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education and question the paradigm shift we have as adults as well. We chose those
approaches that, in one way or another, support the formation of balanced, ethical beings, that
have a strong sense of life, act wisely, and find the value in the situations they face daily.
The following are the most significant influences in the VESS model:
Project Zero from Harvard University
Project Zero is an ongoing investigation born in Harvard University in 1967 that seeks to
understand and improve the learning processes involved in the arts, humanities, and sciences.
Through the years, Project Zero has researched the development of these processes in
children, adults and organizations. Primarily, Project Zero recognizes the role of the
learner as the protagonist in his or her learning process, taking into account the learner’s
developmental stage, the way a person learns at that particular age, the fact that we all perceive
the world differently, and the fact that there are infinite ways in which ideas can be processed
and expressed.
Visible Thinking
Several new lines of research have arisen within Project Zero, including the theory of
Visible Thinking led by Dr. David Perkins, Dr. Ron Ritchart, Dr. Shari Tischman and Dr.
Patricia Palmer. Visible Thinking proposes the idea that by helping the individual "see" the
actions (movements) that take place when the individual is thinking, the individual will
understand and then internalize the processes and movements that lead to more critical and
objective thinking. Consequently, Edu1st poses, as a result of several years of research and
implementation of these strategies, that the focus of "Visible Thinking" not only streamlines
the process of thinking in adolescents and adults, but also dramatically increases cognitive
skills from infancy onward. Therefore, the formation of good habits of mind must begin at an