YiP: Youth in Permaculture begins

Youth In Permacultue (YIP) is a new initiative to support and empower young people to create resilient, fulfilling and fun lives inspired by permaculture.  Didi represented AEN at the first visioning meeting in Spain with organisations from many different countries in Europe and beyond.

Encouraged by Children in Permaculture (CIP), young people involved in permaculture and leaders from the permaculture community gathered, creating a team from over eight countries to begin this exciting project.

We have a web page with resources, tools, opportunities, networks, youth projects and voices. We’ve begun the planning stage of organizing events, activities, workshops and exchange programs and will send out surveys to people interested in supporting this project. For more information visit

What is sociocracy?

Sociocracy is an easy to learn, systematic process for facilitating group dynamics that encourages full participation, shared responsibility and greater efficiency in decision making.  It is based on the idea that each of us has a valuable perspective, and that the best decisions find ways to include everyone in the process, thus drawing on the collective wisdom of the whole group. Sociocracy has been effectively utilized to run everything from international Erasmus projects, to eco-villages to an electric engineering company. Find out more here.


Children from an Afterschool in Buzau county Romania share agricultural traditions with 19 Scottish School Children

On May 14th, 19 school children aged 11-12 from the Gatehouse School in Scotland will be boarding an airplane to meet the children of Fountain of Hope Afterschool Center, in Panatau, Buzau county. The Romanian children will introduce the Scottish students to Romanian village life and have a chance to share their specialized knowledge about traditional agriculture and sustainable practices that has been forgotten about in countries used to industrialized agriculture. The exchange experience is organised on the Romanian level by Asociatia Educatie Neoumanista, one of 5 international partner organisations within the “Children in Permaculture” Project, an Erasmus plus Strategic Project financed by the EU.

The visiting children will have the opportunity to experience and appreciate the beautiful richness of Romanian rural life. This is all the more relevant at a time when many young people all over the world are leaving rural villages that have maintained a more sustainable eco-friendly lifestyle for hundreds of years and are migrating to industrialized cities. The exchange aims to help both the Romanian and Scottish children to value rural lifestyle. Permaculture is a design system that is inspired by traditional agricultural practices that respect nature, and is attracting a new, younger generation all over the world towards sustainable rural living. It is guided by three main ethics: People care, Earth care and Fair share. The Children in Permaculture project is designing curriculum, and practical resources to bring ecological education to life in schools and support the new generation in developing a holistic connection and deep love and appreciation for nature. This is essential for creating hopeful futures in face of increasing environmental crisis.

Read More


AEN participates in conference “Early Childhood in Times of Rapid Change”

by Didi Devapriya Deshaies

In October, the International Step by Step Association (ISSA) organized a conference for early childhood professionals with the theme “Early Childhood in Times of Rapid Change” that took place this October in Vilnius, Lithuania. The conference explored four main strands – Meaningful Learning for Children, Meaningful Preparation for the Workforce, Meaningful Support for Families, Meaningful Use of Technology. The conference sought to address the experience of rapid changes facing societies around the world, bringing together experts, researchers, practioners, policy makers and NGOs to discuss these themes in a variety of interactive sessions. There was a particular emphasis on the refugee crisis and several presentations shared strategies on addressing the needs of children and families affected by displacement and the traumas of war, natural disasters or economic crisis.

I was invited to present two Neohumanist Education projects: The “Pathways to Education” project for Syrian refugee children run by AMURT Lebanon, and the “We all have a Story” project promoting inclusivity in early childhood education that took place in Romania. I was able to participate, thanks to support from the Zonnelicht school. It was an excellent opportunity for Neohumanist Education approaches to gain visibility amongst leaders in the field, as well as to learn about innovative new developments in ECE and create new networking connections with like-minded organizations and people. A Dutch organization was particularly interested in exploring collaborations in working with refugees. Connections were also made for developing further projects in the integration of severely marginalized Roma communities.

