The Showcase will have displays of projects from around the world with project participants on hand to answer questions.
Scroll down to view videos of projects. (so far Progressive School of Long Island and NHCA)
AMURT Indonesia Projects
Contact and Information
Description
Early Childhood and Lower Primary Teacher training, Developing a Network of Facilitators for Child-centred EC & LP Teacher Training, Disaster Relief Activities, Support for Special Needs Children, Child-Friendly Centre, Yoga for Teenagers Teacher Training.
Background
Early Childhood and Lower Primary Teacher training and Developing a Network of Teacher-Training
Facilitators:
AMURT Indonesia started to focus on early childhood teacher training in 2011, in the aftermath of the West Sumatra earthquake when we discovered that no other parties had either budget or plans for the early childhood sector. After constructing or rehabilitating several buildings for early childhood schools, we discovered that the teachers in these schools had mostly not received any teacher training. Thus began AMURT Indonesia’s journey into early childhood teacher training. Today, after 14 years, the direct beneficiaries impacted by AMURT Indonesia’s teacher training projects have reached an estimated 2,000 teachers and 60,000 children in 14 locations across Indonesia. From teacher training, our emphasis has evolved into developing a network of teacher training facilitators to promote child-centred early childhood and lower primary education. Our goal is to benefit little Indonesian children throughout the vast Indonesian archipelago.
Disaster Relief Activities:
AMURT started activities in Indonesia in the aftermath of the West Asia Earthquake and Tsunami in Dec 2004. Since then, AMURT disaster relief interventions include activities in Bengkulu and Padang in Sumatra, Palu in Sulawesi, Cianjur in West Java and Demak in Central Java. To date, AMURT has prioritised activities for children, such as child-friendly spaces and educational activities. Future goals include developing capacity in providing psychological first aid.
Support for Special Needs Children, Lampung, Sumatra:
The goal of this project is to prioritise Inclusivity of Children with Special Needs. Activities include provision of special walking aids, basic needs & transportation for therapy sessions, and most importantly, access to schooling with Holistic-Inclusive facilities. For the future, the goal is to develop a Centre in Lampung catering to educational and other needs for children with special needs.
Child-Friendly and Child-Protection Centre, Kids Yoga, and Yoga for Teenagers, Bali:
The Centre provides after school programs in a range of activities – yoga, arts and craft, dance, permaculture, and an annual exhibition to showcase the products of their activities. Bullying in school is a problem in Bali, and the goal of this project is to provide a conducive environment for the children’s healthy development.
The Yoga for Teenagers program is a newly developed program involving training junior high school teachers in Yoga of Emotions techniques to help improve the mental health of teenagers. This pilot project is conducted in three regencies in Bali, reaching 90 teachers and 9,000 students.
AMURTEL Romania
Contact and Information
Description
AMURTEL Family, Gradinita Rasarit, Fountain of Hope
Background
AMURTEL Romania came into the country immediately after the fall of communism, and decided to focus on meeting the needs of very vulnerable children. AMURTEL set up the AMURTEL Family children’s home in 1995, and later in 2007, the Fountain of Hope After School Center. In 1995, AMURTEL also founded the “Gradinita Rasarit” Neohumanist Kindergarten which has provided inclusive education for children with disabilities since its inception. All of the projects are guided by the principles of Neohumanist Education and aim to build the resiliency and inherent potential of children, giving them the best possible opportunities for a bright future.
ANANDA MARGA ASSOCIATION OF YOGA EDUCATORS (AMAYE)
Contact and Information
Description
The purpose of AMAYE is to facilitate networking among yoga educators, to interface with other associations and individuals who also support research and education in Yoga, Tantra and allied sciences, and to encourage academic exchanges among educators engaged in the research and teaching of yoga theory and practice as elucidated by Marga Guru Shrii Shrii Anandamurtiji. This association is established under the aegis of Kulapati of Ananda Marga Gurukula for educational purposes only.
AMAYE (Ananda Marga Association of Yoga Educators) is a network for instructors of kids or adult yoga, including meditation, asana, and other Ananda Marga yoga practices. We encourage educators to share their knowledge and insights through a variety of website resources and publications.
Ananda Marga Gurukula
Contact and Information
Description
Ananda Marga Gurukula is an international educational network of schools and institutes engaged in teaching, research and service. It is based on the holistic philosophy of Neohumanism which stands for “the practice of love for all creation including plants, animals and the inanimate world” as propounded by philosopher-seer Prabhat Ranjan Sarkar.
