Are our classrooms doing enough to foster compassion, resilience, and mental wellbeing in our students? History teacher Andreas Demetriou doesn't think so, and he's taken matters into her own hands. In our dialogue with Andreas, we explore his brainchild, Tellus minds, a resource crafted to promote compassion, resilience, growth mindsets, and mindfulness in children, a response to the worrying upsurge of anxiety and depression among students. This resource, is designed to infuse conventional school subjects with activities that boost student wellbeing.
Andreas also introduces us to his History Superheroes resource. This remarkable book humanizes history, featuring ten influential figures and their 'superpowers.' We explore the engaging activities within the book, such as the 'Giveaway Challenge' and the 'Non-Eating Activity,' aimed at fostering generosity and compassion in children. The book, suited for kids aged seven and above, is designed to make learning interactive and exciting, and can be used both in and out of the classroom to bring history to life.
Towards the end of our conversation, Andreas shares his thoughts on teaching resilience and the profound impact of humanizing history. He emphasizes focusing on positive figures in history, drawing parallels to figures like William Wilberforce and Gandhi. A Kickstarter pre-order of the History Superheroes book comes with exclusive rewards. As we wrap up, Andreas leaves us with a riveting quote - small actions can indeed make a significant impact. Tune in to learn more about these innovative resources and how to revolutionize education as we know it.
The information provided in Midweek Insights is for general informational and entertainment purposes only and is not intended as professional advice. Listeners should seek professional advice relevant to their specific circumstances before making any decisions.
While we strive to provide accurate and up-to-date information, the dynamic nature of certain topics may result in changes or updates. Midweek Insights does not guarantee the accuracy, completeness, or suitability of information discussed in the episodes.
Guests on Midweek Insights express their own opinions, which may not necessarily align with the views of the host. We encourage listeners to form their own opinions based on additional research and diverse perspectives.
Are our classrooms doing enough to foster compassion, resilience, and mental wellbeing in our students? History teacher Andreas Demetriou doesn't think so, and he's taken matters into her own hands. In our dialogue with Andreas, we explore his brainchild, Tellus minds, a resource crafted to promote compassion, resilience, growth mindsets, and mindfulness in children, a response to the worrying upsurge of anxiety and depression among students. This resource, is designed to infuse conventional school subjects with activities that boost student wellbeing.
Andreas also introduces us to his History Superheroes resource. This remarkable book humanizes history, featuring ten influential figures and their 'superpowers.' We explore the engaging activities within the book, such as the 'Giveaway Challenge' and the 'Non-Eating Activity,' aimed at fostering generosity and compassion in children. The book, suited for kids aged seven and above, is designed to make learning interactive and exciting, and can be used both in and out of the classroom to bring history to life.
Towards the end of our conversation, Andreas shares his thoughts on teaching resilience and the profound impact of humanizing history. He emphasizes focusing on positive figures in history, drawing parallels to figures like William Wilberforce and Gandhi. A Kickstarter pre-order of the History Superheroes book comes with exclusive rewards. As we wrap up, Andreas leaves us with a riveting quote - small actions can indeed make a significant impact. Tune in to learn more about these innovative resources and how to revolutionize education as we know it.
The information provided in Midweek Insights is for general informational and entertainment purposes only and is not intended as professional advice. Listeners should seek professional advice relevant to their specific circumstances before making any decisions.
While we strive to provide accurate and up-to-date information, the dynamic nature of certain topics may result in changes or updates. Midweek Insights does not guarantee the accuracy, completeness, or suitability of information discussed in the episodes.
Guests on Midweek Insights express their own opinions, which may not necessarily align with the views of the host. We encourage listeners to form their own opinions based on additional research and diverse perspectives.
Speaker 1:
So I'm going to welcome Andrea Di Mitriu, andrea, a very inspirational history teacher, if I'm not mistaken. Thank, you.
Speaker 2:
Thank you for having me, Desi. I'm glad to be here.
Speaker 1:
Yeah, i'm so excited to find out about your Tell Us Mind resources that you've created. I'm really glad you reached out, because this is amazing to just get to see about your work and how you are actually changing the way we help kids in class, and I think that's where it needs to start. So just to say a little bit about what Tell Us Minds is it's a mindful education resources that you're creating, and they're engaging resources aimed at helping children develop compassion, resilience, gratitude, mindfulness and a growth mindset, which is exactly what I think is needed for all kids and adults as well. So maybe you can do an adult resource version as well, definitely.
