Pedagogical Principles Profiling The School

1. Both theoretical and practical studies
The school’s learning processes comprise both theoretical and practical studies, as the school sees this as an absolute necessity for the process of learning and as a fi rst precondition for benefi ting from the school’s program.

2. A high degree of reality
The higher the degree of reality of the program, the more is learned, meaning that old and ordinary stuff might be thrown away and substituted with new ways of learning on the spot from meeting people and environments.

3. Coherence and overview
The more coherence is present in the school’s teaching, learning and everyday, the more overview and understanding is generated within the individual, the student body and in the results of the learning.

4. The program generates motivation
Motivation is a structural part of the school’s everyday that lets you take in new stuff, try out and experiment with energy and a light head, processing attitudes and sharing exciting tidbits of all kinds with your teammates.

5. Immersion and work
Immersion in your program activities will make you demand more immersion and deeper learning, and working to make it all happen demands ever more work with the effect of getting deeper into the stuff and the processes.

6. Self-determination
The background of self-determination is the experience of a group of people who want to solve a task together, and its result is democratic sympathy and creation of own ideas for the good of personal equanimity and the function of the group.

7. The collective is the partner of aloneness
Collectiveness is a core element of the school. In our edition, collectiveness is not a modern, smart form of behavior that will quickly go away. We seek it not because we might as well do so, but because we cannot do without it.

8. Liberation through coherence of conception and action
In the school’s structure and program, you fi nd a thousand possibilities of practicing the direct path from imagination to action through dialectical processes where imagination is a main precondition for new action.

9. Mobility is a precondition for learning much
In all schools, students of any age must move beyond the premises of the school, meeting real life and people, getting engaged through moving and interacting with the phenomena and reality of environment and people.

10. Practice and theory, experience and awareness
Knowledge is a precondition for experience. This demands that the teacher is integrated in the teaching and learning processes. Learning of a subject matter cannot be separated from the conditions in which it takes place.