Educational Principles


Whole human being

This principle ensures that the program strengthens the participants capacities to think, feel and act and informs the varied types of learning necessary for the full understanding of a topic or skill. To be true agents of change in the world, we need to act as integrally developed human beings. YIP recognises three core gestures of the human being : thinking, feeling, and willing. Thinking is related to the creation of ideas, feeling to the development of incentives (innate motivation) and willing manifests as deeds. The more these three capacities are strengthened, the bigger our impact will become, in whatever field we choose to engage with. For example, if we understand an issue very well cognitively, but have never developed a practical capacity to work with it, our actual capacity to foster change is curbed. Even if we are skilled in making things happen, and theoretically understand a need, but do not have the capacity to emotionally connect to the issue, we will simply not act. Generally speaking, the young adult needs to develop multiple intelligences, including emotional and intellectual intelligence, creativity, self-esteem, self-confidence and resilience. These faculties allow the participant to fulfil their individual and social capacities, and live up to their highest potential. The second reasoning behind the Whole Human Being principle is that it speaks to the different ways people learn and understand a topic. The process of understanding is not only cognitive and emotional, but also practical. The Whole Human Principle can be recognised in both formal and informal ways. All members of the organising team understand and act from this framework, and attempt to practice a lifestyle in line with it. They strive to be a living example for participants. In the core curriculum, all three qualities are given equal attention, and activities that strengthen all three are desirable. Here, the qualities of thinking, feeling and willing translate into engaging with the head, the heart and the hands. Most of YIP’s contributors are informed about the Whole Human Being principle, and are in conversation with the team members about the needs of the participant group. As the complete program is designed in a way to bring forth the three qualities, specific contributor courses may be either balanced in themselves, or courses with a different focus may be arranged to create a threefold picture together.


Community and Diversity

Participants learn to live and work together despite their different socio- economic and cultural backgrounds. It teaches them to collaborate with whomever they work with, and bring out the strengths and talents of their peers. In today’s hyperlinked society, our ability for co-existence is more important than ever. The lack of understanding between two people may create disharmony in a community or cause the failure of a project, but the lack of collaboration on an international level stands in the way of tackling issues that need global policy and global action. As we aspire to educate individuals to generate positive change, one of the most strategic principles must be to help them overcome prejudice towards and ignorance of others, and rather realize and support the natural talent in everyone they collaborate with. By having the participant engage in group work, study and through living full time together, challenges and conflicts within the social fabric are unavoidable.  YIP does not try to avoid these, but rather sees them as opportunities to practice interpersonal skills and collaboration. The organising team attempts to facilitate the participant group through these social processes consciously, knowing well that there is no ‘end’ to this type of learning. Attracting a diverse participant group is not only about attracting people from different nations. Diversity is as much about different values, different social backgrounds, different economic backgrounds, different skill-sets, different interests, and different age.


Comprehensive Understanding

Informing our participants about humanity’s challenges in a comprehensive and holistic way is at the core of YIP’s purpose and it is a step on the way to informed action. Going beyond mere comprehensive understanding, YIP awakens and supports a heartfelt sense of responsibility toward the topics addressed, and the state of the world as a whole. YIP invites contributors who operate from a holistic perspective and work to systemically create and implement solutions in their field of expertise, to share their knowledge and bring a framework that helps clarify how different challenges are linked, allowing participants to practice and apply their holistic thinking to any content they are exposed to.


From idea to manifestation

Empower and train participants to use entrepreneurial principles and skills to meet the complex challenges humanity faces, in a way that allows them to continue to do so after they graduate from the program. During the YIP-year, participants go through several stages in the process of bringing an initiative all the way from an imagination (idea) to implementation (manifestation), with both individual and collective actions. Participants learn to understand their specific hurdles when working individually and collectively; they develop resilience to initial failure and understanding it as part of the learning. YIP trains its participants to become cultural creators, rather than cultural consumers, empowering them to become active shapers of their lives and cultural surroundings on multiple levels.


Inward and Outward

To understand the intimate connection between the inner and outer dimensions of society and themselves. YIP recognises that the health of the inner life is intimately connected with the health of the outer life, our societal structures and systems. In other words, inner and outer reflect and support each other. The inner life of the human being is what causes individual behaviour and societal structures and systems; and in return, existing structures influence our inner experience. By examining one, our understanding of the other is strengthened. By contemplating our inner life, we understand our behaviour, and by observing our behaviour and by doing, we learn about the strengths and fragility of our inner lives. Likewise, by observing the interior values of a social group (a family, a town, a nation), we will understand why societal structures and systems are the way they are. Thus, if we aspire to change our local and global condition, we have to be willing to investigate our own moral integrity and aspire to better our inner condition. Rather than informing a certain curriculum block, this principle informs the program as a whole. The polarity of inner and outer is used for the overall design of the year. Certain courses are aimed specifically at exploring the inner life. Most of our contributors arrive aware of this, and integrate aspects of this reality into their courses.