Speaker 2:
I think adults can complete their activities as well. do their activities there. Well, yes, i'm a history teacher and I've been teaching for 10 years, and it's what I felt while teaching that we focus mostly on facts and dates, at least in history, and we don't focus on things that are very important in our times, which is the well-being of our students, the mental health of our students, and I think that students need to be taught. I think that are in need because I used to say the story.
Speaker 2:
when I first realized that it is very important for us teachers to do something was during a speaking competition in our school when the students where the students had their choice to talk about any topic and the majority of the students chose to talk about the anxiety that they face, the depression and stress they face in their everyday life, and I remember it made me a huge impression because I used to think well, what do we do in order to help them? After that speaking competition, i'm going to my class and teach them about what I don't know Hitler or 20th century wars. I felt that something needs to be done and, yes, the whole idea started from there. We need a combination. in my opinion, we need to combine the conventional school subjects with something else And in the Delos Mine website, what Delos Mine website tries to do is to create resources that combine the school subject with something else, in this case with activities that can improve the well-being of the students. I think that is genius. Genius.
Speaker 1:
It's almost like you think why was it not always around right? So when you said with the kids that came up in the speaking competition, when they spoke about stress and anxiety, what are some of the things causing them anxiety and stress, were they bringing up what topics or were they just generally addressing anxiety and stress?
Speaker 2:
Well, definitely the speaking competition and positive Yes that's enough to make anyone freak out, exactly.
Speaker 2:
Yeah, a part of that. We had a student that I remember well. It was a 15 years old student and she went up to the stage and she turned red and she said I discussed that with my therapist And now I think I'm having a panic attack while I'm talking, but I knew that I had to do it in order to overcome this fear or in order to feel better at the end, and you could tell that she was experiencing something really stressful and still she did it. It was a very good student, at least in history, an HCC student, and this is what I felt.
Speaker 2:
Well, i'm doing something that they don't need. They do need to know the facts, but they do need something else as well. And the main book of the Telus Mind website it's called History Superheroes and it does exactly that. It takes 10 history figures like Mahatma Gandhi, martin Luther King, william Wilberforce, helen Keller and it states clearly explains that every superhero a real superhero, a history superhero developed a personality trait throughout his or her life like a superpower compassion in the case of Mahatma Gandhi, persistence in the case of Martin Luther King, assertiveness in the case of Eleanor Roosevelt. And, apart from the part of the chapter that explains what they did and has a comic strip showing their real life story of their life. There's a set of activities that ask the children to develop compassion as Mahatma Gandhi.
Speaker 1:
Could you give an example of that? I will, yeah, yeah, that would be very interesting to hear.
Speaker 2:
For instance, priscilla Diana. Her superpower is generosity And the first activity I'm looking at at the same time. The first activity is the giveaway challenge, and there they have to have a look at the list of items like an old board game, an old book, a pen or a pencil, and every item on that list get a certain amount of points. So their task, their challenge, is to find these items in there In the house, yeah, in the rooms and give them away to someone.
Speaker 1:
They need Right right oh my goodness.
Speaker 2:
And at the end there's a score score out of 100. And there it's their generosity score. I call it a generosity test. And yeah, they have to complete that activity. And I remember the last time we talked you asked me did you see any results? And I told you well, in class I have to yeah.
Speaker 2:
I have to teach the history curriculum, I have to teach what is needed. But since then I have visited seven schools and to present the book, which is not a presentation, the book is actually more like a workshop, because we complete, we do the activities there And when I say that, when I describe, when I give the instructions of that activity, they're all surprised but at the end of the hour, excited and calming and asking well, if I gave away a board game a month ago, can I add the points?
Speaker 1:
Only if you can prove it Inside that. Where's the proof, if you may? And yeah, brilliant. And that's one of the six activities in the book, not 60 more 60, so just the one is and the others are again circulating around generosity. So that's one of the 60.
Speaker 2:
Five activities in generosity, which is Princess Diana. Yes, Five activities of compassion.
Speaker 1:
Okay, please, I want another example. I love this. I mean, of course we want people to get the book, but definitely more.
