Educational model

1 – VISION. Our long term goal is…
To contribute to the improvement of the society in which we live, through an education which is comprehensive, active, flexible, and participation-based. An education that builds on basic principles of respect, trusting in the natural processes of life, democratic participation, and sustainable development.

2 – MISSION. To reach our goal…
We have designed interactive educational spaces that respect the environment, are safe and laid-back, where students can listen to themselves, while at the same time respecting individual differences and using each other as a source of learning.

We prioritize the development of students’ own criteria as the basis for individual and group self-management. We promote a continuous and conscious decision-making process, following through with these decisions, and taking responsibility for one’s actions.

Every day we integrate proposals that allow students to get to know themselves better, and to build a connection with their inner-compass, which allows them to discover their natural talents, develop a healthy understanding of themselves, and identify their strengths and weaknesses, so as to work on them.

We develop and make available to students a wide range of experiences that allow them to develop in a well-balanced and comprehensive way; complementing cognitive (academic) learning with emotional, social, physical, and ethical learnings as well. We use this comprehensive education, as there are people for whom the emotional plane is the most important.

We help students to develop the skills and acquire the necessary tools to confront and successfully overcome the challenges of the world we live in, so they can go on to live a happy and full life as an adult.

We have cozy spaces that allow students to find their favourite learning corner.

3 – VALUES. Our mission translates to…
Every student is unique, we adapt to each individual and help them identify and develop their natural talents.

All students are naturally curious, this being the main driver of their development.

Without curiosity, there is no interest; without interest, there is no attention; without attention, there is no learning. This is why we firmly believe that the most important learning occurs in the presence of an emotional component (passion for what is being learnt), and we protect this at each stage of the learning process.

We believe in the ability of every student to make decisions and direct their own learning. We encourage the development of self-management and support students as is uniquely required by each student.

We promote free play as the principle form of learning for all humans. 

We combine free play with the development of activities and projects – as proposed by students or teachers — to help them construct their own path, choosing what they connect with the most.

We rely on neuroscientific research to help us take advantage of different teaching methodologies and pedagogy resources, both alternative and conventional, always considering them as valuable means to help us meet the school’s educational goals.

Because we believe non-directive education is the same as education without direction, we put significant emphasis on planning and configuring our spaces when it comes to the day to day life at the school, our vision, mission, and values:

Planning. We strive to find a balance between free choice for our students, and the guidance we offer as a teaching team. We take into account the cognitive map of each student and search for a way to cover all interests and needs, we mark out space for both individual and collective activities (workshops, classes, etc.). At the same time, we design and implement learning itineraries which combine activities that are both structured and autonomous. In all cases, and depending on at what point in their development each student is, we encourage and improve self-regulation, if needed, with specific actions that allow students to reconcile with learning processes that were perhaps damaged before arriving at Dos Latidos.

Configuration of space. We put a lot of importance on configuring the facilities in which the life of the school is developed. Therefore, we strive to:

-Demarcate space based on function, as chosen by the students; differentiating between spaces and resources used by individuals and groups.
Demarcate space based on type of learning, differentiating between those spaces for learning through free exploration and those used for structured learning
-Demarcate space based on the context for learning. Because we do not believe in fragmented learning, separated by subject, but in feedback of knowledge, we have designed spaces based on themes that allow students to explore in depth the contexts that most connect with their natural talents:

NATURAL CONTEXT: Natural sciences, physics, chemistry, geology, biology, permaculture, and physical geography.
SOCIAL AND CULTURAL CONTEXT: History, social sciences, literature, and political geography.
LINGUISTIC CONTEXT: Spanish language, English language, and other languages.
MATHEMATICS CONTEXT: Mathematics and logic.

TECHNOLOGY CONTEXT: Information technology and communication, robotics, mechanics, and construction.
ARTISTIC CONTEXT: Painting, sculpting, theatre, cinema, music, dance, and craftwork.
HEALTH CONTEXT: Self-care, meditation, healthy eating, and physical education.
RELATIONAL CONTEXT: Emotional intelligence, group facilitation, and conflict resolution.

The ultimate goal is that each student can, with confidence, take the reins of their own life, develop the capacity to self-manage their learning path, with the support of our teachers. This implies deciding every day where they want to dedicate their time and energy, which allows them to move forward with determination in all the activities they choose. In the case that a primary school student (and in the future secondary as well) comes from a conventional education system and they are not accustomed to self-managing their learning, as the teaching team we design personalized help so that the student can develop this capacity.