Win-verlies, win-win, All win, en voorbeelden

 

25 september 2008
De ronduit akelige feiten betreffende kernenergie: lees meer.
Henk de Boer

0. Het kan anders
Heel veel mensen willen dat de zaken op aarde anders geregeld zouden moeten worden
Er zijn talloze initiatieven die uitgaan van de goede wil. Er is behoefte aan het verbinden daarvan.
We stellen enkele afspraken voor om tot een zo goed mogelijke samenwerking te komen met zijn allen.

1. Omdat geweld geen problemen oplost uitgaan van vertrouwen en van respect voor elkaar op basis van alles is een éénheid.
2. Besluiten nemen op basis van niemand heeft bezwaar
3. Het verbinden op elk terrein van activiteiten en uitwisselen van verbeteringen. .
4. Het onderwijs richten op het ontdekken en ontwikkelen van ieders persoonlijkheid
5. De functie van geld herzien.

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Onderwijs
1. 'Ieder wijs' scholen.
Uitgangspunten
Kinderen kiezen vanuit hun eigen interesse wat, hoe en op welk moment ze iets willen weten.
De school bestaat uit een groep van verschillende leeftijden
De activiteiten ontstaan vanuit het initiatief van kinderen en of hun begeleiders
Er zijn geen lokalen, maar ruimtes voor verschillende activiteiten
De school wordt bestuurd door kinderen, begeleiders en ouders samen.
Er is sociocratische besluitvorming waarbij iedereen wordt gehoord, ongeacht de leeftijd en er wordt pas een besluit genomen als niemand van de betrokkenen bezwaar heeft.

Dit moet leiden tot kinderen die:
Groeien in zelfvertrouwen en zelf bewustzijn
Helder kunnen communiceren
Weten hoe ze aan de kennis komen die ze nodig hebben
Weten wat ze willen en hoe dat te bereiken
Gemotiveerd zijn , hun kwaliteiten kennen en dus hun eigen leven vormgeven.

In Nederland zijn nu 12 'Ieder Wijs' scholen en 24 in voorbereiding.
Onkruid 160 , juli augustus 2004 www.iederwijs.nl

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2. Onderwijs volgens de Natuurwetpartij
Uit Gedachtegoed en Programma. Het doel van onderwijs is in de eerste plaats de ontwikkeling van het volledig creatief vermogen en een ge-heel ontplooid bewustzijn van de leerling.

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3. De Muur en scholen

De Aartsbisschop van Calcutta in India, Henry D’Souza, vroeg mij of ik kon helpen met de bouw van een muur om het St. Anne’s Convent in Kamarchowki. Het convent herbergt twee internaten met 400 leerlingen.

Het Archediocese beschikte zelf niet over voldoende middelen; zij waren bezig met het bouwen en inrichten van een ziekenhuisje in Barasat voor de behoeftige zieken die geen geld hadden om naar het ziekenhuis in Calcutta te reizen.
Ik zegde toe te willen helpen, maar hoe zou ik dit kunnen realiseren.

Het convent bezat voldoende grond om hun eigen groenten te verbouwen en er was zelfs een waterbron. Maar hoe vaak zij ook inzaaiden, het lukte maar niet om de groenten tot volle wasdom te brengen. De heilige loslopende koeien aten steeds de jonge plantjes op of de olifanten vertrapten het gewas. De aan-plant van een heggetje noch een eenvoudig hekwerk om het convent mochten baten en de enige remedie leek rondom het convent een degelijke muur bouwen, die tevens bescherming aan de kinderen tegen de dieren uit het bos zou bieden.

Op mijn vraag hoeveel het bouwen van een dergelijke muur zou kosten, luidde het antwoord: 15. 000 Euro. Dat was een fors bedrag en ik riep de hulp in van de Stichting Wilde Ganzen in Hilversum. Zij vonden het een nuttig project en waren bereid de helft van het bedrag te doneren als ik de andere helft bij elkaar kon vinden.
Een prachtig aanbod maar 7500 Euro voor een particulier is nog steeds een groot bedrag.

Ik ging aan de slag, vormde een werkgroep van vier geïnteresseerden die ieder weer eigen relaties hadden en schreef verschillende stichtingen aan en hield een pleidooi voor de Lions Club en bezocht veel particulieren met de vraag om dit project te steunen.

De respons was in alle gevallen positief maar daarmee was het doel nog niet bereikt.
De gemeente gaf me toestemming de vier basisscholen binnen onze gemeente te bezoeken. Dat kwam neer op het bezoeken van 32 klaslokalen. Ik realiseerde me dat het om kinderen ging in de leeftijd van 4 tot 13 jaar.

Een zielig verhaal alleen zou niet voldoende zijn, ik zou iets moeten uitbeelden.
Ik tekende op papier een groentetuin met heerlijk vers uitziende kropjes sla en een paar aantrekkelijke koei-en. Daartussen plakte ik een reepje stevig papier dat aan één lange zijde vast zat. Het geheel bevestigde ik op mijn tekenplank die op de schildersezel stond.

Los daarvan tekende, kleurde en knipte ik een dikke muur.
Het verhaal ging dan als volgt: 'zien jullie die sla voor de kinderen en ook de koeien? '.
Telkens weer eten de koeien de sla op of de olifanten vertrappen de plantjes.
Het is om verdrietig van te worden. Weer is het mislukt, nu moeten ze weer sla en andere groenten kopen. Zij hebben niet zo veel geld meer over en toch willen zij graag alle kinderen eten geven.
Het beste zou zijn als er een muur zou worden gebouwd maar dat kost wel heel erg veel geld”.

Maar kijk nu eens, (ik plaatste de getekende muur in het daarvoor bestemde reepje papier). De koeien aan de ene kant van de muur vinden daarbuiten toch nog wel graspolletjes om te eten en aan de andere kant van de muur kunnen de sla en andere groenten helemaal groot groeien, zodat de kinderen van de school de groenten uit hun eigen tuin kunnen halen. De kinderen mogen zelf in de groentetuin werken en leren dan meteen hoe dat moet.

Nu wil ik jullie vragen om mee te helpen deze muur te bouwen. 'Kinderen voor kinderen'
De kinderen kregen allemaal een A-4 tje met daarop bouwstenen getekend. Deze stenen mochten zij verko-pen voor één gulden per stuk aan familie, buren, vrienden en kennissen.

De kinderen waren heel enthousiast en liepen alle straten in hun omgeving af om maar zo veel mogelijk ste-nen te verkopen. Een beetje rivaliteit onderling stimuleerde het doel. Uiteindelijk verkochten de vier scholen voor 8.000 Euro aan papieren stenen.
Dit was een fantastisch resultaat. Het uiteindelijk bedrag was zelfs iets hoger zodat er ook nog een groot toegangshek gekocht kon worden. Wat waren zij blij in India.
De kinderen van de basisscholen kregen later de resultaten van het project, de muur en het hek, op de foto te zien.

Ik heb niet altijd zin om huis aan huis te pleiten voor het goede doel maar als je iets wilt volbrengen en het heel erg graag wilt en je daarvoor inzet dan lukt het ook
Ik besefte dat ik door de Bron werd geholpen en aangemoedigd.
De All-Win gedachte is: de kinderen van de internaten in India wilden een muur maar de school had daar-voor geen geld; de kinderen van de vier scholen in Nederland wilden zich graag inzetten om stenen voor de muur te verkopen. Mijn baat is dat ik had toegezegd te helpen en dat het doel is bereikt.

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4 Onderwijs en het Challenger Program
Challenging youth to the change:
An ongoing contribution and intervention program designed to empower youth to be active agents of change who, through their example, begin to create a school culture of compassion, acceptance and respect.

