With the new age, since 15 April 2021, Musubi has set a new school system to be implemented uniformly worldwide.
What used to mean an opportunity, the right to education, has now become a duty with pressure to perform, bullying, truancy and even, in Germany, police action and fines. The progress of the past has now become a collective blockade in some countries.
In the old age, the karmic power system dominated with an exaggerated pressure to perform, to which children had to conform in order to survive in a meritocracy. According to university professor Stefan Hopmann of the Institute of Educational Science at the University of Vienna in Austria, Hegel is said to have said: “School is the transition from the warm bosom of the family to the cold of society.” With the new age, however, it is now no longer a matter of breaking children for the old social coldness. Instead, the future belongs to children, where they have the chance to create a warm society with their current education.
Therefore, every school system worldwide must be changed from the present fact-based performance system to a person-based instruction system. This means homeschooling from personal instruction by one’s own parents to a right to group instruction by schools.
First of all, it must be clarified what a person-related instruction system does not mean: learning should by no means be left completely voluntarily to the children or arbitrarily to their parents, because that would in fact mean the abolition of the child’s right to education. Waldorf education follows a good pedagogical approach that is recommended for kindergartens. From school age onwards, however, largely complete voluntarism, as for example in democratic schools, then goes too far. The development of people’s personalities involves not only developing their strengths, but also encouraging their weaknesses. Children do not like to face these voluntarily, so that learning guidelines must be enforced. Guidance also means providing orientation through rules and structures.
Instead of almost complete voluntarism, the countries have to set learning targets and support them with good teaching materials. The USA with its textbook market can be used as a model. This market provides a large amount of materials that contain the complete curriculum and can be used efficiently even by untrained persons. These materials contain the curriculum of a school year as well as worksheets with exercises. For educational control, examinations are to be taken, during which the instructors for younger pupils may be present. There are no grades.
Until about puberty, first the inner child and then the inner woman develop in consciousness. During this time it is very important, free of any pressure to perform, to have positive experiences with other people. Through the inner woman, these relate mainly to the private sphere, so that appointments with friends, playgrounds and clubs convey a more positive social competence than the schools of the old age.
Grades only create pressure to perform, which often leads to a refusal to perform, especially during puberty. To protect their self-esteem, many young people would rather be seen as lazy than stupid. Before they have to admit to themselves and others that they have not met the standard despite their efforts, they prefer not to learn. In addition, performance is not uniformly censored in a comparable way anyway, so it is by no means fair, and it also facilitates the abuse of power. Above all, however, it takes the pressure to perform out of the entire social system if companies have to select applicants according to personal characteristics, such as the subject profile of secondary schools.
A basic qualification of 9 school years, to be achieved within 12 years, is to be ensured worldwide. The examinations should be offered with time flexibility so that they can be repeated at appropriate intervals. Differentiation of continued schooling based on the basic qualification should continue to be instruction-based instead of performance-based. Differentiation is based on the content taught, which, for example, aims at a further professional or university career. Here, it is sufficient if the countries adapt their existing education systems from performance-based to person-based. Diversity corresponds to the female spiritual system of the new age and can become a targeted subject profile for later applications. These secondary schools will also be completed without grades.
While the old age was still about providing access to education for all, the new age wants to support a positive development of consciousness worldwide. To achieve this, it is necessary to let the next generation outgrow the limitations of the old age.
The Austrian university professor from the Institute of Educational Science at the University of Vienna says: One learns to prove oneself in contexts that one did not choose oneself, at tasks that one did not wish for oneself under conditions that one can only change to a limited extent oneself. Is this really what we want to pass on to our children? Life as a struggle for survival under adverse circumstances? The new age wants one thing above all: to transmit joy.
I, along with others, have taken on the soul task of helping humanity achieve a better school system, among other things.
