WOSC – World Organisation of Systems PRIVATE and Cybernetics

President Robert Vallée,  Director-General Alex Andrew, Vice-President Brian H. Rudall (also Director of the N. Wiener Institute of WOSC, Editor-in-Chief of Cybernetics)

In co-operation with SDSR   –   Slovenian Systems Research Society  President Matjaz Mulej (also 1st Vice-President of IFSR – International Federation for Systems Research)

And University of Maribor, Faculty of Economics and Business, Institute for Entrepreneurship  Rector Ivan Rozman, Dean Rasto Ovin, Institute’s Head Miroslav Rebernik

 For the WOSC 13th INTERNATIONAL CONGRESS OF CYBERNETICS AND SYSTEMS  To be held in Maribor, Slovenia, JULY, 6-10, 2005

 Dr. Jeet Liuzzi : 9 Juli 2005 Maribor Lecture THEME: SYSTEMIC AND CYBERNETICS DEALING WITH INNOVATION. Innovation Intuition and Individuality

THEME:

SYSTEMICS AND CYBERNETICS DEALING WITH INNOVATION

2015 06 20 11.31.15

About the central theme:

The European Union proclaimed in 2000 and confirmed in March, 2004, that Europe is lagging behind the US and Japan in its socio-economic development because Europe is not innovative and entrepreneurial enough. In documents about promotion of innovation, the EU declared that systems thinking is crucial for innovation. What the EU means by systems thinking is not specified. But it is specified since 1971, that “innovation is every novelty proven useful by its users”. It is a very complex and poorly researched phenomenon and it might make a good topic for many streams of thinking in terms of systems theory, cybernetics and their applications. The 80 % of humankind living outside the US, Japan, Europe, Australia, New Zealand, Canada, and the four Asian Tigers need new insights into innovation even more.

                Our insight into literature shows that the topic of thinking about innovation in systems and cybernetics manner has been insufficiently researched to meet the needs of the modern humankind.

                But other topics, which used to be dealt with in previous WOSC Conferences, are also fully welcome, such as: artificial intelligence, behavioral sciences, biological and medical cybernetics, complex systems, cognition and systems, control theory and engineering, cybernetics and art, cybernetics and economy, dynamical systems, ecological systems, education and systems, epistemology and praxiology, fuzzy systems, genetic algorithms and neural networks, grey systems, history of cybernetics and systems, information and communication, management and cybernetics, pan systems, robotics.

 9 Juli Maribor Lecture THEME: SYSTEMIC AND CYBERNETICS DEALING WITH INNOVATION Innovation and Individuality Dr. Jeet Liuzzi  

http://epfip.uni-mb.si/wosc&isa.htm

http://epfip.uni-mb.si/conf/wosc/CongressProgram06May05.doc

Europäisches Institut zur Förderung der professionellen Anwendung der individuellen intuitiven Intelligenz

  Kirchzarten- Brüssel- Ljubljana- Teneriffa- Rom- Wien –

Dr. Jeet Liuzzi 

Soziologe, Politologe, Lehrer, Regisseur, Gründer und Förderer von  70 Freie Forschungsinstitute im bereich intuitive Intelligenz weltweit.

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And

Ljudska univerza Kranj,

http://www.lu-kranj.si

Darja Kovačič,  prof.direktorica 04 280 48 12 041 37 63 76  Diese E-Mail-Adresse ist vor Spambots geschützt! Zur Anzeige muss JavaScript eingeschaltet sein!

Mateja Šmid, prof. andragoška strokovna delavka tuji jeziki in slovenščina 04 280 48 16  041 861 538 Diese E-Mail-Adresse ist vor Spambots geschützt! Zur Anzeige muss JavaScript eingeschaltet sein!

INNOVATION, INDIVIDUALITY and INTUITION

Innovation is, as history shows us, only an achievement that comes from the individual not from the society, a political group, a religion or a company.

In all our education or learning systems it is always taught what others have developed hoping that the pupils will be able to develop their own abilities later on.

After many years of this kind of learning, it seems that it is too late.  The individual disappears under the load of the learned information.

Each person has his/her innate talents and abilities.  Authentic learning only happens through a relationship and after recognising the innate capacities.

We do not have specialists ready to help others to take their abilities out, to decode them and to develop them.

This is a big loss.

