Our school comprises Preschool, Elementary and Middle School. It is interdisciplinary, culturaly and socially diverse, strongly based on teaching through arts, and it integrates the different aspects of human development. Strenghtening our students´ self esteem and learning to resolve conflict in a peaceful manner, as well as working with the land and building a community network around our children are our priorities.

 

Our pedagogical practice is based on a deep understanding of children and adolescents in relation to the world. We regard our students as autonomous beings, infinitely capable of learning and of participating in the construction of their own knowledge.

 

We are part of the UNESCO Network of Associated Schools because of our affinity with UNESCO´s principles, as well as the work we perform in order to protect our historical, cultural and natural heritage. We are also registered at the Official Education Ministry, SEP.

 

At Terramar Living School, we reinforce the balanced development of three aspects of human development: what is good (the ethics), what is beautiful (the aesthetics) and what is truthful (the logical). This way, we exercise the will, the feeling of the heart and the thinking of the mind, which are indispensable for academic process and progress.

 

Students´ learning and will are developed through academic instruction, artistic work, crafts and rhythmic activities. Their physical skills are cultivated through games, sports, Aztec dance and yoga. The student’s spirit evolves by encouraging empathy, compassion, friendship, harmony, participation in the community and healthy emotional development. This way, we provide our students a complete vision of the universe and themselves.

 

 

Terramar Living School is built upon a platform that incoporates elements of Piaget constructivism (imaging the student as the builder of his or her own knowledge), of Noemí paymal 3000 pedagogy (which contemplates the integration of different methods to fulfill the needs of children and adolescents of this century); Freinet’s Active School (elaborating of themed projects, working on individual texts), María Montessori´s development of independence (using didactic materials for the learning of math and language); Rudolph Steiner’s anthroposophy (giving priority to the emotional development of the child, incorporating art in daily life, approaching learning through feeling, and generating a constant dialogue between the esthetic, ethic and metaphysical), Summerhill’s system (respecting and trusting in student’s capacity for self regulation) and the socratic academy (including a love for knowledge and depth in the teacher-student relationship).

 

All of this has revolutionized our view of education. We have renounced the dogmatic and aspire to transform and grown in a continuous manner based in the apptitutdes and necesitites observed in each one of our students. The students are who choose the way in which they want to cultivate and educate themselves, making themselves responsible not only for knowledge but also for wisdom, learning to live in healthy harmony with their peers, with themselves, and with the universe that surrounds them..