Madrasa Pedagogy’s principles


Education aims at the development of physical, intellectual and moral languages that enable each human being to cope with his/her personal and social life.

Aminata SARR, Founder

A common way of learning

Regardless of the discipline taught or the age, all humans follow the same path and follow the same steps to learn.

It is on the basis of this common approach to human learning that Madrasa Pedagogy has designed its universal teaching method.

Different ways of life

Depending on the environment in which humans evolve, be it familial, residential or professional, they must develop certain physical, intellectual and moral skills in order to cope with their personal and social life.

Madrasa Pedagogy promotes the learning of local and community-specific physical, intellectual and moral languages so that the learner has a positive impact on his family, his place of residence, his livelihood.

Own perceptions

Own perceptions define own personality. Every human has his or her own representations of the world, his or her own beliefs. A fulfilled personality is kind to itself and to other personalities it meets.

This is why Madrasa Pedagogy develops awareness of one’s own perceptions and of the perceptions of others.


Teaching is not intended to be normative but to develop an awareness of the norm in languages. Such an approach to teaching provides a high level of education. It develops metapragmatic skills of learners: they have a better understanding of language and regulate their use of language effectively on their own.

Aminata SARR, Founder


A social activity is a behaviour oriented towards others and to which the actor gives meaning.

Social activities are related to 9 fields: consumption, housing, habitat, employment, training, food, health, budget management, leisure and culture.

Social activities are observable behaviours directed towards others, to which the actor gives meaning and which occur in one of these different domains.

Through didactic social activities, our educational framework develops learner’s social skills that are transferable to learner’s personal and social life.


A cognitive activity is the communicative function translated into language by the assertive sentence used to inform, to make a thought visible to an interlocutor.

Cognitive activities can be manifested in 9 discursive practices: naming, delimiting, describing, narrating, explaining, arguing, instructing, evaluating and conversing.

Cognitive activities can use all the senses and combine them. The 9 best known sensory channels are : sight, hearing, smell, touch, taste, proprioception, equilibrioception, thermoception and nociception. There are many others.

Cognitive activities are observable through discursive practices and use sensory channels to reach an interlocutor.

Through cognitive didactic activities Madrasa Pedagogy develops transferable communication skills.


A motor activity is a behaviour that uses the ability of the body or a part of the body to move, regardless of the purpose or function of the movement produced.

Motor activities are divided into 5 functions : locomotion (to move oneself or a body part), posture ( to anticipate a movement or to recover balance), communication (talking, writing, gestures both communicative and extra-communicative), attention (controlled motions related to sensory systems), and perception (uncontrolled motions related to somesthesia and the senses)

Motor activities are observable behaviours using the ability of the body or a part of the body to move for a purpose.

Through motor didactic activities, the educational framework of the Madrasa pedagogy develop transferable motor skills.


Problem solving is an incredible engine of human evolution. Add to this engine features such as interactivity, fidelity and criticality, and you can maximize commitment and motivation in learning.

Aminata SARR, Founder


In a situation, a learner’s commitment increases when his or her operations gives rise to a “response” from the situation to validate or invalidate the operation.

Madrasa Pedagogy’s learning environment are interactive to enable the learner to engage in action and reflection to achieve a goal.


Involvement increases when the learner is confronted with a close reproduction of a real situation.

Madrasa Pedagogy environments are similar to the learner’s daily life. The simulated problems closely reproduce real-life problems previously analysed in terms of tasks and activities.


The construction of knowledge by leaps and bounds, highly motive the learner. In a task, the learner’s prior knowledge allows the development of effective strategies. As the task becomes more complex, new strategies need to be established which require the construction of new knowledge.

Our learning environments address a learning requirement. They allow the learner to build new knowledge and skills.


Madrasa Pedagogy’s learning environments are problem-solving simulators that enable the learner to mobilize and reorganize his resources to achieve goals that matter.


Humans mobilize and reorganize the resources of their environment to achieve their development goals.

Our learning environments allows the learner to experience nature, the environment in which he or she lives, and to understand relationships and influences within it.