The research should be developed fast, and put at disposal of the community. 

The labour sector, the health systems, the education and learning systems, the requirements of the labour sector are about to collapse.  It is not possible to finance them anymore.  The largest capital is in the individual intelligence of the human beings.  This should be promoted by all the means available. 

Innovation is not theoretically detectable since its application is individual.  Any literature should only be a report of the experiences.  Only free schools are prepared to give daily and different effective answers, in whatever situation to whatever individual.  The attention should not be focused to the already known and fixed.  The playgroung for the research should be much wider. Completely new scientific and economic, etc.. solutions should be considered and called in.

The Privat European Institute for the Research of Individual Intuitive Intelligence Proffesional Applications has been doing it in practice for 15 years in all European countries by organising 900 seminars, lectures, trainings, congresses, etc...  It is a pleasure for us to make this announcement and anybody interested is really welcome.   Anthing said here is not theoretical.  Our knowledge has been developed from the encounter of thousands of people.

The results are:

-         new jobs

-         new discoveries

-         innovation in social systems

-         assumption of responsibility in the health systems

-         more creative handling between innovation and legislation

-         fresh alive art

-         and much more

The basis:

-         knowledge is power

-         knowledge is faint.  Knowledge brings impotence or frigidity.

-         What is knowledge?

-         What is ability?

-         Is it possible to know and not being able?

-         Is it possible to be able and not knowing?

-         How can knowledge be transformed into ability?

-         Haw can ability be tranformed into knowledge?

-         What ist the relationship between knowledge and ability

-         What comes first? To know or to be able?  To be able or to know?

-         How can I be a good teacher if I know but I am not able to?

-         How can I pass my knowledge so that I make the students be able to do whatever?

Information is BIOinformation that reaches the whole body, all the cells, all the organs, meridians, all the BIOcommunication systems of the body.

Is it possible to pass knowledge to the body without participation of all the cells?

Is it possible to pass knowledge secretely?

In the market you could not sell a dress without using lots of BIOinformation which involves the whole body and all the emotions.  The market is oriented to results.

Why is the knowledge not passed as a whole as it sometimes happens in the world economy?

Knowledge is a supplementary transfer of supplementary BIOinformation from a complex cell organization (our body) to other complex cell organizations.  Thus I can no longer only speak to the brain, but adress the whole cell system, including the inter and the outer one.

To know and to be able is already present in all human levels mentioned above.

The fact is that humans react from their innate knowledge and communicate from their learned knowledge.  All successful decisions are taken from the innate knowledge, all failures come from decisions taken from the learned knowledge.

DNA is the central brain of our innate knowledge.  The innate knowledge has been developing for millions of years and shows up differnetly in each of us.

If you pass knowledge instead of finding out your own knowledge, you show your incompetence as a teacher.

The learned knowledge is regarded by the organism as a foreign body, hardly assimilated and only used when it is the same as the innate knowledge.

Pure waste!

A new interactive and supplementary communication is already used in economy, advertising, intuitive art, less in sports; however without any doubt, in nature where complicated mecanisims happen constantly through connections and reactions.

The perfect form of teaching and learning takes place in the communication among children.  It is very recommendable to observe and research how kids communicate and teach each other while playing.

Tools:

-         A forgotten tool in the transmission of knowledge is the positive evaluation.

-         Positive evaluation is the engine of all social achievments.

-         In the economy I only see the value of production in what people ‘value’.

-         In the interactive process of teaching and learning I can create good students and develop the genius within them if I value them positively.

-         In culture or in the media you only achieve success if you recognise social interest.

All our educaton and learning systems are not oriented towards positive evaluation but towards passing the knowledge (and judgment and punishment).

The education and learning system oriented towards positive evaluation has no plans and no programme.  A condition of the new pedagogic is the ability of the teacher to orient towards the innate capacity of the student and out there allow the development of new knowledge.  This means that the teacher becomes a permanent student while observing and recognising. He obtains the knowledge of the person directly from the positive evaluation.

Positive evaluation is a basic ability in pedagogic to be used among all participants.  It  is an interactive process of teaching and learning.

