Dr Eduard Schellhammer, 
Dedicated to Global Archetypal Human Development.

Dr Schellhammer

This is not a pity story, nor is it a tale of failure or success. Instead, it’s a story about a boy much like any other, gifted with a vision that transcends the mere sequence of life’s events. He realized that life encompasses more than just a sequence of accidents. He understood that each one influences our life’s journey and leaves footprints on the world around us and our inner selves.


The tale commences in Luzern on November 14, 1947, at precisely 2:40 in the morning when I was born and given the name Eduard Schellhammer. Later, my friends simply called me Edi.

I always demonstrated a sense of bravery. Throughout my life I enjoyed traveling, meeting new people, spending time with friends, and in was endlessly searching for knowledge.

I have especially fond memories during Primary school of my time spent fishing and contemplating life on the banks of the river Reuss. On one occasion, so immersed was I in my contemplations that I was pulled into the river by an especially large catch, Luckily, to be saved by a passer-by. Fearless, even at this early age I was more interested in still trying to catch the fish that had pulled me in than swimming to shore.

I also have fond memories of Christmas. Remembering when my mother had prepared the wonderfully enormous Christmas tree in our living room which she had carefully decorated with what seemed like a thousand dazzling fairy lights. I vividly remember my excitement when my father gifted me the electric train set that I so desperately had pleaded for all that year.



In the summer, when I was 16 I escaped to France, where learned French, and studied at the Alliance Francaise in Paris, a general preparative boarding school. Classes started early in the morning at 7am-12 pm then again on the afternoons. I worked every evening cleaning the kitchen in school refectory near the cathedral, in return they paid us pocket money.

To this day I still maintain contact with many of my friends that I made there and by some stroke of luck I made friends with one of the boys in my class who turned out to be the son of an aristocratic family. They had a history of cotton farming in India. They owned a huge mansion about 40 km from Paris and my friend invited me to visit regularly, to such an extent that you could say I was unofficially adopted. As “Swiss Edi”. Although my friend was the youngest in a family of five children, I was the only person fortunate enough to be allowed to dine beside “madame” while butlers served us with trolleys of food. I must admit it was at that point one of the happiest times of my life!

However, a year later the police found me and took me back home to my mother, who forced me to stay in Luzern in order to complete my schooling, much to my annoyance!


A little more obedient now I did stay and continued my studies. I worked tirelessly from 1964-1970. So, even though I had to learn Latin, Ancient Greek and philosophy. I started my mandatory military service in in Luzern starting in 1966 and  continued to work after school, as I never got a cent from my family. I saved all my hard earned cash to travel even further and whenever I was able. Paris was a prime destination to maintain my friendships that I had forged there. 6 years later my hard work paid off and I passed the “Matura” with flying colours.


In 1966, when I was 19, I crossed the Atlantic to visit the U.S. flying to the Big Apple. I walked the streets exploring every nook and cranny for two weeks until I finally stumbled upon the Ghetto, and to my astonishment was picked up by the police. I think they were more shocked than I was. They couldn’t believe that I had been so brazen to enter such a dangerous neighbourhood for young, white Swede “What are you doing here! You can’t be here! You want to get yourself killed?” they asked as they drove me back to safety.

At that time my uncle lived in Detroit, and I decided to visit him. So happy was I there surrounded by their large happy family that I decided to stay for 2 months. So long that they tried to convince me to enrol in high school there and finish my education. However, I had other plans.

I decided that if I had survived the Ghetto then I could survive anything, so I took the Greyhound coach Canada for a short visit and then down to San Antonio to cross the border to Mexico and I travelled to Mexico City to visit madame’s eldest son who was now a well-respected professor in Mexico city’s university and a priest. Together we caught a bus 600km south to one of the poorest regions of South America, Las Chapas and Oaxaca. The journey took 3 days and the experience of traveling by Mexican transport is comical. This particular bus perfectly fits the stereotypical images that you may have of any bus in Nepal or India, with animals inside and people sitting on the top of the transport.

This was not the best experience of my life; the level of poverty was astounding, and it was of little surprise that I would succumb to the worst case of sickness that I have ever experienced. A whole I was ill and in the end my friend was forced to take me to the hospital, which in any other sense of the word would be better described as a breeding ground for germs and virus. No TV, or private rooms with soft beds there. Just corridors filled with people suffering all around and little or no medical care to be spoken of.  

