of this world.

Practical life learning and working

We believe that it is in the nature of children to grow up in a diverse and practical environment from the very beginning, learning to perform a variety of services and tasks for themselves and others. Working with their hands develops their personality, mind and will, as well as their motor and social skills, and gives them support and self-confidence through the experience of their own creative power.

It is the same with learning. It is important for the children to always feel a real, practical relationship to their environment when learning, and furthermore to be in relationship with people who are touched by this knowledge in real life. From this the children derive partly consciously, partly unconsciously the meaning of their learning and finally also their interest in the miracle of life and everything connected with it.

Learning and working with nature, the earth, people, plants and animals, this special relationship to creation, as a healthy and functioning ecosystem and its holistic interrelationships and relationships with each other, form not only the mind and practical skills of the children, but above all their heart.

Fields of learning and work in agriculture include field cultivation, animal breeding, fruit growing and horticulture, as well as their processing in butchery, cheese dairy, beekeeping, etc., forestry and horse husbandry. Service providing fields of learning and work can be, among others, an inn, guesthouse or hotel and also a small shop where the processed products are offered. Artistic and handicraft fields of learning and work are for example wood, metal and textile handicraft, housekeeping, electrical engineering, digital competence, as well as various artistic and artistic expression and design possibilities.

Learning, working and living in harmony with creation

We try to make creation as a whole and functioning organism, as our superior living being, in which we live and in which every human being, every animal, every plant, every being has its special task for the great whole to be experienced, grasped and experienced. It is about understanding the beauty, order and harmony of this great living being of ours, which progresses according to a cosmic plan of creation and develops and realises itself according to this plan. Astronomy, geography, geology, biology, biochemistry, chemistry, physics and mathematics are parts of a great whole.

And it is about future generations learning to accept humanity as a whole, as well as each individual human being and his or her work, his or her contribution from the very beginning of our being, that is, our entire history and all achievements, in gratitude and love as a gift from which they benefit and in which they are an active and living part. We must consciously perceive and experience ourselves as a Union.

In the school context we call this building block cosmic education.

The school village in detail

Prior to birth

Since the nascent baby is formed in the mother’s womb during pregnancy, the mother has a great influence on and a high responsibility for the development of the little person in her womb through her diet, physical and mental health, drug consumption and the like, as well as her emotional world (stress, existential fear, etc.).

In the same way, the mental attitude and attitudes of both parents during conception and then also during pregnancy have a major influence on the conditions in which the baby grows up.

It is a matter of preparing, adjusting and accepting the conception, pregnancy and birth of a child as parents together, consciously and holistically. When this happens, this time will become a folk festival for the salvation of each family member. It is important to create a healthy, stable, sustainable and above all stress-free environment together in advance, also with the help of experienced, serving, supportive and supportive people.

An essential aspect for a successful family, whether before or after birth, will always be that both parents have a learning attitude, working on themselves and each other, and that they fully accept the service in which they place themselves through their parenthood.

Parental home or children's house

“Playing is the child’s work”

In this phase, we parents and adults are responsible for setting an active example and creating a comprehensive environment that serves the well-being of the soul and the needs of the child.

From the very beginning we ensure that the children train their senses comprehensively, for a harmonious for and with each other in the family and the living environment, as well as for extensive experiences of nature and materials, in which the children can experience the mystery of life.

Through practical life exercises, we cultivate a way of interacting that uses the children’s urge to be active, so that they learn skills and virtues, and that is geared towards the independence of the children in everyday life (household, personal hygiene, etc.).

All this allows the basis for a good, independent and peaceful life to mature in the child.


“Help me do it myself”

One could compare the life of man with the three stages of Christ’s life: First, the child, wonderful and sublime. It is the stage of “creative sensitivity”, of spiritual construction, which is so active that all the seeds of formation must be sown in it. – Mary Montessori

What we started in the children’s house, we continue and expand in the Primaria, taking into account the current level of development and the expanded consciousness of the children, as well as their more mature abilities and extended autonomy. The sensory training and experiences of nature expand to cosmic education, which serves us as a basis for holistic human education. The prepared environment, which includes teachers, learning companions, caretakers, parents, family and community, and the material guide the children on their way to independence. In this way, the spiritual, intellectual and practical knowledge and life contents of language, mathematics, natural sciences, social interaction, movement, art and handicrafts are revealed to them.

In this phase, the children expand their knowledge and skills, which were already present in the beginning and thus refine their cultural techniques. They become, so to speak, mature and adult children who are able to find their way around and express themselves completely independently in their everyday lives, families and schools.


“I challenge you because I respect you”

Then the stage of youth: it is an epoch of inner revelation and social sensitivity. It is the time when Christ came as a youth to discuss with the scholars and where he forgot his own family. He does not speak like a disciple, but brilliantly like a master. And then he devotes himself to manual activities and practises a profession. – Maria Montessori

The Erdkinderplan

In the Erdkinderplan, we try to provide as extensive and complete a village as possible, which is built as a reflection of society, in which the young people find a school of practical experience as a prepared environment and where they are accompanied and yet able to reveal their economic independence, their talents, gifts and vocation, as well as their social incarnation in a community structure run as a boarding school. It is the pedagogy of the exercises of practical life and cosmic education, which meets the needs of young people.

It is to be a place on land in nature, with fresh air, good water, healthy and wholesome food, peace and quiet, outside the familiar family structure, embedded in a stable and consolidated learning, working, living and faith community, which as a moral, protective and social authority serves as a model for the adolescents. Through agricultural, artistic and handicraft work with the earth (production and processing), through their own shop (trade), to the hotel and restaurant (services), the young people learn in a social community structure how the connections between science, history and economy, i.e. between nature and culture, function in a practical way.

Visually Building Education

The practical experience gained through the Erdkinderplan, as well as the problems and challenges arising from it, which arouse the interest of the young people, are processed and prepared by the adolescents in school studies in meaningful periods, in pedagogically accompanied group work, by means of diagrams in a technical, theoretical and abstract manner, and their findings and solutions are recorded and passed on to other pupils, so that in addition to the practical and social skills of life in the school village, a sound and sustainable knowledge can mature in the young people.


“Your calling lies where your talents meet the needs of the world.”

Finally, the grown man comes, preparing for his mission in the world. And what does he do to prepare himself? He faces the devil and defeats him. That is the preparation. – Maria Montessori

This time in the life of a young person should be filled and shaped by lively study, the waltz, as well as hiking and pilgrimage. It is important that the young adults have the opportunity to further develop their profession and vocation and thus to gradually specialize. They should learn to study and know that they will remain learning for a lifetime. It is useful for them to continue and expand their social experiences, as well as to maintain their economic independence and autonomy. This will constantly broaden and enrich their horizons. They will become a blessing for their fellow human beings and their environment by working together with people of different ages, social and cultural backgrounds, and thereby worthily assuming leadership positions and responsibility in a complex world for the benefit of all and creation.

Publication on the topic of

“The key to a holistic education”

How developmental psychology, organizational development, human history and pedagogy are entrusting us with a new educational mission. 

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