Page 24 - C.A.L.L. #29 - Winter 2007

The community of Damanhur in Italy hosted the 2007 ICSA
Conference. What follows are their own words, taken from
interviews, conversations and presentations with Damanhurians that
took place with the editor of C.A.L.L.

Education at Damanhur, Gazzella Mimosa

Our educational model is based on nature, life and death. Our school is both practical and theoretical -
applying theories and hypothesis to make them real by experiencing. Arts are done by our own hands.
Education is a form of art. Educate by example. Self-education of adults is important - as they teach and
guide they also learn something new. We strive as adults to become harmonious and to leave space for
the natural talents of our little ones to learn and grow. The potential of each one can either come to life
or stay hidden.

Various community figures play different roles in the lives of the children. The primary figures are the
parents in the first years. The kids benefit from relationships with other significant adults. Godmothers
and Godfathers have an effective role that is not just practical – they are present in all stages – having a
constant relationship.

At birth children are hosted by the community that takes care of them. The children are assisted to
connect with nature, wildlife and seasons, as well as to create a harmonious connection with
mythological figures, which leads to enchantment for life and optimism.

Parents can also choose other people to connect with their children. These significant others, who can
be people outside of the nucleo too, will be able to transmit qualities and talents they have to the new-
born, exposing it to qualities that compliment those of their parents. The nucleo is a full partner from
the time of conception - having a baby is a collective decision.

We have common pedagogic policies: At the beginning of Damanhur a group of couples took
responsibility - now it is a much broader group.

The school serves basic needs. We promote a different teaching style to reawaken the human potential
of these children.

We have tutors who are not just transmitters of knowledge. They create relationships with each
student, following their growth with emotional and spiritual support. The tutors participate in their
discoveries. It is different from regular teaching.

Learning through traveling is important. It is important to find experiences that you want to learn
from by changing the kids’ environment. This is true, not just for the children, but for the community
as a whole. We intentionally take kids away from their comfort zone.

Every three months families and kids (that are old enough) are asked to define the needs of the children
in that family. They make a program with clear goals that are agreed upon by everybody present.

We encourage active citizenship of our kids: we think of them as guests because they need to choose.
At 18 years old they then ask to be a Damanhurian. We value the children as citizens and we listen to
them. We explore how they think Damanhur can improve. We encourage them to express themselves
and to be full active citizens.

Adolescence as a rebellion from family/community is a by-product of society. Kids and adults tend to
live in different worlds, separated. By nurturing close exchange relationships of all ages helps this. This
happens from a very young age and reduces rejection in adolescence.

Attendance at school is mandatory. It is a Family-school (home-schooling) here. Parents delegate
education to the teachers. They sit formal exams in the external schools and do pretty well. Our school
th
is up to 8 grade (13 years old) and then the kids go to an outside secondary school.

The middle school teaches them a combination of Damanhurian methods and regular school methods
make the transition easier when the kids leave for the normal school.

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