Breakfast Burritos

•June 21, 2015 • Leave a Comment

Breakfast Burritos – Suzan Lemont

“Par-lay voo cess pool?”

“Sarge, don’t teach her that crap!”

“Como tally foot locker?”

“Sarge I mean it!!”

She twirls happily around the kitchen in a pink tutu, a real live princess. “How do you say I’m hungry?” “Un hambugger en freet.” Squeals of delight sounding more like a baby pig than a princess. “Un, duh, twah…” she happily chants, becoming dizzy and a little nauseous too. He lights a Camel non-filter, crinkles leprechaun eyes in a quick wink, flashes a pointy-toothed grin. She’s bubbling with happiness like a carbonated spring but pee is threatening to bubble out of her too. She’s afraid to leave the room, sure all that glee and sparkle will evaporate into thin air in the minute she’ll be gone. She squeezes her pelvic floor muscles together as hard as she can, ignores the spot of wetness in her panties, continues the carnival of almost-frenzied singing until she thinks she’ll shatter into a billion stars, all over the kitchen. “You spoil her too much; who’s gonna understand a three year old who speaks French?”


Fingers curled around hard metal edge, smooth glass side pressed hard to chest, arms crossed over each other forming what she thinks an escape-free cradle, she sleeps with his picture each night.   In the dark, too many things become possible and the future seems like a gigantic buzzing rock that will suck her bones and memories like light into a black hole. One fat, errant tear after another slides sideways out of her squeezed-shut eyes until a puddle of them has collected in one ear and her jaw aches with holding it in so no one can hear. One morning she sees that the glass is broken; just a thin spider-web or two across his uniform and the Indian nose, but the next night someone, (she’s sure it’s not the toothfairy though she has no proof), takes it away. She doesn’t ever see it again.


She stands in the lunch line which is wending its way out the doors of the gray stone building where she spends her days trying to fit in, red lunch ticket in hand, head on hiatus from incessant chattering monkeys who usually live there. The next thing she can remember is being at the lunchticket-puncher’s table and her’s has gone AWOL. It seems that the buzzing rock has begun its stealthy claim on her memory; she has no idea how she got the 100 meters from outside to in.

Another day begins upstairs in her pink-shag-carpeted bedroom reading and ends downstairs in the kitchen drinking hot chocolate; another of those puzzling black gaps in the space between. There is furtive talk of brain tumors, a visit to a place named after sandwich spread (her twin-cousins laughing through their terror at “Mayo Clinic”), murmurings of contacting the Red Cross. “Will he get to come home?” she queries. No one bothers to answer but it’s her mother and grandma who spend the night in the hotel room in between the brain scans and all the other tests they perform. She passes everything with “flying colors”; they’re completely stumped about the blackouts. She doesn’t tell them about the buzzing rock and the nightmares of dead children and his picture and being engulfed in a tsunami of sorrow. And they never ask.


The continental drift has been in effect for years, pushing away, not grinding towards, so that now she is left on one side with a pick-ax and a lot of rope, wondering how she will ever manage to close this ever-widening distance. She calls, yells, screams to the other side but he doesn’t hear. He’s in the Orient and she is in a wasteland of dis-orient-ation, which has a more familiar name but still feels hostile and dangerous. She daydreams, writes poems about nameless children left behind to die in a war they don’t understand, has long discussions with ghost-like figures, makes plans for being happy again. She’s pretty sure all her plans will fail – she is, after all, only nine and fairly powerless, magic rocks from the driveway notwithstanding…


He is haloed, for a golden autumn moment in the doorway of their bubble-gum pink house, come to deliver them from the monsters who live under the yawning floor furnace grate, come to play airplane and wrestling games, come to put the glass pieces back together into a smooth, safe surface which will not cut her hands or disappear in the night. Or… it’s an illusion and he only seemed to be there but after the dream there was a paper that said ‘DIVORCE’ which meant they would live with her all the time. She was confused, they lived with her all the time already because he was on that far away continent having a war; could they ever have lived in the war with him (before the paper)? No one had ever said that was an option, because she might have gone for it, even with the empty-eyed children haunting her nights.


She lies under the gold and white canopy bed of her most trite princess dreams, listening to the night sounds and wondering if it’s OK to go to sleep. There’s no lock on the door and sometimes bad things happen when you can’t lock your door. Will that be different now she lives with him? It stays quiet all night and she is relieved to be still alone in the morning, with nothing more than a few faded dream characters for company. Maybe she can be a princess after all. She doesn’t have to worry about the dead children and the continents drifting so far apart that they can’t see each other anymore.


The doctor says it’s just a sprained arm, nothing broken. “How did that happen?” he wants to know. “Playing football,” she dutifully reports. “With who?” “Neighborhood boys,” she shrugs. Her crown has slipped; he’s not pleased. “You’re too old to play football with boys. Don’t do it again.” She protests with all the pluckiness she can muster without incurring punishment (she absolutely cannot sleep without her radio) that fifteen is NOT too old but his opinion does not shift or alter an iota. She waits until he’s gone to work during the hazy summer days, and swears the boys to secrecy so she can still be their wide receiver. She can run faster than any of them, and she convinces herself that what he doesn’t know won’t hurt him. She’d give anything to make that belief a truth.


She finds him downstairs, sprawled on the floor in front of the stereo (not the prized one in the wooden cabinet he had custom-made in the Orient, that one was forfeited in the divorce), earphones askew on his head, wetness that looks suspiciously like tears on his face. A knife pricks a hidden part of her, her chest squeezed so hard she can barely breathe. She touches him on the shoulder, helps him to his feet and up the stairs to his room though with all of her being she wishes she could run back to her princess room and just pretend she didn’t see. She brings him coffee in the morning, the way he likes it: extra cream and two sugars. They don’t talk about it, his pain or hers, even when it happens again and the time after that. But it stays like a searing hot and slightly tainted cord between them – invisible. Neither one seems to have the golden shears and she for one is tired of the pain that comes from cut cords and drifting continents.