School/education in concrete terms
Several Final Enlightened Ones(AL) with different soul tasks are responsible for the soul topic of school/education. For example, I was given references to interesting articles from different perspectives. In addition, six of the Final Enlightened Ones(AL) responsible for the soul topic of school/education discussed my text via Skype on 23 and 25 June 2021 respectively. Their suggestions are added below as green notes. It is particularly important, beyond the purely factual content, that all Final Enlightened Ones(AL) responsible for the soul topic of school/education have brought in the love energy of their soul task and thereby give strength to the worldwide changes. The annotated guidelines for the school system of the new age are the new standard.
“The progress of the past has now become a collective blockade in some countries.”
Therefore we demand: Away from compulsory education – towards the right to education.
“Instead, the future belongs to the children, where they have the chance to create a warm society with their current education.”
How do you create a warm, loving society? It is important to teach children the ethics of the new age from the ground up. For this, the pedagogy part based on the complete transcendental consciousness should already be a focus in the training for teachers.
In Germany, school/education is still a state matter. This means that each federal state sets its own values. With the new age, the complete transcendental consciousness together with these guidelines is the guideline.
“Therefore, every school system worldwide must be changed from the present subject-based performance system to a person-based instruction system. This means homeschooling from personal instruction by one’s own parents to a right to group mentoring by schools.”
What could this look like in concrete terms? In schools, teachers provide personalised guidance in small groups (5-6 children). The teaching profession could be supplemented by freelancers, independent of the schools. Curative education nurses also have versatile training and are therefore also suitable. Since the schools are financed by the state, in the future the equal opportunities, including parents, would also have to receive financial support.
Different children – different care concepts. Not all parents are able to teach their children. Not all children are suitable for schools. Therefore, there should be a variety of options. The inclusion of children with disabilities becomes superfluous with the new school system as a separate issue when the special features of all individual children are dealt with anyway in individual care to small groups.
Another consideration: What about public schools in the new age? Are they still relevant? – Provided the guidelines of the new age are met, organisational forms can remain diverse.
“Personality development of people involves not only developing their strengths but also nurturing their weaknesses.”
Weaknesses should (in many cases) not be focused on, but indirectly encouraged. The ratio of being tender and indirect versus direct and learning to prevail even in the face of resistance depends on the interplay of biological age and soul age. Weaknesses should be given the space to develop and strengths should be encouraged.
Teaching ethics: Care should be taken to avoid pressure to perform, especially with regard to personal weaknesses. But is the teacher, the parents or an instructing private person in a position to recognise real weaknesses or is their own standard too high or too low? Supervision offers are helpful for this.
“Until about puberty, first the inner child and then the inner woman develop in consciousness.”
During inner-woman development, homework should not be used (unintentionally) to emphasise achievement in a masculine-one-sided way, but to internalise what has been learned in a feminine way and to make personal everyday connections. Group work is in the foreground.
Inner-woman development places a linguistic and musical emphasis. Projects are designed to promote relationship skills. Inclusion (integration of people with disabilities) is not to be taught as again an exclusionary special topic, but specifically during this developmental phase as a general social competence.
“Grades only create pressure to perform, which often then leads to refusal to perform, especially during puberty.”
During inner-male development, goal-oriented, independent learning becomes more and more integrated into the female base. Individual learning comes to the fore. The reciprocal guidance of group work should be practised.
Inner-man development places a scientific and artistic emphasis. Projects should teach achievement (not measured by grades as in the old age, but by results). Inclusion through individualised approach to teaching skills for all children anyway.
“Differentiation is achieved through the content taught, which, for example, aims at a further professional or university career. Here it is enough if the countries adapt their existing education systems from being performance-based to being person-based. Diversity corresponds to the female spiritual system of the new age and can become a targeted subject profile for later applications. These secondary schools will also graduate without grades.”
So teachers in the traditional sense will only exist for subject-related courses in vocational schools and universities.
Our thought: Should there still be different educational qualifications in the new age? For example, in Germany, 9 to 12 years of basic education for all (then corresponding to Hauptschulreife, Realschulreife, Fachabitur or Abitur), then vocational training or further university education. In other words, is the Abitur or Fachabitur still relevant for the new age? – Yes, this is left to the diversity of options in the individual countries.