Day One: Challenge Day. The spark that ignites love and acceptance on campus; a vision of what's possible.
Supported by 25 volunteer Adult Sponsors and 25 committed Teen Team leaders who are identified by the school and coached immediately prior to the workshop, 100 diverse and powerful peer group leaders will: • Witness the consequences of bullying, teasing and other forms of physical and emotional violence.
• Understand the hurt created by social isolation and experience the power of peer support.
• Understand the concept of social oppression and its impact on individuals, communities and schools.
• Have the opportunity to make amends and heal post hurts.
• Learn a powerful tool for conflict reduction and healthy and safe emotional release.
? Create connection with other participants and recognise that they can turn to people around them for sup-port.
? Be challenged to open their minds and hearts to the possibility of creating a peaceful and more loving school community.
? Be given the option to return the following day for Challenger Training, and embark on the path of Being the Change.
Day Two: Challenger Training
Gives Challengers the tools and shows them the path to create CHANGE.
Those youth committed to being powerful Challengers return with their Teen Team leaders and Adult Spon-sors for the Challenger Training where they will:
? Be challenged to notice and explore the various forms of social oppression, violence and separation that occur on campus, and their consequences.
Learn and practise safe and effective intervention and contribution skills.
? Learn and practice the Challenge Day Communication, Rumour Elimination and lntervention Models. Understand the importance of lntegrity and Accountability in their role as a Challenger.
Understand the importance of being an ally.
? Learn about confidentiality and reporting laws as they relate to their role as a Challenger.
Be empowered to create a Challenger Support Team and ongoing accountability system.
Learn the record-keeping and document- Tatiana system for tracking their "Acts of Change."
Sign the Challenger Commitment Contract.

Ongoing. Being the Change
Ongoing 'Acts of Change' and adult- facilitated meetings inspired transformation

Ongoing change is supported and inspired through:
• Public recognition of Challengers' "Acts of Change" locally and nationally. • Regular follow-up meetings facilitated by on-campus adult Challenger Co-ordinator to celebrate accomplishments, "empty balloons," problem-solve and continue practising skills.
• Reproofing Challengers' "Acts of Change" to Challenge Day headquarters for wider dissemina-tion.Additional Challenge Days and Challenger Training's to expand the base of Challengers.
• Unlimited phone consultation with Challenge Day headquarters.
Do the math !
100 Challengers providing just one Act of Change per day complete 700 positive acts each week… That's 3,500 positive contributions or interventions each month!
In one school year, they will have intervened in hurtful interactions or contributed to Something-positive happening 42,000 times. Now imagine every student at every school committed to this powerful change!
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Wat if youth everywhere began doing their part to change the culture of their schools? What if every student knew that she could truly "Be The Change"?
Imagine… Students are inspired to proclaim they will no longer participate in the mistreatment of others.
Then they…
- Take a stand together as leaders
- Receive powerful action-oriented leadership training
- Commit to making and documenting at least one positive contribution or intervention every day!
By this they…
Become "Challengers," working to create a school where everyone is safe, loved and celebrated.
'We all want this. And we believe that anything we all want, we can make happen '
For more information contact: Challenging Day 925 957 0234. www.challengeday.org
Yvonne St. John-Dutra, Co-founder

5. Challenge Day, a Case Story

The following story appeared in the New York Times Best Selling Book 'Chicken Soup for the Teenage Soul', I997. We believe this young man's experience with the Challenge Day program is one that is shared by many as told to Andrew Tertes.

Shared joy is double joy.
Shared sorrow is half sorrow. Swedish Proverb

My name is Tony. I always looked out for myself because I thought no one else would, and I thought it would always be that way. I go to school because it seems like I have to. That changed the day I got out of class for something called Challenge Day
The people running it had big hopes of helping us join together and making us leaders. I just wanted to get out of class. I figured that after signing in I would sneak out.
In the school gym, I found myself sitting in a big circle, face to face with a hundred students that no one could have paid me to spend the day with. I was keeping up my front, my cool, but I was kind of nervous. I'm used to either sitting hidden in the back of a classroom waiting for a break, or skipping school and hang-ing with the guys. I wasn't used to not knowing what was going to happen.
I made fun of how a bunch of kids were dressed and of a girl who was fat. Some of the girls had worn pyja-mas and brought stuffed animals. Pretty stupid, I thought.
The day started with each of us standing up end saying our names into a microphone 'loud and proud". A bunch of kids were really shy, but since I rap sometimes, I acted really cool when it was my turn. No one knew there was a lump in my throat. You see, I'm from a tough neighbourhood, and showing your weakness only makes you a target. I was a target when I was real young, both for my brothers and for the people who called themselves my friends. We sure didn't know how to be friends though. Fighting end putting each other down were a normal way of life.
Anyway, we started playing these games I thought were really childish. I hung back a little with my buddies, acting cool and not playing like a little kid. After a couple of games, though, it didn't seem like anyone else was hanging back, and they were al having a good time. In thought 'Why not me' . I have to admit, I was playing a little rough, but it beat sitting on the edge.
What happened next was almost unbelievable. Carl, one of the only guys who is more feared end respected than me at school, was helping one of the leaders demonstrate how to give hugs.
Everyone was laughing at first, but it was getting harder and harder to put anyone down that day. The leaders kept teaching us to open our hearts end minds, to share our true feelings and to give put-ups instead of put-downs. It wasn't what I was used to.
Then we did aan exercise called "the power shuffle." Before the game started, the leaders talked about op-pression. "Yeah," I thought, "like they really know what it is like to be oppressed. Here I am, a young Latino growing up in a white society. I get harassed and pushed around every day by store owners, teachers and all these adults who think I'm a gangster just because of the colour of
my skin. Yeah, I act hard, but what am I supposed to do when I have to watch my friends drop from drive-by's?"
The leaders said we had to be silent, to make it safe for everyone. They called out broad categories and asked us to cross over the line if we fit into the category. I was still snickering in my buddy's ear as the first few were called out.
But the leaders meant it about being quiet. One of the adults softly put his hand on me and said: 'You' all want them to respect you; please respect them."
Category after category was called out. In silence, group after group, people crossed the line. Then a topic was called that I fit into, and I figured I would be the only one who experienced this kind of pain. 'Cross the line if you've ever been hit, beaten or abused, in any way". I walked heavy in my shoes. Looking straight down as I walked, I turned around, having a hard time not laughing to cover what was going on for me.
But as I looked up, half the group was walking with me. We stood in silence, looked into each other's eyes, and for the first time in my life, I felt like I wasn't alone.
One by one, we dropped our masks. I saw that these people, whom I had judged before, were in reality very much like me. Like me, they, too, knew how it felt to be hurt.
I walked back across the line. My friend tried to joke with me but it didn't seem right anymore. Another topic was called, one where all the women end girls crossed. I had never seen before how much men and boys disrespect and hurt women. I became more uncomfortable as I noticed tears appearing in many of my friends' eyes.
We crossed the line next for having lost someone close to us in gang violence. So many of us crossed that line. It just wasn't right! I started feeling really angry inside, and tears were coming to my eyes. The leaders kept saying, 'When the tears are on the outside, the insideis healing," and 'It takes a strong man to cry."
I had to make the choice of whether or not to have the courage to show my tears. I was still scared of being called names, but the tears came out. I cried, and with my tears I proved that I was a strong men.

Before we left that day, each of us stood and shared our experiences. I stood up, again not sure if I should fight the tears or not. The leader encouraged me to look out at the group and ask if it was okay for a man to cry. So I did.
Then each person stood up in front of their chairs to show they respected me for showing my tears. Amazed, I started talking.. I said I was sorry to a few of those people I had judged and pushed around in the halls be-cause I thought they had it so much better then e. With the tears in their eyes, they came up to me, one by one, and gave me a hug. Now I know what it is really like to share love with someone. I hope I can do this with my dad some day.
Here was a day I thought I was cutting from school, but instead I found myself telling the people I hurt that I was sorry, and people were saying the same thing to me. It was like we were all one family and we never knew it until that day. It wasn't magic-we just looked at each other in a different light.