Background
AM Gurukula was founded in September 1990 by Shrii P. R. Sarkar both as a university in the making and also as the Board of Education of NHE schools around the world. In the latter capacity, AM Gurukula sets standards and supports schools in raising their standards. AM Gurukula to date has held many international Gurukula Conferences starting in 1991, has published the bi-yearly newsletter/journal Gurukula Network since 1995, created Standards for NHE Schools, and has produced many publications and offers NHE Teacher Education.
Ananda Marga Gurukula Global HQ in Ananda Nagar
Contact and Information
Description
A Visionary and Global Hub of Neohumanist Education, Service, Sustainable Living and and Socio-Spiritual Township.
Founded by Shrii P.R. Sarkar, Ánanda Nagar “City of Bliss” spans over 675 sq. km in the Purulia district of West Bengal and is envisioned as a beacon of harmony, learning, and service. AMGK global headquarters is in Ánanda Nagar. It is a living model of Neohumanist education, sustainable development, and spiritual ecology.
Educational Institutions and Programs for all ages
Over 30 schools, including: 28 Primary Schools. 4 Junior High Schools. 1 Higher Secondary School. Degree College. Teachers’ Training College
Faculties under development: Yoga and Intuitional Science. Health Sciences. Agricultural Sciences. Veterinary Science. Fine Arts and Music.
Sustainable Development and Eco-Initiatives
- Water Harvesting Projects: Dams and ponds along the Dakshina River.
- Afforestation and Botanical Gardens: 88 planned sanctuaries and orchards.
- Renewable Energy: Solar-powered facilities like the ANDS bag factory.
- Agro-Industry and Research: Over 200 proposed centers for sustainable farming.
- Cottage Industries: Employment for locals through eco-friendly production.
Spiritual and Cultural Life
- Meditation Centers and Tantric Heritage Sites (e.g., Navacakra Cave).
- Cultural Academies promoting local and global arts.
- Neohumanist Festivals and workshops for educators and youth.
Social Service and Health
- AMURT Medical Camps: Free healthcare and nutrition for underserved communities.
- Holistic Health Clinics and plans for a full-fledged hospital.
- Women’s Empowerment Centers and youth sports training
Global Outreach and Research
- Cakradhuri Campus: Hub for international gatherings and faculty development.
- Workshops and Trainings: On Neohumanist education, storytelling, yoga, and biopsychology.
- Volunteer Opportunities: Open to educators, researchers, and service-minded individuals.
Ánanda Nagar is not just a campus—it’s a living experiment in applied Neohumanism, where education, ecology, and spirituality converge to uplift humanity.
Ananda Marga International Academy (AMIA)
Contact and Information
Description
Origins & Evolution: Founded in 2007 as Ánanda Márga Yoga Academy (AMYA) through a collaboration between the Ánanda Márga Yoga Society of Singapore (AMYS) and Ánanda Márga Gurukula (AMGK). In 2010, it gained official academy status and was registered under SkillsFuture Singapore (SSG). In 2018, it was renamed Ánanda Márga International Academy (AMIA) to reflect its broader educational mission and global outlook.
Educational Philosophy: Rooted in the teachings of Shrii Prabhat Ranjan Sarkar, AMIA promotes a holistic education that integrates physical, mental, spiritual, and social development. The academy emphasizes intuitional science, yogic lifestyle, and social transformation through education.
Courses Offered
AMIA provides both short- and long-term programs, including: Certificate in Yoga Science, Practice, and Lifestyle (216 hours). Diploma in Yoga Science, Practice, and Lifestyle (216 hours) Certificate in Pramá Analysis (528 hours) — a unique course based on the Universal Law of Balance and Equilibrium, blending philosophy, psychology, and social science. It aims to train yoga teachers, Pramá analysts, and socially conscious leaders who can apply yogic principles in personal and societal contexts.
ANANDA MARGA NEOHUMANIST ACADEMY
Contact and Information
Description
AMNHA opened in 2016 and provides classes and care from Creche, Nursery, and KG through primary school. Located in Ho, the capital of Volta Region in eastern Ghana the school prides itself on its nicely developed infrastructure and enthusiastic PTA participation. Most recently we established an IT learning lab with 15 desktop computers including one Mac.
Background
Background: Local members of Ananda Marga and three senior members, who were all life long educators, had a dream to create a small school, and made tangible efforts to materialize it: they arranged a plot of land, had an initial architectural drawing approved, some bags of cement…. In perhaps 2008 they asked Dada Mahaprajinananda to help. When they took responsibility to manage the project the search for funding began. Things began very gradually and 8 years later the school opened – initially 2 large classrooms for nursery & KG.
