• Learning is a lifelong experience that begins at birth and never ends.
• There is a direct relationship between self-image and learning.
• Environments affect learning. Learning is optimized in creative, trusting environments that provide experience, exploration, risk-taking, and mastery.
• Learning is an interdependent process involving cooperation and collaboration.
• Learning involves the engagement of body, mind, and spirit.
• An individual's potential for learning is unknown; without high expectations, this potential may never be realized. People excel when they experience high expectations and appropriate challenges.
• Peak performance is driven by vision and a hunger for a "preferred" state.
• Learning is a multi-modal, multi-sensory, multi-intelligences experience.
• Each individual is responsible for his/her learning and for contributing to the learning of others.
• Education is not the same thing as training. To educate means "to lead forward" and thus to guide an open-ended process, characterized by self-conscious and discretionary activity. To train means "to draw or drag behind" and refers to a closed process of making things habitual or automatic. Learning requires both education and training.
• Learning happens at different rates for each individual; it can be facilitated but not forced, as it occurs when the individual is ready.
• Learning is best achieved by defining the learning process as a living-system and continually taking action to optimize the performance of that system, and its vitality.
• By establishing a system which both exemplifies and expects responsibility from each individual, and which embeds life-long learning into every segment of society, full and healthy employment will result.
• Teacher, parent, student, administration, community are all part of the systems of learning and being. There is not out there. Co-responsibility and celebration is a shared phenomenon. 

From our Redesigning the Future Proposal, 1972

http://cyberinet04.inet-tr.org.tr/akgul/extreme-democracy/Chapter%20Two-Moore.pdf