On the gurney, before they wheel him into the exorcism of the blight, freckles popping out like measles on his pasty-white face, he looks in turn at each of them. He shakes each boy’s hand in a manly gesture of strength she’s sure he doesn’t completely feel; none of them cry in an obvious way. She leans down, more obviously distressed, snot filling her nose and kisses him. In his gruff, hoarse throat he says, “We gotta get you right with God…” She turns partly to stone, almost flinches at his words. “God and I are doing fine Sarge, don’t you worry,” she murmers.


The message comes at 17:30 hours on New Year’s Eve. They are in the south of Spain, her belly swollen with a baby girl who seems to know what rebellious Indian spirit means. They fling stuff into suitcases, drive too fast along twisting, precariously-carved roads to arrive minutes after the last plane has left for anywhere that would bring her within reach of viewing his body; to any place where she can say goodbye. She sits in the toilet stall at the tiny airport, rocking back and forth like she used to do on long trips in the car, hugging her misery close to her heart, wracked with sobs, with guilt, with dammed up sadness while her Indian-princess daughter submits her protests into her abdominal wall.


She opens the fridge and sees a package of vegetarian sausage, some cheddar cheese, a bunch of fresh cilantro and taco sauce from last week’s Mexican dinner. In the bread box is a pack of flour tortillas. She hears a voice, very close by: “You can’t make ‘em right; you ain’t got no Jimmy Dean sausage and who ever heard of that green crap on there? Them Mexicans’d be turning in their graves if they saw what you were thinkin’ of doin’ to my recipe. Hell, I’M turnin’ in my grave!” One fat errant tear overspills her lower left eyelid. She lets it roll all the way down to her chin and drip off to the floor. Without wiping her face off she smiles and calls to her family, scattered like carelessly thrown dice across the living room: “Hey! Who wants some breakfast burritos? My dad used to make them all the time but I haven’t had any in years… And who wants to know how to count in French? Un, duh, twah…”

The Teleidoscope Process: DanceArtLife Improviation Sessions

•March 26, 2015 • Leave a Comment


The Teleidoscope Process: DanceArtLife Improvisation Sessions

What Is It? Movement-based exploration of space, time, relationships, what influences our decisions, patterns of choice and behavior, questioning, questing, gesturing, learning to tune in, listen with all our senses, getting comfortable with disorientation, learning to look from different angles, working from the inside out and outside in, and sideways, and upside down, standing still, running around like crazy, challenging our perceptions and what we take for granted such as “is this dance or every day movement – and what’s the difference?” and “where lies my impetus to move like this, or that?” (for example). A teleidoscope is a combination of ‘telescope’ and ‘kaleidoscope’: a simple instrument made of a tube, a triangular mirror, and a marble bulb on the end. There are no moving parts – nothing extraneous needed, except what’s all around you, and if you put it to your eye and move, then everything that’s in the space around you will fragment and rearrange into the most amazing and unexpected patterns. This is what all art is about: seeing what’s around us in a new way; taking all the stuff of “normal” life and rearranging it into surprising and stimulating and beautiful material.

Who Is It For? Everyone who loves to move but doesn’t like to follow steps. Adventurers looking for a new path to explore. People who suspect they can do more with their bodies than what they are currently doing. Those not afraid to tackle the big questions in a playful and (sometimes) confronting or challenging way. Anyone who wants to have fun, go deeper, shake up their system and maybe that of everything that’s around them. Revolutionaries, or those who dream about becoming one. For anyone who wants to learn how to problem-solve from the inside out, or who knows that to change the world you begin by changing yourself. People in their heads who want to get out. No specialized dance experience necessary; only an openness and curiosity and willingness to engage every part of your total self in the process.

A “Typical” Session: Begins with a thorough and deep warm up, helping each mover to connect with inner impulses and awareness, and become adept at transitioning into outer awareness and contact. Involves solo, partner, and group work through structured (sometimes very loose and sometimes more tightly structured) exercises designed to stimulate the entire body in concert with the intuitional and thinking parts of the brain. Makes space for new thought processes, ways of being, doing and imagining. Involves dialogue. Will make you sweat. Is co-created by the whole group and not directed solely by me. Has room for rest. Provides a means of reflection through the use of other art modalities such as drawing, clay, voice and rhythm, poesis, text, theater/props, creative writing… offers containment and safety in a supportive and exciting environment. Is never the same as the one before. Reinforces the notion of everything being connected to everything else and illustrates this in a clear and embodied way.

When, Where, How Much?
11 Friday evenings, 20:00-22:00 hours
beginning March 27 and finishing June 19, 2015 (no class 24 April or 15 May)
Emma Centrum, Cremerstraat 245/247, 3532 BJ Utrecht
Sliding Scale: €99-132, you decide what you can afford – payable in 2 installments (before course begins & halfway through).
With enough full-paying participants I can offer 2 “Paying It Forward” places in the sessions (at a nominal cost of €3-4) per session. Contact me if you’re interested to be considered, know someone who could benefit from the offer, or have any other questions or concerns about finances.

Class goes on with minimum of 4 pre-registered participants. Maximum =12. If there is space you can join in after start-date of course. If enough course subscriptions are obtained before start of the course & it’s not full then drop-ins can be arranged. Contact me to arrange.

Language: Majority of each session is in English, but I speak and understand Dutch nearly fluently. Reasonable degree of understanding English helps a lot but in my experience participants are wonderful at helping each other out when something isn’t clear, and I am willing to re-phrase in Dutch or slow down descriptions/instructions to suit different levels of understanding.

