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Primary School
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About us
Our educational philosophy is structured around six educational pillars:
Wi School's pedagogical approach is based on numerous studies in the field of education, including the most recent ones. It includes a particular focus on child-centered positive and alternative pedagogies (Montessori, Freinet, Steiner, Decroly, Malaguzzi...). Wi School's pedagogical framework is based on contact with a multi-disciplinary college of experts made up of teachers, educationalists, neuroscience researchers, child psychiatrists, philosophers and parents. These sources of knowledge and inspiration feed the educational line and the diversity of teaching in an evolving way, to take into account advances in research, but also feedback from students, parents and the community of teachers and support staff.
"Let's not raise our children for today's world. That world won't exist when they grow up. Therefore, we must, as a priority, help a child to cultivate his creative and adaptive faculties "
To give each child the opportunity to reveal his or her potential for creativity, adaptability and self-confidence, to enter tomorrow's world with a wealth of personal resources conducive to serenity and happiness. Freedom, autonomy, solidarity, kindness: everything necessary for a student to blossom.
It is from the earliest age that a child's brain is the most receptive, absorbing everything like a sponge. He is able to learn his mother tongue as well as other languages.
Our teachers are selected based on their experience as well as their personalities. This allows the child to become aware of his or her inner potential .
This helps to consolidate learning and improve the structuring of thought. For young and old alike, it is an educational context that allows for growth and mutual enrichment by learning to respect each other's possibilities and limits.
The child is the actor of his learning, guided by the teacher, according to his own rhythm. We draw our inspiration from some Montessori schools, Scandinavian schools and from the most recent research results in the field of educational neuroscience.
Our ambition is to instill values through transmission and exemplarity.
Diversity is a richness. We strive to foster openness and understanding of the other, particularly through empathy, because we are convinced that by having the ability to adopt the perspective of the other (cognitive empathy) and by being sensitive to what the other feels (emotional empathy), each child can develop his or her otherness while respecting differences.
Working together has many educational virtues. Experimenting with an organized and constructive interdependence, through committed projects carried out at L'Autre Ecole is also a way of fostering good living together and of demonstrating that the richness of collective intelligence goes far beyond the sum of individualities.
The search for happiness is common to all. Our role is therefore to help each child grow in a correct educational environment to build himself harmoniously, interacting with others and discovering, progressively, what can help him to achieve his full potential.
True education emancipates, liberates rather than formats. For this reason, we wish to value the ability of thinking for oneself and to follow one's own path.
To want the good of the other and to know that the other wants our own good is to make a relationship of trust possible and to help each other progress. Pedagogically, it means encouraging a transmission that is more horizontal (between peers and equals) than vertical (from a knowing teacher) and offering the child the assurance of being considered as a person in his or her own right.
The child has the natural impulse to help the person he or she perceives to be in difficulty at an early age. By encouraging this selfless behaviour, which brings goodness around and encourages mutual help, an altruistic attitude is developed which is particularly useful towards the weakest and most deprived.
