"Mind Lab has developed an innovative methodology that has achieved proven results around the world in the development of cognitive, emotional and ethical skills and competencies in our students."

Methodology
Theoretical Foundations

The Mind Lab methodology is anchored by solid theoretical foundations, concepts and studies of renowned educators and researchers, including, among others:

John Dewey, who at the start of the 20th century recognised the urgent need to transform education into a more democratic practice. In his Constructivist Theory, Dewey claimed that the child must be placed at the centre of the learning process, and have the opportunity to learn from experience and not just from theoretical and academic resources. He viewed games as an excellent educational tool for achieving this goal.
Reuven Feuerstein , who pioneered the successful educational method Instrumental Enrichment and the crucial concept of Mediated Learning. Feuerstein stresses the central role of teaching thinking processes (as opposed to the teaching of content) with the aid of a mediator enabling the student to negotiate the environment, a concept that has been espoused and applied by the Mind Lab Group. Out teachers become well versed in mediating practice.
Howard Gardner , who developed the Theory of Multiple Intelligences. This theory depicts the great variance existing between different individuals’ personal talents and learning styles – and consequently, the flexible teaching approaches that should be applied in order to effectively reach all students.
Jean Piaget , who argues that knowledge is a construction that occurs in the interaction between active subjects and objects of knowledge.
Lev Vygotsky , who prioritizes the mediating role of culture and language in the formation of the human being, as well as the notion that education operates in the ZPD (zone of proximal development), in anticipation of development.
Paulo Freire , who punctuates the “critical reconstruction of knowledge” as a function of the school, teacher and student as being continuous learners.
David Ausubel , who stressed the importance of learning to be meaningful to the students.
Edgar Morin , who introduces the notion of “complex thinking”, which implies the necessary interconnection between the knowledge that should transcend linearity and segmentation.
Antoni Zabala , who discusses the notion of curriculum as intended, as choices, as instruments of planning.

 

Professor David Perkins, who in his work stressed the need for teaching thinking processes and who particularly emphasised processes connected to understanding and transfer – two concepts which are also central in the Mind Lab philosophy and methodology; In addition his work on ‘Visibility in Education” through Project Zero is well evidenced in Mind Lab theory and practice.
Professor Robert Sternberg, whose studies have examined the idea of Successful Intelligences – those actual expressions and applications of intelligence in real life situations (as opposed to standardised intelligence tests).