We now have a three-story structure with enough classrooms to also host Jr. High School. Approx. 170 children are enrolled (there were more than 220 pre-Covid!).
The quality and aesthetics of the building and basic classroom amenities, a simple playground, our new computer lab and most importantly the quality and character of Madam Modesta – our head mistress are notable pluses and achievements. We now search for a school bus. We’ve also bought 8 acres of land located 7 Kms away on a main road to develop boarding and high school facilities in the future.
The school’s operation is self-reliant financially through school and canteen fees. External fundraising has provided the construction, some furniture and equipment and annual bonuses to staff.
An active and engaged PTA is a hallmark of the school who have also contributed materially in their own modest way.
Other than fundraising and providing background support, all has been done and is maintained by local margiis and the school’s staff. There never has been any WT physically present other than periodic visits.
Our main challenge and need is to nicely train the staff in NHE. We’ve had some online trainings as well as infrequent in-house training by Didi Ananda Gunamaya and sister Jayaliila (who stayed at Zonnelict in Holland for one month). Volunteer trainers, especially anyone who can stay at least one month (but for any length of time) are needed.
EARLY CHILDHOOD AND NEOHUMANISM IN THE MIDDLE EAST
Contact and Information
Description
Didi Hladinii in Syria has started an informal early childhood enrichment program benefiting 30-40 children weekly. Background: Didi Hladinii is based in western parts of Syria. Amidst of huge difficulties, and economical and political uncertainty she has networked with people and has started regular classes and activities for children in her locality. She has also concluded an online course on Montessori methods of teaching, and is now doing a managerial course.
EMPOWERING REFUGEE/MIGRANT MOTHERS THROUGH KNOWLEDGE AND COMMUNITY
Contact and Information
Description
At AMURTEL Greece, our all-women team works with mothers from pregnancy through to two years after birth. The mothers come from diverse backgrounds, primarily Middle Eastern and African countries, where social inclusion and opportunities for development are often scarce or lacking. We aim to help them overcome the inherent isolation and feelings of helplessness due to social, cultural, linguistic and ethnic marginalization in the Greek society. Our educational program begins with aspects of mothering since this is the common and urgent factor in all their lives. From there, we move on to more sensitive topics of health care, specifically sexual reproductive health of which there are generally large gaps in their knowledge. Proceeding on, we talk to them about rights — human rights, women’s rights, children’s rights, refugee or migrant rights — as well as discuss at length the place of women in prevalent social systems. This often leads to discussions on how to develop themselves beyond the personal and social identity of being a mother. These discussions also bring out revelations of mental and/or physical abuse in their living situations underlined by deeply ingrained feelings of dependency and powerlessness. From this point, we support the mothers with social work, referrals to appropriate community resources, accompanying them to bureaucratic institutions, etc.
Simultaneously, a strong focus is on the continued training of mothers to become peer supporters so that they themselves are at the core of the program. They are in a position to understand each other’s needs and take initiative to fill those needs in a way that the remaining international staff are not. We see our role as supporting them in this task.
Background
Our project began in 2015 with the unexpected wave of asylum seekers from Syria and other countries entering Greece. Our initial focus was humanitarian relief in the form of midwifery and lactation consultant care for pregnant women and mothers with infants. In 2016, we opened a day center in a migrant area of Athens. Since then, our programs have grown away from immediate relief towards initiatives of empowerment through education, integration, and creating community. The educational support groups which arose due to the needs of the mothers, including sexual reproductive health literacy, infant care, child nutrition, parenting and many more, resulted in noticeable increases in the women’s self-confidence and agency. Their enhanced ability to care for the health of themselves and their families, combined with the growing ability of them to think critically and express their opinions, saw the emergence of more self-reliant, proactive women.
The newly expanding phase we are in has a twofold emphasis. One is on supporting the many mothers beginning to come forward with stories of domestic violence. And the other is integrating the peer training graduates as group facilitators and community leaders. We hope in the next years to support them in forming more complex, sustainable self-help groups, both in the AMURTEL center and in their communities, to address not only health concerns but also wider social needs.
Global Association of Neohumanist Educators
Contact and Information
Description
The Global Association of Neohumanist Educators is a membership association for the professional development of Neohumanist educators worldwide, strengthening our global education network.
All those involved in Neohumanist Education are welcome to become members. This includes: Faculty and Staff of Schools, Institutes, Yoga Academies and Programs, Prout Institutes, Master Units, Wellness Centers, Neohumanist Centers, Projects etc. as well as independent scholars and researchers.
