Renaissance2 is an independent, not-for-profit foundation dedicated to catalyzing social innovation that creates a renewable, thriving global civilization.
Imagine yourself living in a world… powered by renewable energy where people live and work in well designed, resilient environments, in which enlightened enterprises deliver excellent, sustainable products and services. A world where integral governance is provided by foresightful, healthy organizations and systems and conscious evolution powers a thriving global civilization, in which a wise culture and human wellbeing are paramount.
Since my involvement as a facilitator and process designer for the content of the first Renaissance2 gathering in Perpignan, France in June 2009, I have been a member of the core team of Renaissance2. This works includes involvement in Renaissance2 projects (e.g. Energy Autonomy for Housing Complexes, Alternative Currencies, etc.), the design of Renaissance2 gatherings, as well as responsibilities in the development of the organization.
My self-proclaimed current activity is the writing or literary sculpting of my first book. Although I hope that this project bears professional fruit, I consider my current writing process to be one of personal development. Therefore, please read more about this topic in my "Personal Pages" at the "My Book" page or click here.
Content comming soon ...
show/hide text)4 Seminars
Not only have I conducted (trained) this seminar on several occasions, but I have also been involved in the conceptual design and implementation of these seminars as the Executive Coordinator of the National Trainer Team of AIESEC in Germany. Due to this, I have earned the unique experience to have trained this "Train the Trainer" seminar in various languages (English & German) and in a couple of countries (Germany and the Czech Republic).
The 4-day seminar (24+ hours of content), although focused on "training", first begins with an intense study of how people actually learn. What is learning? How are people motivated to learn? What are the major phases of a learning process? How do current theories explain the functions of the brain and how people learn? By first understanding this, the trainer is better qualified and prepared to develop a seminar or learning process, which then optimizes the learning of the participants, rather than the superficial process of training for the sake of merely delivering content.
In this seminar, the participants or "trainers-to-be" then connect their abilities as trainers, with the role as "supporters of learning" and exercises their abilities with "The Principles of Effective Learning."
The Principles of Effective Learning
- Influencing the learning environment
- Learning and working rhythms
- Rules of the game - goals & expectations
- Learn on many levels with all the senses (Head, Heart, Hand).
- Method variation
- Sensible working materials (right tool for the right job, resources, etc.)
- Self-image and role of the trainer
To support their effectiveness in these points, the "trainers-to-be" expand their theoretical knowledge in the following areas: Motivation, Communication, Group Dynamics, Role of a Trainer, and Evaluation. Important here is the link of each of these topics to the fundamental topic of "Learning." To gain practical experience, while deepening their knowledge, the "trainers-to-be" deliver a small session in pairs to one of the five topics, plus an individual session on a topic of their choice.
This further offers the possibility for the "trainers-to-be" to practice evaluation methods (one of the five theoretical topics), especially in the form of feedback, by learning to observer, give and receive feedback in a proper and effective manner. Myths and lies of feedback are cleared, especially the common mistake of conducting a "feedback discussion", which is a contradiction as both "feedback" and "discussion" are separate methods of conducting a performance evaluation.
The concept itself is a "complete cycle" and each topic of the seminar is designed to connect with and support other topics of the seminar, such that the "trainers-to-be" experience learning on the Meta-Level, meaning that they are exposed to the interconnections on the level between the main topics.
show/hide text)15 Seminars
The goal of an intercultural seminar should be for the participant to obtain a clearer understanding of his/her individual place in a culture, of the interaction with the surrounding culture(s) and why such an interaction makes sense or not. The participant must, therefore, possibly learn to analyze the world differently (e.g. valued-based) and must re-think current decision-making & information-gathering processes (e.g. perception, interaction, communication, etc.)
I have delivered dozens of multiple-day seminars, have invented exercises, given many smaller workshops and in short, I have devoted many hundreds of hours to this topic, including receiving a qualified training certificate in the area of Intercultural Competence.
Too often we hear comments, such as: "Oh, those Americans are ...", "I do not like the people from that country, because..." or "Their ways are so strange and primitive compared to ours", etc. Especially in today's ever growing world of internationality, ignorance, short-sightedness, pride and often the refusal or inability to see things from other perspectives leads toward cultural misunderstanding and intorlerance.
When you look at your own circle of friends, how many come from a different cultural environment? Even if the number is very small, it muss not indicate intolerance, but it could indicate a certain amount of ignorance, whether conscious or unconscious. What about languages? How many do you speak? How often have you stayed in another country for longer than 8 weeks? If you combine all of these questions, surprisingly few people would be able to show a seemingly deep international profile (e.g. multilingual with several long stays abroad). Even though such a profile doesn't deem these people to be intercultural experts, many people in daily life still seem judge, compare, condemn or elevate other cultures on very superficial information, lacking in personal experience and instead relying on clichés and/or prejudices.
"In no way does an international experience automatically lead to greater cultural appreciation and insight. In fact in many instances, an international experience leaves the participants with more stereotypes and prejudices than when they started, despite the good intentions of the organizers
Unless education is a critical part of each international experience, these opportunities will continue to work against the very purpose, for which they were established."
(UNESCO, 1987)
Therefore, sheer "travel" as a means to cultural enlightenment is a myth. In an intercultural seminar it is essential to break through conventional ideas and images of the world and to explore the deeper constructs of "culture". What is it REALLY? Television or vacations can quickly provide us with impressions or images. To know that a certain food or dress is common among a certain group of foreigners is not a difficult task. More difficult and more interesting is to discover WHY these elements in their form are connected to the culture. What other purposes do they served or have they served in the past? The same can be said about character traits. Some cultures are often perceived as "friendly" or "direct" or "arrogant", etc. But WHY? Are they really so or does a different part of their culture explain, why they are only (and perhaps incorrectly) perceived in this manner? Perhaps this new explanation would even alter one's ability to perceive and, therefore, differently decide on the value of such a cultural trait.