The meaning of positive evaluation for your own personality, the direct contact with the communiactions partner and the technical professionalism:

-         What do I appreciate in me

-         What do I evaluate positively in the person in front of me

-         To recognise and appreciate your own values and the ones from other people and to assume the responsability brings as a result that positive evaluation is the major ability between self-assessment and other people’s assessments (including student- teacher)

-         A positive evaluation (assessment) between you and me is also a challenge in pedagogical relationships between a teacher and a student

-         Children have an individual intuition to which they can fall back to during their personality development and their knowledge appropriation.

Original ability (authority), which supports the individual as a whole (to learn with mind, heart and hand vs. Pestalozzi)

-         Own development, participation versus something put on, huge responsibility of the educator, the teacher.

-         Positive evaluation, attention, acknowledgment versus setting during deficits and classification...

Positive avaluation / assessment

It is not a word, but a condition.  Positive assessment begins with the individual.  As long as I do not appreciate myself and what I do, I do not have this energie for others and I cannot expect it from others.

Kids learn through life experience and not through what is said or demanded.

As long as the adults are not in a position to recognise and acknowledge with the heart, whatever achievment the children obtain and whatever commitment they use in order to make a beautiful contribution, children will not be ready to recognise, appreciate and respect the contribution of the adults.  And meanwhile kids will point this out by not paying attention, by concentration disturbances and striking behaviour, that something fundamental is going wrong.

These children are the ones that are carrying out a great job for the whole society, because they are ready to pay attention to the deficits in society. However, their achievments and their contribution are not being honored. 

To make a helpless attempt of trying to make these kids normal and ‘easy to take care of’, very often through the universal remedy used these days ‘RITALIN’, which clearly promotes adictions and has been proved that it developes (in the long run and after setting it off) agression, can only fail!

The only possibility we have is to precisely look at what is happening.  What makes kids react positively?  What makes them react negatively?  They are the criteria of our consciousness!  And precisely for this  reason the kids should be recognised and respected!

This is a complex and difficult task.  Because it requires everything as well as a clear perception, without judgment and feel it through again to be able to identify connections. 

The solution cannot be that individuals like parents, educators or students are theguilty ones if something does not run properly.  We are all whithin a complex connection field and the only possibility is to cooperate at all levels, to recognise whatever is happening that moment, what it is and the inperturbable faith/belief that everybody does its best!

Of course, it is possible to criticize every remark and every act, to analyze it and to strip it off, examine the effect and so on.  But – does is help?

It doesn’t mean that we should overvalue these ‘remarkable’ kids and give them the managment.  Our task is to understand their message.

The world we have been creatng over the decades is in many aspects wrong.  How many people are really happy with their lives?  How many people are healthy and happy?  How many people have found values so that living makes sense to them?   What counts for them?  To get an A at school (?), an income higher than average? A safe job? A university degree?  Which are our priorities?  We live egoism but we are surprised to see that our kids are looking for their happiness in the external values.

Egoism and individuality have to be properly understood.  In a postive way, it means development of the true human being with all his inner strength.  But this strength strives for using the individual capacities and qualities to the benefit of the comunity and its application.  Naturally, humans must be egoistic –referred to itself-, whenever he wants to give its ‘best’.  We should find out what is the ‘best’, if it is not referred to himself.  And he should be proud when he recognises that “This is it, this is what I have to give, this is what I know how to do”.

A bit exaggerated, one could split egoism into positive and negative egoism. 

The negative egoism is shown if I concentrate myself in receiving/taking.  Positive egoism expresses itself by giving.  If egoism is basically seen as something unwanted, we come into a conflict among us and this cannot serve anybody.

To observe exclusively without judgement can be the key to change.  This needs readiness to be honest, with yourself and  with the others, and readiness to go for a change, when you discover behaviour patterns which are not atteched and which have a negative effect.  It needs to be ready to widen the angel, the point of view and it needs to be ready to deal with his own fears and with his own history.

And it needs primarely one thing: love for yourself, for others and for the world.  It is the heart that counts, not the head.

This might be the message from our children.  Check it and if it is correct, accept it with gratitude and aprreciation.  Children have not come to earth to annoy us.  The one and only reason for them to be here is to touch our hearts and they have the right to place the basics for the future, from birth on.

