Mission and vision

Our mission

Our mission is to provide a high-quality course that invites participants to engage in in-depth learning and development in working with Brain Blocks. We strive for a level of training that not only enables participants to apply the method in a responsible way, but also to clearly substantiate their actions based on the theory and practical experiences we offer during the course. Quality and professionalism are central to our guidance: we ensure that every participant, whether they are a support worker or a therapist, feels confident and competent in applying Brain Blocks to effectively support clients.

In this way, we build together a professional network of Brain Blocks professionals who can make a difference.

Our vision

Our vision is to create a learning environment that aligns with the unique learning needs and experiences of adults, while basing our educational choices on evidence-based learning theories. Our course is built on an educational foundation informed by three widely used theories in adult learning: Knowles’ theory of andragogy (1978), which emphasises that adults learn best from their own experiences; Mezirow’s transformative learning theory (1997), which suggests that meaningful change occurs when new insights enrich existing ways of thinking and acting; and the concept of self-directed learning, as described by Garrison (1997) and Knowles (1980), which is based on an active learning process in which participants take responsibility for their own development.

Through this approach, we facilitate a meaningful learning process that aligns with professional practice and encourages participants to take ownership of their own learning, transform their knowledge and skills, and develop into competent and responsible Brain Blocks professionals.

References:

1. Garrison, D. R. (1997). *Self-directed learning: Toward a comprehensive model*. Adult Education Quarterly, 48(1), 18–33. https://doi.org/10.1177/074171369704800103

2. Knowles, M. S. (1978). *The adult learner: A neglected species* (2nd ed.). Gulf Publishing Company.

3. Knowles, M. S. (1980). *The modern practice of adult education: From pedagogy to andragogy* (2nd ed.). Cambridge Adult Education.

4. Mezirow, J. (1997). *Transformative learning: Theory to practice*. New Directions for Adult and Continuing Education, 1997(74), 5–12. https://doi.org/10.1002/ace.7401

Self-directed

Adults generally have a psychological need to be self-directed (Knowles, 1978). In a learning process, it is therefore important to move from dependence toward an increasing degree of self-direction. The degree of dependence and the pace at which a participant can move toward greater self-direction depend on the person and the context (Knowles, 1978, 1980). Self-directed learning is a learning process that generally takes place within one’s own work context. The advantage of self-directed learning is that it can easily be integrated into daily work situations and can take place within the learning preferences of the participant (Garrison, 1997; Knowles, 1980).

Practice-oriented

Participants see education as a process in which they can develop, where all the knowledge and skills they acquire can be applied in practice in order to work more effectively (Knowles, 1978). The learning experiences offered to participants, based on the TLT, are aimed at increasing practical skills across three different developmental areas. These include enhancing practical Brain Blocks skills (content reflection), the ability to reflect on interaction processes based on the theoretical frameworks of Brain Blocks (process reflection), and critically examining self-made choices and assumptions in working with Brain Blocks (assumption reflection).

Experience-based

Participants bring different levels of learning and professional experience. These experiences form a foundation for learning new skills (Knowles, 1978). Participants primarily attach meaning to learning through gaining experience (Knowles, 1978, 1980). During the course, various learning activities are offered in which participants can gain experience. This stimulates the use of Brain Blocks and the translation to one’s own professional practice.

Goal-oriented

Participants are more willing to learn when they feel a need to better handle everyday practical problems (Knowles, 1978). The educational program is therefore shaped by both Brain Blocks–related (fixed) objectives and person-related (variable) objectives. In addition to gaining experience, reflection is considered an essential component of learning (Mezirow, 1997). It involves reflection on actions, the process, and underlying assumptions (Mezirow, 1997). This is necessary to suspend premature judgment, allowing alternative perspectives to be explored.