Speaker 2:
Well, the other one is for Gandhi. What? he stands for is to practice compassion, and what the title of the activity is offer your services to a family member. And there they have four little challenges Spend time with someone who needs your help, or just your company. That is brilliant, oh my goodness. And I'll try to show you to understand.
Speaker 2:
And there you have the. Here is it. First task, first challenge in 10 minutes. Did you manage to spend 10 minutes without your grandma Ticket? next 10 minutes ticket. So they have a challenge of half an hour. And then goes to another little challenge Offer to make a tea for them. No Or what is the offer? to give them a massage?
Speaker 1:
Oh, so this is another way of like covering up child labor, right? No, i'm kidding, this is brilliant.
Speaker 2:
Well, it's a way to practice compassion. I mean, it's all linked with the history figures, life. I mean, there's another activity. Yes, tell me, mahatma Gandhi went on a hunger strike just to prove his point. He went on a hunger strike instead of organizing a violence struggle against the British rule. And the task here, the challenge here, is can you complete this non-eating activity, non-eating challenge? Can you fast for 45 minutes, minutes, no snack for the next 15 minutes.
Speaker 2:
I think they're gonna get the parents killing you here, yeah, and they have to take every 15 minutes if they can.
Speaker 1:
Yeah, yeah, yeah, and do they all have points? Every task collects points, because kids, like the, you know, always are just the one with the It's not so on points.
Speaker 2:
It's like complete the activity at the end with ticks and writing. Yeah yeah, and at the very end they at the very end of the charter. each charter is a history figure. At the very end there's a budge. There's a budge. This is brilliant. Like this one.
Speaker 1:
Yeah, yeah, team.
Speaker 2:
Button actually.
Speaker 1:
Yeah, yeah, oh.
Speaker 2:
And yeah, they can get the badge I agree. After every chapter. This is for Nelson Mandela be courageous.
Speaker 1:
Yes, i was gonna ask you about that one because we're from South Africa.
Speaker 2:
Well, I am Okay, nice And I wanna know about what that one was.
Speaker 1:
Just the last one from those? yeah, And then they have to get the book if they want the race Exactly.
Speaker 2:
Well, she had the power to forgive Nelson Mandela, and personality trait is he had the courage to forgive Courage. So yeah, in that workshop I asked the students which like to practice Mandela superpower, which is courage. Then your task is again an activity from the book is to complete the thank you card. But your the biggest challenge is to complete it and give it to someone that you believe he or she might teach something bad to you, but don't focus on that thing, Right.
Speaker 2:
Yeah right, something that you are grateful for. I don't know a day that you played football, but forget that thing and give that thank you card, even to someone that you believe did something bad to you. That's a way for them to practice the superpower of Mandela.
Speaker 1:
Wow, this is all incredible Wow.
Speaker 2:
So what gives you?
Speaker 1:
yeah, carry on, yeah, what are you gonna say?
Speaker 2:
Yeah, the whole workshop starts with the superheroes, which for them is Superman, spider-man.
Speaker 1:
Wonder Woman Yes.
Speaker 2:
And yeah, i just asked them to tell me what's one thing in common those superheroes have. And well, they tell me a lot of things Some of the times. I don't know myself about superheroes, but one thing they have in common is that they're all fake. And now I'm here to introduce real superheroes, that they are history superheroes and they develop personality traits, superpowers, like, in order to do extraordinary things, and you can also develop these superpowers.
Speaker 1:
That's a point.
Speaker 2:
And they are getting excited because, okay, now we're going to develop or practice these superpowers.
Speaker 1:
That's cool. So you kind of kill Santa Claus for them in a way the fantasy, but you bring to life the room that they can become.
Speaker 1:
I've never mentioned Santa, but I mean the belief like that superheroes are not real, you've just shattered the dream. No, that's really clever, especially for kids that can respond to that and make that connection. What about facts? So I mean, of course, this is showing that side of things, like the compassion and the soft elements that we all need. They also have to learn to pass some exams, so are there any things like that that are done in fun and creative ways to help them memorize and to? I don't know?
Speaker 2:
assimilate all the facts? Well, definitely. There are two pages full of facts, actual facts about Gandhi's life, nelson Mandela's life, martin Luther King's life, and then there's a comic strip from a real life story and then the activities. But here is the focus that is different. I mean the history behind it. It's there, the facts are there. An example I give, apart from these history figures, in year nine, history in the 20th history World War II, world War I we learn about ISIS, the Battle of Britain, the pilots that fought in the Battle of Britain. The important part here for us today is that we need to know. Okay, it's not so important to know how many planes the pilots of Britain shot down, but we do All the words there right?
