Category: Self-Motivated Learning (Page 2 of 2)

Learning needs to be Free of Fear!

In our educational system, for various reasons, learning is very much connected to fear. Of course, there is little joy, where there is fear. Studies in neuro-cardiology have been proving: fear is an obstacle to deep, holistic learning, and the development of heart-based intelligence is hindered.

It does not need to be this way!

Children love to learn when we allow them to unfold according to their natural development and genuine age-appropriate needs and interests. We don’t need to scare them into learning for their future well-being. We can show them the beauty of math, the wonders of science, the magical tools of language, the infinite wisdom of nature, the supreme teachings of healthy boundaries in many different, joyful and child-friendly ways.

We have been creating a fear-based world because we were taught in fear-based ways. We can create a heart-based world, when we allow our children to learn in heart-based ways.

Let’s do it! Let’s look for creative solutions for a sustainable educational system.

Contact me for more!

Fostering Mindfulness in the Classroom with Hands-on Learning Materials

Mindfulness in the classroom can be achieved by offering work with hands-on learning materials. The movement for mindfulness in education enhances the student’s ability to relax and pay attention through meditative exercises. Utilizing a great variety of hands-on learning materials in classrooms is a practical extension to meditative exercises. It’s another way to help students concentrate on their thoughts and activities.

Children achieve mindfulness almost effortlessly when they get the opportunity to interact with a material that speaks to their natural ability to play and explore. The materials enable students to work at their own pace and choose various degrees of difficulty for themselves.

Materials can be offered for child-directed learning or to support teacher-guided lessons. The materials give teachers an opportunity to include play and exploration while acting in accordance with the requirements of the curriculum. Children can touch and play with math (the decimal system, addition, subtraction, division, multiplication, square-roots, fractions, geometry, algebra …), language (vocabulary, phonetics, semantics, grammar: parts of speech, parts of sentence, composition…), biology, physics, history, geography and more.
Almost all topics of the curriculum can be taught with hands-on learning materials, as most lessons are basically abstractions of the world around us. Children understand ‘abstract’ concepts immediately, when they are not so abstract anymore!

The Spirit Rock Meditation Center (Marin, Ca.) invited New Learning Culture’s mobile learning center to offer mediation practitioners, mostly parents and teachers, an introduction to the infinite possibilities of achieving mindfulness with hands-on learning materials. I will let you know when the learning center will be there again!

Please contact me if you would like to know more!
With joy,
Carmen Gamper

Healthy Boundaries

Excerpt from: “THE SACRED CHILD COMPANION, A Handbook for ‘Inspired Self-Directed Learning’.”

Setting Healthy Boundaries
Each space where kids can make free choices needs stable and clear boundaries. Inspired Self-Directed Learning can only be successful in a friendly environment, when appropriate physical and emotional boundaries are stated clearly and patiently. New Learning Culture services help you create relevant boundaries that allow each child to explore independently, and reach his/her full potential with joy and ease.

Boundaries are a natural part of life. They form a safe container. When they are healthy, they protect us. Feeling safe and loved is crucial for sustainable learning processes to occur. Children feel safe when they are in the presence of a caring adult.

The Golden Rule, “Do unto others as you would like them to do unto you,” is universal. However, many boundaries are highly individual. They vary from person to person, from culture to culture. Some adults like to allow more freedom for their kids, some feel safe within a tighter structure. When the adult feels safe, the child feels safe.

Adults need to communicate their boundaries clearly and patiently to their children, usually more than once. Children don’t know what is expected of them, and they forget easily, because they are living in the present moment. The reasons why children often do not respond to boundaries are manyfold. This is one of the main topics to explore in consulting sessions.

