A human-centered school works practically in educating children in an understanding that

each child and each adult is a person and a unique individual of immeasurable value

and is a social being who indissolubly belongs to the whole of humanity

the purpose of education is the balanced and harmonious development of the whole child as an individual and as a member of human society

the quality of human relationships between pupil and teacher is the basis from which education proceeds a balanced and harmonious education fosters care and love for everything that is – for all human beings, including oneself, and for animals, pants, the whole earth and all existence

the realities of quality – truth, beauty and goodness – need to permeate all aspects of the child’s education

a child’s consciousness is qualitatively different from the consciousness of an adult, gradually metamorphosing into the adult form in the course of maturation

the curriculum of a school needs to be related to the child’s consciousness; it should be enriching and enlivening and provide nourishment for the child’s spirit

formal work should be in balanced integration with the arts and learning with creativity

the hidden curriculum – that aspect of education which reaches the child on unconscious levels –should be in harmony with the school’s purposes

responsibility and freedom are two aspects of the same reality: freedom can only be achieved through developing self-responsibility and the self discipline it entails

the child needs to be provided with the discipline he or she requires to enable self-discipline to develop as he or she matures

each teacher needs to engage consciously in self-development within the educational context to provide as fully as possible for the needs of the children whom he or she teaches