Contact: Suzan Lemont – or PM on Facebook or sms/what’s app on 06 522 75873

Who I Am: Nearly 54 year old American-born intermodal (dance, visual art, theater, music, creative writing) expressive arts therapist with specialty in dance/dance therapy; mother; wife; activist; writer; seeker; dance theater maker; match-maker; improviser; the Queen of In-Between; lover of metaphor; journalist/investigator; eduational “specialist”; boat-rocker/wave-maker; star-gazer; bewonderer of the Cosmos; probably 97% human, maybe 3% “other”. I taught movement/dance/body-mind courses at Parnassos (cultural center for Utrecht University) for 10 ½ years where I also directed 3 amateur community art performances, was on the faculty of University College Utrecht in the performing arts track between 2005 and 2010 where I also facilitated 3 dance/movement orientated performance pieces. Improvisation changed my life completely! A chaotic and traumatic childhood, and the aftermath, stimulated me to learn as much as I can about restorative, healing practices and incorporate them fully into my life, and to share what I’ve learned with others. Visit my blog at to get more of an impression, or contact me via email.

Please Share/Invite friends/acquaintances to help this special offering be (re) born.

Thousand Points of Light: Yogilates Dance Flow Sessions

•March 26, 2015 • 1 Comment

dragonphoeniximage.jpg11 x Friday evening sessions,
First one – March 27, 18:00-19:45 hours

Thousand Points of Light Yogilates Dance Flow Sessions

What is it? This spacious (1 hour 45 minutes) movement & meditation class weaves together of all the dance and body-mind connective work I’ve studied and experienced over the past 30+ years. These include: Jungian dance/active imagination, the work of Gabrielle Roth (known for 5 Rhythms, though this class is not a 5 Rhythms class), Pilates, Body Mind Centering, Authentic Movement, Kripalu Yoga, Calinetics, Dance Improvisation, T’ai Chi/Qui Gong, Dance Conditioning, Movement Medicine, various moving and sitting meditation techniques, voice and breath work, Body-Oriented Psychotherapy, Anna Halrpin’s LifeArt Process, Isometric Stretching and more…

What Does a “Typical Class” Look Like? I prefer the word “session” over “class” because I’m not teaching in the traditional sense of the word. People don’t come into the class as a one-way sponge to soak up whatever supposed wisdom or techniques or philosophy I might dispense; it’s a co-creation which happens in a contained and nurturing space, where I facilitate the process and offer my knowledge for adaptation and use in whatever way might be useful. No two classes are the same but I try to build in some (flexible) pillars on which I build the sessions. Each class will contain: tuning in and centering; exploration of own movement possibilities and capabilities, usually through improvisation, ecstatic dance, dance flow, etc.; dynamic stretching and strengthening in flowing sequences (no static, long-held poses); work with balance, coordination, and movement flow; awareness of breathing and spatial orientation; practical information and techniques for managing challenges such as high stress situations, ADHD, “monkey mind”, tendency to hyperventilate, injury recovery etc.; laughter and Light-heartedness; Play and Artistic Expression (might be with crayons and paper, or using visual impulses from Soul Cards, or brief stream of consciousness writing, or anything else that helps to stimulate creativity, sensory integration and increase awareness and pleasure of life).

Who Is it For? Thousand Points of Light is my phrase for people with very busy minds, where it feels like there are always 1000 points of light going off in the brain, resulting in difficulty calming down, being able to focus or relax or let go or “just be”, as many yoga and meditation courses expect participants to be able to do already or in a very short time. I acknowledge and work with whatever participants bring to the sessions: fidegeting, tension, difficulty concentrating, chatter in the head, etc. and provide lots of encouragement, acceptance and tools for working with this type of energy (which I also share – so I know how it feels from the inside). Also geared especially towards those who: are adventurous & longing for fun in their movement, a bit wary of “New Age” airy-fairy classes, cannot focus, sit still, or follow rules, want to improve their way of being in the world and how they feel in thier skins, take everything too seriously, don’t take anything seriously, are stiff, are flexible, have no dance experience, have tons of dance experience, are open to new ways of learning/being, are curious, are struggling with a chronic & debilitating illness such as Chronic Fatigue Syndrome, or recovering from any injury or illness which prevents from attending a “normal” dance or yoga class, can understand English at least at basic level… any doubts? Contact me.

When, Where and How Much?
11 Friday Evenings – 18:00-19:45
March 27, April 3, 10, 17, May 1, 8, 22, 29, June 5, 12, 19
Emma Centrum, Kremerstraat 247, Utrecht (easily reachable by bike & car & public transportation)
Sliding Scale: €88-110, you decide what you can afford – payable in 2 installments (before course begins & halfway through).
With enough full-paying participants I can offer 2 “Paying It Forward” places in the sessions (at a nominal cost of €2-4) per session. Contact me if you’re interested to be considered or have any other questions or concerns about finances.

Class goes on with minimum of 4 pre-registered participants. Maximum =12. If there is space you can join in after start-date of course. If enough course subscriptions are obtained before start of the course & it’s not full then drop-ins can be arranged. Contact me to arrange.

Language: Majority of each session is in English, but I speak and understand Dutch nearly fluently. Reasonable degree of understanding English helps a lot but in my experience participants are wonderful at helping each other out when something isn’t clear, and I am willing to re-phrase in Dutch or slow down descriptions/instructions to suit different levels of understanding.