LJUDSKA UNIVERZA KRANJ

Center za izobraževanje in kulturo

(Adult Education Centre)

Cesta Staneta Žagarja 1, KRANJ, SLOVENIA

www.lu-kranj.si

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INŠTITUT ZA INTUITIVNE ZNANOSTI

FREIBURG, NEMČIJA

(Institute for Intuitive Sciences Freiburg, Germany)

www.jeet.de

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INNOVATIONS AND INDIVIDUALITY

In order to understand more easily the application of everything that was discovered during the research with intuitive intelligence as something that can be used on different fields of social life, let me first of all say just a few words about Ljudska univerza Kranj, about us who began with the research of this kind.

Ljudska univerza Kranj is a public institution for the education of adults. The legislation therefore treats us as all other schools, we were established by the state, i.e. by the municipality and the same legislation applies to us as for the regular schools, the only difference is in the financing, because we have to earn the majority of money needed for our existence and development ourselves. The market characteristics of our line of work are forcing and encouraging us, unlike regular schools, to look for new ways of teaching, new methodics, new programmes and to be innovative at what we do. The search for new market opportunities is what enables us to have a higher potential for survival. This is the reason why three years ago we started cooperating with the Institute for Intuitive Sciences from Freiburg in Germany and commenced with intuition trainings, at first for the needs of the companies – i.e. of the economy.

Our first workshop was entitled: »Intuition in the business world« and was organised for directors, team leaders and entrepreneurs, who are increasingly asking themselves how to follow the “insanely” fast development of  technology, products and services these days. Actually, the brave and successful ones are asking themselves questions in such a way that they themselves become the creators of new “crazy ideas”, technologies and services which bring them success, power and satisfaction. Three years ago nobody in Slovenia was using the term intuition, at least not in the field of economy. Today, this is a popular word and we can read in many professional newspapers and interviews with successful directors statements such as this: ”I have to thank my intuition for my success as it led me to the decisions which my rational side would never had accepted.”

Actually, this statement confirms historical facts that all successful and famous names in the history fulfilled their dreams by the help of intuitive intelligence. Intuitive abilities are like silent messengers of our inner personal truth, which make things different, unique, one of a kind. And right here at this point we can draw parallels with innovation. Innovations, as the word itself tells us, point at something new, unique, different from what is already known and possible. The question is how to awaken the innovative spirit in the people to such an extent that the results shall become visible and measurable. The question actually is, how to bring out the inner competence in people which is present in everyone and is not just a privilege of elites or small groups of people. During the 3-year work in the intuition workshops I have come to realize that we all, everyone of us, have the competence to carry out specific tasks, however very often these competences are not the same as our profession or to say it differently, behind the learnt skills which we need to carry out our daily work, other skills are hidden that actually represent our hidden treasures which can be very powerful if they are recognised and then put into use, and they can then contribute that additional something which has its value and uniqueness and a kind of added value.

For example:

We have worked with a big and successful Slovenian company. At our first workshop the management presented its goals and vision of development and also expressed a wish for hiring new employees who would be able to follow the set goals of development and were not available among the current employees. Therefore our work was at first directed into discovering the potentials of individuals who formed the management team. It was shown that almost all the potential which was looked for, was already present within the management team. It was discovered that besides the revealed potentials there were also a lot of hidden, but very authentic ones. Once these potentials were addressed and fully recognised, they started working. The need for new employees has considerably decreased, only in one of the fields came to a re-positioning of an employee and later resulted in employee’s leaving of the company, because the person did not have the inner competences which would be right for him/her and was because of that also not successful. The team developed a considerably higher cooperative spirit, since everyone was recognised, everyone got some new functions, besides the ones he/she already had, which contributed to a higher synergy of the team. By recognising the true competences, we have developed the systematization of work posts which contributed to a better transparency of many things within the company, without hiring any additional employees. With the catalogue of competences within the management team, we have made progress on the field of development – searching for new products and new markets. While searching for new products, the demands were set that were in relation to the search for new materials which were supposed to contain new elements, such as for example incombustibility, lower weight, lower price, etc. Together with some people from the management team who had in their competences also written the ability of seeing and determining the developmental compounds, we have defined a matrix for a new product, which is now being developed with the assistance of research institutes home and abroad. We can with certainty expect that in the foreseeable future there shall be a completely new product available on the market which shall only strengthen the value of this successful Slovenian company.

