One of Mandala's areas of expression is the Lab Center, a community of discovery and learning.

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"Mandala Lab"

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Educating the Mind and the Heart

 

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The pedagogy developed at  Mandala  Academy includes: 

 

• Knowledge of the inner world of thoughts, feelings, emotions is as important as knowledge of the outside world. 

 

• An integrated and interdisciplinary approach as a learning method is preferable to one that divided and fragmented knowledge. 

 

• Individuals often have different learning styles, all styles are equally valid and should be recognized and nurtured. 

 

• Learning based on direct experience beyond cross resistance to learning by indirect method. 

 

• A generally accepted material can be improved by addressing it from the perspective of and Universal Education. 

 

• The intuitive wisdom of the individual can be developed through the dialectical treatment and discussion exploring philosophical, spiritual and moral issues. 

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MISSION 

 

MANDALA LAB provides a curriculum and environment that nurtures the innate positive qualities that exist within each child. Our Educational Model has chosen to maintain a central axis guided by basic and essential Universal Principles and Laws that integrate social, emotional and ethical learning (CCC and SEE Learning),

This is complemented by the experiential and autonomous Montessori approach to certain aspects of our program, as well as other approaches aligned with the Mandala Philosophy.

MANDALA LAB always strives to stimulate a genuine enjoyment of learning and give each child the opportunity to explore their particular area of ​​interest.

The program is dedicated not only to the various talents of each participant as an important subject but also to their emotional development. The purpose is to develop ourselves in whiole—mentally, physically, and spiritually—therefore, we train neuro-perceptual, neuro-emotional, and neuro-cognitive skills because they are crucial for complete understanding and development.

Since our own well-being influences the well-being of others, we undoubtedly consider this approach to life and education a contribution to a better world.

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CURRICULUM

 

We offer  multi-age curriculum and open space, however also combine other educational proposals to meet the needs of all children. Each child has their own unique personality and interests, so it is our aim to provide a curriculum that inspires and nurtures those needs of children.

The open and stimulating classroom style of the program allows children to explore and discover areas of special interest. The curriculum is researched as a "theme-oriented" (project-based or thematic) program, a holistic, interdependent, and interconnected program that leaves nothing out.

As a research and learning laboratory, we access the wonderful resources we have in our families and our community to make our learning accessible, engaging, and as experiential and inspiring as possible.

Universal Principles and Laws, Social, Emotional, and Ethical Learning, and Montessori, Vygotsky, Waldorf...

The emphasis on cultivating wonder and discovery is fostered and stimulated throughout the curriculum. Although a wide variety of educational methodologies blend harmoniously in our laboratory, we have found the Montessori approach to be an ideal methodology for providing children with the time, space, autonomy, and self-guidance they need to maintain a vibrant love of learning, both spiritual and academic.

In conjunction with the Montessori method, Vygotsky's educational theory (based on the social constructivism), is enhanced as the base component to create an optimal learning environment. Vygotsky´s most important contribution has been to transmit us that children are not objects or recipients, but "active agents" who actually produce any content. This happens when the child development is addressed with experiences and previous knowledge. With this in mind, we participate in a world that is full understanding and interdependence. The Guide of the child uses this understanding to carry out continuous assessment of himself / herself, the curriculum and children creating better communication and ongoing opportunities for exploration and understanding. 

 

Helping children to express doubts and questions and look for answers: 

Before children are 6 years old they need to have had some experience in sharing their ideas and concerns, listening to peers and experience the answers to our questions. It is important that their  guides allow them to try to respond with their own answers, allow them to develop theories and investigate strategies. There are times when it is necessary to provide them with answers, but in general, we want to ensure that children have the time and space required to think about the world in a meaningful way, expressing those ideas just as they build on and listening to others. Sometimes the most appropriate for this kind of dialogue moment arises spontaneously in the playground or on a walk... Other times, the guide companion creates a intentional lesson that allows this dialogue occurs.

Some things to keep in mind as we lead this dialogue: 

 

Establish a climate of respect while speaking peers. 

 

-Consider multiple perspectives 

-Consider mistakes as opportunities to learn: As different ideas help us find our answers, whether you happen to be true or not true. 

-How to ask, think and develop curiosity goal instead of "knowing the right answers." 

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CHILDREN GUIDES and  DAILY COMPANIONS

 

The companions of children are researchers as essence, and we prefer to call them GUIDES: observing, collecting data, reflecting and revising. Although we documented the process for ourselves and parents, most of the time this happens in the heart and mind of the guide. We encourage guides to share comments, questions and concerns with colleagues and peers as well as to strive individually and collectively, so that the program and curriculum meets the needs of children, parents and community as a whole. This process is seen as a continuous and non-threatening, where the challenge is considered as an opportunity to learn and grow, and where support and advice from colleagues and peers are essential for  personal, professional and the community development  as a whole. . 

 

Each guide at MANDALA LAB, in addition to their educational credentials, is a selected expert in the practice of the Mandala Educational Model and Pedagogy, and they continue their pedagogical training and updates every year.

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To enrich the overall experience, we are always open to inviting facilitators and collaborators specialized in different fields dedicated to the ideals and principles upon which Mandala operates.

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Beyond the annual meetings/conferences, the MANDALA LAB staff will always be available and happy to meet with families privately throughout the year if the child's needs, process, or development require it.

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At MANDALA LAB, we accompany children so they can experience the joy of discovering and integrating knowledge, providing the fundamental principles that go beyond each child's own emotional development through our unique program of Contemplative and Sustainable Education.

 

ORGANIZATION OF ´MANDALA LAB´ AS A COMMUNITY OF WONDER, DISCOVERY and LEARNING

 

We believe that positive change in society begins with the individual, and specifically with individuals who are both kind and wise.

The work of this educational community is based on shared responsibility and organized participation in governing bodies. As an organization sustained by the community of parents, mentors, collaborators, and sponsors, we are united in a common mission: to create the change we wish to see in the world, making an impact day by day, step by step.

And that is our mission as a Discovery and Learning Laboratory and as a Pedagogy in itself. We join the educational centers that, like us, are committed to a Universal Language and Education where Social, Emotional, Ethical, and Contemplative learning are integrated into the academic curriculum to offer a holistic education aligned with the intelligence of the Human Being:

Emory University (Atlanta, USA). Kalapa Learning Community (Bogotá, Colombia), Universal Mandala (Bodhgaya, India), Universal Mandala (San Francisco, California, USA), Tara Redwood School (Soquel, California, USA), Mandala Academy (State of Mexico), and International Dzogchen Community.

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Being the change we wish to see in the world.