The principles listed below represent the fundamental values on which this Neohumanist Education Curriculum is designed:
- The principle of Universalism: to develop an ecological vision in the widest sense of the word; that is, to recognize our interdependence and interconnection with the world and its diverse cultures, species, and habitats. This principle engenders a worldview of the biosphere seen as a great family, according human beings with a stewardship role that is rooted in respect for the shared, common divine origin and inner essence of all beings. It also recognizes the necessity of identifying and accepting universal cardinal human values in order to unite people across cultural divides.
- Principle of child-centered education: to value and respect the uniqueness of each child and her individual needs, potentials and special qualities and to suitably adapt the learning process according to the principles of multiple intellengence.
- Principle of positive thinking: to reinforce, encourage and nurture the self-esteem, determination and problem solving ability of the child by cultivating a positive sense of self and nurturing positive thinking. The teacher’s role is to be aware of her own attitude towards each child, carefully searching to find and focus on positive qualities especially in children with difficult behaviors, and seeking to understand and reframe such behaviors in a way that allows for compassion and constructive intervention rather than judgment. The teacher’s own internal attitude towards each child forms the basis for authentic and effective communication.
- Principle of active learning: to create experiential learning situations in which the child is an active agent of his own learning
- Principle of holistic development: to plan integrated, interdisciplinary activities that will simultaneously engage and stimulate the child on the physical, mental and spiritual levels. Also, to evaluate the child’s development and progress by taking into account a holistic, multidimensional model of human development.
- Principle of social equality and inclusivity: to celebrate diversity and cultivate a rights-based attitude of empathy and respect for the inherent dignity of all beings, regardless of sex, ability, ethnicity, religion, or socio-economic status. To provide children the opportunity to bridge social barriers through developing friendships with a diversity of people, especially with those from disadvantaged minorities.
- Principle of true human culture: to promote forms of culture which “elevate the human spirit, lead to expansion of the mind, or try to transmit cherished values and history towards future generations”, in contrast with “pseudoculture” i.e., commercialized, profit-based culture, which is avoided in Neohumanist curriculum.
- Principle of intrinsic motivation: To nurture and protect that spontaneous, natural thirst for learning that exists in the child, engaging the child’s own curiosity and delight in exploration. To provide opportunities for “emergent” child-led curriculum content to occur, with the teacher helping to extend, scaffold and explore themes arising out of the children’s interests.
- Principle of reciprocal relationship between the child and environment: To recognize and value the participative and transformative relationship between the child, teachers, parents, and other members of the community in the process of developing the child, teacher, parents and community.
- Principle of inner balance: Balancing stimulating extroverted activities with quiet, peaceful, sweet moments, thus training the ability to find peace and quiet within, self-regulate emotional states, and assimilate new information more efficiently
- Principle of applied knowledge: Neohumanist education adds an additional step to the definition of education, which is the real and practical use of skills as they are acquired. Neohumanist teachers seek authentic opportunities to employ emerging skills, and that employment of skills is at the core of our assessment of the child’s progress.[/
