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Learning is not related to meeting the requirements set by someone else, but is motivated and expressed through personal situational needs and aspirations.

We are leaving behind the Western preoccupation with the autonomous individual and begin to appreciate the importance of social processes and interdependence.

The primary learning asset for a knowledge worker is the interactive, reflective practice. The network is also a means for signalling: making own learning not only visible to oneself, but also to others, thus creating a platform for comments, conversation and even formal accreditation.

In the Invisible Learning project, we sought to research and share experiences and innovative perspectives, focused on rethinking strategies and innovative approaches to learn and unlearn continuously. We highlighted the importance of critical thinking of the roles of formal, informal, non-formal and serendipitous education at all levels – which can contribute to the creation of sustainable processes of learning, innovating and designing new cultures for a global society.

In the Invisible Learning paradigm, “just in case,” rote memorization is replaced with learning that is intended to be personally meaningful for all participants in the learning experience.

This contextual, purposive application of personal knowledge to create innovative solutions negates the value of non-innovation-producing regimes (i.e., standardized testing).

Our questions around educational improvement should therefore not be around what to learn, but rather about how we can learn. And, how we can make what we learned invisibly visible.

today's approach to education will be seen by many if not most educators as a barbaric remnant of the past.

Children educate themselves; we don't have to do it for them.

As the student voters outnumber the staff by a factor of 20 to 1, the staff who survive this process and are re-elected year after year are those who are admired by the students.

Students are free, all day, every day, to do what they wish at the school

The school gives no tests

There is no curriculum and no attempt to motivate students to learn

The staff members at the school do not consider themselves to be teachers. They are, instead, adult members of the community who provide a wide variety of services, including some teaching. Most of their "teaching" is of the same variety as can be found in any human setting; it involves answering sincere questions and presenting ideas in the context of real conversations.