Speaker 1:
The information is there Exactly and okay, we will mention it.
Speaker 2:
Yes, yes, but we do need to understand how they coped with the mental difficulties of being in the air Finding enemy pilots I mean, we call them ISIS because of that, due to their ability to develop qualities to deal with that And isn't it that, at the end of the day, isn't that They did something extraordinary? Of course, none of the heroes killed anyone. I mean, that's a.
Speaker 1:
Oh yeah, i was gonna say, you chosen me Yeah but yeah, in order to understand.
Speaker 2:
I mean, that's the focus we need to have.
Speaker 1:
And I want to ask you of real examples. you've seen like you've obviously worked with kids, So the great thing is you're implementing it and you're seeing how it works within a classroom. Can you think of some examples or some situations where you've seen a huge change, either behavioural or just these skills starting to play out a little bit deeper and further?
Speaker 2:
Well, i've seen some students changing their behaviour in 15 minutes. Presentation of the book workshop, as I called. As I told you, i went to seven different schools the last couple of months And there it is difficult for a teacher. It's the first time you get into a class. I mean, we'll remember the first day in school. You need to understand who is the leader of the group, who is the kid that might cause some problems in the lesson, and there you have a couple of minutes on the stand to take control of the whole thing and make them realise and make them gain them, gain their interest and their enthusiasm and have them engage.
Speaker 2:
Well, i've seen students at the end of the thank you card giving the thank you cards to their teachers, to their classmates, to me, for that presentation, that workshop. I've seen students that didn't want to take part in the whole workshop And at the end they were excited and really engaged. Really. Yeah, the idea of having students standing out in the class moving around, completing activities, completing the task later in the houses with their parents, but not an essay.
Speaker 1:
Yes, yes, yes. No more writing, please.
Speaker 2:
But something interactive. I knocked the neighbour's door and offered him something.
Speaker 1:
Oh, my goodness.
Speaker 2:
Get the points of that activity or complete the last activity and get the badge for that chapter. Those scenes get them excited And I've seen it in practice. Unfortunately, in school, when you are their teacher, you need to follow other things there as well The curriculum. You need to have a test at the end of the topic. Other things don't need to be done as well, which I'm glad you said.
Speaker 1:
could parents actually take on this book and use it? The first question before the parents is for what ages is it most suited? Which are the best ages to basically show this book?
Speaker 2:
Well, with the aid of the parents, with the help of their parents, it's seven and above. I'll say nine and above, but it's so interactive and so fun that definitely students of seven years old can complete the activities. Yeah, what was the second?
Speaker 1:
question. The other one was with parents can buy. It's not just this resource for teachers, right? So anybody could use it with a child. You don't have to just wait to use it in a classroom setting.
Speaker 2:
That's my point. It started like a parent's resource, yeah, like homeschool activities And yeah, as I've seen, it can be used in class. There are schools that use it in their PSHE curriculum And definitely for parents, and the parents can also have a go and complete the activities. I think it would be great for the parents.
Speaker 1:
And it actually creates a nice bonding experience for them. So, instead of reading just being your traditional, let's pull out a book again, and the kids are really like pulling out their hair because they can't keep their attention for like five seconds anymore with the way things have become. I like that. It's different focuses and with challenges, and I definitely love what you said with donating your games and making it like collecting points. So that was brilliant. So a few more things. So any other specific techniques or strategies you use to bringing historical events and figures to life in the classroom In addition to this book?
Speaker 2:
Well, in the classroom, as a history teacher, there are many things that need to be done. I mean, we are in an age of technology. I remember 10, 15 years ago showing a video. It was something Exciting, Innovative to do. Yeah, Now you have to.
Speaker 1:
At least in history lesson.
Speaker 2:
You have to show a two-minute video about the topic. You need to definitely have a PowerPoint pictures, activities, many activities. There are many learning styles there. You need to address everything. I mean education is changing and we need to change with it, and the direction is what we need to find. I mean the direction of that change. Of course it's technology, of course things that we need to take into account, like they are mental health, but their actual direction is not very clear. What are we going to change?
Speaker 2:
I mean the policymakers. What are they going to do? Who is the expert at the end of the day?