“For this, it is necessary to let the next generation grow beyond the limitations of the old age.”
What is the concrete way to proceed? The authorities are to be brought under the uniform guidance of these guidelines.
In summary, the following guidelines for the school and education system of the new age emerge:
Instead of subject-related performance system – person-related instruction system.
Instead of compulsory schooling – right to education; i.e., free choice of teaching from homeschooling to small groups in school
State curriculum with good teaching material and learning progress review without grades
Basic qualification of 9 years of schooling to be achieved within 12 years
Note on the changing times: In the old age, homeschooling was still rejected on the grounds of counteracting religiously or ideologically motivated parallel societies in the interest of the general public. In the new age, moreover, after the experience with Corona, homeschooling is a worldwide possibility for the general public given by Musubi.
Comments on School/Education
the changeover to the new basis for the person-centred guidance school system has taken half a year. The adjustment even at the structural level still needs some time. However, since Musubi (the universal whole) is proceeding in an extremely consistent manner, the person-centred guidance system is already on the verge of realisation. Every design starts from the universal and then implements itself in the earthly with a time delay. Since Musubi has given the new school system, it is already the soon to be visible reality.
In fact, the opening for homeschooling and the abolition of censorships in Germany are already very easy to implement immediately. This should especially meet with sympathy to catch the Corona consequences.
Kind regards your Ayleen Lyschamaya
The teaching content of the new school system
In principle, the previous teaching contents can be retained. However, the advanced knowledge of the higher level of consciousness is to be taught additionally. This specifically concerns the following subjects:
In physics, the Energetic Theory of Consciousness (EB) is to be taught as the Theory of Everything, which solves previous physical problems and explains black energy, black matter and black holes. For this purpose, the reduced understanding of mass-dependent gravity is integrated into compactification gravity as a special case.
The basic article “The Theory of Everything with Mass-Independent Gravitation and Dynamic Gravitation Theory as a World Formula” explains the connections.
Ethics / Philosophy
In the subjects ethics and philosophy, the complete transcendental consciousness with its two formative forces across the four levels of consciousness is taught according to the universal laws. For this purpose, different tools are available for the different age groups:
“Gretel and Hansel” is already suitable for young children when they start school. The continuation fairy tales can be used from about seven to eight years.
From about nine to eleven years, the theme of health fits the child’s development. Accordingly, healing can be taught across the four levels of consciousness. A particular advantage of the topic of health is its great practical relevance. School curricula as well as the design across the four levels of consciousness are experienced as meaningful for one’s own life.
At the age of developing abstract thinking, consciousness can be discussed. The article “The Consciousness of the New Age – Philosophy of Consciousness” serves this purpose. Especially in the teenage years, this supports reflection also on one’s own personality and existence.
This subject classification is merely a suggestion and by no means fixed. For example, the fairy tales can also be integrated into creative art projects or the fairy tale songs can be taught in music. The subject of health can just as well be taught in biology. History lessons, on the other hand, can be enriched by analysing the respective consciousness of the time. Basically, in the person-centred guidance school system, the boundaries between the individual subjects are to be regarded as fluid. In personal contact, the contents can be taught in the way that best suits the individual children.
What can be done now? The contents of the new consciousness are not necessarily bound to the new school system. In this respect, the old school system with already new contents as well as the new school system with still old contents are temporarily equally possible. This will mainly depend on the organisational skills in both areas until eventually the new school system with new content becomes the norm. As a transitional phase, step-by-step progress in this direction should be made until then. The consciousness coaches of Am-Ziel-Erleuchtung© support this process.
Continue to “Harmonious children’s birthday parties: children’s birthday parties without losers, community-building group games” and “Structured English learning 1st-4th grade”.
Further on the health system (see also body healing), fairy tales and physics of the new age
 “Home schooling: when the child doesn’t go to school” by Nina Edler, 3 January 2019,
 “Waldorf Education: What is behind the Waldorf Concept?” by Ralf-Ingo S. – last update: 16.5.2021,
 Alternative schools: Waldorf, Montessori & Co.
 See footnote 1.