Now it is up to us. Do we look through these eyes for just one day, or do we have the courage to remember that most people are just like us, and help others learn that it is safe to be themselves? 3237 Alhambra Ave., Suite 2, Martinez CA 94553 - Phone/925-957-0234
Fax/925-957-9425 - office@challengeday.org (a non-profit organisation)

6 An All-Win approach to teaching in general
The all-win perspective involves a three-pronged approach:
1. All-win with regard to a student’s balanced personal and educational development.
Honouring a child’s development stages
In the same way that the physical body of a human being develops in a certain natural order, so too do a child’s physical, social and creative skills and its mental and emotional development. For example,
An infant does not yet distinguish between mine and thine. Its world consists of whatever it perceives at a certain moment. If mother is there, she is an extension of the baby and will not be missed until its needs re-quire her presence. An infant will become frustrated if something which it sees in its world and which is fulfilling a need is withdrawn and often cry in protest. The aspect of reality at this early stage which is being mastered is how the outside world works. A child at this phase of development will tend to repeat a certain action again and again until it is fully mastered and then move on to another activity. For instance it will build a structure of blocks and destroy the structure and then begin over and over again. Of course, it is nec-essary to discipline a child at this phase in order for its environment to be able to function, but if the child is not encouraged to complete this phase there will be a low frustration level in later life when attempting to master new skills.
When the child has completed this phase of learning, it enters a phase of social experimentation when it will suddenly become aware of other children as separate from themselves and want to interact with them. If the infant is able to complete the previous phase, the next phase will follow naturally.
Lex, can you help us with the other phases?

An imbalance is produced in a child’s abilities when a win/lose situation is forced to enter a next phase pre-maturely, before previous phases have been completed. For instance, when children are forced to begin their mental development or to practice a musical skill or sport prematurely.

11. In later schooling encouraging the development
of a child’s unique potential.
In addition to the general development of the human psyche and skills, each person has a unique potential. When this is allowed to fully develop, the young person experiences itself as a uniquely valuable person and feels empowered.
Which potential is developed and how, is unique to each individual and can only be determined by students individually, not the curriculum. A student centred approach (as developed by Maria Montessori, or A.S. Neil’s Summerhill, the Union of Experimenting Colleges and Universities) caters to this learning. So does teaching by giving students problems to solve in groups, for these allow each student to take on the aspects of the problem which most interest them. Thus following the spark of their individual interest, they develop their specific potential Here, too, each student feels appreciated, empowered and tends to be appreciated by the group. This approach encourages students to develop into adults, who feel fulfilled, empowered and ap-preciated. This in turn nurtures benevolence and the desire to empower others.
Such a student centred approach is all-win:
* It produces fulfilled, empowered, benevolent adults and parents
* The benevolence makes for socially responsible and wise citizens and a humane, caring, law-abiding soci-ety.
Such a person-centred approach is in keeping with traditional world law (which applies to all people in the world) and conventional international law (which is a part of the national body of law of almost all nations on Earth). Where this law is breached, individuals can turn to the United Nations Human Rights Committee, which has the mandate to research such complaints and where legitimate to take these up with the relevant government.

Article 26 of the Universal Declaration of Human Rights states:
1. Everyone has the right to education. Education shall be free, at least in the
elementary and fundamental stages. Elementary education shall be compulsory.
Technical and professional education shall be made generally available and higher
education shall be equally accessible to all on the basis of merit.
2. Education shall be directed to the full development of the human personality and
to the strengthening of respect for human rights and fundamental freedoms. It shall
promote understanding, tolerance and friendship among all nations, racial or
religious groups, and shall further the activities of the United Nations for the maintenance of peace.
3. Parents have a prior right to choose the kind of education that shall be given to
their children.

Article 18
Everyone has the right to freedom of thought, conscience and religion; this right includes freedom to change his religion or belief, and freedom, either alone or in community with others and in public or private, to manifest his religion or belief in teaching, practice, worship and observance.
Article 19
Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through any media and regardless of frontiers.

12. An all-win approach to student leadership in schools and universi-ties
Where students are forced to learn by rote and adhere to stifling discipline, their intelligence and initiative is suppressed, and so is their creativity and fulfilment. In the end this is a lose/lose approach, and when applied to a whole population will stifle the creativity, initiative and intelligence of its citizenry. In the end such sup-pression is likely to result in revolt.
On the other hand, students who are given responsibility for their own behaviour and their places of learning tend to grow up to become more responsible citizens.
Some learning establishments, in addition to grades for academic performance give merit points for conduct. And so a student who is weak academically can become a leader in school affairs and achieve recognition in that way. This is aan all-win approach because it allows each person to be appreciated for her or his contri-bution even if they are not strong academically, it encourages personal initiative, alertness and responsibility.
Some learning establishments have suggestion boxes in which students can pass on ideas for improvement to staff and faculty.
Sometimes learning establishments have a student Council in which each class has one or more representa-tives.
These solutions are all-win. The input by the recipients of the education is important to keep it relevant and effective. Besides improving the quality of education and its delivery, it makes for more contented, responsi-ble students, it keeps teachers and faculty on their toes and creates aan enlivened learning environment for all parties. Students mature into empowered, socially aware and responsible adults.

An all-win perspective in the curriculum
Peaceful Conflict Resolution for 6-8 year-olds
In several schools in Berkeley, California, 6-8 year-olds are taught peaceful conflict resolution. When a con-flict arises among two students, these are requested to each choose a class mate and together these sit outside the door on a peace carpet, especially for that purpose, and discuss the problem, using the learned techniques, until the conflict has been resolved from an all-win perspective. This is an all-win solution:
Conflicts inevitably arise in life and can be a means to finding better solutions to problems, which otherwise would simmer under the surface. Young people who learn to embrace conflicts and transform them into positive experiences have a head start in life.
Students who encounter conflicts are left in their dignity and their sense of personal power, ability to empa-thise and to deal with life’s challenges are increased.
Teachers and class are unaffected by the conflicting students and the lesson can continue.
Students understanding how to resolve conflicts in an all-win way will be able to support their parents and family’s when conflicts arise to resolve these in an all-win way and do so in such a way that their input is heard. Peaceful conflict resolution spreads through society from the bottom up.

Looking at various subjects from an All-Win Western perspective
History
History tends to be taught from the perspective of power structures, instead of all-win. In our interdependent world, this does not provide the sort of knowledge which students will require to keep enable their part of the human community to function (be it their families, their businesses, their countries, etc) It is possible to look at what happened from the perspective of who won, who lost as well as which positive developments issued from a historic event, say which activities flourished, how was human knowledge and know-how impacted, how did values change.

Geography
Geography tends to look at human activity with regard to place and the earth and less at its impact. Faced by a breaking down of natural systems, it is vital that the student should understand what the impact of human activities is and what can be done to minimise them and allow natural systems to remain in tact. We can af-fect natural systems to a point whereby our own habitat and with it our quality of life is so minimised that life as we know itcan not survive. In the end natural systems will win. Humanity risks becoming extinct.
For instance, if we look at resources of a country, we seldom take into account the perspective of Mother Earth. To introduce the all-win perspective, this would be necessary. If a country has natural resources from mining or forestry, the all-win perspective might prompt questions such as, in how far does a country have a program of consistent reforestation? Or how does the mining affect the Earth, does one attempt to bring it back toits natural state? Does the mining pollute?
(Boris, could you add something to this section?)

Biology and Nature Studies
Biology tends to be anthropocentric. It avoids looking at animals and plants from their perspective and so species are becoming extinct at the rate of 150 a day. Animal and plant species, including human beings, are interdependent, therefore if one species dies out so do other species. For instance, the Panda bear lives on bamboo. As bamboo forests disappear, so do the pandas. Plants are essential for the survival of humans and other animal species. They convert CO2 to oxygen so that we can breathe, they hold water in the air and through their root systems, provide food and habitat. Where people and their livestock denude aan area of greenery and deserts develop, human and animal life becomes increasingly difficult. People die of hunger and thirst.

