From a Small School Idea to a European Journey

The Octopus concept was born in a small alternative school. It was not created as a European project, a digital game, or a methodology to be shared internationally. It started as an attempt to help students see history and culture as connected systems rather than isolated facts. We wanted to find a way to make learning more meaningful, more engaging, and more connected to the big questions of human life and o to the students’ minds.

The more we worked with the concept, the more I felt that it might be useful beyond our own classrooms. The Octopus mind maps helped students recognize patterns, compare different historical eras, and reflect on their own place in the world. Then came the opportunity to dream bigger.

Writing the European project proposal was one of the most exciting parts of the journey. It forced me to ask difficult questions. Could a concept developed in one school be adapted to other educational settings? Would teachers in different countries find it meaningful? Could students with different cultural backgrounds connect to it in similar ways?

When the project was awarded funding, we celebrated with genuine joy. Not only because we had won a grant, but because it felt like a confirmation that this small idea deserved a chance to grow.

Today, we are working together with wonderful partner organizations from Poland, Greece, and Türkiye. One of the greatest pleasures of the project has been discovering how much enthusiasm, creativity, and professional commitment our partners bring to the process. The project no longer belongs to one school or one country. It is becoming a shared European effort.

What excites me most is not simply the creation of new materials. The real challenge is adaptation. Many educational innovations work well in the place where they were created but struggle when they leave their original environment. Our task is to understand what makes the Octopus concept work and how it can be adapted to different schools, cultures, and learning contexts across Europe.

Another particularly exciting part of the project is the development of an online game version of the mind maps. We hope that this will make the concept accessible to even more young people and create new opportunities for playful, active learning.

On a personal level, this project has brought an unexpected joy as well. As someone who helped create the original concept, it is deeply rewarding to see it take on a life of its own. It is an even greater pleasure to see the project managed by my daughter, who brings her own energy, perspective, and professionalism to the work. Watching the next generation take ownership of an idea may be one of the most satisfying experiences an educator can have.

We look forward to sharing the journey with you.

Csizi