Through simulations, exercises, discussions and supporting theory, it is possible to interpolate and extrapolate many new hypothesis, new ideas and perhaps even to begin to construct a new paradigm. Participants begin to learn how to deal with situations, when aspects of other cultures must be considered. They learn to question themselves, their past, current and future behaviour based on new information and insights. Another famous myth is the phrase "cultural shock", which is probably one of the most misused and misunderstood terms in intercultural relations.
However, in the end, participants should learn to avoid the "easy answers", such as "cultural understanding = being open-minded". Even though this seems nice, it implies that every new element in a new culture should automatically be accepted, tolerated and liked. This, however, wipes away the individuality of that person and their decision making ability to say: "Hmmm, I have experienced this cultural element, I have informed myself and I still don't like it or accept it. My ways seems superior in this case." Participants should learn to developed their own informed, enlightened and deeper methods for intercultural interaction, rather than falling into the trap of only relying on clichés and prejudices.
show/hide text)November 15-21, 2004
In 2004 I gladly became the project coordinator of NaLDS 2004. For a more complete understanding of the conference content, several resources are available for download at the end of the article. At the core of the content is my following vision for the conference:
Conference Vision
"The awakening and further empowerment of young leaders to realize their potential in life, such that their leadership contributes to peace and the fulfillment of humankind's potential."
NaLDS had already become an annual conference for AIESEC in Germany - always with various levels of success. I had an ambitious plan and together with Nils-Holger Schmidt (conference logistics), we were able to assemble the necessary people and teams to organise a NaLDS of record proportions. Among these people is a special friend Oskari Hämäläinen, whom I invited to be the conference moderator ("chair" in AIESEC). Some of the records and highlights of NaLDS 2004
- Largest ever number of participants - 112 students
- Largest facilitator team for NaLDS - 22 facilitators, 1 chair & the project coordinator (me)
- Successful integration of six non-AIESEC students in cooperation with Hewlett-Packard
- New cooperation with International House Sonnenberg
- Complete financial stability with no financial losses
- Most international NaLDS ever - 25 nations with over 40 non-German students
- First NaLDS with a comprehensive application & selection process for every participant
- Implementation of new content preparation process for the facilitators
- and more...
In both my experience and opinion many, either consciously or unconsciously, have a very superficial philosophy of "leadership" and choose a shallow approach to their leadership development. Leadership is often equated to a certain skill set - "If you have these skills you can lead!" - but how can such a complex and personal topic be reduced to a list of skills, which are often in turn only half developed by those, who to strive to learn them? Why? Superficial is easy, requires little risk and impresses people, who value personal image more than integrity and meaningful results.
How many of those, who seek leadership development actually devote the necessary time and mental energy to first explore themselves and therefore first learn and/or decide if they even want to lead? How many people actually have formulated their own understanding and definition of leadership, rather than regurgitating often heard buzzwords? Once they explored their own opinion of leadership and know that they do wish to lead, how many know on which level they wish to lead (personal level, team level, active level, passive level, visionary level, etc.)?
NaLDS personifies a form of leadership, because the conference itself challenges the status quo and presents a very different development process compare to masses, who blindly seek skills and confuse leadership with other buzzwords, such as management. NaLDS takes the personal approach, beginning with the individual to first question their personal source of leadership and challenges this individual to begin a process of self-evaluation and decision making.
During the conference the participants have the chance to view different perspectives on leadership, such that they develop a strong personal understanding of the broad term “Leadership.” It should be made possible for them to develop an understanding if and to what extent leadership is relevant or even a predominant part of their life. From our point of view, enabling them to do this requires that they obtain the chance to more intensely think about and become clearer about their own values, attitudes and vision.
The environment, in which they do this, is unique because of the facilitated process of the conference, which is also stimulates interaction with other students, who are also interested and driven to ponder about their own leadership role, values & vision. Participants are presented with challenges, unique methods, questions, discussion, but also time to think.
Finally, NaLDS won’t hide the problems of the world from the delegates, but NaLDS won’t use “negative” emotions (guilt, sorrow, anger, shame, etc.) as a method of motivation. The motivation & power to consciously choose a personal path of leadership should result from passion and joy for wanting to lead and to create a positive change in the world. Therefore, efforts will be made to encourage the participants to discover their personal empowerment & intrinsic motivation, which can drive them to great achievements.
Since I wish the concept and idea of NaLDS to spread, feel free to download the following resources, which could either aid in your own personal development or help you to facilitate the process of others.
For further information (finance plan, presentations, session outlines, pictures, contacts, etc.) please contact me directly.
show/hide text)August 20-29, 2004
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AIESEC in Germany was proud to have successfully organized and hosted the 56th AIESEC International Congress under the patronage of Gerhard Schröder, the Chancellor of the Federal Republic of Germany.
The International Congress is AIESEC's main international strategic forum, at which the further development of the organization is decided. Furthermore the IC is a forum, at which AIESEC aims to develop new adn to strenghten existing partnerships with partner companies and organizations. In simple terms an annual meeting of the top leadership body of AIESEC, which brings together the national executive boards of each country in the worldwide AIESEC network.
Some Facts
- 600+ official participants
- 1200+ students, which came into contact with the conference activities
- Considered to have been the largest AIESEC conference ever
- Held on the Hanover International Fairgrounds & Conference Center
show/hide text)August 21-28, 2004
Content is coming
show/hide text)November 1-3, 2003
Content is coming
show/hide text)November 8-10, 2002
November 9th has been both an ominous and important day in German history, which explains the chosen date for this conference. This day represents not only a profound ???? to how Germans view their own history, but also to how they view themselves and their idendity as "German".