Human reasoning allows him to analyze his environment, to perceive the relationships between beings, the relationships between objects, present or not, to understand the facts.

The precision of Madrasa Pedagogy’s didactic approach, through problem solving, allows to solicit and develop the whole range of human reasoning.


Without language, humans cannot think and cannot communicate. Language is the resource that humans use to think and communicate.

Madrasa Pedagogy learning environments provide linguistic items that learners can use and act upon. This allows them to link linguistic elements to their meanings in context.


Humans are ‘capable’ when they are physically, intellectually and morally fit enough to meet performance targets.

Performance requires coordination, fitness and repetition abilities.

Aminata SARR, Founder

Key Performance Drivers


Stamina is the capability to withstand physical or moral or intellectual fatigue with strength and constancy, to endure a trial.


Speed is the capability to achieve something in a minimum of time


Flexibility is the capability to adapt to varied and/or unfamiliar situations.

Performance pathway

Coordination abilities are closely related to fitness factors. However, in order to optimally train and improve coordination, training of coordination skills should be performed before training of fitness.


Coordination is the ability of a human to quickly learn new actions, new ways of thinking, new languages and to produce responses that are physically, intellectually and morally appropriate to their environment.


Fitness is determined by the modes of functioning available to the individual, i.e. what he/she is capable of achieving given his/her abilities. The more modes of functioning a human has, the more likely he or she is to cope with his environment.


Training or learning by methodical repetition aims to make humans more and more efficient by improving their physical, intellectual or moral fitness.

Key Performance Objectives

The Sustainable Development Goals are a call for action by all countries – poor, rich and middle-income – to promote prosperity while protecting the planet. They recognize that ending poverty must go hand-in-hand with strategies that build economic growth and address a range of social needs including education, health, social protection, and job opportunities, while tackling climate change and environmental protection.

By […] making choices that have less harmful effects on the environment, we have the power to […] build a more sustainable world.


Awareness is the state of a human being who makes enlightened choices as a result of reflection.

Wise choices are choices that enable humans to meet sustainable development goals: sustainable actions, sustainable thinking, sustainable discourses.

Aminata SARR, Founder

Sustainable actions

Every action has an impact on the environment. The educated human being is fully aware of the reasons and consequences of his or her actions.They are also aware that there are other ways of doing things, and that they must understand the reasons for them and respect them. He or she can then reflect and choose to engage in pro-environmental behavior : towards oneself, towards the environment and towards others.

Sustainable thinking

Different reasoning may lead to different solutions or explanations of a phenomenon. The educated human being is fully aware of the reasons that lead to an explanation or solution. He or she is also aware that there are other ways of solving a problem, and that he or she needs to understand the reasoning behind them and respect it.

Sustainable discourses

Sustainable discourse maintains communication and avoids breakdown.
Awareness of the nature of the linguistic signs used in speech, the contexts in which they appear, the reasons behind them and the consequences for our perception enables us to better interpret our own and others’ speech.

Metacognitive analysis is the ex-post review of how the problem was approached, conducted, solved and what is learned from it. It enables the shift to clear and distinct awareness of what was previously automatic or implicitly experienced.

The Madrasa Pedagogy framework uses interview, confrontation and observation as processes for metacognitive analysis.

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The founder

I am Aminata SARR, I was born in 1976 in west africa. I am the founder of Madrasa Pedagogy©. I hold a Bachelor’s degree in Educational Sciences, a Master’s degree in Teaching, Education and Training, and a Master degree in distance teaching . I have worked over the last twenty years as an IT business support in France, as a vocational trainer in France and Ireland, as a pedagogical engineer in France, and as a primary teacher in France, Morocco and Senegal. I am fluent in three languages: french, english, wolof and I am proficient in italian.

When I was little, I loved to play “teacher” but I really hated being a student.
As a student I found school very boring and I wondered how my teachers perceived school. In the role of teacher I felt powerful but I felt so weak in the role of student. The weakness I felt then was not because of my grades, I was a good student. I felt weak because neither schools, nor books, nor late night discussions allowed me to understand the world.