A new term that was repeatedly used in the conference was “Generation Touch” referring to the impact of touch screen technology on children who are growing up in a world where they expect every object to perform like a screen, responding instantaneously to touch. This phenomenon was explored in several of the presentations I attended. Generally, there was a consensus that technology should scaffold and support, rather than replace other types of educational interventions, and that its use should be very limited in the earliest years of a child’s life, as it can affect neurological development. In her keynote speech, Professor Liz Goodman who teaches “Inclusive Design” in Dublin, also described innovations in the use of technology to support the inclusion of special needs children, such as an innovation that allows paralyzed people to move a mouse with their eye movements. She talked about how technology can assist in personalization of services as “one size fits one”.

I particularly enjoyed a lively peer debate on the appropriate use of technology in early childhood education. I was expecting to listen to a panel of experts debating the pros and cons of technology, so I was quite taken aback when I walked in through the door and the moderator asked me whether I was for or against the use of technology in Early Childhood education – I answered “It depends…” but we had to all choose a stand and then go through a formal debate process. I ended up on the anti-tech side and argued that the most important piece of technology we must teach children to master is our own body, heart and mind. However, in reality – I recognized that technology is very difficult to avoid, and it is simply a fact that we must learn to deal with in appropriate ways. Another conclusion that was also mentioned several times in the course of the conference, is that the increase in screen time, needs to be balanced by increased conscientious attention on developing empathy and relationships.

Another keynote presentation, by Nicholas Burnett, introduced the Lancet Series, which Advancing Early Childhood Development: from Science to Scale. The journal is a prestigious medical and scientific journal, which has gathered evidence to quantify the impact of early childhood education. The study shows that “children who are not nurtured properly in the early years may forfeit a quarter of their earning capacity as adults. The Series provides a roadmap to successful interventions in early childhood, along with evidence that such interventions contribute directly to ending extreme poverty, boosting shared prosperity, promoting healthy lives and learning, reducing inequalities, and maintaining peaceful societies.” The findings from the Lancet series emphasize “‘nurturing care’, especially for children below three years of age: multi-sectoral interventions starting with health – which can make a profound impact on families and young children through health and nutrition.” Dr. Burnett made a comparison with climate change – that a change in our individual behavior will not to seem to have any impact in the short term, but unless we take actions now, we will all be in much worse problems in the future.

Indeed, the Lancet series evidence has already proven useful in convincing policy makers to include investments in Early Childhood Education as part of the UN Millenium Development Goals and on more local levels. The conference concluded with the screening of a new documentary video “The Beginning of Life” which similarly can be very useful in supporting efforts to convince parents, policy makers etc about the importance of investing in early childhood education.


Children in Permaculture

Asociatia Educatia Neoumanista (AEN) is a partner in the Erasmus+ project “Children in Permaculture”. 

Children in Permaculture is a 3-year project funded through Erasmus+ Key Action 2: School Education. The partnership is across 5 countries: UK, Romania, Czech Republic, Slovenia, and Italy.

CiP is an innovative project of international cooperation bringing together key educators (from different schools, nurseries, practices and countries) in order to cross-fertilise, share and synthesise ideas, which will strengthen the capacities of all involved.

This international exchange will develop, test, adapt and implement practices in permaculture education with children. It will:

  • develop a permaculture curriculum suitable for children
  • create well designed materials for educators
  • collect and create an open education resource
  • foster a cohesive society through learning with people from other countries and cooperation between formal and informal education settings
  • share best practice and new perspectives on designing kindergartens and schools, and promote better outdoor learning experiences for children.

EU flag-Erasmus+_vect_POS

Intangible gains of Neohumanist Education

Eric Jacobsen is the founder and director of a model Neohumanist Education school in Long Island, New York.   Over the course of 15 years, he has been interviewing students who graduated from the Progressive School of Long Island to discover the impact of the Neohumanist “character-based education” on their long term development.