I often visited Marseille to visit my adoptive aristocratic family, to Frejus to visit my friends there. I travelled to Egypt, Germany, Berlin, Tuscany, Tessin, Greece, Provence, Holland, and Scandinavia. I even met the pope and had to, of course, as is mandated by protocol, kiss his ring. For all my travelling I still loved the Swiss alps and skiing and I applied to study at the University of Freiburg but needed to complete my military service, so I completed this service at the same time as I was Studying at high school.


Even though I needed to continue my military service until 1974, when I became officer. I started my university degree in 1970 in Educational Science and Anthropology Psychology, combined with Computer Science at the University of Freiburg, and graduated in 1973. My dissertation was entitled “Educational Needs of the Elementary School Teacher”.  I made a lasting impression on the university director who recognised my potential and was so impressed with my dedication that he encouraged me to delve into the field of ‘automation.’ so under his guidance, I was sent to Kiel to master IT programming and multiple data analytics. This laid the foundation for what is now known as electrical engineering and computer science. After this course I was the only person in Switzerland at the forefront of this upcoming field, what we now know as AI.

After completing my degree, I was invited to study Education in the future in Zurick in 1974 so I thought this was an obvious choice to complete my PHD there. Here I completed my dissertation entitled “Performance Assessment and Selection in Primary School”


My academic pursuits led me to the discovery of The Club of Rome which was founded in 1968. They subsequently published a controversial report in 1972 entitled “The Limitations of Growth”. 

This report contained computer simulations that suggested that economic growth could not continue indefinitely because of resource depletion. Even then this report correctly identified the dangers that threaten human existence on this planet. 

Because I was studying automation at that time, their ideas fascinated me and caused me to ponder the essence of humanity and our future on Earth. 

I came to realise that society is generally governed and ruled with deception, by fakes, liars, and cheats. 

That people let themselves be deluded by false religions and ideologies, and the education system was seriously flawed. Even three decades ago, 

Europe and especially Switzerland was amid a dark age and faced challenges that were not being addressed. All I could do to alleviate my conscious was to teach a variety of academic programs to enlighten my students. I came to the conclusion that all of humanity needed a reboot!


After completing this challenging training, my dedication paid off, and I earned a prestigious position, and collaborated with Dr. Urs Isenegger resulting in the publication of eight research papers on pedagogical topics. These publications covered a range of subjects, including critical decision-making situations in the teaching profession. Performance Assessment and Selection in Elementary school, Home Education as a Field of Research, and the characteristics of the research field of home education and their significance for social-educational field research. I also published a survey as part of the Freiburg curriculum reform with professor Dr. Frei. and published 5 books for positive living. 


Although still completing my studies, from 1970-1986 I worked as a member, secretary, or president in various commissions on social issues and future research.

From 1971 till 1974 I worked on projects for school reform, educational research, parent education, curriculum innovation and teacher training. As a member of the Department of Social Education / Home Education

I taught as a lecturer in The University of Zurich from 1974-1979 Generally on home education, Philosophy of science, and research methods. I worked on the following scientific subject areas primarily from the perspective of empirical research theory development which included:

  • Theories of home education, especially psychanalytic home education
  • Deviance, neglect behavioural disorders, criminology.
  • Theory of neurosis, case studies of child and adolescent psychiatry.
  • Psychopathology in open and closed care.
  • Diagnosis aetiology, admission criteria, education and therapy concepts and assessment of success.
  • the relationship between psychology, pedagogy, special education, and psychotherapy in home education.
  • Organizational structures and teachings for social and therapeutic  (welfare) institutions comparisons with clinical psychiatric institutions
  • Professionalisation in home education; the various professions, functions and everyday situations in relation to the tasks of education and therapy; Motivation to choose a career and personality structures.