Background
Project Objectives:
- To provide platforms for dialog and exchange among Neohumanist educators around the globe
- To provide a searchable directory of GANE members and associated NHE institutions
- To publish books, magazines, papers, articles, newsletters etc.
- To organize higher educational courses, training and ongoing professional development courses for adults
- To organize resources / libraries for use by GANE members.
- To facilitate collaboration for projects to demonstrate the practical implementation of NHE education and to promote research for these projects.
- To realize interdisciplinary collaborations with those active in the field of education
- To organize events that promote interactions among different members and specialists in the field
- To represent NHE in a variety of educational bodies and networks
- To advocate for the adoption of NHE principles in public policies
Benefits to Members, Schools, Institutes, Projects and Individuals
Professional Development
Collaboration and Networking
Global Network newsletter twice a year
Participation in Discussion Forums
Public Directory for Schools, Institutes and Projects
Members Only Directory for Individuals
NHE Training Opportunities and Continuing Education
Webinars
Regional and Global Conferences
Scholarships for Conferences and Courses
Access to Resources
Publications Exchange
Harmony Home Nature Camp
Contact and Information
Description
Harmony Home Nature Camp is a summer day camp for 4-11 years old, with additional nature awareness classes for teens and adults. Interns and trainees are always welcomed, as well as fundraising and grant writing expertise.
We are available to consult with and provide guidance and training for other programs in nature education.
Inner and Outer Harmony
Contact and Information
Description
Summer Camp Description: This project was based on “Samgacchadvam” (moving together), giving insight into how we need to bring about inner and outer harmony through collective coherence. Showcasing the intra- and inter-connectedness of all beings. This was done through games, role playing, story telling, songs, and arts and crafts. This caters to an age group of 5 to 13 years, which is their formative period, by directing or influencing their thought process towards who we are, what our role is, and goal of life. The kids are very receptive at this age, hence they can be molded and goaded into right direction. Nature and nurture is also a very integral part of this program. It also focuses on transformation through behavorial change through teaching and practising moral values and univeralism.
Lily Kid House
Contact and Information
Description
Learning center for Kindergarten (2-6 years old) & English after school program for Primary-Secondary school students.
Background
It started since 2019 after I researched NHE for a while. I’d like to bring up the next generation who understand themselves, know their talents and wish to use those talents to contribute to the world (both human and non-human world) for the benefit of all. I’d like to create a learning environment that children can happily explore life, can feel love from everyone around them and their opinions are listened and respected.
Lotus Centre
Contact and Information
Description
We exist to make the world more beautiful and loving. That’s why we contribute to society with better education, and that’s why we train trainers, teachers, parents and children, with 21st-century education focused on wisdom, resilience and personal growth. With the aim of a hopeful future in a harmonious world, because our children need the best possible education, because every life form deserves a wondrous fate, and because we want to make this happen as a human being.We want to inspire you to take action with what we do, and we aim to give you what you need to become fulfilled.
Background
The current economic, political and social changes in society require a vision concerning the empathic functioning of mankind. A holistic perspective on the development of human potential plays an essential role in this vision; as it has become clear that the development of rational faculties alone is not sufficient for a
Neohumanism in Africa
Contact and Information
Description
I mostly would share about the activities we do in Lotus children’s center, a bit of what we do in Path of Joy Children’s center and then a bit about the teacher training I am giving other schools in West Africa.
Background
33 years ago, Lotus Children’s Center was founded by the late Didi Ananda Bhaktidhara to give access to high-quality education to the children from the Sukhura slum and simultaneously offer shelter to disadvantaged girls from remotes area of Ghana.
Upon researching and examining numerous early childhood facilities in the surrounding area, it was noted that the majority of schools had a minimum of educational resources. Instead, teachers often used tactics of fear in the classroom (a sad reality which has not changed much). The result is that children who show leadership are suppressed – the children’s creativity as well.
To break the cycle of poverty; to help the pupils to reach their full potential and to prepare them to be confident, compassionate citizens; along with academics daily Yama & Nyama principles are taught in various ways.
Teachers, parents and visitors often comment that our children are different from the others in the community. We hear the same in our other project Path of Joy. It was started as a library in 2015 and recently Primary school has also started there.
In both projects, we guide the children to expand their love by observing nature, working in the garden, awakening curiosity by discussing simple wonders, etc. We can see that our students enjoy the beauty of diversity and respect animals and plants; often translating it into their art.
Their replies to the exam questions are very encouraging as they show that they really grasp universal ideas such as of a Happy Earth versus a Sad Earth, Pure Air versus Dirty Air, humans as being protectors of nature, kindness with each other, etc. Although eating animals is very common and there is a stigma of poverty when meat/fish are absent from the meal, many staff members have become vegetarian (we serve both breakfast and lunch to the kids).