Speaker 1:
Yeah, and what do you think is needed, from your point of view, of course, as we're just speaking subjectively here Well, definitely we need to have resources that, in my opinion, are combined with school subjects and focusing on their mental health on their well-being.
Speaker 2:
I mean there are many research out there. I wrote down a couple of names. Yes, and all those academics that talk about what compassion can do, what mindfulness and kindness can do to us. I mean John Halifax, richard Davidson. they talk or they say that compassion enhances our immune system. I mean it's proven nowadays. Mindfulness improves our well-being. Kindness makes us feel happy. We need to train our children in these qualities. At the same time teach them what is important. I mean we're not changing their education.
Speaker 1:
Yeah, yeah, yeah, yeah, we're adding, we're adding, we're adding. Exactly, I think we have to evolve with it, because it's a different student today than it was before And if we stay the same, we've lost connection with them. We're the dinosaurs, oh, definitely. What else do you think is important in all this?
Speaker 2:
Well, we said something about policymakers. It is important to have the authorities bug up the teachers, the schools have a second look at the curriculum. I don't know. Organize training for teachers, seminars, create new resources. I mean we need to have in-expects therapists going to schools. I mean, if it's something that we need to face in our modern-day education school system, then we need to do it. There's not tomorrow. Today is the time to act.
Speaker 1:
Yeah, and with those resources, you told me about the research earlier as well. If you don't mind later sharing those links with me so that I can attach them for people to look at, and so that will be really useful to share. What resources do you go to for getting some help and ideas on evolving things?
Speaker 2:
Well, one of my favorite heroes in the book. It's, as it is called, the father of mindfulness. His name is Thich Nhat Hanh. Again, please share.
Speaker 1:
I have not heard of that.
Speaker 2:
Thich? Yes, i will. It's a Buddhist monk, vietnamese. He was in exile for decades, since the Vietnam War, because he was advocating on peace while we had the Vietnam War going on, and he lived his life in France and the US. Well, thich Nhat Hanh is considered the father of mindfulness And for me, thich is kind of an inspiration because, yeah, going back, being mindful in what you do, it's very important. I mean, there is an activity there which is for the others. It's difficult to complete eating activity. Try to eat your next lunch, sorry, and eat it mindfully.
Speaker 1:
How many times?
Speaker 2:
have we tried.
Speaker 1:
Try, it is the word.
Speaker 2:
I struggle with that.
Speaker 1:
We could put a timer like. It could be like 20 minutes and you can't finish before.
Speaker 2:
You know, it's simpler at the same time. I mean, the guidelines for the kids is have a look at the color of your food, the texture, the flavor, the smell, the shape. I mean there's so many things and we take it for granted, we do, no one cares. I mean I struggle, i admit it, i struggle with that, but we're eating because I have to do something else. I have to. I mean, yeah, we're used to, We used to.
Speaker 1:
I remember trying this out and telling my child right, enjoy your food, enjoy your food. You know like how we become very hypocritical as parents, right? So, then one day, like I was whooping through my food in a hurry and my son turns around to me and looks at me and goes what about enjoying our food?
Speaker 1:
He said to me like so I'm like practice what you preach, right, but at least something went in. But it is. It's a practice And I think it's nice to hear it again, though as a reminder. So today, as a practical thing, i'm going to remember when it's lunchtime I'm going to think of you.
Speaker 2:
I'm going to try that as well.
Speaker 1:
And I'm going to really like focus on texture, color, taste, notice where it goes around. So yeah, and this has to be a practice, of course. So, andrea, if you could give any piece of advice to parents right now from that side, supporting how things run at schools as well, what would that be?
Speaker 2:
Well, focusing on that, on that part of education.
Speaker 1:
Yeah.
Speaker 2:
Okay, well, it's a bit general, but I think it helps. I think parents need to ask the students I mean they need to participate in a way with their kids In their education. They need to ask about the learning What did they learn in the history, in biology, ask questions to find out themselves a couple of things, or add on that. I mean every parent remember, i don't know a date, a fact from history, something else from biology, even if it's not so accurate?
Speaker 1:
Let's look it up.
Speaker 2:
Yeah, that's exactly it, and then the kids will feel, okay, this is something that we continue at home. It's learning. It's fun. It's not only in school And, yeah, learning can't be fun if they didn't understand that learning is fun. So, parents can help.