Their responses have been compiled, revealing a clear pattern.  There are 13 character qualities that these young people, now in high-school, college and beyond, consistently report observing both in themselves, and in their peers from Progressive School.  Although these qualities may exist in others too, they are seen with amazing frequency and to a high degree in those who benefited from the Neohumanist educational foundation. Eric calls these qualities “intangible gains” because they are not easily quantified.  Yet they are the engine that drives academic and personal growth.

<iframe width=”420″ height=”315″ src=”” frameborder=”0″ allowfullscreen></iframe>

<iframe width=”420″ height=”315″ src=”” frameborder=”0″ allowfullscreen></iframe>



Gradinita Rasarit photo album from 2015

The Gradinita Rasarit kindergarten was started in 1995 – so it has had its 20th anniversary in 2015!

The program is the first one in Romania to be inspired by Neohumanist Education philosophy and we are working on creating a new educational alternative based on this experience. Here is a photo album of some of the activities from the past year!


KG photo album2015 cover


Mindfulness, children and nature

Discovering the world through a screen

In our increasingly sophisticated and technologically driven world, many children are primarily exposed to discovering the world through the screen of a tablet, TV or computer.  They become habituated to these highly concentrated doses of information and their young minds readily adapt and crave greater and greater stimulation. It is then no wonder that it becomes difficult for them to sit quietly, to have long periods of concentrated attention.  We adults complain that ADHD has reached epidemic proportions, yet if we observe ourselves, many of us have become accustomed to being constantly available on our cell-phones, filling up the spaces of our lives while we wait in line, drive in the car, or go for a walk with checking email, messenger, Facebook, or making calls.  How much calm, quiet spaciousness do we grant our own minds? How much do we flit rapidly from task to task?
Mindful time in nature is both antidote and medicine for this condition. The natural world operates  in spontaneous harmony with its Divine source and thus exudes peace, beauty and truth from its very essence. Poets and artists throughout the ages find metaphor and inspiration in the natural world as it is a pure mirror of subtle, spiritual truth. Only human beings have the ability to choose consciously whether or not to act in harmony with their Divine nature or to ignore it. The rest of Nature is on auto-pilot.  As a zen teacher I heard speak once said, “Human beings are number one bad animal because human beings don’t know what human being’s job is.”

Read More


Neohumanist Education Training “Child Friendly Spaces” in Lebanon

During the past two years, AEN’s president, Denise Deshaies has been travelling to Lebanon to lead trainings in Neohumanist Education for the staff of a project serving the Syrian refugee children there. In less than a year, the AMURT Lebanon Child Friendly Space (CFS) project has progressed considerably. Though it started out in a space that used to be a warehouse that was renovated above the original headquarters of AMURT, it has since shifted to Al-Mahaba School a large school building owned by the Catholic church in KfrNabrakh, with a spacious and well equipped sports field.
There has also been turnover in both teachers and children. Since the program began in April 2014, 310 children have benefitted from the CFS program. Currently, there are 50 new children integrating into the program. There are now 10 CFS facilitators, as well as an educational consultant and two psychologists involved in the psycho-social support program. Besides the CFS program, AMURT Lebanon also runs a Back to School support program which has given financial support to a total of 650 Syrian and Lebanese vulnerable students to cover school fees, transportation and educational materials. In February, AMURT Lebanon organized a Neohumanist Education training led by AMURTEL Romania’s president, Didi A. Devapriya to offer holistic education tools to the new staff.


Gurukula1The training focused mostly on understanding how traumatic stress effects children and their behavior, as well as practical methods for assisting the children in integrating into the child friendly space. The CFS is conceived of as a temporary, intermediate step to help children that have either never been in, or have been excluded from the mainstream educational system because of their refugee status. It helps children “normalize” after so many experiences of disruption, stress and instability. It also gives them a safe space to learn how to express themselves, to receive emotional support and coaching, as well as to gain practical skills for school readiness. One of the most important elements of the CFS, however, is to have fun and play!

