What is the intrinsic Campus?

As part of the intrinsic platform, a university is being established, geared towards teachers who embrace the concept of the school of the future.

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Under the name intrinsic Campus, it will have an emphasis on the intrinsic learning approach, embrace and process the relevant research, make it accessible and offer initial and further training courses on a diverse range of subjects. Teaching and research is set to start in the autumn semester of 2019 (from 16 September 2019). Contact Christian Müller at cm@intrinsic.ch if interested.

Why do we need the intrinsic Campus?

There is no doubt that the transformation of the school is already ongoing. But although firmly embedded beliefs are repeatedly touched upon in this process they are rarely examined in depth and re-evaluated, and in this way the reform of educational culture is imposing discernible boundaries upon itself. The intrinsic Campus aims to initiate a more fundamental debate about the education of the future. Its context should be social and technological change and it should respond fully to paradigmatic changes. Experts in diverse fields should be brought together to work on this and the economic potential of an educational culture based on intrinsic principles should be made clear.

At the intrinsic Campus, teachers receive initial training – and further professional development. We have a vision of how the school of the future will look and want to prepare teachers for it.

School of the future

Five points are key to the education of the future:

1. Intrinsic motivation

People learn successfully if their motivation comes from within themselves. This happens when the learning environment is consistently geared towards intrinsic motivation: children and adults learn more effectively, without pressure and rewards from outside (extrinsic motivation), because they are full of curiosity and drive. Here, the learner follows a curriculum which is entirely their own, for only then does education fully respond to the diverse interests, learning styles and social needs of each individual.

2. The joy of experimenting

The learning environment should be a place which people are happy to enter. The starting point is always our natural desire to learn. However, there are limits – especially where successfully living with other people is concerned. Here, experimentation is a particularly important aspect of learning: wherever possible, learners do not adopt finished forms but are explorers of the world.

3. Sustainable relationship

The relationship between all the participants in the learning process is key. It is a given that people learn better the more uplifted they feel within the community. Learning and creating in collaboration with others is a driving factor among adults and children.

4. Ownership culture

In the education of the future, authorities, parents and management bodies will provide only a loose framework. This will allow creative freedom, both for the teaching team and the learners themselves. They will formulate a common cause and encourage each other to learn.

5. Learning portfolio

The pathway for each learner will be shown in their personal portfolio: it will document individual learning objectives, resources, progress made and experiences. The portfolio will constitute a constantly adaptable structure, providing pupils with support and orientation – it will be a key tool in the school of the future.

What the Campus has to offer

The methodology used is that of the school of the future: learners work on topics they have selected themselves. They have an experienced learning guide and inspiring resources are available.
The training therefore covers the relevant teacher training competences in an innovative way. The teachers-to-be spend around half of their course in practical situations. The Teacher Campus starts on 1 March 2019.

Advisory Committee

Erika Friedli,

Lecturer, PH (University of Teacher Education) Zurich and Zug

Dr. Daniel Hofstetter,

Lecturer, PH Fribourg

Prof. Gerald Hüther,

Neurobiologist and educational researcher

Prof. Ruedi Isler,

Lecturer, PH Zurich

Jürg Mäder,

Principal, Scuola Vivante, Buchs

François Rapeaud,

President, Kinderanwaltschaft Schweiz (children’s rights group)

Franziska Schläpfer / Big Zis,

Rapper and film-maker

Dr. Christoph Schmitt,

Centre for Learning and Teaching, Lucerne University

Philippe Wampfler,

Grammar school teacher and lecturer in teaching methodology, Zurich University