Arithmetic/Math
This field is used to get insights in other fields. The examples to which math and arithmetic is applied can help to illustrate and illumine the all-win perspective.
English and other languages
Look at various epochs in literary history from the all-win perspective, who wins? Who loses?
For instance, from the beginning of German and Romance Literature, until around the 1970’s, nature was barely a part of the equation. For that reason, the values and norms tended to be win/lose or at best win/win. Here are some examples to give the teacher some ideas on how to proceed.
*In the Old High German period, very few literary works remain. We therefore are unable to reliably deter-mine dominant values and norms.
In Germany in the Middle Ages, there were the Morality Plays. These taught a moral code, which consoli-dated the power of the church. The code consisted of a set of rules, imposed from the outside at the expense of the individual. A win/lose approach to life. In the courtly epic, the values safeguarded the position of the King (King Arthur, Parcival, etc,). Here, too, only limited behaviours and feelings are permitted. Both liter-ary expressions are win/lose, because they suppress natural aspects of human expression and inhibit their full creativity.
In the late Middle Ages, the hold of the Church and the King became less central in literature. The emphasis was less on the outwardly imposed code of conduct, what not to do, as on earthly pleasures enjoyed by knights as they frolicked with rural maidens. This is more of a win/win perspective. During the Renaissance, the emphasis was on the exploration of the Universe in its totality. Within the bounds of what people were aware of, the perspective began to move in an all-win direction.
* During the Enlightenment, the emphasis was placed on reason as opposed to other faculties, such as emo-tion and intuition. From this perspective the emphasis was a win/lose one, since the importance of parts of our full functioning were considered less desirable.
* During the German Sturm und Drang, the emphasis was shifted to the emotions at the expense of intuition and reason.
* During the Romantic Period, the emphasis was placed on the quest for the non-specified fulfilment, for instance, Novalis Blaue Blume. There was a fascination with the intuitive quest, rather than on what not to do. This can be seen as heading more toward a win/win perspective.

7 . All-Win Education for the world’s population as a whole
in Pieter Kooistra’s book: 'A self-financing World Marshall Plan'.
A supplementary income for each woman, man and child.
Poverty, disintegration of societies and unemployment are challenging us all to take responsibility for our world in new ways. The following self-financing World Marshall Plan would provide every person with a means to regenerate their own lives while helping to build a healthy environmentally-sound world economy in which all people are able to develop in their unique ways. This Plan is described in several books, includ-ing two sponsored by the Dutch Foreign Ministry.
The Effects of a Life-Enhancing Supplementary Economy
If every man, woman and child were given $250 (compounded by 7% p.a.) every year to be spent exclu-sively on his or her wholesome development, poverty and pollution would fade away. In poor areas, where a person earns $400 annually, $250 for each member of the family is a fortune. It could be spent on seeds or instruction on soil regeneration. Villagers could contribute to a water pump or sewage system for their re-gion. Soon poverty and disease could make way for flourishing cottage industries and international markets would expand into poorer areas. In richer countries $250 could be spent on personal growth or the develop-ment of mind or spirit. Attitudes would change as every year again each person would be asked to choose environmentally friendly goods and services for personal development. All would be encouraged to consider such questions as: "What is health?" "What adds depth and meaning to life?" and "How can aan individual develop personally without harming others or the environment?"
The world economy could change without lay-offs. As world markets for life enhancing and environmentally sound goods and services expanded, arms industries, drug, energy and electronic companies and others could gradually redirect research and development to qualify for these new markets. Business would adopt more life enhancing values. Attitudes would change as individuals, industry and governments experienced the benefits of serving the well being of people and Planet and saw poverty, unemployment, social disintegra-tion, and pollution decrease.

The Supplementary Economy Is Similar to a Mail Order Barter System
Every year, a census in taken in every country to establish which wholesome, life enhancing goods and/or services every person wishes to order for the year. In the Technical and Evaluation Division of the UN. Population Fund, it was suggested that countries could agree to attach a questionnaire to the ongoing census programme of each country. This questionnaire could be tabulated separately. This would be particularly useful while the infrastructure for the Marshall Plan is being put into place.
Each person is given a credit of the equivalent of US $250. Once a year each person is asked to order goods and services for up to the amount of this supplementary income for her or his personal development. Nothing harmful to anyone or the Planet may be ordered. The credit of those not wishing to participate is cancelled for that year.
These "orders" are entered on a computer banking system, which links all countries and people. Existing commercial banks are connected to this system both for the benefit of the consumers and of the producers. People who can supply the life enhancing goods and services requested also make this known to develop-ment workers and are matched with the demand. Once supply and demand are exactly matched, marketable goods and services have come into being and the exchange can take place.

How is this Supplementary Economy Financed?
In the past, a country's currency was considered "hard" to the degree it was covered by gold reserves. Today, a country's currency is considered "hard" to the degree it is covered by "marketable goods and services". In essence, money can be seen as a point system that is allocated to each product and service to facilitate barter.
In today's world both rich and poor limit currency production for opposing reasons. The rich have the poten-tial to produce the goods and services, but lack the markets. The poor are in need of goods and services, but lack the ability to produce the necessary goods and services; and so neither is in a position to create hard currency as long as the currency is created on a national or regional basis. As soon as the world is seen as aan economic whole, additional currency can be created to meet the WORLD situation of supply and demand. The additional currency can be divided among the world's population and can then be used to facilitate the exchange of goods and services as previously arranged via the computer system.
If the whole world were combined in one market, economists estimated that the world economy would be able to grow by 5%-10%. Let us say conservatively by 7%, if the production capacity would be matched by people's needs. This amount can then be used for several aims, including the building of the infrastructure and the implementation of this Plan. Once these costs have been deducted and the rest is divided equally among the world's population, each person would receive the equivalent of about US $ 250.

Each year more people will become contributors to this supplementary economy and so growth will con-tinue. Each year by, say 7% and each person's part of the new economy will increase. Because the whole world is in constant flux, these figures change constantly and these calculations would have to be done to meet the situation. The 7% is therefore just a means to illustrate how the financing would work.

The Supplementary Economy has two characteristics, not shared with any economy elsewhere in the world, made possible by modern computer technology and census taking infrastructures being developed with the support of the UN. They are:
1. Every woman, man, and child has an account and is connected through this banking system;
2. It would be known from the outset, each year, exactly what is needed and what can be supplied through the UN. Economy.
This makes it possible to create a hard international currency for this Supplementary Economy and to de-termine the goods and services that will promote wholesome human development.

How do people determine which goods and services may be offered through this
Supplementary Economy?
Decision making in connection with this Supplementary Economy should involve all people. One way pro-posed uses the sociocratic method, by which people must grant their consent to each decision for it to be taken. If consent is withheld, the decision must be reformulated.

To determine which goods and services are to be made available and which to be withheld, each community is divided into groups of approximately 25 persons who make community decisions regarding goods and services considered harmful and thus not permitted. Each of these small groups sends 2 members with the outcome of their decision making to the next level of decision making, say for the local regions. Here, too, people meet in groups of approximately 25 people. Again consent is sought. And then 2 of each group go to the next level, say the country level, and so the process continues. It was estimated that if all 6 billion people were involved in this form of decision making just 8 or 9 levels of decision making would be involved. This type of decision making is already used by some world organisations. The advantage that community is formed as such topics are discussed regarding what is wholesome and what harmful to individual or plane-tary health.

What is Required?
The proposed World Marshall Plan provides a supplementary income for all people in every nation. It will take about 10 years to build the necessary infrastructure.
The infrastructure will consist of:
1. Aan electronic communication system, such as the Internet, connected to a
2. Bank, which works exclusively with money transfers, rather than actual currency and is built on the model of the Dutch Giro System, run by a branch of a world institution, like the UN; with
3. Accounts for every man, woman and child in the world; and
4. Two UN. Development experts for every one thousand people, each with access to this fully computerised banking system both for informational and data entry purposes.