Our timetable is quite creative and dynamic, with daily yoga practices, gardening, nature studies, creative arts (most schools maximum offer coloring for their students). Drama, music and dance are used to rescue the love for one’s culture.
KG students learn to appreciate their tribes as well other tribes (breaking feelings of divisions due tribalism sentiment). They learn a bit about neo colonialism through simple stories. We also encourage decision making by letting the children choose some topics of what they would study deeper.
As there is no free garbage collection in our area, much of the waste is burnt or goes unto the gutters, which often chocks, causing floods in the rainy seasons. As if that was not enough, other countries have made Accra a damp place for their garbage! When we show the children that they can make diverse things as crafts and toys with their garbage (from bottles they bring to drink in school, for example).
Neohumanist College of Asheville (NHCA)
Contact and Information
Description
The NHCA offers a hybrid institution of online learning for a global student body with personalized mentoring offered by faculty members. The aim of Neohumanist education is personal and collective transformation for a brighter future for the planet.
Background
Our vision: The Neohumanist College of Asheville serves the population that seeks to expand the horizons of their hearts and minds, while working toward a future of just and sustainable planetary cooperation for the welfare of all. We embrace a Neohumanist philosophy that recognizes the interconnectedness of all beings and elements of existence, dedicating ourselves to the lifelong education of individuals, teachers, and leaders.
The mission: Our Neohumanist mission is to provide knowledge and inspiration for personal and professional development.
Our core values: Planetary Stewardship, Serving the Greater Good, Growth, Critical Thinking, Morality
NHCA was incorporated in 2015, 10 years ago. It began when the teacher preparation program developed by faculty of Ananda Marga Gurukula and the Global Association of Neohumanist Educators (GANE) proposed the creation of a College to prepare their teachers. We expanded from there. For more information about our history and our programs, check the website under ABOUT and click here for a full history of this process with AMGK.
The College currently offers courses in five academic disciplines—Neohumanist Education, Yoga and Intuitional Sciences, Liberating Humanities and Arts, Transformative Social Sciences, and Wellness and Psychology. In FY 24-25 we offered 15 courses with a student enrollment of 187. We have expanded our course offerings to 25 in FY 25-26. A list of our courses can be found on the website. Products: books or other publications, media – videos, audios, etc, other.
The annual budget of the College is approximately $150,000 which does not account for the many volunteers that support the operation including faculty and key staff. Of the eight-member Core Team, four are volunteers. 60% of the faculty volunteer their time.
Despite the treasure trove of dedicated, capable volunteers, our tuition does not cover College expenses. Many of our students come from developing countries so we waive a portion of their tuition. We depend on contributions of talent and cash. An initiative to increase the amount of tuition and decrease tuition waivers, a mentorship program is set to begin in September 2025. This will provide prospective students with assistance in raising funds from family and friends to cover a greater portion of their tuition.
In the fiscal year ending June 30, 2025, the College posted a Profit of $27,000, $25,000 of which was a one-time donation to be applied for the next fiscal year shortfall of $40,000.
To increase cash contributions, the Board approved a Fundraising Committee who volunteer their time in order to insure the future success of our organization. A Fundraising Plan that includes an Annual Giving Campaign, Planned Giving and an approach to high networth individuals went to the Board.
To address the quality of our program, we took on accreditation from the Accrediting Council for Continuing Education (ACCET) so that we can be assured that we can stand shoulder to shoulder with other institutions of higher learning and thus be considered for federal and state funding. At this time, we completed the self-evaluation and we are preparing to send this to ACCET in August 2025. The Accreditation Timeline can be found here. We are proud of the many improvements in our systems that have been implemented to conform to best practices in the industry.
This is the link to the overview of our business plan, updated for the 2025-2026 fiscal year.
Neohumanist Education Association
Contact and Information
Description
NEA has been producing curricula and teacher trainings, including: the Neohumanist Early Childhood Education Curriculum submitted to the government, diversity training during the “We all Have a Story” project, the “Children in Permaculture” teacher training, manual and other materials, Green Play and Learning and most recently the “Peace in Your Hands” package.
Background
NEA has developed specialised trainings that are ready for more widespread dissemination – in particular the “Children in Permaculture” trainings, but also trainings in diversity, trauma-informed approaches, Peace Education. We would like the Children in Permaculture approach to be integrated into the ecological education component of all NHE schools as well as to spread into public school education through the teacher training. I am interested in developing partnership projects both in Romania and on the EU level for scaling up best practices that we have developed, in order to have greater impact.
