Eduspire presuppositions

Every child is unique.

Every child has special educational needs.

Every child carries within all the resources they need to fulfil their destiny.

Only the child’s Inner Teacher knows what is best for the child.

The adult educator’s role is to facilitate learning by holding a Space of Acceptance in which the child is free to connect with his Inner Teacher.

Children can be trusted to direct their own education according to their personal interests and passions.

Children can be trusted to design, build and run their own classrooms, schools and learning environments.

Education and life are one and the same.

Children and adults are equals and co-learners.

Teaching is setting an example for others. We are all teachers, regardless of age.

Every choice and every experience presents an opportunity to learn; learning is a natural by-product of living.

There is no such thing as failure; there is only feedback.

There is no such thing as right or wrong; choices are either useful or limiting.

A strong connection to nature is crucial to the healthy development of a child.

Play is a crucial part of the learning process, no matter what your age, but especially for children under the age of 8 years old.

An Alternative Perspective on Children

An institutionalised servant of The System observes a child’s behaviour and, if the behaviour fails to fall within narrowly defined parameters of normality, turns to the child and says, “You don’t fit The System. You are not normal. You are broken and need to be fixed. I am an adult and an expert and therefore know what is best for you. I will help you to change. If you don’t accept what I say then I will punish you. If this doesn’t work then I will send you to be fixed elsewhere. Oh, by the way, here is a label to carry around wherever you go – so that you never forget how different you are from everybody else.”

I don’t view children in this way. I operate from ‘outside the box’ of conventionality. I observe a child from a holistic perspective – with eyes of unconditional love – and say, “I accept you just as you are. I value you for being who you are. I observe your behaviour and I look for the positive intention behind it. Yes, you are different… and that is something to be celebrated. You are a unique, divine spark of unlimited creative potential. I trust you. How may I serve you? How can I best support you in meeting your unique learning needs?”

My role is to facilitate the unlocking of the child’s latent potential. My role is to provide a ‘Space of Acceptance’ in which the child can reconnect with his own Inner Teacher. My role is to give the child back to himself. As such, I aim to make myself unnecessary – as quickly as possible.

The Inner Teacher

Each of us has access to our very own teacher – at all times and in all places. This teacher knows us better than anyone else: our innate passions, our gifts and talents, our deepest desires and dreams. This teacher knows all the lessons we must learn in order to fulfil our destiny. This teacher can guide us in making choices and decisions that are in alignment with our highest purpose. This teacher can show us how to heal ourselves. This teacher loves us infinitely and unconditionally.

This teacher is our Inner Teacher.

The prevailing school education system – and indeed society in general – is not set up to foster the relationship between a child and his or her Inner Teacher. Instead, children are encouraged to place their sense of self-worth and destiny in the hands of adult ‘experts’ (i.e. parents, school teachers, doctors, etc.), to seek love, meaning and answers outside of themselves, and to conform to narrowly defined parameters of ‘normality’.

This systemic emphasis on standardisation, external authority and extrinsic motivators – as opposed to the child’s unique gifts and talents, innate expertise, wisdom and internal motivation – results in unnecessary pain and suffering for the child, denying him the freedom of choice that is his divine birthright, and placing what can become an almost insurmountable roadblock between the child and the realisation of his true potential.