It Would Be Impossible To Achieve the Same Through World Taxes.
Organisationally, it would be very complicated and financially impossible to levy any form of world taxes in order to generate income for a world wide development income for all people to be administered by the U.N. Nobel prize winner, Jan Tinbergen, calculated that the U.S.A. would have to provide 2/3 and the EC one-half of their means if every citizen in the world were to receive a reasonable income. He quite rightly considers this impossible. Rich countries would collapse through a lack of funds, money would become too expensive, and the poor countries would only be helped in aan ad hoc fashion. Soon there would be a lack of purchasing power.

Great Advantages for Existing Economies.
Because the Supplementary Economy creates a constant upward pressure on existing economies, there are many advantages. After all, the same producers deliver to both economies.
Because of their extra income from the new economic circuit and the higher demands in terms of quality and environmental friendliness, producers will be able to manufacture better quality products in the original economies. There is, as it were, a wholesome interaction between all private businesses and those activities performed for the Supplementary Economy. This produces profit, spent differently in each economic circuit.

In this way both economic systems can be transformed, enabling the development of body and mind of the individual citizen. The Supplementary Economy constitutes a synthesis between market and planned eco-nomic approaches and the resulting balance benefits allpeople in every aspect of their existence. Every con-sumer is encouraged to function as both a national and a world citizen through the use of his or her supple-mentary income. As world citizen, he or she is directly connected to the UN., if it is chosen as administrating agency (i.e. humanity). No national government or organisation can take away these human rights and at the same time the increased individual well-being provides the stability which governments require to carry out their mandate.

We would be able to refer to the Supplementary Income as the much-needed Human Rights Economy, or a psychological and spiritual economy in which the development of body, mind and spirit are in balance. In this way, we can respond for the first time in history to our spiritual and political calling to produce a more loving and more reasonable worldcommunity, in which every individual can be a full-fledged partner in all situations.

Additional Characteristics of the Supplementary Economy
Decisions regarding which goods and services may be offered through the Supplementary Economy are made by all people in small community meetings. There are numerous precedents for this. Decisions will be made by consent, that is, people would have to agree on which products and services do not harm other peo-ple or the environment. This form of decision making builds community, raises consciousness and fosters responsibility with regard to the quality of life.
It Does Not Affect The Sovereignty Of Any Nation
Instead it enables each person to choose ways of contributing to the regeneration of their own economic and social environment in ways that benefit all people and the nation as a whole.
It Finances Itself And Is of No Cost To Any Nation.
On the contrary every individual, every business and consequently every country benefits.
No Interest Payments or Inflation, No Speculation. Less Likelihood of Fraud.
There is a direct link between production and consumption and there are no interest payments. There is therefore no inflation and can be no speculation. The rules of this Marshall Plan are monitored by the devel-opment workers and by all individual people who so wish. There is therefore less likelihood that there would be fraud using U.N dollars, than there is in today's less transparent economies.
Decrease In Pollution, Safeguarding Non-Renewable Resources
Production will be pollution-free and selective, and based on the prior consent of all people. There would be one type of goods and services for those who are physically poor and other types for those who are finan-cially well off and would benefit from mental or spiritual enrichment and the full range between these two extremes. Those receiving material goods are subject to regulation, because pollution and the depletion of natural resources through this Supplementary Economy is not permitted. In the long run these problems would significantly decrease.

Less Unemployment
Unemployment will decrease drastically, as the supplementary economy expands and provides increased opportunities for new producers. As standards of living rise, the focus of the economy will shift from mate-rial goods (which often deplete the earth's resources) to services which refine personal and spiritual educa-tion, interpersonal and community relationships, and artistic and cultural expression. It will result in a con-structive shift in the relationship between people and their planet.

Books that can be ordered for more information: Supplementary Income For All People
Noordwal 27, 5211 RN 's Hertogenbosch.
Tel. +31 (0)73 691 1818; Fax +31 (0)73 691 1810
http://www.xs4all.nl/~uno

*****

8 The War Business. Everything About it is Appalling
By Douglas Mattern, President, Association of World Citizens worldcit@best.com 04/13/03

We are now in the third year of the new century and we stand bewildered by what happened to the wonder-ful expressions of hope and joy that were expressed in the millennium celebrations. Today the world is a mirror image of the 20th century, which was the most brutal and destructive in human history. A major fac-tor is the war business that promotes militarism and conflict while producing enormous financial profit. A tragic indicator of the values of our civilisation is that "There's no business like war business."
Just think of all the missiles, bombs, etc. that will be replaced for profit by the armament industry after the
current U.S. military assault on Iraq.

In the first 14 days the U.S. dropped over 8,700 bombs, including more than 3,000 cruise missiles. This in-cludes cluster bombs, which is one of the most barbaric weapons ever created by the human mind.
Cruise missiles cost over $500,000 each. The Apache Longbow Helicopter costs about 22 million dollars each. The Bradley Fighting Vehicle costs over 1.2 million dollars. Each B-1 Stealth bomber costs over $2 billion.
Today it's Iraq on the receiving end of U.S. bombing. This country seems to have a proclivity for bombing small developing countries. Over the past several decades the list includes: Vietnam, Cambodia, Laos, Cuba, Indonesia, Grenada, Lebanon, Libya, Sudan, Bosnia, Afghanistan, El Salvador, Nicaragua, Guatemala, Pan-ama, Congo, and Iraq the first time around.

Since 1992, the U.S. exported over $142 billion dollars worth of weapons to states around the world. This macabre world market is dominated by the U.S., which accounted for nearly half of all weapon sales in 2001, more than $12 billion dollars for U.S. manufacturers. The Centre for International Policy estimates that about 80 percent of U.S. arms exports to the developing world go to non-democratic regimes.
Of the active conflicts in 1999, the U.S. supplied weapons or military training to parties in 39 of 42 conflicts. Other leading nations in this "merchants of death" business include Russia, France, Great Britain, China, Germany, and to a lesser degree, Sweden, Israel, Belgium, Belarus, Italy, North Korea, and more.
For U.S. companies, even larger profit is in the annual Pentagon budget.
Over $60 billion was allocated to purchase new weapons for 2003. The Pentagon spends over $30 billion annually in research and development for new weapons.

The U.S. armament industry is the second most subsidised industry after agriculture.
The administration's FY 2004 military budget is a big increase over 2003 at nearly $400 billion when in-cluding funding for nuclear weapons that is under the Department of Energy (DOE) Budget. Moreover, military spending is scheduled to increase over the coming years with projections of a $502 billion budget in FY 2009.

Steven Kosiak, director of budget studies at the Centre for Strategic and Budgetary Assessment, says, "We've come to the point where we're spending more money than we spent during the Cold War." This money is to pay for a new generation weapons, including the militarisation of space, which is a dream of never ending profits for the weapons industry.

The top lobbyist for the 2000 elections was Lockheed Martin at $2.8 million.
In 2001, Lockheed-Martin had $14 billion in sales of weapons to the U.S. and foreign buyers. Moreover, Lockheed Martin recently received a $3.5 billion contract to sell F-16 jet fighters to Poland. As a new mem-ber of NATO, Poland, along with Hungary and the Czech Republic, agreed to modernise their military and purchase new weapons. For the Lockheed sale, the U.S.
Government loaned Poland $3.8 billion. The expansion of NATO is a vehicle to sell U.S. weapons, and not surprising, the weapons industry is the biggest lobbyist for NATO expansion.

The small arms trade is also a lucrative business, totalling between 4-6 billion dollars per year. The leading exporters in terms of value are the U.S. and Russia. But this business is spread around the world with over
1,000 companies in some 98 countries involved in the production of small arms and/or ammunition. Small arms kill over 500,000 people a year in conflicts.

