Pedagogical Principles

NovaTris relies on various pedagogical principles to provide a learning environment based on experience and reflection.

Informal Learning
NovaTris fosters an environment within which learners can work towards the development of “whatever they may need, to feel comfortable in a cross-border environment”. The intercultural support modules are structured accordingly, while being adapted to the aims and needs of the learners.
Experiential Learning
Experiential learning is designed around 4 different methods: concrete experience, reflective observation, abstract conceptualisation and active experimentation. Learning happens when these different methods are linked and directly encountered. (David Kolb, Experiential Learning, 1984).
Authentic Self and Social Self
Everyone has an Authentic Self and a Social Self. These two aspects of the Self may take on greater or lesser importance depending on the context in which a person finds themselves. In making learners aware of these two aspects of the Self, NovaTris’ educational modules encourage introspection and greater understanding of the social contexts that are unique to each person and each situation.
Personalised Skills
Given their individual nature, the intercultural skills developed in NovaTris’ educational modules cannot be passed on in the form of “ready-made solutions” by an “expert” teacher. Each learner must develop them for themselves, based on personal experience and depending on their environment.
Critical Consciousness
Critical consciousness, or Conscientization to use Freire’s own word, consists of becoming aware of existing skills. This awareness process leads to the detection of an individual’s learning potential with a view to expanding their comfort zone within a given context. (Paulo Freire, Pedagogy of the Oppressed, 1970).
Supportive Role
This teaching method leads to reciprocal learning, development, etc. Its aim is to make the learner independent in their environment.