Our vision is a world of human togetherness, beyond right and wrong, above and below. A world in which every single human being is of equal value, beyond roles and origins, culture, religion or the like. A world in which people always see the other person as a human being and respect their needs equally as their own.
Or in the words of the Sufi monk Rumi: "Beyond right and wrong is a place, there we meet".
This requires liberation from one's own limitations while at the same time being consciously in touch with the other person. Or again according to Rumi: "Show yourself as you are or be as you show yourself.
Focus Empathy supports and accompanies people in their journey towards this authentic self in simultaneous connection with others.
Our experience shows that on this path, the previous disintegrates and something previously undreamed of and more powerful emerges. This is symbolised by the phoenix in the logo of Fokus Empathie.
Focus Empathy has the human image of Nonviolent Communication as its foundation in everything we do and how we deal with people:
1. everything people do or fail to do is always an attempt to fulfil needs.
People have always done, are doing and will always do the best they can at the moment.
3. all people have the same needs; their degree of fulfilment varies from person to person and over time.
4. everyone likes to contribute to the well-being of others, provided that
It happens out of voluntariness
Their own needs are also taken into account.
We are guided by the image that more and more people are on the way to the vision described. We are committed to this.
We provide transparency and clarity on how the transformation of the individual towards living this vision is possible and relate this directly to the typical life centres of partnership (private) and leadership (business).
The trainers at Fokus Empathie live the "new paradigm" of this vision.
Andragogical guiding ideas
We promote independence and self-empowerment with full awareness and consideration of interdependence with the environment.
Learning is supported by the use of various channels (audio, visual, haptic), the focus is always on the practical, personal experience of the participants with the learning content. What counts in this experience is feeling, the sensual-emotional experience of the "new paradigm": how it affects the people involved emotionally.
The individual Learning is important to us: each person has their own way of proceeding and their own pace of learning. We support this by constantly alternating and complementing learning channels, media and methodology. The depth of learning and the targeted competence acquisition levels are adapted to the learning objective. Events leave enough space and time for objections, clarifications, own experiences and repeated, different presentation and internalisation of the material.
We strive to keep the relevance, the practical relevance present in learning: Everyone wants to learn successfully in order to get ahead in everyday life. We support this through constant practical relevance, including the current topics of the participants and letting them experience by applying the learning content.
Feedback is a key tool for learning. We focus on feedback that is in line with the vision and our mission statement, beyond "this way - and not that way". It is about how each individual participant has experienced themselves and others, to come into exchange with this and thus to be able to experience each other more consciously. In this way, new, more life-serving behaviours are experienced and anchored as successful.
Our understanding of teaching and learning
Our understanding of learning is based on the CSF approach. Findings from cognitive and stress research as well as neuroscience that are conducive to learning and in harmony with this attitude are integrated.
For us, learning is the development of competences, i.e. applied knowledge, which takes place through experience and reflection. In this process, an emotionally protected space and the recognition of the meaningfulness of what is to be learned is crucial for the learners. Only then is it possible to change internalised automatisms and consciously choose new, more useful behaviour.
Learning is an emotional and at the same time goal-oriented, yet individual process. Learning is thus bound to individual contexts and, when learning in groups, always takes place in the interplay of self-control and external control or stimulation.
The Didactic Concept represents the understanding of teaching, learning, learners and teachers.
In line with our vision, we strive for independent, interdependently aware people. Therefore, we accompany learners through competence development into an attitude from which this self-empowerment is a matter of course, taking into account the other person.
We build on a learning environment that offers personal freedom, a sense of well-being and curiosity in trying things out for oneself. The accompanied, step-by-step development of competences takes place through the learners' self-experience and reflections on it. By means of transfer tasks, we contribute to a transfer of what has been learned that is suitable for everyday life.
The personal relationship with the learners is of central importance. We respect the needs of the learners as much as our own and strive to find solutions together that fit optimally for all sides. This lived vision is an integral part of the learning offers (didactic double-decker) and described as the HiPA® guidance concept.
As teachers, we are aware of our rank and always strive to maintain eye level with the learners as well as to offer eye level to the learners. In doing so, it is important for us to name and also discard roles transparently. We reflect on each other's actions and attitudes.
Our accompaniment concept HiPA® (Holistic integrative process approach)
Focus Empathy is active in personal development. This means that we accompany people to their own limits and "hindrances" to being able to fully develop and evolve themselves. We work with them on these limits in order to shift them and enable sustainable development.
This goes into an area where classical training and therapy mix and requires an approach that does justice to this circumstance.
The nature of our guidance, our concept for guidance, follows from our vision, mission statement and our understanding of teaching and learning.
The approach can be roughly outlined with the three principles:
Holistic: The whole person, his environment, his past, his imprint up to those unknown to him is included, because all this has its influences.
Integrative: The aim is to reintegrate split-off parts in order to bring one-sidedness in duality into balance and thus become more resilient.
Process: Whatever subtly incongruous things show up, we follow. In this way, previously unconscious "things" become clear and can only then be integrated and other behaviour practised. This is a process that goes through experiencing in the body.
Purely cognitive considerations and approaches, on the other hand, fall far short for us. This approach is ultimately also reflected in the way the course is facilitated - the process of the individual participants is at the centre and not the course times or a specific course content to be learned.
Sustainability / Environmental protection
We stand for sustainable change in learning. In addition, we are committed to sustainability in line with the Nonviolent Communication stance as we run the training institute and give seminars.
Fokus Empathie is completely climate neutral and all our letters and parcels are also sent climate neutral via the Swiss Post. This includes all energy (electricity, heating, hot water), all office materials, means of transport we use, coffee break offers, as well as all our products that can be purchased from us.