Contact: Suzan Lemont – or PM on Facebook or sms/what’s app on 06 522 75873

Who I Am: Nearly 54 year old American-born intermodal (dance, visual art, theater, music, creative writing) expressive arts therapist with specialty in dance/dance therapy; mother; wife; activist; writer; seeker; dance theater maker; match-maker; improviser; the Queen of In-Between; lover of metaphor; journalist/investigator; eduational “specialist”; boat-rocker/wave-maker; star-gazer; bewonderer of the Cosmos; probably 97% human, maybe 3% “other”. I taught movement/dance/body-mind courses at Parnassos (cultural center for Utrecht University) for 10 ½ years where I also directed 3 amateur community art performances, was on the faculty of University College Utrecht in the performing arts track between 2005 and 2010 where I also facilitated 3 dance/movement orientated performance pieces. A chaotic and tramatic childhood, and the aftermath, stimulated me to learn as much as I can about restorative, healing practices and incorporate them fully into my life, and to share what I’ve learned with others. Visit my blog at to get more of an impression, or contact me via email.

Please Share/Invite friends/acquaintances to help this special offering be born.

Where Modern Educational Philosophy Comes From: Part 1 – A Brief History of Education

•March 4, 2015 • 3 Comments

If you want to build a ship, don’t drum up people to collect wood and don’t assign them tasks and work, but rather teach them to long for the endless immensity of the sea.            Antoine de Saint-Exupery

This is the first in a 2, or possibly 3 part series of information about education, what’s wrong with the system we have now and what we can do about it. Part 1 is a brief history of education, drawn largely from Peter Gray’s blog on Psychology Today – Freedom to Learn. There is a wealth of information about children, development, learning, and education there and I highly recommend it! Part 2 (next month or sooner) will briefly examine what democratic education and unschooling are, in-depth principles of what sociocracy is and how it works, and why I believe these are vital practices for the future (with supporting evidence and research). In Part 3, I will focus on different initiatives happening around the world, and specifically in the Netherlands, where I live and my children have been born and raised and will focus on further research that can and must be done around these developments.

Looking Backwards Through the Telescope: How I Became an Educational Revolutionary

The troubles started early, maybe two or three weeks into my school career.  I was five. I lived on an island south of Japan and was going to school on the military base where my father was stationed. I could already read a simple fairy tale, recite and write numbers up to 100 in English and Japanese, use a few French phrases and count to 10 in French, and my vocabulary was probably about the level of a 12 year old. My curiosity was insatiable and I asked constant questions of anyone within earshot, and sometimes even to myself. I remember sitting in a cluster of other young, malleable minds and bodies, on the floor in front of the big portable chalkboard in kindergarten, excited to be there and for new doors to open; only to find, once it did, a well-paved road of things I already knew and a rulebook which seemed to have no other purpose than to frustrate me into despondency and fits of rebellion… The teacher began laboriously drawing numbers on the board: 1-10. When it came time for us to copy them on our wide-lined paper, I kept going to 100 and was reprimanded for not doing what the rest of the class was doing. When we had to painstakingly practice printing the alphabet, I balked and switched to cursive, because I found it easier and more comfortable to use (not to mention how much prettier I thought it looked), but once again, frowned-upon behavior not suitable for school. The teacher complained to my father, when he went to confront her, that she did not have the time to give me individual attention and I would just have to try and fit in with the rest of the class. If I could not, then I would suffer the inevitable consequences. Disobedience and “acting out” would not be tolerated, lest it loosen the teacher’s necessary control over the group, and undermine her authority (make her look bad). Nobody likes a “smarty pants”; I was supposed to learn how to hide my intelligence if I wanted to fit in.

This story takes place in a military-run school in Okinawa in 1966, but I find it’s an all-too-common story, even now in 2015 and in “mainstream” educational settings. Put 20 parents of children ages 4-18 into a room together and you will hear at least 5 similar experiences and often a whole landslide of them: children made to fit themselves into someone else’s idea of how they should be, and punished or discouraged if they do not want to, or are not able to comply. Children not acknowledged for or encouraged to develop their own ways of knowing because it may not fit in to the established system we are familiar with and believe is “right”. Children subtly or not-so-subtly encouraged to compete with their peers to be “the best” and having near-nervous breakdowns when they can’t or don’t want to compete. Children not seen or acknowledged for their uniqueness and whatever gifts and talents they have (every child has gifts; it just depends on what we value) or who are actively thwarted from pursuing their own interests because those interests aren’t valued. Children who are made to worry about being inadequate, abnormal or stupid if they haven’t met the exact same standards or passed the same (“correct) milestones as the “average” child…

I’ve known since I started school that something was wrong, but didn’t have the words to articulate what it was until many years afterwards. I knew it all through my teenage years, and early adulthood and my first foray into higher education (three different majors in three years, a ½ a year hiatus to “get my head on straight”, dropped classes, failed classes, confusion…). There was a glimmer of light when I entered the Adult Bachelor’s program of Lesley University (then College) and took progressive and fun classes in Creative Education, Anthropology, Dance Therapy and Psychology. By the time I finished my Masters, I had a clearer picture of what was wrong with the system, and some idealistic ways to fix it, but circumstances didn’t allow me to put those ideas into action right away (I moved to the Netherlands just before completing my MA and while pregnant with my first daughter and had my hands full learning a new culture, language, making social connections, moving twice, and later entering the education system as a teacher).

When my own daughters began attending mainstream schools I alternated fits of spitting fire and indignation (“why do they get graded for gym class for Pete’s sake! It’s supposed to be fun!” and “what do you mean she has to finish eating in 10 minutes so she can go outside and play whether she wants to or not??”) with fits of despair (“she doesn’t pay attention during math and if she keeps this up she will be held back this year” and “we don’t know why she isn’t able to read yet and we’re sorry if her self-esteem isn’t up to par; we’re doing what we’re supposed to be doing. Maybe the problem is her”).

