How can we shape a peaceful and fulfilling future with the help of the IDG? By starting where we can truly make a difference: with children and young people. And with the people who support them.
The learning journey took the teachers through all five dimensions of the IDG—combining theory, practice, and collaboration. Mindful Compassionate Education opened up new paths along the way.
This IDG dimension is about my inner attitude: becoming more aware of what is going on inside me and how that relates to and interacts with my surroundings. This awareness fosters greater presence, more clarity about my goals, and the ability to respond thoughtfully in complex situations.
A deep commitment to life. My values and goals also serve the common good and the greater good.
To act with sincerity and honesty, guided by my core values.
Curiosity and a flexible willingness to exchange perspectives, to embrace vulnerability and change, and to grow.
Reflection on my thoughts, feelings, desires, and actions, as well as my self-image. The ability to self-regulate.
Openness to being in the here and now, accepting reality as it unfolds, and responding to it in a meaningful way.
The teachers explored the dimension of "BEING" through learning about reaction patterns to (school) stress, how our brains function in alarm mode, emotion regulation systems, and mindfulness exercises as countermeasures.
This dimension is about clarity and openness to different perspectives, with an eye toward the long-term consequences of my actions for the future. This helps me navigate complex situations and make sustainable decisions in our interconnected world.
Critically reflect on views, evidence, and plans.
Actively and meaningfully applying insights from different perspectives. Learning from them.
Understand complexities and work with the interrelationships and properties of systems.
Develop and focus on long-term goals to promote the common good and ecological well-being.
Think outside the box, identify new possibilities, and turn them into actionable ideas.
The teachers explored the “THINKING” dimension through positive psychology, exercises in changing perspectives, and managing our brain’s negative bias.
This IDG Dimension is about appreciation, kindness, compassion, and connection with people, future generations, the planet, and myself. This mindset helps me create a more just and inclusive world for everyone.
To approach myself and the world with a deep sense of gratitude, joy, appreciation, and recognition.
A strong sense of being part of—and connected to—a greater whole (humanity, life, and the global ecosystem).
The ability to act in a way that is appropriate to the situation, without putting my own status, needs, or ego first.
To treat other people, myself, and nature with kindness, empathy, and compassion, and to alleviate suffering.
The willingness to overcome hostility, process trauma, and create space for healing.
Teachers developed the skills in the RELATIONSHIP dimension through learning about values and inner motivators, as well as through exercises in (self-)kindness, compassion, and shared joy.
This IDG Dimension is about building trusting relationships. Here, values, skills, and perspectives are recognized, and safe spaces for collaboration are created—so that shared goals and shared impact can emerge.
Building and maintaining relationships with emotional intelligence, based on trust, respect, mutual understanding, and a willingness to collaborate.
Embrace and respect diversity while including people and communities with different perspectives and backgrounds.
Promoting collaborative processes with various stakeholders and navigating power dynamics through teamwork and psychological safety.
Truly listening to others, fostering genuine dialogue, expressing one's own views, managing conflicts constructively, and tailoring communication to specific audiences.
To inspire and empower others to commit to shared goals and visions and to collective action.
Teachers explored the dimension of COLLABORATION through learning about the diversity of roles in everyday school life, empathy-related stress, composure, and exercises in stress management during conflict situations and in setting boundaries.
In this IDG Dimension, it is important to move forward with courage and confidence. We must build and apply our shared capabilities to act with purpose and perseverance. In this way, visions will become meaningful and concrete changes—especially in times of uncertainty.
Standing up for fundamental values, making decisions, taking action, and questioning and changing established structures and views.
A positive attitude and confidence in the possibility of change toward a more just, inclusive, and livable future.
Act with an awareness of the limited resources of both humanity and the planet, practice regenerative management, and avoid harmful consumption.
A forward-looking and responsible approach based on solidarity and respect for human dignity and the world.
Tackle adversity and obstacles with flexibility, dedication, patience, and perseverance, even when progress is slow or uncertain.