The violence and obsession with armaments goes down to rifles and handguns,
with the U.S. leading the parade. There are more than 65 million handguns in the U.S., and some 192 mil-lion in total firearms. In 1998 alone, dealers sold aan estimated 4.4 million guns in the U.S., nearly two mil-lion of them handguns. The result was 12,102 people murdered by firearms.

The nuclear weapons industry may soon get a new boost as the Bush team is threatening to resume nuclear testing at the Nevada underground site to develop new nuclear weapons, including "bunker busters" for use against hardened underground targets.

The Cold War ended over a decade ago, but the Stockholm International Peace
Research Institute reports the world nuclear stockpile in 2002 totalled over 30,000 warheads. In addition to deployed nuclear warheads, thousands more are held in reserve and are not counted in official declarations.
Moreover, thousands of U.S. and Russian warheads are on a hair-trigger alert, ready
for launch in a few minutes notice. The Centre for Defence Information reports the United States spends $27 billion annually to prepare to fight a nuclear war.

Today the war business is in full swing with thousands of scientists and engineers going to work daily with the task of building or developing new weapons, including space-based weapons that would turn the heavens above into a new source of terrorism for humanity below.

At the same time, UN Secretary General Koffi Annan reminds us that half of humanity lives in poverty, ex-isting on an average of $2 a day. The Arias Foundation reports that world military spending increased from $798 billion in 2000 to $839 billion in 2001. Half of the world's governments spend more on the military than for health care. This expenditure is a monumental waste of our wealth, resources, and intellectual talent for the means of destruction and astonishing profits for the armament companies. The war business is the world's ultimate criminal activity.

We are at a pivotal point in history, thus the decision by the U.S. and Britain to wage war on Iraq, rather than working tirelessly for a civilised resolution through the United Nations, is a step backward to the barbarism of 20th century warfare. Time is crucial! It's imperative that we do all that is necessary to initiate a dramatic change to end the violence and war that now threatens the very fabric of our civilisation.

This requires that we pull down the curtain on the "architects of destruction" and put the war business per-manently out-of-business. And it means ending the foolish quest to establish aan American empire. We must put our energy and priority into strengthening and building a new United Nations. As former UN Secretary General Boutros Boutros-Ghali puts it, a third generation UN.

The first generation, the League of Nations, represented governments only. The current second generation UN is also comprised of governments which have the power, but it also includes a tremendous input and dependence on Non-Government Organisations (NGO' s). The third generation UN must be democratic and also include the representation of the world's people and
NGO' s, and with some corporate responsibility. This could include a two-tier Parliament. One tier com-prised of governments, and the second tier comprised of civil society.

The imperative change in the third generation UN must be the ability to resolve conflicts between nations and peoples through the framework of world law. There is no workable alternative to end the war system with all of its political, economic, and cultural elements.

"The Age of nations is past, the task before us now, if we would survive, is to shake off our ancient preju-dices and build the earth." Teilhard de Chardin

Douglas Mattern is president of the Association of World Citizens (AWC); a San rancisco based international peace organisation with branches in 50 countries, and with UN NGO status.

The website for AWC is http://www.worldcitizens.org/
Douglas is a contributing writer for Liberal Slant.
Sources for material in this article include: Centre for Defense Information (CDI)
Federation of American Scientists (FAS)
Stockholm International Peace Research Institute (SIRPI)
United Nations Development Program (UNDP)
United Nations Department for Disarmament
U.S. State Department Find more articles by Douglas Mattern in the Liberal Slant Archives at
http://www.yourmailinglistprovider.com/pubarchive.php?haney

*****
9. Communicating with horses
A horse feels a fly on its skin. Would a subtle touch not be sufficient then to work with horses. The way Pieter Baalbergen and his colleagues work with horses motivates them to co-operate, to be willing to learn and stimulates their self-confidence.
We can learn a great deal about ourselves and what constitute effective leadership skills by watching herds of horses in the wild. The herd has much in common with a human tribe or other community.
A horse is a herd animal. The herd consists of aan alpha male, aan alpha female, a "harem" of mares and a number of colts (1-4 year olds?). The herd is a living system whereby each horse has aan important role within the whole. It is to the advantage of the herd that each horse play its role for the survival of the rest. For this reason, there are fewer challenges for the leadership of the herd than is commonly thought.
The role of the alpha male is for the safety of the whole. His attention is on the outside world looking for predators, etc. When danger lurks, his body language places the rest of the herd on alert. His body language indicates his intention for their safety: in which direction to flee. He will remain to ward off the enemy until the rest of the herd is in safety. The attention of the alpha male is not on the herd, but on the outside world. He does not look at the herd to see whether his authority is being challenged, it is generally not to the ad-vantage for the herd to challenge him. (since he is there to protect them). The attention of the whole herd is always on the alpha male for their own safety depends on it.
The alpha mare is responsible for feeding grounds and to see that all members are taken care of. She will lead the herd when danger lurks following the intention indicated by the alpha male's body language.
The alpha male and female are each directed at their own domain. That of the male on the outside world. That of the female on the herd as a whole. They do not look for fights with other members of the herd. That indicates weakness. When challenges from within by growing males, their actions a quick and decisive if danger lurks from within or outside of the herd.
A foal walks next to the mother around where her shoulder is. If we as humans do this, we are indicating that we are less in status than the horse. The mother leads the foal by showing a clear intention of the direction to run in. There is no force used, just intention and the knowledge that strength and survival lies in co-operation.
At all levels of the herd, fighting is self-defeating. It awakens aggression, resistance, anger and resistance. If a member of the herd is cowed into obedience, then the whole herd loses the strength that comes when the full strength of its members are directed at their role in the whole. A herd of cowed horses places all the onus of survival with the alpha male and female. In a herd where each horse voluntarily (for the sake of survival is allowed to fully play its own role in the whole and is respected in that role, the herd consists of tremendous strength that can survive against huge odds.
As in a herd of horses, many of the same rules count. Someone, who is always looking to those s/he super-vises for trouble, gives the signal that s/he is afraid and weak. While the leader will look to the whole of a problem, draw on the strengths of each member of the group and create a team spirit in which each member will come into her or his own.
Leadership will avoid using force, it will be by clarifying and strengthening the intention of the group to move toward the common goal.
Action is by invitation, so that members of a team move of their own free will, each investing her or his full capacity in the venture. The leader looks at the whole and where they are going instead of fixating on the personalities of the individual members and possible challenges of her/his authority.

This approach was designed by Pieter Baalbergen. It is an all-win approach.

The horses benefit, because they are approached with appreciation for their full ability and given an opportu-nity to act out of their own free will and in the way will most promote co-operation with their rider. People benefit, because they benefit from the full wisdom, co-operation, affection and strengths of their horses. And both humanity and the horse and animal species benefit because co-operation, understanding, appreciation and love is fostered for both species.
The work of Equi Libre, Terra Natura, v. Dedemarke 14, 8016 BR Zwolle. Info@terra-natura.nl
The Netherlands: Yvonne Bijleveld +31(0)6 2057 2220.Belgiam: Jesse Stubbe +32 (0)486 459 385
Equilibre@tiscalimail.nl, Web site www.terra-natura.nl

10. Win-win-situatie creëren door creativiteit
Verslag van een gebeurtenis op mijn werk m(aar ik door creativiteit een win-win situatie creëerde.
Bron van conflict: een steekkaartenbakje in de shop van een museum waarop een sticker met de Vlaamse Leeuw (zwarte leeuw op gele achtergrond) op, zichtbaar voor het publiek. Zelf ben ik niet-nationalist, dus wil ik als mede-personeels-lid zaalwachter door het publiek niet vereenzelvigd worden met het Vlaams-nationalisme. Leg dit mijn collega in de shop uit op een kalme manier. Zij reageert furieus en laat het bakje zo staan. Enkele dagen later verwijder ik de sticker en weer enkele dagen later merkt zij het op en eist van mij een nieuwe sticker. Ik heb geen zin om in een winkel een dergelijke sticker aan te kopen en die in mijn hand te hebben. Tegen het einde van de dag bedenk ik het om een zichtkaartje samen te stellen uit een af-beelding van een schilderij in het geel van Gilbert Swimber-ghe en een variatie op één van mijn oorspron- kelijke gedichten. Ik vraag haar of ik enkele dagen tijd heb zonder te vermelden wat ik van plan ben. Bij in ontvangst name kijkt zij verrast op en lijkt tevreden. Zij ziet graag het werk van Swimberghe. Zij lette er vervolgens op dat een door haar zelf opnieuw aangebrachte identieke sticker niet meer zichtbaar voor het publiek staat.