Each learning place, where kids can make choices, needs stable boundaries. Find some inspiration here for setting boundaries in your learning place:

• Here we use common sense based on love

• Here we respect everybody and everything

• Here we allow people to focus on their work or play. You may ask once if you are welcome to participate

• Here we put things in order after we use them

• Here we accept a Yes or a No

• Here nobody is teased, startled, or shocked

• Here personal perceptions and individual creativity are respected

• Here nobody is laughed at or ridiculed

• Here enough time and patience is the foundation for every activity

• Here you can rest when you are tired

• Here we inspire each other and give suggestions, but we do not make decisions for each other

For more info on the booklet please go to

Please write to to purchase a copy of the “Sacred Child Companion” booklet for $20. (Sold out)

With joy,
Carmen Gamper

Children’s Genuine Basic Needs

Excerpt from: “THE SACRED CHILD COMPANION, A Handbook for ‘Safe Self-Directed Learning’TM.”

Fulfilling children’s genuine needs such as time for play, healthy boundaries, spending time in nature, movement, following spontaneous interests, listening to inner guidance and intuition, being unconditionally loved by at least one person…, contributes greatly to health and happiness.

The more we fulfill children’s basic needs, the easier it is for them to learn.

Allowing Safe Self-Directed LearningTM is a tool to better fulfill adult’s and children’s basic needs in educational situations.

Some children and also adults get unhappy, aggressive or overly fearful and shy when their genuine needs are not fulfilled.

Here is a list of children’s basic genuine needs:


• The need to be in movement when learning

•The genuine need of love: receiving non-judging, non-sexual love in various according to each personality

● The need for free independent movement and play.

● The need for well-defined, clearly-communicated 
healthy boundaries.

● The need for rest: napping, staring, daydreaming.

● The need to honor personal instincts: Building and maintaining an authentic connection to the eating and sleeping instinct.

● The need to care for one’s own body:
Learning to take care of one’s own body with increasing independence.

● The need to rely on one’s own judgment: Opportunity to observe and judge personal sensorial experiences: temperature, touching, tasting, hearing, observing & other sensorial instincts.

● The need to feel “home”: Feeling comfortable and cozy.

● The need for tension release: Crying, laughter, shaking, shouting, sighing, moving as tension release.


● The need for love: Loving attention from an adult without a specific reason.

● The need to rely on personal judgment: Opportunities to discover personal likes and dislikes in order to learn to rely on personal impressions in relation to people and environment.

● The need for stability: Relying on the adult’s word. relying on set boundaries and promises.

● The need for emotional learning: Opportunities to make decisions within healthy boundaries and experience their consequences.

● The need to have personal possessions: e.g. a drawer, a shelf or a box with items. The child can decide what to do with those things all by him/herself.

● The need for dignity: Being taken seriously, never forgetting humor as a choice.

● The need of expressing the complete personality: Opportunities to express all emotions in safety, and being witnessed without being judged.


● The need of learning: Making personal experiences with the environment: 
 “Children learn when they interact with concrete things.”
 (Rebeca Wild).

● The need to follow natural personal learning rhythms;
 experiencing age-specific learning processes.

● Direct active experience, explore, take guesses, experiment, discover…

● The need to discover the “I” or “Self”: Making independent decisions within healthy boundaries, to be able to follow personal interests and discover personal talents.

● The need of finding personal solutions and explanations through age-specific
 wisdom without being manipulated or anticipated.

● The need to learn through trial and error.

The need to express personal creativity without being judged, given credit or being reproached. Grades and involuntary competition before excellence is reached are counter-productive to the learning process.

● The need for contemplation: Having time & space for doing nothing in which sudden illuminations


● The need to experience unconditional love: Accepting oneself unconditionally, which can occur much more easily when the child is loved unconditionally by at least ONE person.

● The need to follow one’s own path: Following one’s internal plan and one’s
 natural learning rhythms without interference.

● The need to be happy: Remaining in present-moment awareness.

● The need to change: Changing and re-inventing oneself.

● Taking increasing responsibility for personal development.

● Practicing the art of free will within healthy boundaries.

● The need to find one’s own truth: Believing in any kind of story, myth or human explanation of the mystery or in no story at all.

● The need to be honored as a human being: Not being objectified or “put in a box”. Awareness of the human mystery.

For more info on the booklet please go to

Please write to to purchase a copy of the “Sacred Child Companion” booklet for $20.(sold out)

With joy,
Carmen Gamper

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