We consider that all significant learning happens within a congruent relationship (Rogers C.); that learning is a social activity (Schôn D.) that can be supported in local and online learning webs (Illich I.) and communities; that democratic processes are necessary for learners to be able to take full responsibility of their learning and apply their action to influence and transform their environment and society (Dewey).
We promote learner autonomy in a democratic and safe learning environment, in which trusting relationships are a core feature. We involve participants in processes of professional and personal development, through the design and implementation of their own projects and we link the learning activities to their everyday practices and work contexts.
We support the use of action research as a tool for participants’ development. We actively integrate new models of competences, to support the design of training sessions, and to support participants’ personal and professional development.
Working in groups does not only mean to involve participants in a common action, but to establish true cooperative structures that support equal participation, interdependence and autonomy in learners.