This is the vision: world-class schooling in a sustainable and international
village that is holistic, pragmatic and authentic.
Bali, that unique island boasting a singular combination of scenic
beauty, cultural wealth, and liberal-mindedness, should be the location
for an educational landscape fulfilling all standards of excellence,
which can serve as model of the philosophy developed by UNESCO for an
Open Learning Community.
This involves a network of various complementing learning venues, each
designed with the input gained from the world's best ideas and experiences.
Here in Bali a complete artistic concept should emerge, to show how
the meaningful education of children, adolescents, and young adults
from Indonesia and many other countries of the world can help prepare
them for a creative and responsible role in the world, meeting the complex
demands of today and tomorrow. The school starts out with the
claim of competing to be the best school in the world. It doesn't
strive for exclusiveness, but rather aspires to be a transferable model:
other similar communities should emerge in other places on the globe.
Elsewhere there are enough children, parents, and innovative teachers
who dream of a new kind of school setting which can truly combine living
and learning, stimulate the joy of discovery, and release human creative
powers, thus optimally encouraging and promoting the best in young people.
National, International and Intercultural Education
Intercultural education means educating for international understanding
right at one's own doorstep. Bali School for Life will be a place where
children of different nations, religions, and socio-cultural origins
can learn to live together in an atmosphere of tolerance and solidarity.
Intercultural education means on the one hand making sense of your own
culture, finding your identity in your own culture - to understand culture
not as something from a museum, but a living force and source of new
impulses without ripping out the old moorings. On the other hand, intercultural
education includes the ability of looking beyond your own horizons to
comprehend that we live in one world together, and desire to accept
each other in peace and mutual freedom.
Associated School of UNESCO
In 1974 the 18th meeting of the UNESCO General Conference passed its
"Recommendation for International Understanding, Co-operation and
Peace and Education Relating to Human Rights and Fun¬damental Freedoms
through the Teaching of Ethical and Humanistic Values". As an Associated
School of UNESCO, the Bali School for Life intends to make its particular
mark in the implementation of these recommendations, and to share its
experience in the form of teaching materials with other interested schools
Frontal class teaching will be a seldom occurrence in the Bali School
for Life. Instead, relying on the knowledge gained in modern learning
theory, a researching, discovering, active kind of learning is favored.
Learning will take place individually or in small teams, and the biography
and learning background of every child will be taken into account. In
contrast to repetitive learning which takes place within parameters
of false security (where problem presentation, solution route, and solution
itself are always already known beforehand), here the learning processes
are of a much more open nature. Naturally there will still be some ‘right’
and ‘wrong’ answers. But in real-life situations there are
often a number of different options which have to be compared and considered
before making a decision. In any case, learning in connection with entrepreneurship
also means learning how to think strategically while dealing with uncertainties,
practicing to take calculated risks.
There is a veritable arsenal of teaching methods and forms of pedagogical
organization that serve these goals: teaching in small groups, learning
and acting in projects, open or informal education, orienting the time
frame to the task at hand and the current project (and not the other
way around), team teaching, mixed-aged groups and cross-generational
learning (where it makes sense to do so). Classrooms can be transformed
into learning workshops.
At the same time, the limits of traditional school spaces will
be dissolved: all the students will work with laptops and personal computers,
and be able to communicate directly with teachers and other students
electronically. Everyone will have access to libraries all over the
world. In this interactive learning development, the concept of "classroom"
will surpass the traditional classroom. In developing their projects,
students will also be able to make use of multimedia designs, computer
assisted drafting, the information highway, and graphic and desktop
virtuelle Dozenten - Demo
In this regard it is important to correctly evaluate the instrumental
role played by electronic media: Such tools are an enormous help but
not an end in itselves. Real experience is always more important than
The Bali School for Life will serve to create a culture of entrepreneurship
with its program (the curriculum) as well as with its organization and
structure (the setting). Entrepreneurship is understood here as a fundamental
force in the socially and ecologically responsible formation of the
world: ethics pay.
The enterprising Bali School for Life will be trying to promote from
childhood a visionary who recognizes a problem, develops an entrepreneurial
idea arising from it, and tests and implements that idea on the market.
