The AAPAE is for all those interested and involved in progressive, alternative and democratic education. It is for learners and educators regardless of age. It is for all in the community who wish to share and extend their experience and knowledge of such education. AAPAE provides a forum for discussion, debate, and research, a network for sharing and support and an incorporated association of likeminded individuals, schools, learning centres and education institutions working together on common issues.

We define progressive and alternative in the following ways:

Progressive Education is that which emphasises personal relationships between learners and teachers. It includes an awareness of and a breaking down of power dynamics. Teachers are learners/mentors/catalysts with the learner. It is inclusive and has a celebratory attitude towards the gifts learners bring. What learners are able to do and know about themselves becomes central to the learning process. It is a learner-directed and/or managed approach. Teacher intervention may be minimal at certain times and in certain areas. Teaching is usually in context, using concrete materials and the principles of holistic and conceptual learning, supporting any specific learning the child needs or desires, rather than behavioural approaches such as drills and repetitive rote learning for their own sake.

"A system that depends on connection, on sustainability over a very long time, and one that recognises that each person, just like each plant or animal or micro-organism in an eco-system, is an integral part of the web of relationships. I propose a system that has biodiversity at the centre; one in which epistemological multiversity recognises the specialness of everyone wherever they come from; one which encourages the wild types to thrive, the wild child to laugh."

Alternative Education is that which promotes the use of democratic decision making processes in the school /learning centre. Students, parents, teachers, staff, all participate in these processes. It deals with conflict through dialogue. It encourages self direction, self determination and self regulation, and a life long love of learning and refrains from using coercive and manipulative approaches. Groupings are multi-aged and provide a wider social perspective. It provides opportunities for students to work at their own levels, rather than predetermined levels according to age. There is usually a promotion of co-operation rather than competition.

"The time for freedom and absence of discipline was much earlier in life when a bit of rampaging could do no harm and children could learn that orderly behaviour ultimately arose out of living together and not from the the commands handed down by the authority of parents and teachers. Democracy could only spring from practising it early and democratic action was not to be expected from young people brought up under a close authoritarian system.Freedom given and understood early enough would result in the natural evolution to maturity and self-discipline."