NEA began in 2011, in order to develop and submit a Neohumanist Education for approval as recognized national alternative, and to develop teacher trainings, materials and quality assurance on the national level. It has since provided a platform for networking and developing partnership projects to bring NHE into contact with other professionals in the field and to increase its impact.
Neohumanist Education Project
Contact and Information
Description
Project Description: This Neohumanist project, coordinated by Didi Ananda Jaya since 1998, reaches approximately 450 children and teenagers in 4 schools in the vulnerable communities of Sao Paulo, where social inequality, violence, illiteracy and environmental issues are rampant. All these educational centres aim at providing the safe and loving environment that these areas need so much, and to have a meaningful impact on families and communities that feel and interact with the school, learning from children important attitudes to face challenges that are presented to them daily.
New Day School
Contact and Information
Description
New Day School is a full day preschool serving ages 2 and a half to 5 year olds.
We are very involved in fundraising to build a new building that will be a model net zero energy efficient space. Fundraising and grant writing expertise is very welcome. We also welcome interns, gardeners and teacher trainees.
We are available to consult with and provide guidance and training for other programs.
P R Sarkar Institute
Contact and Information
Description
A medium for the research, investigation, interpretation, understanding and presentation of P.R. Sarkar’s works and seminal concepts. Multiple sections of research and development will be curated by affiliated scholars, researchers and writers in their associated fields of expertise.
Inspired by Shrii P.R. Sarkar, PRSI is an initiative of Ananda Marga Gurukula for the research, development and outreach of P.R. Sarkar’s teachings and related ideas.
PRSI hosts a comprehensive online database of P.R. Sarkar’s works and related resources, forums for research and development, and media for the outreach of progressive educational materials.
Background
The P.R. Sarkar Institute is an initiative of Ananda Marga Gurukula for the research, development and outreach of Shrii P.R. Sarkar’s teachings and related ideas. PRSI hosts a comprehensive online database of Shrii P.R. Sarkar’s works and related resources, forums for research and development, and media for the outreach of progressive educational materials.
PALESTINIAN CHILDREN’S DRAWINGS EXHIBITION
Contact and Information
Description
1 kindy school in Cairo, 1 Elementary school in Al Areesh, 7 educational activities in Gaza, Palestinian Children’s Drawings Started in September 2024
Pequena Ilha Verde Forest School
Contact and Information
Description
Forest School: 2 years old now
Phoenix Project
Contact and Information
Description
The Phoenix project brings yoga-based and narrative-based resources to strengthen the resiliency of teachers and their students in Ukraine
Background
This project has evolved out of the work “Stronger Together” project AMURTEL Romania led in Romania for Ukrainian refugees serving 6000+ refugees. Since then Didi has offered teacher trainings directly in Ukraine, and the team there is already organizing youth camps and projects for hundreds of women, children and youth.
PRAMA Institute and Wellness Center
Contact and Information
Description
The Prama Institute and Wellness Center is one of the Centers for Neohumanist Studies under AMGK. As a retreat and conference center, Prama serves the adult population with a variety of programs focused on health and wellness, spirituality, personal growth and lifestyle change, social activism, and environmentalism.
Our retreat and conference center is dedicated to raise people’s consciousness and help them adopt a healthier and happier lifestyle. It began on the Ananda Girisuta master unit as its core educational project. It has been operating since 2007 and 2012, acquired 5 acres of land to build the Prama Wellness Center, the location of Prama’s health programs. Since the beginning, thousands of people have attended our retreats, events, and programs.
PROGRESSIVE SCHOOL OF LONG ISLAND
Contact and Information
Description
Each child begins life with a thirst for knowledge. This innate curiosity is our greatest ally as teachers. Diminish that spirit by any means, and one will find oneself working against the child in the effort to educate them. Undertaking that task begins with the belief that a school needs a guiding vision. Progressive School’s staff, students, and programs are united by, and draw perennial inspiration from, Neohumanism as put forth by P. R. Sarkar. Simply stated, if extending the sweetest touch of the heart to include all humanity as one’s own be termed Humanism, then expanding that embrace to include the animals, plants, and even the elements is termed Neohumanism. The fact that the fortunes of all are intimately wreathed together must be recognized, if not today, then surely tomorrow.
Background
In 1985 at Shrii P. R. Sarkar’s direction, we rented an elementary school, and we own a middle school.
Since 1985, the school’s staff has been perfecting the art of teaching. The school has had its graduates consistently ranked at the top of their high schools. Over 300 students have graduated into local public and private middle and high schools. Many communities have benefited from the school through their volunteer programs.
