Energy Pedagogy®
Theoretical Background
(Also see L.E.P. Theoretical Background)
In the 1980's Sabetti developed the concept of Energy Pedagogy. From years of experience in the fields of therapy and consulting with both individuals and groups, he concluded that the change process involves and requires a high degree of learning by the participants. Exploring similar and different ways of learning involved in the various forms of Sabetti Life Energy Process led Sabetti to develop a pedagogy which understands learning as a life-long process, and which includes other dimensions of human existence: Who am I really? What is my real task in life? Why am I here? What is it I have to learn? How am I going to learn this? What is it I can pass on to others to further their learning process?
Practical Application
In Energy Pedagogy, learning processes are understood as energy processes. This leads to activation and evolution of the individual's learning potential, in that learning blockages are accepted as blockages of energy; these then may be dissolved by certain procedures. In this way the renewed flow of energy supports the learning process and is able to influence every cell of the body. This begins with cognitive learning and leads to an evolutionary learning process. Thus, the individual is guided to a greater degree of wholeness, and it is possible for these learning processes to affect the individual on several levels.
Blockages in energy flow lead to disorders on every level: physical, psychological, mental, spiritual - which are expressed in ways of thinking and feeling. By specific work on individual patterns of learning, learning blockages, and the energy flow of learning successes, learners are able to better recognize their potential and limits as well as their learning blockages, to comprehend their significance and to take steps for change. The main point is to permit experiences which help the learner to experience more self-confidence, individual freedom and independence in thinking, feeling and acting.
The support of virtual learning (a continuous form of learning from one instant to another) is typical for the kind of learning situation in which energy pedagogy is in focus. It signifies that what is learned thus far will not serve to slow down the learning process ("oriented toward the learned"), but its correctness will be continuously questioned and experienced anew ("oriented to learn").
The organization of such complex learning situations is equally dependent on both learners and teachers. Their flexibility, intuition and feeling for virtual learning situations enable them to learn with the body, soul and spirit. Connecting feelings and emotions with this process refreshes their abililty to be prepared for new learning situations and the continuation of learning for the duration of life.