Then, around September of 2012 while preparing a talk I was giving at a symposium about why creative expressive arts should be part of the normal curriculum in schools in South Africa, I stumbled on an article titled ‘A Brief History of Education’ on the Psychology Today website, written by a developmental psychologist and researcher, Peter Gray. And it rocked my world!

Knowledge is power and I’m not talking about power over something or others, but the power/ability to change something that needs changing because you understand all aspects of it, and so in this article I would like to outline where this kind of thinking and current educational practices originate in history, and then, in a second installation, present the model and philosophy of democratic education as a (the?) remedy to situations such as in my story above.

What follows is a (relatively ;-) ) brief encapsulation of how the modern education system developed. (For a more detailed, and entertaining account, see Peter Gray’s blog Freedom to Learn at Psychology Today: It’s worth noting that although this account centers around European and American educational development, in the past several decades it has become the truth/norm for nearly all countries and forms of educational thought including developments in China, Japan, India, and Africa. These places, which had a somewhat different developmental trajectory earlier on, have been pulled into the same orbit as that of “the Western” education system. If you saw the film Alfabet (2013) which focused on the failures of modern education systems and features China prominently, then you will understand why I make this point. The film raises more questions than it answers in terms of possible solutions to the phenomenal failure of traditional schooling to prepare children for the rest of their lives after childhood, not even mentioning democratic schools in passing, but I will examine this occurrence more deeply in the second installation in this series.

It Was All Good for Children, Until It Wasn’t…

Up until about 10,000 years ago there were only hunter-gatherer societieHGKidsPlayings on the planet. Hunter-gatherers are mainly nomadic (at least to some degree), live in close communion with the rhythms of the seasons, have intimate knowledge of the land on which they depend and tread, must develop and store vast amounts of knowledge of the flora, fauna and weather/climactic patterns in their environment, and depend greatly on shared values and being able to work interdependently if they are to survive and flourish. They also have far more free time to pursue pleasurable activities than do highly technologically-based modern cultures because the work of meeting basic needs of food and shelter happens in shorter, more concentrated periods rather than continuous or prolonged efforts (some would argue that these needs are simpler than the ones we have in modern living conditions but that is a matter for another article).

Children in HG societies have almost endless amounts of time in which to play, and acquire virtually all of the necessary knowledge they need to become a contributing and full-fledged member of their communities through daily, casual observation of community life and relationships, through games and appropriate explorative play opportunities, by engaging and honing their practical and creative skills with certain crafts, and through tribal rituals which code important pieces of knowledge into pleasurable and important art forms such as: story-telling, dancing, singing and rhythm, drawing, and theatrical play. (See bibliography and references at the end of this article for substantiation of these facts). I am using the present tense when describing these cultures because there still exist a number of them in the world today, and this is one of the main ways we have been able to follow the evolution of various cultures.

The Turning of the Tides

About 10,000 years ago however, with the first discoveries that seeds could be planted and harvested for a more reliable supply of food, this began to slowly change. Farming is a much more labor-intensive endeavor than gathering food thus more human labor became necessary to grow and harvest food. The steady food supply also meant bigger families/more mouths to feed so all available family members were needed to support the growing population and to ensure the continuing food supply. The hours in which children were allowed to roam free and learn all about their natural world were diminished as they were put to work planting, tending, harvesting, and processing crops and taking care of livestock. Permanent dwellings were erected, which also required much more maintenance than temporary ones, also multiplying the necessary amount of labor for upkeep and sustainability.

At the moment that humans shifted their habits away from a nomadic way of life, and latched onto the idea that people could control, exploit and own land and animals, everything changed, including thoughts about children and their value, purpose, and use to society. This trend continues until we arrive at the feudal system, where it was accepted that a few powerful leaders had the right to own and control vast sections of land and all of the resources that came from that land. A class system emerged, and a hierarchy based on the ability of the stronger members of society to exploit great numbers of people, usually in exchange for the promise of protection from hostile neighbors and/or the threat of disenfranchisement from the shared culture.

Everything shifted towards production and besides land, labor became the most prized commodity. Every able-bodied person in a family was needed to increase the family’s productivity and value, though most of what they produced was not for themselves or even for their tribe, but for the overlord or other authority figures. This gradually gave way to the idea of harder work increasing personal wealth too, but not until fairly recently.

Earlier in history there was a basic trust that all sufficient knowledge will appear as needed and that each person has unique and valuable gifts which are useful to the community or society and that humans are the stewards of the earth, and not the owners of it or anything on it. With the advent of agriculture, this idea has been supplanted by a devaluing of certain factions within the culture (animal spirits, women, and children namely) and supplanted with the idea of mankind’s inherent rights to dominance over “lower” life forms. Specialized knowledge (how to milk cows, how to plant wheat, the climate on one’s own patch of land, how to get the most out of one type of soil) became more valuable than an extensive cache of knowledge and people became more disconnected from varied and more diversified forms of “knowing”.

This essential trust in the necessary learning process had begun to severely erode by classical Greek and Roman times, when a formalized system of imparting academic knowledge evolved, based on the idea that some people are inherently superior to others by way of being more clever or intelligent, and that formalized and “academic” ways of thinking are superior to any other form of knowledge and is thus only offered to or required for the ruling/controlling classes (nobility). This was also the period where large cities first began appearing, and people became more distanced from the processes of growing their own food and being primarily self-sufficient except for limited trading between tribes or travellers and the first of what we call “universities” today, appeared. Learning in institutions and using the brain and logic was valued over the seemingly “simple” learning that took place everywhere else in life.