Speaker 1:
Exactly, we leave it to the schools a lot with. Just. I mean, most parents say, okay, it's taken care of, it doesn't, but it is really important to let it sit.
Speaker 2:
They can be part of the learning experience. I mean, once the kid goes to elementary school, to primary school, they need to understand. I mean now something needs to take place here. Yeah, and I'm not talking about the learning with facts and dates.
Speaker 1:
Yeah, yeah.
Speaker 2:
About the essential learning that we all need. Yep, that's so true. And they need to help on that. I mean, it's not only up to the teacher.
Speaker 1:
What about high school, andrea? So you said these are from seven plus nine. Do you have an equivalent for high school? Do high school students maybe early high school students receive?
Speaker 2:
this as well, early high school. I can imagine that that could work, but not all the.
Speaker 1:
I think you've lost them at that point Year seven year eight, which means 12th of December to 14th.
Speaker 2:
Yeah, definitely I've seen them. I went to secondary schools and, yeah, year seven works fine.
Speaker 1:
Yeah.
Speaker 2:
Right, it's okay.
Speaker 1:
Year nine.
Speaker 2:
Okay, they are teenagers. and what is that?
Speaker 1:
It is something more exciting.
Speaker 2:
So the work needs to be done earlier.
Speaker 1:
Yes, okay, so that's. I think that is key. Get them young, get them with it, they can, they're more open to ideas, and so I'm going to ask a couple more questions. The one is which superhero resonates most with you that has inspired Andrea in his life to go for things to you know, believe in himself, whatever it is that and a quote that accompanies us, if there is one.
Speaker 2:
Well, as I said, as I've said, it's definitely ting at home, the father of mindfulness, a quote from Ting and Han. I'll give you the thought Our own life has to be our message. I mean, you are the example, you don't need to say much. And that goes as an example, as an advice to the parents. Yeah, i mean, we don't need to say much. Yeah, we want them to do something. Don't do it. You want them to be kind or generous. You need to be kind and generous. Yeah, they need an example. Well, another favorite in there, which is in the English curriculum and it's a year eight history, is William Wilberford's. William Wilberford's that fought for more than 20 years to ban slave trade And his background was from a wealthy English family. He was an MP for since I don't know, 21 years old. I mean, believe me, he didn't need to do that.
Speaker 1:
Yeah, yeah.
Speaker 2:
And, yeah, he went a step further and he understood that he needed to change that that injustice.
Speaker 1:
Yeah, but with all the skills you've been talking about, i think resilience is one of the ones that I think we, as adults, need so much of like to get when things are hard or when we don't feel like doing something or when we're like just forget all these silly projects, just go back to the mainstream. Yes, but resilience is, i think for me, that's the superhero. I'd really want to be interested in to find you know my ideas and resources on how to keep going, which one was the resilience one.
Speaker 2:
William Wilberford's.
Speaker 1:
Oh, again, there you go.
Speaker 2:
Well fighting 20 years to burn slate trade.
Speaker 1:
Yeah.
Speaker 2:
And it's quite resilient.
Speaker 1:
And when the kids hear this side, they actually see the human behind the facts, right? So you're also humanizing it in a big way. We just always think like they're separate from us and we're different, right? So I like that you're drawing this connection point that it's not out there, that it's also inside us.
Speaker 2:
Exactly Well, teaching all the details about I don't know a figure in history or an event in history. In my opinion, teaching all the details in the case of Hitler, there's nothing essential there, nothing vital for our self-development. It is very important to understand what happened exactly, but we could slightly change the focus there.
Speaker 1:
But would you change that one too? Yeah, what would you bring in?
Speaker 2:
That's a big challenge, the Hitler topic, because at the end of the day, students, they like this anti-hero and they like an inverter commas, right, i mean so much Hitler at a point that the students are excited. They're like there isn't that. I mean we don't need to focus on that. That's a challenge for history. In my opinion There are some attempts showing common people what common people, german common people, did while Hitler was in power, but in my opinion, the stories, at least the book we use in our school, i'm not so intent in order for the kid to relate with.
Speaker 2:
Well, something that I had in mind is that, at the same time, the same decade, Gandhi was doing something extraordinary in India in 1940s, And we focus on what happened in Europe, which is very important, but you might be able to I don't know compare them. The times, yeah, Yeah the times He got independence for India without violence.