Projects in Indonesia
Contact and Information
Description
AMSAI Preschool
Location: Lampung
Contact: Didi Ananda Manimala
Email: amanimala.ac@gmail.com
Tel: +62 82375990330, WhatsApp
Serving children aged 2-6 years (playgroup, kindergarten, daycare) holistic-integrative also catering to special needs children. In total 74 children, 29 of whom graduated this year.
In 2009 I was transferred to Lampung, armed with the phone number and name of the person I would have to go to. We met after three days. I told him my intentions and goals so that he would be willing to lend a place to open an early childhood school and spiritual activities. He agreed, and showed me a place that was vacant. Immediately we began to rehab the place. The next day, I was asked to go shopping to buy games for teaching equipment. In my free time, I started teaching at he house of my patron – his 2-year-old son and the son’s friend.Thus the school strted in June 2009 with 2 children.
The rehabilitation work on the building was completed on October 5, 2009. The pre-school was inaugurated, with 3 children and 2 teachers including myself. Thankfully, I was given a teacher who had teaching experience in International schools.
In December 2009, we had 12 children but at that time, our school had no outdoor play equipment – the children complained! Also there was an earthquake in Padang, so I had to go away for 3 months to help there. During that time we added 1 teacher. The 2 teachers and the children ate vegetarian food. There was no funding so the teacher brought her own food from home for the children.
By the grace of God, things have progressed much since then. We now have 74 children and our school is part of the AMURT Indonesia program on child-centred early childhood education.
Cempaka Kids
Location: Karangasem, Bali
Contact: Ni Putu Suri Darmayanti, S.Pd (Sarita)
Email: sarita311981@gmail.com
Tel: +62 8214456467, WhatsApp
Our school is a school with a natural concept. We have day care, play group and kindergarten services and accept students from 1-6 years old. Our school also accepts students with special needs.
We started this school because of our interest in the Neohumanist education, unlike other schools which generally only emphasize cognitive and moral development but not spiritual development. And generally schools do not provide educational services that humanize and liberate their students, but tend to satisfy educators/teachers with high academic values and a system that makes students stressed and unhappy.
Narayan Seva Children’s Home
Contact: Didi A Mohatita, Didi A. Samarpita
Email: narayanseva@gmail.com
Tel: +62 87862669301, WhatsApp
We are running a children’s Home that was started in June 2004 . Currently we have 83 kids from toddlers to adults.
- We want to save children, especially girls.
- To provide a loving shelter for orphans, single parents, broken families, and abused children.
- To provide the best education based on NHE and holistic way of life.
We realised strongly that we must do something for the Balinese community and kids but we didn’t have any place or fund to support our idea. In the beginning we made a legal foundation and many proposals to support us financially.
We have 4700 sq. meter land donated by a senior margii. We built 8 buildings for the operation of a children’s home. Since it started around 200 children have passed through Narayan Seva
Every year, we have around 15 to 18 kids who stand for first to third rank in the school/class. We have created strong and positive support of the community surrounding our home by giving them free yoga and English classes. We have 30 children who have graduated from university. Out of 30 university children we have 4 trained LFTs who have been working with us. We also have purchased some land in order to make a vocational course school in the near future .
I would like to share a story – It was 2007 and we had around 12 children at our home. We were living a very basic style of life. One night, we didn’t have rice to cook for next morning. We worried and slept wondering what to do (usually we cooked soft rice porridge for breakfast). Early next morning we saw an old man carrying a 15 kg rice bag. Holding it over his head he came on foot to our home. We were surprised to see him coming on foot and I couldn’t recognize him . Then he told that he met me last year and I told him about our home . I then recalled meeting him. He said that he arrived in Singaraja last night to see his family and he remembered me so he planned to see me. He thought if he wanted to see Didi, he should bring some rice for the children. He spent around an hour with us and then he left. We sobbed and were very happy to have rice for few more days. But today as I write this story I realise that we have never seen that man again in these 15 years. After that day we have never had any food crisis at our home. Our home has an organic farm and we produce our own organic fertilizer. We used to have biogas but it has broken and it can’t be repaired so we need to make a new one. We also have solar cells for electricity but it needs an expensive battery so we are still in question what to do with the solar panels.
Saiwa Dharma Preschool
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Description
Saiwa Dharma was set up to realize character education. Previously, many children in the neighbourhood played without any guidance. We decided to provide guidance for free. What want to implement the NHE system on an ongoing basis.
Project Needs: We are looking for volunteers to help teach English to kindergarten children and also develop secondary schools.
