Nowadays, large educational publishers advertise with the claim that the customer can buy all the knowledge necessary for A levels in ten volumes or on a CD-ROM, and that he or she can also purchase all of the knowledge for each individual university discipline – accordingly, somewhat more voluminous – stored neat and tidily on a CD-ROM.

But the education experts do not recognise at all that – as far as the supposed “knowledge” is concerned – they are attaching only as much value to the brain of a pupil or student as the value of a piece of printed paper or a plastic disc. To put it more simply: Why can today’s pupil or student not just go to the examination board and simply show them the relevant books or CD-ROM’s? In this way everything would be far more perfectly presented than could possibly be conveyed verbally or with the examinee's own illustrations!

The invention of the computer has lifted the lid on the madness of the conventional educational establishment, and it is predictable that, in the most advanced nations of the world, all knowledge that can be comprehended and stored by a computer will already soon be transferred to computers in the educational field too: that then, in the society of the future, it will only be a matter of educated people learning to handle computer data successfully – without putting undue strain on his brain and without wasting his time with unnecessary rote-learning processes.

Music & Nature: And this is not such an off-beat logic – today a large proportion of the successful learning process has already transferred, with the help of computers, from the school method to this educational mechanism.

Peter Huebner: And if developments continue at the speed they have so far, and if educational experts continue to remain as backward as ever, then this successful, achievement-orientated, scientific and technically-supported educational market will have overtaken and outbid the schools, colleges and universities – especially the state-run ones – faster than those responsible there are even able to follow this line of thinking.

Music & Nature: This particularly affects the conventional educational market, where it is mostly a case of rote learning and retention of the most diverse information, and the meaningful combination of the two.

Peter Huebner: For progressive learners today, rote learning and memorisation has already been taken over by the computer’s data and text store, and the meaningful combination of the two is effected by the relevant software programs.
Together, the two far exceed the achievements which a normal pupil, student, teacher or professor might be capable of today.

As such, the conventional teaching and learning establishment of schools and universities survive only by virtue of the fact that they are regulated by the state, and if today this kind of education was passed into the hands of private enterprise, then computers and their programs would have made the running in education.

Music & Nature: Would have won!

Peter Huebner: Therefore, it is futile for me to involve myself in this area of conventional education or in this kind of conventional educational misery.

There is, however, a large area in education which has not yet been specifically included by so-called conventional education, and which is nevertheless of enormous significance, particularly in view of those developments which are to be expected in education in the future.

In my opinion, this concerns the entire area of the so-called human learning capabilities, those features which, so far, have been taken for granted in conventional education, but which have been completely ignored as independent educational disciplines.

The computer age has revealed that, in focused use of the computer and the educational contents that have been entered into it, and in the logical combination of the two, the ability to think plays an enormous role.

The pupil, student and educationalist of the future, as well as anyone involved in future work processes, will primarily be distinguished from his colleagues in terms of the extent to which he is able to make use of this new educational machinery.

Since some time our work in the Micro Music Laboratories^® is now concentrating on these capabilities.
In view of the new educational and vocational demands cited, we are concerned with increasing human thought capability. This will make it possible for pupils and students, working together with modern scientific and technical educational means within the framework of ever-increasing international competition, to increase achievement across the board in the future.

Music & Nature: But that alone is not enough for us. Today’s diverse individual social and ecological crises show us that there is still a fundamental shortfall in terms of thinking, which is not concerned with coping with scientific and technical devices, but with the aspect of the naturalness or unnaturalness of the thinking.

Peter Huebner: The microcosm of music reveals to us those universal laws of harmony on which, as Pythagoras already claimed, the whole of creation is based. This Greek scholar and founder of our scientific and technical age claimed, around 2500 years ago, that the laws of harmony of biological life were the same as those of the microcosm of music and of the whole of the natural world, right down to the movement of the planets. And he said that, of all of these, the microcosm of music was the place best suited for man to look into these universal laws of harmony.

And Socrates later confirmed Pythagoras’s claims, but pointed out that the human soul was also aligned to these natural laws of harmony and that the health of the soul at this most inner level of life was just as dependent on the function of the natural laws of harmony, as on the function of the physiology on its material level.

Whilst Pythagoras was primarily concerned with researching the laws of harmony of the microcosm of music in order to maintain peoples' physiological health – he was also a renowned physician –, Socrates pointed, above all, towards concentrating on the health of the soul, since, for him, the harmony of the individual’s soul was the natural basis for the harmony of the social community.

For Pythagoras and Socrates alike, music created according to the universal laws of harmony of the microcosm of music was the correct way to strengthen the harmony of the body and of the soul and, with it, their health – whereby the harmony of the body or physiology had a particular effect in the area of medicine and the harmony of the soul in the area of education.

In the meantime, modern sciences have recognised and proven the authenticity of Pythagoras’s theses. Without the natural laws of harmony, there would be no natural order for the elements in chemistry, and without the natural laws of harmony there would be no naturally ordered movement of the planets as proven by Kepler, and without these natural laws of harmony there would also be no natural order in our physiology, as proven by modern chronomedicine.

In my opinion, in modern medicine the undesired side-effects of the medications stem from a failure to respect the universal natural laws of harmony when producing and applying these preparations. I pointed this out in my pharmaceutics interview and spoke in detail about it.

But we are also familiar with a whole series of undesired side-effects arising from conventional education, to the extent that supposedly educated people can become murderers, commit suicide, indeed become criminals of every kind, right down to unscrupulous polluters of the environment. But they can also become addicts and professional failures, war heroes and martyrs etc., etc....