Abstract

Being in my late senior years and having over 55 years of professional experience, first in science-immunology and clinical diagnosis (25 years), and then 30 years in practicing psychosynthesis (psychology with the soul), I have also come full circle into the realm of pedagogy, passionate about creating “a model of education for the future”, so that years later we won’t need therapy. The inspiration for this work came from my earliest childhood, marked by traumatic experiences because of my father’s arrest as a political prisoner in communist Poland and his torture in some of the toughest prisons, and the surveillance of my family for almost 10 years. Not only did my father pay for it with his health (he died in a few years), but also my mother and brother. I was 2 years old then.

Using my example, life showed me how the lack of proper psychological support for a child results for ages of life in “diseases of unknown etiology”, treated as the symptoms without effect and transforming into another of a chronic nature, not subject to the applied treatment by many specialists. I viewed my problems in two ways: as a patient (starting with pediatricians) and as a scientist-practitioner (also on myself) of the application of lifelong education programs that I created.

I transformed my dramatic childhood experiences into a passion for research and discovery by creating programs to support the development of children in families, kindergartens, and schools at all stages of their education. They have become the subjects of my self-education manuals, evaluations by teachers and students (“Health Education in Practice”), as well as a published academic book: “The University of Integrated Education.”

In my presentation, I will outline the principles of my model as a canvas for the theme of “Medicine for the ages,” incorporating aspects of preventive medicine and the creation of an integrated health support system.