During the next 1000 years or so the organized religious systems of Judaism, Christianity, and Islam have become thoroughly entrenched into the entire Indo-European continents (and later by extension through immigrants from Europe, to the Americas) and all of them favor the notion that the earth is on a “lower” plane of existence and humans’ task is to rise to the “higher” or spiritual planes. The spiritual state is more important than the physical, and relegated into the hands of those presumed to have the most wisdom and knowledge (only the clergy were allowed to learn to read and write Latin, which was the primary written language of the Roman empire which lasted until around 400 CE – and whose influence is felt long afterwards, even up until the present). Imagine this: the population has exploded, stepping up competition for resources; life is hard and the Church teaches that the only release will come in the afterlife. If the rules which have been described as unquestionable laws of the cosmos are not followed in complete obedience to the knowledge-holders, the results can be catastrophic, i.e. entrance to Heaven denied and no relief from the harshness of life in a bodily form; eternity in Hell or any other form of the coveted state of spiritual grace denied to the disobedient ones. It becomes imperative for the Church, intimately involved in political and social life, to control the thoughts and actions of its followers, and this is done through propaganda, threats, fear, and promises of rewards for unquestioning adherence to the standards laid out by the authorities. To disobey or refuse to conform is to risk severe punishment, or even death, for oneself and often relatives as well.

The Tide Does Not Retreatcorporal punishment

Several key events happen during this time, which will become the foundation of educational methods as we know it today. First, Martin Luther translates the Latin bible into German and declares that the only way to salvation is to be able to read the bible for oneself, and not depend on an intermediary. This means that everyone will need to learn to read and so Germany becomes the first country to institute universal schooling practices, and virtually all of the schools are run by the Lutheran church, which takes an extremely strict approach to the raising and teaching of children. Corporal punishment is condoned and even encouraged; any deviation from the strict doctrines of the church are met with severe force. Children are routinely smacked, slapped, beaten with fists, belts, wooden switches or other pain-inflicting implements and teachers hold unquestionable and total authority over their pupils. Children are also seen as being completely unequal to adults in every way: they are expected to keep quiet, sit still, respect their elders, and become model churchgoers and upright citizens.


Second, during the industrial revolution in England (and somewhat on the Continent) the explosion of commerce and factory-produced goods for consumption by a rapidly forming middle class means children are exploited as a source of labor so severely that hundreds of thousands of them are maimed or die, as well as many families being ripped apart by poverty or death. Unheard of numbers of orphans or children lacking adult representation/protection causes a backlash of child welfare reforms and gradually brings about new attention to and a major shift in the thinking about child welfare. The advent of machines helps to ease the need for human effort and physical labor, and loud calls for reforms in child labor practices are heard in government chambers, on the streets, and in the press. Eventually the reformers, with the best of intentions towards children, prevail and laws are enacted which limit the number of hours and what types of jobs children are allowed to work. Now that children are not required to work in factories (as much) anymore, what are they supposed to be doing? Answer: Schooling for all children of a certain age becomes compulsory.

Swept from the Jaws of Hell into… Prisons?

Sadly for all children everywhere there is no such thing as a return to earlier practices in hunter-gatherer societies (which are seen as “primitive”, quaint, unsophisticated, heathen, wild and even dangerous in the eyes of “modern” societies). If children are not to be allowed to “just play” they must have some form of “work”, and that work becomes… learning, which takes the form of attending school. Going to school becomes the way to fill the hours that children used to spend in the factories or helping on the farm or other forms of manual labor. The growing use of technology and rapidly changing modern society calls for a much higher level of intellectual capacity or intelligence than previously thought necessary, and at ever younger ages: being able to read, write, process numbers, cure illnesses and solve sanitation and other logistical problems, and get a grip on how to better exploit the earth’s resources in order to produce more goods for human consumption becomes the priority for humanity as a whole. Play and learning by doing as the primary ways of acquiring knowledge is replaced by “drumming it into their brains”, rote learning, following formulas, and memorization. Those who understand how law, politics, and finances work have an advantage over mere manual laborers, as do the newly formalized fields of science and medicine. These fields all require high levels of reading, communication, and mathematical skills and the world falls under the sway of this one area of knowledge.


Modern psychology becomes established as a scientific authority where parents are told the best ways to raise their children, who are seen as small adults (little vampire-like monsters according to some theorists) who must be coerced into performing their roles and becoming responsible citizens. The community no longer has innate trust in each child’s ability to become a contributing, productive member of society, in whatever ways they are best suited, believing instead in the views of pedagogical “experts”. Children are a constant challenge to the right thinking and actions of adults, and are a threat to a smoothly-running society. They must be tamed or subdued into conformity; otherwise it is feared that all of society will collapse!

Competition is the new keyword in this society. Whereas each new life used to be a gift for all of humanity, full of endless possibility and hope, now children are born onto the earth needing to prove their “worth” from the very beginning, and the push is on for them to become productive, contributing, talented, outstanding, and compliant participants in society – and the earlier the better. A child who cannot establish themselves as a well-functioning member of this new society is quickly categorized and labeled: failure, disadvantaged, difficult, retarded, rebellious, lazy, dangerous, disruptive, or even worse, vultures preying on the generosity of society or taking up precious resources which could be used by others who are more productive/worthy…

Does this sound familiar? With some mild modifications, a re-working of the rhetoric to appear more progressive, and a few attempts at continued reformation, this is primarily the education system as it stands today, over most of the world, regardless of developmental status. Most developing countries have been heavily influenced by the West as far as educational standards and systems are concerned, fueled directly by increasing competition for goods and services designed to increase a country’s wealth and political standing in a world gone mad with greed. The ramifications of thinking about children as lumps of clay to be formed into whatever shape society desires or requires them to be are multiple, and chilling. Staggering and rising rates of depression, suicide, mental “disorders”, “learning difficulties”, stress, negative impact on family life – these are all well-known and documented.


