Video Introduction to New Learning Culture Approach and Online Webinar Series starting in May, 2013

Below is the video recording of the NLC Introductory Webinar we offered on April 27, 2013.

Introduction to NLC Approach & Online Webinar Series from Carmen Gamper on Vimeo.


Please enjoy and get in touch for more information and to register:

With kind wishes,

Friedrich Froebel – Grandfather of New Learning Culture

Friedrich Froebel (1782-1852), the inventor of kindergarten, is one of New Learning Culture’s “grandfathers”. In a time when children were treated incredibly poorly, he recognized the child’s beauty and purity.

He invented the Kindergarten and did groundbreaking work to help children grow with joy and ease. He developed a series of teaching toys, the Froebel Gifts, which were enthusiastically used by Buckminster Fuller.

He left us with truly inspirational texts which are as valid today as they were over hundred fifty years ago. To quote Friedrich Froebel:

“The mind grows by self revelation. In play the child ascertains what he can do, discovers his possibilities of will and thought by exerting his power spontaneously. In work he follows a task prescribed for him by another, and does not reveal his own proclivities and inclinations — but another’s. In play he reveals his own original power.”

Excerpt from “The Froebel Kindergarten Philosophy” by Scott Bultman, Founder Froebel USA

– Humans are creative beings.

– Play is the engine that drives true learning.

– Children can only learn what they are ready to learn.

– Education means to “lead someone to knowledge.”

– Kindergarten is meant to be a prepared environment.

– Activities are a window into a child’s inner world.

– Mathematical work is not just for instruction, it also emphasizes order.

– Teaching should always be joyful, fun and easy.

You can read the full text at
You can see and order the Froebel Gifts at WWW.FROEBELUSA.COM

Here is a clip about the Froebel USA Conference 2010:

We are planning to organize the next Froebel Conference (2011) here in the San Francisco Bay Area! Please comment or e-mail if you are interested!

With joy,

Montessori and Waldorf in Common Ground Magazine

New Learning Culture Consulting collaborated with another inspired teacher to merge the Waldorf and Montessori approaches: Elizabeth Sidon, a Waldorf-trained teacher and co-editor of Common Ground Magazine, is founder of the “Elephant’s Garden”, a Waldorf-based preschool which includes elements from Montessori education. In addition to the beautiful Waldorf environment, children find first reading and counting teaching toys made of nature-materials and hands-on Montessori materials.

Together, we wrote an article for Common Ground Magazine. Our intention is to inspire educators towards using and providing tools and wisdom from both, Montessori and Waldorf.

VIEW / DOWNLOAD HERE: CommonGround-NLCarticle-download

Educators and Parents, you can help bring your school to the next level, too! Invite New Learning Culture Consulting to your school, for support, consulting and workshops.

Home-schooling parents benefit from all tools available! We love to support parental groups! Get in touch!

Our workshops in the San Francisco Bay Area.

With joy,
Carmen Gamper & Team

Integrating Montessori and Waldorf

Harmony Montessori in Mill Valley, Ca. is integrating elements from Waldorf in their Montessori-based structure.

Wilana Anderson, founder and inspired educator is doing a Waldorf training in addition to her Montessori teacher training, and together, we are finding ways to to offer children learning opportunities from each method.

Children are offered self-directed learning opportunities and guided lessons with materials from Montessori and Waldorf. The environment offers the basic Montessori preschool materials, such as the pink tower and the brown stairs.

Montessori Language materials:

Montessori botany leaf and flower cabinets:

Montessori science experiments:

Waldorf pretend play materials:

Waldorf dolls and fairy play houses:

Waldorf and Montessori complement each other in many ways, not only in the learning environment.

Teachers can hugely benefit from opening up to a variety of educational approaches. Each method has its genius.

You can use the tools of “Inspired Self-Directed Learning” to give guided lessons, foster independent learning and the nourish the intelligence of pretend play.

Come join us for a workshop at Harmony Montessori, April 29, 2010 7-9m. Please register here

With joy,
Carmen Gamper

Montessori and Waldorf: the Yang and Yin of education

Montessori and Waldorf education are both founded in deep respect for the child, and they can complement each other when applying Inspired Self-Directed Learning. They are an example of the Yin and Yang-energy in education. Montessori education supports the practical, academic and intellectual development of the child extraordinarily well. Whereas Waldorf schools lay emphasis on the creative and spiritual development. Both approaches are needed to assist children in reaching their full potential joyfully.

Here’s an example: Montessori called the child’s activity ‘work’, because she saw that the children she worked with enjoyed ‘real-life’ activities, such as cooking, cleaning and planting and they lost interest in pretend play. Children today however, are often ‘pretend-play-deprived’! They need prepared environments where they can ‘play out’ their real-life and TV-experiences as a way to process tension and emotions.
I am currently assisting a Montessori-school in the East San Francisco Bay, to create a play therapy space as an offer for specific children. This is a step towards acknowledging that pretend play is a way of healing, and needs to be part of a complete elementary curriculum.

Another example: I am currently tutoring a 13-year-old girl from the Marin/North Bay who is going to Waldorf school. I am assisting her academic and intellectual development with Montessori materials, mostly in math and grammar. Within a few weeks, the girl made extraordinary progress because she could see and touch basic concepts such as addition, division, fractions etc. She also regained joy and self-esteem by finally ‘grasping’ what had been a confusing thought construct. At Waldorf schools academic subjects are taught in a very traditional way, the teacher talking, the children at desks being taught in a group. Children are divided by age and sometimes by skills, so they don’t have the opportunity to learn from each other. Additionally, Waldorf-schools don’t offer the hands-on learning materials they have in Montessori-schools.

In “Inspired Self-Directed Learning” children can have the full spectrum of educational tools available, depending on the willingness of the teachers to educate themselves and provide them. Feeding the genuine curiosity of a child, and keeping the joy of learning alive through an inspiring environment and intentional lessons to choose from, supports the natural development of children towards their full potential as compassionate self-directed beings.

New Learning Culture can assist any school in including additional learning opportunities. Please get in touch. No budget is too small.

With joy,
Carmen Gamper

Montessori and Waldorf Education complement each other: Children need all tools available to reach their full potential

Montessori and Waldorf education can wonderfully complement each other when we apply ‘Inspired Self-Directed Learning’

In fact, Waldorf is missing important pieces , such as the Montessori’s hands-on learning materials, whereas Montessori education is not giving enough time for role and pretend play, the world of imagination and emotional processing.

Let’s give our children all tools for learning and growing on all levels by allowing ‘Inspired Self-Directed Learning’ in a thoroughly prepared learning environment with a wide choices of guided lessons.

Check back for more information or contact me directly

With joy,
Carmen Gamper