Our way of educating should be beneficial to us all, especially if we truly desire to evolve from our current position: living in an individulaistic, down-hearted society that seems to not only have lost its direction but also reached its functional limits given the intensity and frequency of the different social movements this past year here in France. The way we behave and interact as adults should reflect the type of human relationships we wish to pass on to our children. If however, our example is relationships based on domination, where the sole goal is coming out on top, we shouldn't be surprised to observe these same attitudes and behaviours in our schools.
By deeply analysing the fundamentals of human interaction, we have managed to comprehend the root cause that fuels tensions and conflicts and nourishes the following negative side-effects causing us all to suffer: job resignation, absenteeism, work-place bullying, divorce, depression, burn-out syndrome, illness, over competitiveness, conflicts between neighbours... Better understanding ourselves means better understanding others which is the key to personal and professional success (more information in our Research on Empathy below).
Our research has lead us to comprehend our own way of functioning and the dynamics that steer harmful human relationships, based on a dominant-dominated mind set which further encourages us into a "cold war" mentality (reveiw the research undertaken for our future book in the View our Research section below). We have analysed how bullies become bullies through a desire to regain their own self-esteem previously lost through being victimised themselves in the past, and have thus created a teaching technique that does not encourage these same negative behaviours to develop by firstly not adopting the domant-dominated role ourselves as teachers (The Leader Harrison Technique © section below).
On a practical level, we have understood that the key to creating healthy human relationships depends on teacher attitude, parental stance and managerial approach, especially when dealing with unwillingness to comply from subordiantes. If instead of tyrannically imposing ourselves for fear of losing face in order to force those under us to execute our commands, we try to understand that their resistance is symptomatic of an apprehension, very often linked to fear of failure and thus fear of losing face, then we will not only gain time but open the door to a better comprehension as to what is actually preventing cooperation. We will then be able to start exchanging and using our energy to find solutions rather than wearing ourselves out by defending our original position at all costs.
Finally, through the creation of UP English School we have not only shown the practical application of our research but that it is also possible to implement change, if we believe in intuition and allow our imaginations the freedom they need to stimulate progress, which has allowed us to become the new world leader in teaching English to French speakers, without compromising on high achievement.