So, what can we do? In an essay inside the book How to Start a Sudbury Valley School (one of the original forms of democratic education), Daniel Greenberg (1971) – one of the founders of Sudbury Valley, examines the differences and desirability of education Reform vs. Revolution. I started off believing and investing my energy in Reform. I thought that if we just introduced far more creativity into the school system, if we used the arts as a vehicle for teaching and tapped into the collective energy which has been expressed for hundreds of thousands of years through ritualized play and arts that everything would get better. And numerous studies show that the arts and creativity do indeed improve the school experience for many children. But after being exposed to the ideas which form the foundation of democratic schooling, and sociocratic societal structures (which most of the democratic schools in the Netherlands follow), I have changed my heart and my mind. Sliding a few extra moments of play and arts exposure into a child’s structured-by-adults day, will not be enough, I am convinced, to reverse the overwhelmingly debilitating effects of imposing a learning curriculum which they didn’t choose onto children. We must stop hiding behind unsubstantiated claims of “we know what’s best for them”, and we must face the fact that we are perpetuating acts of violence which are seriously thwarting all chances of building a peaceful and equitable society.

In the second part of this series I will outline, examine, and present evidence for why I believe that democratic education is one of the best and only hopes we have for repairing the damage of the past 10,000 (and more specifically past 200) years. Until next time!

17 Habits of unhappy people

•March 25, 2014 • Leave a Comment


An excellent read for any of us who drift toward any number of these habits. I think I’ll print it out and carry it in my daybook!

Originally posted on counselorssoapbox:

By David Joel Miller

Photo courtesy of Flickr (Family O’Abé)

Are these habits keeping you miserable?

1. Keeping Secrets – covering up your mistakes

Happy people learn to admit mistakes when the make them and then try to stop making the same ones over and over. It takes way more work to cover up your faults than to admit them and change you actions.  

Keeping secrets isolates you from others and can damage relationships.

2. Trying to please others – be someone else

Spending your life trying to please others is a sure prescription for unhappiness. Trying to be someone or something you are not will keep you stuck in your misery. Learn to accept who you are and move towards who you chose to be. Make yourself happy and others will find it easier to like you. Try to please everyone and you will please no one…

View original 1,167 more words

Psylliumhusk, Nut & Seed Bread

•February 7, 2014 • 1 Comment
One slice of plain, one slice of dried blueberry.

One slice of plain, one slice of dried blueberry.

I found the recipe for this bread on another site to which I have lost the link, and I’m not sure who the original author was, otherwise I would gladly credit! I have modified it a bit, and give possible variations at the bottom (or in the recipe itself for a few items). The original claim was that this bread would change your life. Well, I don’t know about that, but I do make it every week now and also bake it for a friend who’s hooked on it as well. Literally everyone who has tried this bread loves it and has asked for the recipe.
It’s gluten and sugar free, yeast free, loaded with minerals, omega essential fats, and fiber; tastes just fantastically good especially toasted and with a bit of jam, honey, nut butter olive oil or (on the plain or savory version) any kind of regular sandwich filling (vegan mayo and avocado and sprouts anyone?).

It keeps well out of the fridge for a few days, in the fridge for 5-6 days and you can slice, wrap in plastic or aluminum foil and freeze it for at least a month. That way you never have to be without. It’s a snap to make once you have all the ingredients (so so easy). Two or three slices in the morning keep me going for hours. And finally, if you have trouble with regularity/constipation, this bread is the solution. Detoxing action never tasted this good!

Basic Recipe (The original ingredients are always listed first).
Yield = 1 x Nut/Seed loaf about 9×5 inch bread size/12-14 slices but I’ve made it in a European cake-style pan as well, and a slightly bigger loaf pan and that works fine too. I usually double or triple the recipe to save my energy and the electricity of baking single loaves.

1 cup/135 gr. raw sunflower seeds (or combination sunflower, pumpkin, sesame)
1/2 cup/90 gr. flax seeds
2 Tbs. Chia seeds
4 Tbs. Psyllium seed husks

1/2 cup/65 gr. raw nuts (almond, hazel, cashew, walnut, etc.)
1 1/2 cups/145 gr. rolled oats – certified gluten free if it’s an issue for you OR combination of oats, amaranth, buckwheat, quinoa, millet flakes
1-2 tsp. unrefined fine sea or Celtic salt (to taste)
*1- 4 Tbs. maple syrup, Arenga palm sugar, honey or a few drops of stevia, or other preferred sweetener
3 Tbs. melted coconut oil, butter or ghee, or nut oil
1 1/2- 1 3/4 cups/ 350-400 ml water/other liquid such as fruit juice/broth

The original recipe calls for using flexible silicon loaf pan molds, but I don’t use silicon so I just do it in a regular bread/loaf pan. I strongly recommend greasing the pan & putting a layer of baking paper in, at least halfway up the sides. This makes it much easier to lift the bread out partway through the baking! If you use silicon you don’t need grease or wax paper.

Optional Step: Coursely grind the nuts and seeds in a food processor. This gives the bread a finer texture, but some prefer the chunkiness of whole nuts and seeds. Try it both ways and see which you prefer.

Mix all the dry ingredients thoroughly in a large bowl. Whisk the wet ingredients together in another bowl, then pour over the dry and stir together well. If “dough” is too heavy or thick to stir add more liquid until it’s manageable. Consistency will be like wet/sloppy bread or cookie dough.

Pour it into the prepared bread pan and smooth out the top.

Let it sit for at least 2 hours, but can be as long as overnight. When you can lift the loaf slightly out of the pan and it still holds its shape it’s ready to bake.