Our second innovative field of work is pedagogics – the search for new methods of work with the adult participants of our trainings, as well as with the young people, the so-called “indigo children”. Within Ljudska univerza Kranj we have set ourselves a task of developing our own method of teaching the adults in the language courses. We are already using a lot of good aspects of established methods, such as NLP and suggestopedy, nevertheless we wanted something of our own, something new and different, which would give us a competitive advantage or at least a higher price range. At first we started to work with our teachers, we checked their individual styles of teaching, looked at  which teacher has the highest number of permanent participants, that is those who have been faithful to us for 2 to 5 years. Afterwards, we have evaluated their work by valuing, which expressed the real appreciation of everything that showed itself as an individual characteristic of every person. Valuing each other and ourselves is not as simple as it might appear at first sight, especially not in pedagogics, which has far too long been based on judging, searching for mistakes and giving bad grades. Valuing learnt by the teachers was transferred to appreciating the participants, all of them, also those who are problematic or less popular or in other ways troublesome. A lesson which started with elements of valuing has contributed to a better contact between the teacher and the participants. Better connection helped to a better atmosphere and good atmosphere is very important for creative work, which leads to better learning and higher satisfaction of the participants. At the end of the courses questionnaires were given to the participants of the courses and most of them were very pleased with the quality of work, with our methods and acquired knowledge. An even better possibility of following the effects of such work can be noted at individual courses of German language where our professor – Head of the Language School and at the same time also a participant of intuition courses – brings into the teaching the most important aspect of the new pedagogics and at the same time of new intuitive intelligence, that is the perception of a person as an individual being, with all the potentials, needs and weaknesses. Individual courses with two participants are underway at the moment, and with each participant the work is truly carried out individually, that is opposite from the schedule prescribed by regular schools. The only goal which is set in advance is a good command of German language, the way of learning is different for each of them with respect to their individuality. The questionnaire about their satisfaction with this method of learning has shown with both participants that they are despite the higher price of the course considerably more satisfied, and at the same time more successful when using German language.

The new pedagogics is definitely expressed best when working with children, the so-called “indigo children”, born after 1980, who are different. These children have a highly developed perception, they have extremely finely developed senses and possess many qualities which were inaccessible to preceding generations. They have some kind of awareness in themselves, they know who they are and what their mission is. They possess many amazing capabilities, skills and talents which can still develop into a support of their individuality.

The first workshop with the young people in 2003 was entitled “Business forum of  young people – development and use of intuitive abilities”. A group of children – youngsters and teenagers was chosen in the ages between 12 and 22. Many  came because of their parents, who had before them visited a certain intuition workshop, others came because they were curious. At the end of the workshop they did not want to go home, which is quite the opposite of the habits and customs of school children, for many of them the school bell actually brings salvation.

Many of them were truly seen and addressed for the first time and their capabilities were all of a sudden ten times bigger. The greatest joy for all us organizers was to see their sparkling eyes and shining faces and hearing their requests that next year we should organize a one week camp, instead of a two-day workshop. At the workshop the children played a role of advisers to the companies who were sponsoring the workshop. They were answering the questions such as for example how to construct the programme plan of a regional television, they have prepared actual proposals for individual, mostly entertainment shows; they have advised a major Slovenian insurance company on the production of an advertisement.

The workshops were repeated in the next year as well, this time on the basis of recognised potentials, the children made and presented their own shows, plays and creations. An immense creativity was shown, which is certainly the key characteristic of innovation. The children were for the first time given the opportunity to share their own authentic knowledge, not the learnt one. They were for the first time not in the function of a passive recipient of information.

The creator of the school system should see the passage into the new millennium as the final deadline for changing the foundations of the school system, which is still based on transferring old, obsolete knowledge to people whose brains function differently nowadays. They within themselves already have an abundance of knowledge, they mostly want their authentic potentials to be seen and they wish to share them. After 16 years of schooling – receiving information - how can we expect them to suddenly transform themselves into active, creative and innovative individuals once they enter the labour market. The answer in itself cannot be very optimistic. Within the Ljudska univerza Kranj we have the possibility of carrying out a different method of teaching the young, however only for those subjects which are not correlated to the regular school ones. Therefore for the next educational season we are already planning to organize some courses and workshops which shall be led by young people themselves and shall be dedicated to all age groups, even elderly. They shall be teaching us to use our sound and movement for expressing our personality, for learning to perform without being nervous - in a relaxed state, they shall teach us history and many other things, depending on what will during the workshops present itself as an authentic capability which is ready to be shown and given.