During this period, I conducted research on the future of at-risk children and in 1976 I added to my professional responsibilities by taking on the role of lecturer at the Swiss Cadre School for the Red Cross within the Department of Anthropology and school of Psychology. My role there involved teaching Swiss Red Cross workers subjects such as psychology, anthropology, and conflict resolution. I held both positions simultaneously until 1978. At which time The Zurich School of Special Education requested my services to teach the subjects of psychiatry, Psychopathology,  and special education. I taught both here and in The University of Zurich until 1980. However, I never stopped studying I participated in international conferences across Europe advocating programs for adult education and attended a variety of psychological training courses to further my knowledge. These included:

  • psychoanalysis
  • Psychotherapy
  • Self-awareness training 

I dedicated six years to the transformation and modernization of the education system in six juvenile detention centres. These centres catered to young individuals aged 14 to 18, all of whom required therapeutic support. My role included diagnosing their behaviour and conducting research to address the needs of both boys and girls. Simultaneously, from 1978 to 1979, I also worked with adolescents facing mental, social, or family-related challenges. 


Perhaps due to my success in these programs I was offered a prestigious contract to solve important educational concerns in Switzerland and Europe as a whole. I was able to purchase a large home for my family and we were content both personally and professionally. I was proud to have broken the glass ceiling and be at

 the forefront in my field with the so called “Zürichberg”. Still, I never ceased searching for more information on the deepest dilemmas of; the human condition, wars, and anthropology dating back 10,000 years. From 1982-1990 I wrote prolifically on topics such as individuation, love, hope, war, peace, social problems and solutions, leading to the publication of the following books to share my knowledge with those who shared by concerns to read and learn.


In 1979 I opened my own in-depth psychological consulting practice and in 1982 founded “Life School” a centre for adult education. and created my own company called “Kairos Studien Verlag AG” which created teaching and learning materials for adult education. Due to my unquenchable thirst for knowledge, I visited the Managing director of the clinics, Dr. Walser for personal moderation and guided control analysis. These three years were of immense value to me personally as the knowledge I gained about humanity that is mostly overlooked today. 

Over the years in my consultancy in Zurich I was privileged to have the opportunity to assist many clients who searched for my help though a variety of techniques including:

  • Group Therapy in psychotherapy, and psychoanalysis
  • Meditation – which was a new idea in Switzerland, so people came to me to learn how to improve their personal meditation practice.
  • Bioinformation Hypnosis – clients asked how this technique could help them with specific issues they had in their lives such as depression, fear, and anxiety.
  • Dream-Interpretation to understand one’s inner world.
  • Energy rebalancing – This was a very successful an anti-stress training program. 


Even after all the years that had passed and the success I had achieved, my heart still longed to return to France. I had always understood the importance of dreams, and in 1988 I started to have recuring dreams and the strong premonition of World War three looming over Europe. Driven by these dreams, my family and I embarked on a holiday in France seeking solace and reminiscing about the happiest time in my youth. We even searched for a home in Provence and schools for my children. Upon returning home an inexplicable event unfolded. At a time before the age of the internet and daily marketing bombardment, I received a brochure from a real estate agent in Marbella showcasing a beautiful house on the market. After much discussion with my wife, and in addition to my incessant dreams it seemed as if destiny was nudging me towards Spain, not France, to continue my life and studies for humanity there.


In 1992 I founded my consultancy called REATON CENTER in Centro Plaza near Marbella which was a school for psychology and philosophy.  I created the name by merging the names of the two most important Egyptian Sun Gods Re/Ra, later to be known as Ra-Horakhty (the morning sun), and Aton, the evening sun, associated with primal life giving energy. Later in 2009 I founded the Schellhammer business School in Marbella, Estepona and now San Roque Club. I continued to write and published many more books and articles to awaken the world on a variety of topic including Politics, Economics, Education, Philosophy, Dream Theory, Archetypes of the Soul, Destruction of the Planet, Religion, Evolutionary Human Development and Psychology both for mainstream readers and experts alike. The newest of which are available in English as seen below:

I have established a physical presence in Spain with the Schellhammer Institute, a thinktank for solutions to issues facing humanity and educational programs for those who genuinely wish to lead the world into a better and brighter future. We are now ready to deliver our message to global leaders about the need for substitution and to go through a catharsis for healthy mind and soul.

While I have lost much, I have gained invaluable wisdom and insights that has lead me to create these series of programs as the new messenger, delivering to the world a new holy grail for humanity.