The Mind Lab Method rests on solid theoretical foundations and draws from the ideas and studies of several prominent modern scholars and researchers, including:

The philosopher John Dewey, who at the start of the 20th century recognised the urgent need to transform education into a more democratic practice. In his Constructivist Theory, Dewey claimed that the child must be placed at the centre of the learning process, and be allowed to learn from experience and not just from theoretical and academic resources. He viewed games as an excellent educational tool for achieving this goal;

Professor Reuven Feuerstein, who pioneered the successful educational method Instrumental Enrichment and the crucial concept of Mediated Learning. Feuerstein stresses the central role of teaching thinking processes (as opposed to the teaching of content) with the aid of a mediating, enabling environment, a concept that has been espoused and applied by the Mind Lab Group;

Professor Howard Gardner who developed the Multiple Intelligences theory. This theory depicts the great variance existing between different individuals’ personal talents and learning styles – and consequently, the flexible teaching approaches that should be applied in order to effectively reach each and every pupil;

Professor David Perkins, who in his work stressed the need for teaching thinking processes and who particularly emphasised processes connected to understanding and transfer – two concepts which are also central in the Mind Lab philosophy and methodology;

And Professor Robert Sternberg, whose studies have examined the idea of Successful Intelligences – those actual expressions and applications of intelligence in real life situations (as opposed to standardised intelligence tests).

Jean Piaget, who argues that knowledge is a construction that occurs in the interaction between active subjects and objects of knowledge.

Lev Vygotsky, which prioritizes the mediating role of culture and language in the formation of the human being, as well as the notion that education operates in the ZPD (zone of proximal development), anticipating the development.

Paulo Freire, who punctuates the “critical reconstruction of knowledge” as a function of the school, teacher and student as being continuous learners.

David Ausubel, who stressed the importance of learning to be meaningful to the student.

Edgar Morin, who introduced the notion of “complex thinking”, which implies the nesserária interconnection between the knowledge that should transcend the linearity and segmentation.

Antoni Zabala, who discusses the notion of curriculum as intention, as choices such as planning instrument.