At Terra Escuela Consciente we conceive of education as the natural process that enables the organic development of the innate intelligence, happiness and creativity of each child. With the intention of releasing all the potential that resides in each human seed, our methodology is composed of eleven pillars, which take into account all the dimensions of the human being, as well as the main areas in which its existence develops. These are eleven types of education that we consider essential for students to learn to co-create a full and meaningful life.
The first three dimensions (spiritual, corporal and emotional) are inward; they focus on the student’s self-knowledge so that he learns to take care of his body, cultivate his mind and connect with his spirit. The other eight dimensions (social, communicative, artistic, scientific, entrepreneurial, financial, technological and ecological) are outward; they focus on their capacity to relate to others, to society, to the planet and, ultimately, to existence.
1. Spiritual dimension The development of the secular spiritual dimension inspires students to reconnect with their true essence, learn to be happy on their own, enjoy freedom of thought and discover their true purpose in life, so that they can enjoy a transcendent and meaningful life.
2. Corporal dimension. The development of the corporal dimension enables the student to learn to listen and attend to the needs of his body (nutrition, physical exercise, rest and sexuality), so that he enjoys an optimal state of health, energy and vitality, knowing how to be intimate and connect with other human beings.
3. Emotional dimension. The development of the emotional dimension encourages students to know, manage and regulate their own emotions, feelings and moods, learning to maintain a respectful and loving internal dialogue, as well as to relate to their external circumstances in a wise and peaceful way.
4. Social dimension. The development of the social dimension encourages students to have an altruistic, collaborative, civic and cooperative spirit, so that they know how to relate to their family and social environment through ethical values and principles and in the service of the common good.
5. Comunicativa dimension. The development of the communicative dimension enables students to express their ideas in different languages and through different channels (oral, written, visual…), developing their personal brand in an integral and authentic way, so that they know how to relate with authenticity, empathy and assertiveness.
6. Artistic dimension. The development of the artistic dimension allows pupils to explore and practice different arts, so that they develop their imagination, creativity and self-esteem – learning to believe in themselves – discovering their interests, gifts, passions, skills, abilities and innate talents.
7. Scientific dimension. The development of the scientific dimension encourages pupils’ curiosity, investigation, experimentation and analysis, so that they can ask themselves questions (or hypotheses) and commit themselves to answering them on the basis of their own empirical findings.
8. Entrepreneurial dimension. The development of the entrepreneurial dimension encourages students to relate to the labour market in a responsible and proactive way, having the necessary courage and initiative to lead a useful professional project that contributes a lot of value and helps to improve the world.
9. Financial dimension. The development of the financial dimension enables the student to manage and invest money with conscience and integrity, obtaining economic income as a result of generating wealth for society without the need for intermediaries, thus being able to conquer financial freedom.
10. Technological dimension. The development of the technological dimension enables students to adapt and prosper in the emerging digital era (social networks, smartphones, virtual reality, robotics, artificial intelligence, blockchain…), using the different technological tools available with maturity.
11. Ecological dimension. The development of the ecological dimension fosters in the student love and respect for nature -and for all living beings that are part of it- through direct observation and care of the natural environment, so that its existence leaves the least possible ecological footprint.
As a result of having cultivated the 11 dimensions of mindful education, by the age of 18 all of our students have a “mindful attitude”. That is to say, a certain mentality towards life that enables them to solve their own existential problems and conflicts related to these eleven areas of their existence by themselves. It should be noted that this pedagogical methodology has been co-designed by the children, who we have simply asked what they would like their day-to-day at school to be like.
