1. The school has to stop being an educator, if the concept is understood in the sense given to it in the rural environment. As I heard him say at a roundtable, he is concerned that Itxaro Borda has been summoned with the verb to educate what children are offered at school, for the implicit violence that is needed to educate.

2nd In its profound sense (and real), education carries out pruning in the child's personality, adding to its nature, distorting its own ability to be independent. The school that wants to escape this trend of modeling boys and girls should put freedom in the place of education. Don't try to model the nature of the boy or girl or adapt it to our ways.

3. To do so, it must root out the directive. What do you think is a good starting point for a healthy relationship to want to establish as a guide about another person? Children must also be allowed to be the authors of their own steps and to make the decisions corresponding to their own lives.

4. But in order to stop being managerial, we have to regain trust in children. Quiet, because in the child the impulse to learning and growth is natural, because they are very alive and learning is nothing but a natural consequence of being alive. If we find a suitable land, the flourishing of everything that nature has programmed us is only a matter of time.

5. Do not teach. Teach what's in you, what you love or what you know, but don't force anyone to internalize it. First, because taxation is always ugly, but also because learning cannot be imposed, because everyone decides what they learn or internalize. Learning that is not part of personal interests is never meaningful.

6. And so what will be the role of adults, if they don't have to be teachers and facilitators or drivers of children? Well, make your children's comrades. Because even if the path is that of every child, our presence is essential for boys and girls to feel safe, emotional and physically, to be accompanied and accompanied until they reach full maturity.

7. Do not set curricula for everyone. There will be things that everyone will learn, for example, by writing or reading, because by the fact that they are absolutely necessary, at some point everyone will come up with a desire to learn. For the rest, each person realizes his/her own trajectory of knowledge, always according to interests and particular endowments. We don't all have to know the same things.

8. Attention must be paid above all to the nature of the relations between the people who make up the school community, implicitly showing a way of positioning oneself in the world through its functioning. The current model is a fundamental piece for the survival of an authoritarian system, as it introduces us into the bowels the need of the driver, who will always tell us what to do, how, when and with whom.

9. The school should not homogenize children, since the uniqueness of each child is sacred. Therefore, it is not advisable to group children by age, because in addition to being artificial or artificial - natural communities are made up of people of different ages - it is the same requirement for all boys and girls, enhancing their competitiveness and inexorably forcing the pace of children.

10. The school that wants to be a good friend of children should reflect in depth on what it considers school success. Here and now, obedience is called to the demands of a very controversial system. To know how to adapt to the interests of another person regardless of his or her own, developing the precise psychological profile for this purpose. And that, of course, is not innocuous or free. The passivity and rebellion of some children is nothing more than a way of resisting a system that acts against its own existence.