The process, which we at Ljudska univerza Kranj began with, is actually trying to replace the classical elements of pedagogics and build the foundations of a new one, the one based on the perception of people’s individuality and uniqueness, the appreciation and mutual respect of the teacher and the student and the interconnection of the teacher - student role.

In the end I would like to present you with another innovative concept which concerns the field of health, that is recognizing the reasons for illnesses with the help of intuitive intelligence.

A year ago we at Ljudska univerza Kranj have in cooperation with »The Institute for Intuitive Sciences Freiburg« started a new project of educating health advisers with intuitive insight into the reasons for the development of illnesses. This is by no means any kind of alternative or complementary form of treatment, it is an awakening of the paradigm of responsibility for our own health and illnesses.

Despite the amazing leap the science has made, the technological progress and the pharmaceutical development, we are finding that there are more and more new diseases arising and more and more people are getting ill. Therefore the thinking that technology and chemistry shall solve the problems of a diseased population is not the right one. The paradigm of person’s responsibility for its own health is well known, however it needs to be presented in such a way that it will actually come alive.

In the project of educating health advisers we are developing a concept which emphasizes the following characteristics:

  • The doctor is not omnipotent and all-responsible for healing a disease.
  • The patient accepts and recognises its own responsibility for the disease and at the same time accepts the decision FOR being healthy.
  • The intuitive intelligence, as the highest form of intelligence, helps finding the causes for an illness, reveals the circumstances, the reasons which have prevented the client to decide for the life of completeness and the use of all its potentials.
  • The illness as the mirror of disrespect to ourselves; behind every symptom of a disease there is a rich world in the form of pathology; what cannot be expressed directly, forces its way out in the form of an illness or as dr. Andrej Zaghet, psychologist, psychotherapist says: “In this light the illnesses and the problems are expressions of life and creativity and not of suffering and painfulness.”

We have started with the project mentioned last year. There were 4 three-day workshops organized and throughout the year we had meetings and we practised the concept of advising through especially prepared questionnaires. Dr. Jeet Liuzzi, the lecturer, helped us discover our own intuitive capabilities which helped us in that part of the advising which is actually the most difficult one, that is in establishing the reasons for an illness, which are in most cases very skilfully wrapped up and hidden, and are very hard to be accessed, especially by the client itself.

The project included 27 people of different professions, including 6 doctors from the whole of Slovenia.

After a year of training, a friend who runs a private health practice invited a real patient into this circle. He is a gym teacher by profession and at the same time a professional volleyball coach who had severe pains in the tendons of the legs, so that he was unable to be active professionally. He had many classical medical treatments done, however with no real success. After several meetings in the circle of health advisers and after gaining the awareness about his life, he recognised numerous decisions which he actually did not want to make, however he acted on them. The pains in the parts of his body which were vital for his work were warning him that something needed to be changed. Today he is coaching again and is also active in his profession.

We believe that in this way we shall help many patients and above all we will be able to offer support to the health system, which is more and more losing its way in the dark, because it is focusing above all on the disease and less on the person and its numerous aspects. We have tried to present the project mentioned to the Minister of Health, however, so far, without any real response. Maybe that is because the introduced concept is too simple and does not demand huge amounts of money, as the reforms of the reforms do, which are being carried out within the existing systems.

The new millennium demands changes in the people and in the political, legal, social, pedagogical, family and other systems. We are witnessing the collapsing and disintegrating of everything without firm foundations. Even the health services will need a rebirth, although we have invested large sums of money in them and as a result we do not have less ill people, on the contrary, the number of absences due to the illness is growing and the number of new diseases is increasing as well.

We are glad that we have been given the opportunity to research and give suggestions on such important fields of social development as pedagogics and health are. Innovations are not just a matter of economy.

We at Ljudska univerza Kranj are available to all companies and institutions as well as individuals who are willing to cooperate in any way. In our spirit we are namely a free and innovative school. The potentials recognised in our people are enabling us to work in different fields, in economy and educational system, as well as in health, cultural and other fields and upon entering the European Union we have been given many, not yet sufficiently used sources of financing of common European projects.

Invited are all of you who appreciate creativity and innovations.

Darja Kovačič,

Director of Ljudska univerza Kranj