*****
11. Veilig op straat spelen
In een woonwijk wilden de bewoners dat de kinderen weer veilig op straat konden spelen en in een schone en veilige omgeving.
Het was ook een wijk met nogal wat overlast. Er werd nauwelijks meer buiten gespeeld. Nu trekken de be-woners elke dag een deel van de wijk in. Ze verzamelen een groep kinderen op een plein en gaan met ze spelen. De bedoeling is dat ze eerst met zijn allen het plein schoonvegen. Daarna wordt er voetbal, hockey, streetdance, fietsen, touwtjespringen of andere spelletjes gedaan. De kinderen, de meeste tussen de vier en twaalf jaar, vinden het geweldig en ouders en buurtgenoten ook.
Zij zien hun wijk veranderen, sfeervoller worden met al die spelende kinderen.
De wijk is weer leefbaar en de kinderen en volwassenen krijgen meer beweging en aanspraak.
Ragna Bottse - Krijspijn, SportprojectenTOS, Dordrecht

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12. Gehandicapten voetbal
Voetbal is zijn leven en hij speelde altijd in de hoogste klasse bij de amateurs. Zijn zoon ging altijd mee om te kijken en wilde zelf ook dolgraag voetballen. Maar omdat hij licht spastisch is en evenwichtsproblemen heeft door een dubbelzijdige hersenbeschadiging ging dit niet. Voetbal voor minder validen is er pas vanaf 16 jaar.
In 2000 werden er acht jongetjes met een handicap verzameld om te gaan voetballen. Nu wordt er elke woensdagmiddag getraind met meer dan negentig kinderen van vijf tot vijftien jaar, met verschillende han-dicaps. Wanneer je de inzet , het plezier en de gedrevenheid van die jongens en meisjes ziet! Het zijn echte sportmannen en –vrouwen. Zijn droom is een eigen sportterrein voor Only Fiends te bouwen. Een plek waar valide en invalide sporters welkom zijn maar waar de validen zich aanpassen.
Dennis Gebbink, Amsterdam Voetbalvereniging JOS/Watergraafsmeer

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13. Niet betaald !?
Een tijd geleden stapte ik in een zeer drukke tram vol passagiers in een grote stad.
Een Antilliaanse tramconductrice schreeuwde naar een Marokkaanse jongen dat hij niet betaald had voor een kaartje. De jongen was al verder de tram ingelopen, en schreeuwde dat hij dit wel had gedaan. En dat de conductrice het geld niet goed had geteld. De situatie dreigde uit de hand te lopen.
Ik ging mij ermee bemoeien, en ging eerst luisteren naar het verhaal van de conductrice. Toen sprak ik de jongen er op aan. De jongen werd boos op mij, en gedeeltelijk terecht; ik had niet kunnen zien dat hij betaald had, want ik kwam net wat later die tram binnen..
De Antilliaanse conductrice schreeuwde dat al die Marokkanen maar eens terug moesten naar Marokko.
Vervolgens sprong de jongen op, en begon op haar te spugen, en wilde vervolgens bijna haar slaan; boos om die opmerking over Marokkanen. De conductrice blies zich lichamelijk op en ging schreeuwen. Ik ben naast hen gaan staan. De tram werd stopgezet, en de politie was in aantocht.
Ik had eerst goed geluisterd naar die conductrice, (die stoom afblies en waarschijnlijk het gevoel kreeg ge-hoord te worden; en haar wel verteld dat die opmerking over Marokkanen niet zo handig was) en vervolgens liep ik wederom naar die jongen en ging rustig naast hem zitten. Ik sprak met hem op zijn 'jongeren-nivo' en sprak hem enerzijds aan op zijn gedrag (spugen, dreigen ed…. kan echt niet!!) anderzijds vertelde hij dat hij echt had betaald, terwijl hij ook wel toegaf dat ie fout was geweest in zijn gedrag, maar hij kon niet tegen discriminerend gedrag. Eerder had de jongen de keus gekregen om te vertrekken of anders met de politie in aanraking te komen. Daar hij echt had betaald (en enkele andere jongens schoven extra munten naar de con-ductrice) bleef hij zitten. De jongen en de conductrice waren in die zin wel zo tot rust gekomen dat ze beiden met de politie meegingen om hun verhaal te doen.
Ellis.
*****

14. ODE a positive magazine
Dear Friends and fellow world citizens
Helene de Puy and Jurriaan Kamp, two founders and editors of Ode, a wonderfully constructive and infor-mative good news magazine originally in Dutch and recently also available in English and Portuguese, in-vited me to offer a free copy to my friends and acquaintances worldwide. I am delighted with their generous offer since knowing about SUCCESS STORIES is vital to inspire our efforts in times when the pendulum seems to be swinging toward power politics. In the copies of ODE on my bedside table they mention a car that runs on water in Germany, a treatment to cure cancer in Ireland, aan organic fertilizer in Thailand, a school without grades in Italy. For more information check:
www.odemagazine.com. Their offer is truly all-win. To order your free copy, you are invited to contact Helene de Puy, unspoken.words@planet.nl; her office telephone number is: +31 (0)10-4360995; fax num-ber is +31 (0)10-2120887. Let her know which of the above languages you prefer. Many thanks to Helene and Jurriaan!

*****
15. Mediation
Steeds meer worden bij conflicten mediators ingeschakeld in plaats van advocaten en rechters om een probleem op te lossen.

16. Intuïtie
Op reis in Californië zocht ik naar een overnachtingsplaats aan de oceaan. Geheel op mijn intuïtie reed ik verder, links af, rechts af. Mijn vrouw en dochter vroegen zich af waar we heengingen. Wacht maar zei ik. Na verloop van tijd reden we op de oprijlaan van een hotel aan de oceaan. Heel groot en dus duur. We gin-gen naar binnen om te horen dat we voor een nacht $ 250 zouden mogen betalen. Bij het weggaan zakte de prijs tot $150. Dit was nog boven ons budget. Het was duidelijk dat ik had vergeten de prijs te visualiseren.
Vijf minuten later hadden we onderdak voor $ 45. Pim

17. Zorgboerderijen
Er zijn nu in Nederland 432 boerderijen waar lichamelijk en of geestelijk gehandicapten en psychiatrische patiënten kunnen worden opgenomen om door fysiek werk zich wat beter te gaan voelen