It was chilling to see the drawings on the walls of the therapy room made by some of the children. There were so many vivid drawings of soldiers with guns, bullets, blood and dead bodies. These children have seen unspeakable things. And yet, they are still children and need the same opportunities all children need to grow and develop and heal.

Gurukula2Didi introduced yoga for children as a way to ground and learn to trigger relaxation responses to turn off the hyper vigilant stress system that traumatic situations leave constantly on alert. She also introduced story-massage, therapeutic story telling, persona dolls and lots of games. The group was particularly creative and invented many songs in Arabic, based on classic Neohumanist songs to use during quiet time, transitions, etc.

Since the training, the facilitators have introduced a morning “Circle of Love”, and use the songs that they created for the activities. They use story telling extensively and have already created several arabic persona dolls, which they plan to use to address sensitive issues around bullying and discrimination.

Here is a therapeutic story that Didi wrote for the training and reflects, through metaphor, the experience of these children:


A tiny tomato seed was planted in the warm, dark earth inside of a safe greenhouse. Soon, a tiny green shoot had sprouted through the earth, and began reaching up towards the sunlight. It grew, and grew…And then one day, a shovel came, and roughly dug into the earth next to her and in one sudden lurching movement, the tomato seedling was dizzily free of its familiar bed of earth. A small chunk of earth clung to her tiny hair like roots. Several of the roots stung as they had been severed when the seedling had been torn from the ground.

The seedling was crowded into a tray with many other little plants. They could barely breathe. And then a motor hummed, and suddenly the earth was moving underneath then and rumbling and jostling. They fell over onto one another, some of their fragile leaves snapped off.

A long time passed, and the little seedling just waited, huddled together. Most mornings they received a brief shower of water from above. But a long time days passed without  water…they were so thirsty. The little plants couldn’t keep growing towards the sun. They began to wilt..some of the leaves were turning yellow. They cried out for water – they wanted to grow again.

At last their cries were heard. A concerned voice “Oh – these plants need to get into the ground!!! Who left them here?”

The little seedling again found herself flying through the air, and then she was settled into a carefully prepared hole, already soaked with water.  The half covered roots were then snugly covered up with earth. The little seedling was happy – but so exhausted that she just slumped over onto the earth. She didn’t even have the strength to stand up straight – especially with the rays of sun beating down as the sun rose high into the sky.

There were other tomato plants nearby – strong and tall. They seemed to be laughing at the sadly wilted newcomers. Already they had yellow flowers brightly decorating their branches -that would turn into red tomatoes in a few more weeks.

That night when the hot sun set behind the stony mountains, a cool moon rose in the sky and gently shone its healing light on the little tomato seedling . The moon told the seedling – you are safe now and can let your roots stretch into the ground again.  I will send morning dew for you to drink and grow strong, and soon you will catch up with the other plants and you too will have beautiful yellow flowers and lovely juicy tomatoes!”

The next morning, it wasn’t easy and the little seedling had to struggle, but already she was standing up a bit straighter. The farmer came and planted a strong pole next to her and gently tied bits of string to her stems to support her to grow nice and tall. Though she was smaller than the others and had to work hard to grow, day by day the little plant was climbing higher and higher thanks to the pole. The farmer took extra care to give her steady showers of rain and a little bit of extra fertile black manure so she could catch up.  Soon the tomato plant was doing what tomato plants do – stretching her leaves up to the sun and growing, growing, growing.

Before long – yellow buds unfurled on its branches. In a few more weeks, when the flowers had dried up, they left behind small, round, green knobs that began to swell every day. The green tomatoes warmed in the summer sunshine, and began blushing into red.  The little tomato seedling  had grown into a tall, strong tomato plant just like the other plants, and offered its juicy, sweet, red tomatoes to the farmer.