The teachers explored the "ACTION" dimension through exercises focused on the effects of gratitude, joy, and self-esteem. This was supplemented by a brief workshop on integrating IDG into school life, taking small steps forward.
Find out here what the teachers experienced on the learning journey and what they took away from it for themselves and their students.
Deputy Principal, Wentzinger Comprehensive School
“I’m going to rely more on my inner compass, practice compassion instead of pity, and I know that I’m already doing a lot of things really well. I’ve already been able to apply the concepts of gratitude, focusing on positive experiences, and relaxation techniques in my everyday school life. Ultimately, I really enjoyed the interactions with the colleagues, the space for laughter, and sometimes even for tears.”
Teacher at Wentzinger Comprehensive School
“I’ve gotten to know the IDG better, and now I realize: it’s very important to always keep it in mind—both at school and in my personal life. What I liked most about the learning journey was the supportive and safe atmosphere.”
Teacher at Wentzinger Comprehensive School
“I’m allowed to take care of myself—that’s an important reminder. I also found it very interesting to learn about the IDG in detail within its broader context—both for my work and in my personal life. I especially appreciated the collaboration and the peaceful atmosphere among the faculty members.”
Principal Wentzinger, Community School
“Transformation is part of our everyday life here at school. For us and our students, the IDG is the key—I’m completely committed to embedding it in my school. What I’ve learned has been so beneficial to me personally. The blend of theory and practice is especially helpful. It was such a great and enriching experience.”
Youth Education Center, Wentzinger Community School Full-Day Program
“I’ve gained new perspectives on aspects of my daily work. I have a clearer understanding of the values that define me and what they mean for my work. It’s important to work together to envision a sustainable and peaceful society. And it’s valuable to use exercises and rituals to give more weight to the uplifting experiences in everyday life.”
Teacher at Wentzinger Comprehensive School
“For my students and myself, what I’m taking away most of all is the moment of respite, self-compassion, and the three good things. I realized how much my perspective on things shapes my thoughts and actions, and how important it is to reflect on myself.”
Teacher at Wentzinger Comprehensive School
“I’m taking the ‘popcorn round,’ the mini breathing exercise, and ideas for designing the ‘LIFE’ school subject with me as inspiration, and I often talk about self-kindness in my school coaching sessions. As a role model, I’ll take better care of myself. Since the learning journey, for example, I always carry a packed lunchbox with me and try to be kinder to myself.”
Teacher at Wentzinger Comprehensive School
“The learning journey began during a very stressful time for me. What really helped me was the mindfulness practice with breathing exercises, including those done together with the students. And the discussions with the colleagues in a safe space.”
Teacher at Wentzinger Comprehensive School
“Without being, there is no thinking; without thinking, there is no relationship; without a relationship, there is no collaboration; and without collaboration, there is no action. The IDGs are meaningfully interlinked. They belong together; they shape me, us, and our collaborations—especially at school. For me, the learning journey was a perfect blend of self-awareness, theory, practice, and reflection. It was the gift of the week.”
Teacher at Wentzinger Comprehensive School
“What I’ve taken away from this learning journey is that learning only works when the students want it to. I need to make sure I’m doing well myself; that’s how I’ll achieve exactly that, and that’s how I’ll be able to enrich the students’ experience.”
Teacher at Wentzinger Comprehensive School
“My most important takeaway? Without my own personal growth, I can’t support children’s development. I especially appreciated the connections to everyday school life and the openness of the learning group.”
“After the IDG learning journey, the goal is to truly embed Inner Growth in our school—as a part of our daily lives. I am convinced that this will strengthen what is already good as we continue on our shared journey toward greater educational equity.”
Heike Meier - Project Manager
CSR Manager Brand, Haufe Akademie & Mindful Compassionate Education Teacher (pictured left)
“Teachers’ genuine desire to learn and their willingness to engage in self-reflection show just how much potential there is. Accompanying this process from a school psychology perspective and witnessing its impact on students is very rewarding for me.”
Stefanie Kranzer - is supporting the project
School Psychologist & Mindful Compassionate Education Teacher (pictured on the right)
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