(Pre)Heat oven to 175º C/ 350º F
Bake 20 minutes on the middle rack of oven. Remove bread from pan after 20 minutes, and place upside-down, either directly on the rack or (if there are loose nuts/seeds falling off) on a stone or metal baking sheet. Bake an additional 30-50 minutes, until bread sounds hollow when you tap on the bottom. Let cool completely before slicing (otherwise it falls apart).
* A note about sweeteners: it really depends on your taste and dietary restrictions. You can opt for completely sweetener free, although the bread will be a bit more bland. Arenga palm sugar, maple syrup, succannat, date syrup, moalsses, stevia, and Rapadura are all
considered as good as sugar-free because they do not spike your blood sugar the way refined sugar does. Honey is also ok for most people except diabetics, people with candida issues and vegans. I do not recommend agave syrup, which is promoted as a health product but is actually a refined product and has nasty long-term effects on the body. Experiment and see which sweeteners give the most pleasing effect for you. For savory bread skip the sweetener altogether and use a bit of extra salt or herbal seasoning.

** A note about ingredients and variations: this recipe is so versatile! It can accommodate variations in amounts and types of ingredients up to 20% or so and the creative options are almost endless. Below I’m listing all kinds of things you could try once you’ve got the basic recipe down. Some of them I’ve tried myself and others still waiting to try but I’ve never had a bad loaf yet. Try:
-dried unsweetened fruits like blueberries, cherries, cranberries, apricots, dates, pineapple,
-fresh fruits: banana, berries, apple chunks or sauce
-dried shredded coconut
-fresh or dried orange or lemon peel
-unsweetened cocoa powder or sugar-free chocolate chunks
-spices: cinnamon, cardamom, clove, ginger
-fruit juice concentrate as part of the liquid (works well with dried fruit)
-coconut milk (as part of liquid)
Savory versions:
-olive oil instead of other fat
-fresh or dried herbs
-sundried tomatoes
-sweet potato or pumpkin pieces
-chunks of peppers, onion, scallions, shallots
-steamed chunks of broccoli
-finely chopped spinach or kale
-grated cheese

You can use all seeds if you have a nut allergy but all nuts instead of seeds will probably not work too well.
You can make the bread vegan.
You MUST use the psyllium husks as it’s what holds the bread together. Order online if you can’t find it locally. If you use whole psyllium seed you’ll get less fiber and will need to adjust the liquids as it absorbs water differently. It’s better to use the ground up HUSKS.
You can use flax instead of chia.
If you use ground flax seeds instead of whole add a bit more water (like 1/4 cup).
Same if you use quinoa, amaranth, millet, or buckwheat flakes as they absorb more water than oats.

It’s hard to mess this bread up: if there’s too much liquid it will just take longer to bake, if there’s too little it will be a bit crumbly but still taste awesome. I slice mine and toast it in the toaster oven so the inside is also a bit crunchy, or pan grill it with olive oil, coconut oil or butter and then put sugar-free jam or honey on it, goat cheese, nut butter, or eat it plain!
Feedback, favorite combinations, new ideas welcome!

Superfood Raw Blueberry-Date Cake

•October 10, 2013 • Leave a Comment

Forget about those awful store-bought snack bars full of white sugar, unhealthy fats and fake fruit. These bars (I cal them raw Blueberry-Date Cake) provide superior nutrition, freshness, and taste and are a snap to make. One caution: they’re totally addicting and not low-fat, so be careful because before you know it you will have consumed 1,000 calories, and that’s kind of counter-productive. Use as many organic ingredients as you can afford, but these are super-healthy no matter what, so don’t worry too much if you can’t use anything organic – you’re/they’re still good!.

I’ve given quantities in metric and as always, my quantities are approximate (adjust to taste and what you have available) but if you want to convert to U.S. 500 grams is slightly more than a U.S. pound (about 32 grams to an ounce). You could also just use measuring cups (1 cup = about 100 grams) and adjust proportions.

Prep Time: 10 minutes
Fridge Time: 2 hours
Shelf Life:Stored in fridge, Best eaten within 3-4 days (if they last that long); Can be frozen &; thawed for school/work treats
Makes about 20-25 6 cm. x 6 cm. (2 1/2 x 2 1/2″) bars/squares
Excellent source of iron, magnesium, zinc, trace minerals & elements such as boron and selenium, omega 3 fatty acids, protein, and fiber. All the sugars are unrefined/natural and combined with the fat and protein in the nuts these will not spike your blood sugar levels.Tea&Cake

500 grams mixed, unroasted, unsalted nuts such as raw almonds, cashews, walnuts, pecans, hazelnuts, macademias, etc.

200 gr. fresh (could use frozen) blueberries

150 gr. pitted dates

50 gr. raisins (I used some organic prunes too).

a few stevia leaves, or a few Tbsp. Organic Raw Sugar or Arenga Palm Sugar

Raw Flaked Coconut in mix or roll the bars in it before refrigerating

Flax, Hemp or Chia Seeds

Put all ingredients in a large food processor, or process in smaller batches in an herb/nut grinder. The “dough” will be sticky and you may have to scrape the sides of the food processor bowl several times or split up the mix into smaller batches. Pulse or mix until all ingredients are relatively smooth (mine still had some tiny chunks or nubs but this made it quite a nice texture; you just need it to stick together). Spread into a rectangular or a couple of square cake pans lined with waxed paper, press down to compact it and help it stick together and refrigerate for at least 2 hours. Cut into bar shapes and store on a plate covered with plastic wrap or in an airtight container in the fridge. They hold up fine out of the fridge for several hours. Alternatively, you could roll them into balls, roll in more nuts or coconut then refrigerate, but these are harder to store due to their shape (but easy and fun for kids to eat).

That’s it! A super-healthy treat for you and your family; each ingredient a powerhouse of nutritional support and they are SO yummy! They might seem expensive because of the nuts and dried fruit, but if you price them out compared to the ones you buy in health food stores, and you factor in the damage the commercial ones are doing to your organs and overall health I think they come out as reasonably affordable. And they’re filling. So enjoy!


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