The Bali School for Life will support children, adolescents, and involved
adults in further developing entrepreneurial ideas. It is a resource
for the generation of such ideas - the plan is to realize projects locally
with local partners, hence contributing to community development. It
would certainly be desirable when students who have graduated from the
school take their ideas with them as spin-offs to be implemented elsewhere.
Entrepreneurial qualifications are not to be equated with management
qualifications. The training of managers aims at creating dependent
employees who can rationally implement certain prescribed goals. A
manager, no matter how good he may be as an organizer, is not yet an
entrepreneur who opens up new horizons. A capable businessman
will consider such problems as environmental pollution, chemicals in
food products, and the situation in developing countries, and take these
issues into account in decision-making. He will attempt to deal with
social problem areas and trends, as they are often better recognized
by outsiders and non-conformists. New ideas shift the point of view
of reality, and often enough creative persons are thought to be crazy.
A young person who recognizes social problems, confronts them
and wants to do something practicable about the situation, is to some
extent comparable to an artist. Just as in art, where innovative performance
not unseldomly demands a certain obsession with an idea, and like an
artist, who wants to project his own style to the world, an entrepreneur
with a new idea, product, or sales form must often withstand a phase
of social rejection. Again and again one hears about such chapters
in the personal biographies of great artists and writers as well as
famous entrepreneurs of the first generation. This phase, often bringing
with it personal sacrifices, daring experiments and the pitying smiles
of the establishment, develops into a stimulus and sense of risk in
the life of an artist or entrepreneur. Without such uncertain beginnings,
when new ideas are developed and promoted despite obstacles, demanding
much in the way of courage and stamina in the face of odds, later success
is generally not forthcoming. The quality of the entrepreneurial idea
is of decisive importance here.
Entrepreneurs as artists who contribute to the enrichment of life do
not create mountains of garbage or drive the production of products
through the roof, but devote themselves to non-destructive areas.
Entrepreneurs in the spirit of intelligent modesty become inventors
and supporters of products and services that put a stop to overproduction
and the squandering of resources, and so ensuring that quality of life
is increased rather than reduced.
A particular characteristic of the Bali School for Life's community
education approach will be the participation in the UNESCO project "Transforming
Community Schools into Open Learning Communities". The goal is
to explore how the community school can itself become an open learning
community and, at the same time, become a focal point for enabling,
supporting and connecting other learning communities within a larger
The Bali School for Life can be considered as a polis in the sense
borrowed from ancient Greece: a small-scale model of a democratic state.
The pupils increasingly take over functions and responsibilities and
share these with the adults. Life in the Open Learning Community offers
many chances of bringing a strong sense of self and an equally strong
sense of community into a healthy relationship with each other, and
preparing decisions by means of a democratic process of consensus building.
Democracy does not exclude leadership - on the contrary, democracy depends
on good leadership. Business enterprises also need strong leadership
and the loyalty of their employees, but it is to the advantage of any
business to keep up a meaningful dialog with its teams. The leading
international boarding schools, founded by such personalities as Kurt
Hahn, have long recognized the pedagogical opportunities offered by
communal life. There are elected offices and duties, school parliaments
and school speakers. Politics is learned by assuming responsibility
in the community.
The members of the Open Learning Village will orient themselves on
social virtues represented by universal ethics that can be understood
by people of various social and cultural heritage. Among such universal
truths are for instance values such as respect for others, the innate
worth of every human being, truthfulness, respect for nature, fairness,
the readiness and ability to help, consideration and attention of others,
willingness to work and achieve, a modest bearing, the ability to abstain
and aspire to a certain intelligent asceticism, peaceable behavior,
solidarity with the weak, perseverance, and the ability, as Kurt Hahn
puts it, to learn to assert yourself for something you think is right
"in spite of discomforts, dangers, boredom, momentary impulses,
or stress, in spite of the scorn from others, in spite of general skepticism."
The Bali School for Life will support children, adolescents, and adults
to practice their own religion and learn more about it in religious
classes. The experience of one's own religion can lay the foundations
for respect and tolerance of the religious convictions of others.
The Bali School for Life will be a development workshop and the results
can be fed nationally but also into the international transfer of innovation.
Its concept has been classified by UNESCO as “much needed world
class innovative effort in the field of education” and “new
standard of educational excellence for the world community of the 21st