Education must address the full development of human personality, respect for human rights, and fundamental freedoms. It must promote comprehension, tolerance, and friendship among all peoples, racial and religious groups and must spur the actions for peacekeeping. Access to education must be encouraged for children, adults, elderly, without distinctions of sex, political orientation, religion, geographic origin, economic condition, deprivation, or disabilities.

Education must be based on man’s natural needs and dispositions, on the very first knowledge tools, that is moving and senses that interface us with reality.
It must promote a more conscious parenthood style, having as a target the creation of relationships between adults and children, based on contact, empathy, rationality, mediation, and collaboration.
It should also encourage a natural education to grow the students in close touch with the environment, based on the centrality of the deepest and most essential needs of the “inner child”, respect for his/hers growth rhythms, and the valorisation of the age-linked features.
A student should consider him/herself as a free thinker, an individual claiming the possibility of freely expressing his/hers opinions without being hampered or censored by any authority.
The new aware education is free of any obligation, for any age range. The concept of obligation cannot be associated with education; knowledge must be a native desire of the individual, a thirst for knowledge that moves the research; any coercion will be against the learning process.

An aware cultural education intends:

- To educate people not to accept as true, ideas uncritically offered to them; rather ideas passed through the critical scrutiny of knowledge and reason. A learning concept always based on personal search, verifying everything first-hand and possibly testing to reach a personal conclusion.
- To teach a knowledge which is not established by an authority, a practice, or by any dogmatism, rather it should be a free quest in combination with the freedom of interpretation concerning previous experiences. In this way, we have students who are independent of any wrong and fallacious logic promoted by the authorities, prejudices, traditions, and dogmatic visions of reality.
- To promote the “ethic of freedom”, that is electing as primary good the freedom of individuals, identifying in it a fundamental and unalienable right to be defended, preserved, and developed in every situation.
- To disseminate the idea of a lifestyle closer to nature and sustainable, in search for the wellness of the individuals, with positive and constructive relationships respectful of people.
- To inculcate the inalienable human rights, the sovereignty and self-determination paths; techniques and protocols for maintaining the “Status Quo”.
- To inspire ethic and humanistic philosophies based on the ability to determine what is right and what is wrong, relying on universal human qualities, following a process through which truth and morality are discovered through human investigation, focusing on our self-determination capabilities.
- To utilise a pedagogic style based on maieutic dialectic, that is “to pull out” personal thoughts from the student, without imposing the teacher’s visions.
- To promote the acknowledgement of our need to know the natural environment through direct, free, and continuous experience.
- To give the basis for the gnoseology, which deals with fundaments, limits, and validity of human knowledge mainly meant as a relation between knowing subject and known object; based on a deep knowledge of oneself and one’s limits, on the paths to self-improvement, growth, and increasing awareness.
- To spread the pedagogy of nature, and all other currents of thought that make people closer to a deep link with themselves.
- To promote a pedagogic thought that respects and safeguards the life of all living beings in their natural environment, their rhythms, aspirations, and talents; a thought that encourages free expression of each one’s potentialities in their uniqueness.
- To promote and support the empiric and pedagogic research that offers the students the opportunity of participating in any form of knowledge and exploration of nature.
- To organise events of social gatherings and discussions for families, divided for age range and different needs, like educational paths for parents and newborns, or play groups for kids and teens.
- To organise recreational and educational activities for families (parties, trips, and laboratories) planned for different age ranges (preschool children, teenagers, and elderly).
- To arrange working groups for peer-to-peer discussions, round tables, and educational paths to promote a growth process for parents and those who take care of family, childhood, and education.
- To promote the development of networks of families, and communities supporting each other.
- To support solidarity projects inside the households promoting a degrowth economy based on self-production techniques.
- To promote projects that encourage meetings of families with professionals and services who can help and support them, with a focus on ecology, respect for the environment, and good practices for a sustainable life.