18. Schoon schip
Schepen die schoon in de Rotterdamse haven komen, hoeven minder havengeld te betalen.

19. Vergeving
Dood hem!', zei de broer. Zijn gezicht was als uit steen gehouwen. 'Dood hem!', riep de moeder door haar tranen heen. 'Dood hem!', zei ook de zuster, met trillende stem.
Bij het kampvuur waar de vergadering plaatsvond kreeg ieder familielid de kans zich uit te spreken. Er moest een oordeel geveld worden over het leven van een jongeman die buiten geboeid en met een angstige blik in zijn ogen wachtte op de dingen die komen gingen. Moord is een verschrikkelijke dood. Daar zat hij, met het bloed van zijn vriend nog aan zijn handen, in afwachting van zijn lot.
'Laten we dit goed overdenken', zei de grootvader zacht. De tragedie waar zijn familie in was gedompeld, maakten de rimpels op zijn toch al doorgroefde gezicht nog dieper. Hij sprak met de stem van vele genera-ties. 'Zal onze jongen terugkomen als we deze man hebben omgebracht?' 'Nee, nee, nee.' Dit woord bewoog zich langzaam door de kring van gepijnigden. Soms werd het gefluisterd, soms gemompeld, een enkele keer vol rancune uitgesproken. Ze discussieerden de hele nacht, en brachten toen de man naar het kampvuur om het oordeel uit te spreken. 'Zie je die tipi?', vroegen ze hem, wijzend naar de tent van de man die hij had vermoord. De moordenaar knikte. 'Die is nu van jou.' 'En zie je die paarden?' Ze wezen naar de dieren die van de vermoorde man waren geweest. De dader knikte opnieuw. 'Ook die zijn nu van jou. Je bent van nu af aan een bloedverwant, je bent onze zoon. Je zult de plaats innemen van degene die je hebt gedood.' De man zat op zijn knieën en keek omhoog naar de gezichten van de aanwezigen. Zijn nieuwe leven was begonnen. En ook de stam begon aan een nieuwe episode. Een moordenaar die werd opgenomen door de familie van het slachtoffer, was zoiets mogelijk?
Het niet schenken van vergeving brengt een last mee die niet gedragen wil worden. Hoewel de stamleden niet wisten hoe de jongen zich zou gaan gedragen, wisten ze wel welk effect het op hun leven zou hebben.
Ze wilden niet met haat in hun hart hun dagen doorbrengen... steeds weer in die maalstroom van woede, angst en verontwaardiging terecht komen....
Uit Nieuwsbrief Elisabeth Kübler - Ross nr 2 2004

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20. Conflict hantering
Een lesprogramma van alle kerkgenootschappen e.d. voor conflict hantering.
Dit betreft een voorstel om gezamenlijk door kerkgenootschappen e.d. een lesprogramma op te stellen en aan te bieden om het hanteren van conflicten te leren.Dit voorstel is ter bespreking in de onderwijs-denktank.

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21. De natuurwetten
Zo je doet zo je ontmoet
Wie een kuil graaft voor een ander, valt er zelf in.
Wie wind zaait zal storm oogsten
Wat je zegt dat ben jezelf
Oordeel niet opdat gij niet geoordeeld word
Wie het zwaard opneemt zal door het zwaard vergaan

De subwetten van het universum
De kennis van de mens is als het water. Soms komt het van beneden en soms van boven. De een wordt geïnspireerd door het Licht van de natuur en de ander door Goddelijke openbaring Francis Bacon.
De universele wetten beschrijven de grondbeginselen die de aarde en de hemelse gebieden beheersen. Deze wetten geven aan dat mensen samen met God scheppen door hun mind te gebruiken en dat energie, trilling, Licht en beweging het universum vormen, dat patronen van overeenstemming deel zijn van onze spirituele en fysieke werelden en dat alles wat we doen consequenties heeft. Deze beginselen helpen ons om te begrij-pen hoe en waarom dingen gebeuren.
Er zijn ook menselijke karakteristieke eigenschappen die samenhangen met de universele wetten. Deze wor-den de subwetten genoemd, of de wijze waarop we de universele wetten in onze levens toepassen.
Elk van deze subwetten is niet iets om zomaar te doen. Elk ervan heeft een spiritueel doel om de hemel op aarde te brengen. Door het leven volgens deze subwetten doen wij mee aan het mede scheppen van de vol-maakte wereld zoals die voor ons door ons hoger Zelf wordt gezien.
We kunnen het wel eens zijn met het doel van de subwetten en we willen er wel naar leven, maar we merken dat onopgeloste zaken uit vroegere levens of de beperkingen van onze huidige spirituele ontwikkeling obsta-kels zijn om die doelen te bereiken.
Als we de subwetten goed willen toepassen is het essentieel dat we leren hoe de obstakels te overwinnen. We kunnen dit doen door positieve gedachten en woorden. Hierdoor gaan we leven volgens de goddelijke be-doeling.
De volgende subwetten beschrijven niet alleen de deugden die ons spiritueel doen groeien, maar brengen ook ons leven op een hoger niveau.
Van elke subwet wordt beschreven hoe die een betere afstemming op het hoger Zelf geeft maar ook de in-vloed van het ego erop.
Tenslotte worden er suggesties gegeven om tot een betere afstemming op het hoger zelf te komen en daar-door tot een betere beheersing van het eigen leven.

Enkele subwetten:
Alles is energie. Mensen zijn energiewezens die met elkaar zijn verbonden in een zee van energie.
Alles is trilling met een eigen patroon. Elke vormgeving is een gevolg van gedachte-energie
Elke oorzaak heeft een gevolg en elk gevolg heeft een oorzaak
Als je anderen helpt zul je geholpen wordenMet onze gedachten, gevoelens, woorden en daden trekken wij gebeurtenissen naar ons toe.

Het in harmonie kunnen leven met de subwetten is een van de hoofddoelen van onze vele incarnaties op aar-de. Als we volgens deze subwetten leven, laten we zien dat we gekozen hebben om in overeenstemming met onze Schepper te leven. We zijn niet alleen naar het beeld van onze Schepper geschapen, maar we zijn ook op weg om in harmonie met de aarde en de manier van leven te zijn die de schepper voor ons heeft voorzien.
Het praten over de subwetten is gemakkelijk. Om voortdurend ernaar te leven en positieve gedachten, woor-den en daden te hebben is moeilijk. De subwetten in dit hoofdstuk geven aan hoe beter te leven. De volgende stappen zijn nodig:
? Lees zorgvuldig de omschrijving en het doel van elke subwet en maak een lijst van wat je nogniet doet.
? Bestudeer hoe je het doel van de subwetten kunt bereiken door je erop af te stemmen en op je hoger Zelf
? Bestudeer hoe het voldoen aan de subwetten geblokkeerd wordt door het ego.
? Ontwikkel een plan hoe de juiste gedachten te hebben en dat in je daden te uiten en bevestig dagelijks je voornemen om juist te denken.Zie het boek 'Het licht zal je bevrijden' door Norma Milanovich en Shirley McCune Uitgave Petiet 1999
22. Natuurlijke tijd
Een voorstel om over te gaan op een natuurlijke tijdrekening van 13 maanden van 28 dagen. Zie het boek ‘Wat wisten de Maya’s’ door Pieter Toonen. Doordat we van de natuurlijke tijd zijn afgeweken zijn veel zaken in onze wereld onharmonisch geworden.

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23. Win/win produceert goede wil en samenwerking.

Lisinka Ulatowska

Win-verlies, win-win, All win, en voorbeelden

1. kernernergie
2. Het kan anders
3. Ieder-wijs scholen
4. Onderwijs volgens de natuurwetpartij
5. De muur en scholen
6. Onderwijs en het Challenger programma
7. Challenge day. A case history
8. An All Win approach to teaching in general
9. In later schooling encouraging the development of a child’s unique potential
10. An all-win approach to student leadership in schools and universitiesAll Win education for the world's population as a whole in
11. Pieter Kooistra's book  A self financing World Marshall Plan
12. The war business
13. Communicating with horses
14. Win-win-situatie creëren door creativiteit
15. Veilig op straat spelen
16. Gehandicapten voetbal
17. Niet betaald !?
18. ODE a positive magazine
19. Mediation
20. Intuïtie
21. Zorgboerderijen
22. Schoon schip
23. Vergeving
24. conflict hantering
25. De natuurwet
26. De natuurlijke tijd
27. De natuurlijke tijd 13 maanden van 28 dagen.
28. Boek Fearless: Ordinary People Doing Extraordinary Things in a World Gripped by Fear
29. Boek Samenzwering Samenspel
30. The All Win principple . A valuable resource in a global world
31. meditatie 28/7 2004
32. advocatuur, kan het ook anders ?
33. Beamish Process Arts'Guardians of Peace
34. All Win en dierenwelzijn