Speaker 1:
Yeah, the two approaches exactly. So you have this violent approach of dominance and destruction, and then you have still. You're looking for the same, not the same things, but you're trying to make change using a completely different approach.
Speaker 2:
Exactly In order to help students in the path of their self-development.
Speaker 1:
Yeah, you're linking it. in fact, the facts are there.
Speaker 2:
We are in the age of information. They will Google it, they will find out and they will move on with their life. Need to add.
Speaker 1:
Yeah, i think this is so crucial What you're saying. Facts are there. We can find anything else we need, but if we're not consciously taught these skills, they're not going to be. We assume they're going to be assimilated or they're just taken for granted, but this is actually something that has to be taught. It has to be consciously brought in, and I'm so with you on that And with our as us, as parents, yeah yeah.
Speaker 1:
So I want to get this book and I'm going to and if somebody else also wants to, which I'm sure after listening to this, like going to be running to get them, where can they find your books? We're almost your resources and even access to you if they want to ask you some questions.
Speaker 2:
Yeah, they can find similar resources on tellusmindcom.
Speaker 1:
So it's tellusmindcom, tellusmindcom.
Speaker 2:
Tellus stands for. It's actually a Latin word.
Speaker 1:
Oh, i thought it was like tell us No, it's not.
Speaker 2:
Yeah, i know, okay, so yeah, yeah, people get confused there. It's tell us it's another word for planet Earth in Latin.
Speaker 1:
I didn't know that.
Speaker 2:
So it's like planet Earth, mind Mind. The actual name of the website, but yeah, it's to spell. it is like tell us.
Speaker 1:
Yeah, it is spelled double L right. So someone searching double L Exactly That's tellusmindcom.
Speaker 2:
They will find a lot of digital resources similar to what we described The book. Now the actual book, the physical book, is going to be out after a Kickstarter campaign. The Kickstarter campaign is going to launch on end of September, early October, and they can pre-order it there and get it through Kickstarter. Since the book is innovative and a bit different than the rest, i thought it's better to go through Kickstarter, where innovative ideas can be funded and then it's going to be published.
Speaker 1:
So, yeah, so someone who hasn't used Kickstarter, which I haven't, i hate to admit. how does that work? So what he goes to is a Kickstartercom.
Speaker 2:
What do they do Kickstartercom or a link? Okay, you can give me the link We can provide.
Speaker 1:
Yes, They'll only be accessible from September, right after September, because this is going out after that.
Speaker 2:
They can still access the website, the pre-launch site of the campaign, the Kickstarter campaign for history superheroes. Now the pre-launch page will ask them to sign up to get notified when it's out, when the campaign is ready. And on September, at the end of September, they could see all the campaign there with a video with an explanation of what is it for. The campaign will last for 30 days in order to get funded and when it's funded it's going to be out.
Speaker 1:
That's brilliant, so yeah, and if somebody wants to access it now, yeah.
Speaker 2:
Sorry, dazin, the only thing they need to do is to sign up.
Speaker 1:
Just to sign up.
Speaker 2:
Kickstarter And from there they will get notified by Kickstarter. From there they can pre-order the book A hard copy. Right, We're talking hard copy Hard copy yes, yeah, is there also access to?
Speaker 1:
digital with the hard copy, or is that not?
Speaker 2:
Yeah, they were going to have a on Kickstarter. you have a number of different rewards. You can get the book with the digital access to the book. You can get the book with those little budge for every chapter You can get the book with a big wooden sign of one of the heroes.
Speaker 1:
Brilliant. So yeah, okay, we'll check that out.
Speaker 2:
This is how it works on Kickstarter, so we have a lot of exclusive products that go along with the book And, yeah, it's up to the user to decide what she wants and pre-order it.
Speaker 1:
So I just want to thank you for your time and for sharing so much about this.
Speaker 2:
Thank you, Dazin.
Speaker 1:
This was really interesting to listen to And I'm so glad you are in the position that you are making the changes that you are, and I think all these and I don't think it's small actions, but we start with small actions but I think you're already having such a big effect on the people that you are directly influencing. So thank you for that. Is there one parting thought you'd like to leave for the listener?
Speaker 2:
I'll repeat that quote.
Speaker 1:
Yeah, i can't hear it enough. I love it.
Speaker 2:
We both like it. Our own life has to be our message.