The Growing Edge
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Description
A set of online courses and teachers guides that contribute to the well-being of teachers and students while, for instance, teaching Climate Resilience or bringing migrant students into the class.
Background
After numerous successful international projects over many years, we find ourselves with a wealth of underused resources. We want to make them more widely accessible, in a context that invites cooperation and synergies.
TONRAK ANANDA MARGA SCHOOL
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Description
Tonrak Ananda Marga School is living and teaching Neo-Humanism. Neo-Humanism is a philosophy of taking responsibility of all life and environment of our place of living, the planet Earth.
Background: Since 2005 for misplaced children, today mostly from Myanmar. School provide education for all children. Neohumanist Education were applied to the school with practical lifestyle based on neohumanist education with multilingual and multicultural.
Transforming Education Through Resilience
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A Holistic Model from the University of Educational Management (NAES of Ukraine)
The University of Educational Management (Kyiv, Ukraine) is the only university operating under the National Academy of Educational Sciences. As a comprehensive educational institution, we deliver programs at all levels: bachelor’s, master’s, doctoral, postgraduate, and continuing education — and now, we are pioneering microcredentials for agile, modern learning needs.
Amid war and systemic crisis, we have become a national leader in resilience-based educational strategies. Our institutional initiatives include:
- Psychological and emotional support programs for teachers and students;
- Digital learning innovations, including gamified tools and AI-based educational assistants;
- Professional development through microcredentials in emotional intelligence, leadership, and teacher autonomy;
- International cooperation in open and lifelong learning models.
We invite global partners to explore and co-create with us a future-ready, resilient education system.
Background
The University of Educational Management (UEM), operating under the National Academy of Educational Sciences f Ukraine, has a long-standing tradition of youth engagement that forms an integral part of its strategic vision for fostering resilient, future-oriented education. As a national center for postgraduate and adult education, UEM has systematically expanded its activities to support the personal, professional, and civic development of young people through scientific mentoring, psychological assistance, and international collaboration.
A flagship initiative is the “All-Ukrainian School of Young Scientists”, launched in 2012. This permanent platform enhances the scientific competencies of early-career researchers and supports postgraduate students throughout their dissertation journey. More than 300 education professionals, now in leadership positions across Ukraine, began their scholarly careers in this program.
UEM also operates the “Dialog Psychological Counseling Center”, providing individual and group counseling, as well as stress management programs for youth — with a special focus on internally displaced students and those affected by war. The center plays a vital role in preserving the mental well-being of young scholars and future educators.
Regular “seminars, international internships, and innovation-focused workshops” are organized for early-career educators, with particular emphasis on emotional resilience, pedagogical transformation, and digital readiness. These activities cultivate critical skills, professional identity, and a sense of community.
In 2024, UEM participated in the “Rebuilding Ukraine: Modular Housing Hackathon” under the Creative Europe program, involving students and young professionals in interdisciplinary post-war recovery design. This project exemplifies how youth-driven innovation can address urgent societal challenges.
Our current project builds on this foundation with the development and implementation of the psychological support program ” — a scientifically validated intervention created during a master’s-level research initiative. Grounded in transformative learning, post-traumatic growth, and cognitive-behavioral approaches, the program integrates group facilitation, mindfulness, and digital tools. It is designed to help educators regain emotional balance, reconstruct professional meaning, and strengthen cognitive flexibility.
The program has demonstrated statistically significant results (**p < 0.001**, **Cohen’s d > 0.5**), enhancing adaptability, self-reflection, and motivation among participants. It has been successfully implemented in both formal and non-formal education sectors, including among internally displaced teachers.
Together, these efforts form a scalable, evidence-based model of psychological and professional support. **UEM offers this as a blueprint for crisis-responsive education systems** — ready to be adapted in other regions facing instability and transformation.
Yogis Academy
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Description
YOG.I.S. Academy (Yoga and Intuitional Science) was founded in 2015 with the aim of spreading knowledge about the Science of Yoga as taught by Shrii P.R. Sarkar, to as many students as possible. The three-year program is very rich and includes: History from Shiva to Shrii Shrii Anandamurti; the study and practice of asanas, mudras, kaosikii and tandava dances, etc.; the study of aspects related to meditation; philosophy; microvita science, brahmacakra (cycle of creation); yoga psychology; the six spokes of society; and much more.
Zonnelicht
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Description
The project is a day care and a after school day care for children between 0 and 12 years old. The project aims to develop self-awareness in children on all the layers of the mind. There are 17 groups of children and 45 staff members. What we have to offer is a good functioning quality system and a good developmental plan for developing the layers of the mind between 0 and 6 years old.