Human Restoration Project supports initiatives to transform theory into practice (praxis).


100 Days of Conversations (2021-)

How will we reimagine the future of school? It's vitally important that we include all voices in conversations about transformation. The 100 Days of Conversations initiative, a collective project by REENVISIONED, Choice Filled Lives Network, and Cortico, seeks to collect and analyze 100 conversations between young people, educators, and community members.

As part of this process, we've assembled a network of educators seeking to establish change. We'll utilize this information to promote human-centered learning and our resources, as well as create action committees to propose change at a school, state, and national level.

Pilot: Microcredentialing Cohort (2020)

In Fall 2020, HRP hosted a cohort between 10 like-minded educators to participate in a pilot of our microcredentialing system. Featuring educators around the world at public, private, and community schools, we facilitate training in systems-based thinking on progressive education, such as ungrading, experiential learning, and restorative justice. These cohorts will expand in Fall 2021.



HRP is committed to producing podcasts that go beyond banal platitudes and hone in on specific, progressive practices happening across the world. We want to provide inspiration, hope, and connections for those seeking to create radically student-centered classrooms, whether for students themselves, family members, teachers, or administrative teams. Our platform promotes everyday educators, authors, researchers, and activists.


HRP publishes free resources for educators to utilize in their classroom. All HRP resources are OER and use a Creative Commons, Non-Commercial, Share Alike license, and can be modified to a school’s context while citing HRP. We have set up our organization to provide overview resources for all information pertaining to progressive education, leaving “deep dives” to organizations who specialize in those ideas.

Sequentially, we see our resources at the following levels: Level 1 (an introduction): 1-Page PDs, “Why Sheets”, Research Overviews; Level 2 (gaining a deeper understanding): Handbooks, Coursework; Level 3 (expanding knowledge): Summits, interviews, individualized PD.

Handbooks: An overview of a particular progressive practice, such as experiential learning or ungrading, that provide educators with the tools and reflective space needed to consider incorporating these ideas to their classroom.

“Why Sheets”/1-Page PD: “Why Sheets”, inspired by Alfie Kohn, are one-page summaries of progressive practice aimed at students and families to explain the need and implementation of each policy. Coinciding are 1-page PDs, which are aimed at teachers to explain the need accordingly.

Infographics/Research Overviews: We periodically publish infographics and overviews of progressive ideas to share on social media and in print publications.

“Misc”: Classroom Activities and more consist of interactive documents that could be used with students, such as our Deprogramming Manual, which helps incorporate progressive thought within the classroom. We are working to align these resources to one of the above labels.

Professional Development & Livestreams

Human Restoration Project wants to make an accessible, equitable learning platform that not only preaches progressive education for students, but employs the same techniques with educators. Our PD Summits & Livestreams are monthly, free virtual interactive conferences with an educator, author, and/or expert over a specific concept. Individuals are encouraged to ask questions, join the conversation, and learn alongside us as we explore a particular element of progressive education. Audio and video recordings of our PD are available on our website.

Further, we offer specialized trainings, consulting, and conference presentations. Visit our consulting page to learn more.

Coursework & Microcredentialing

Microcredentials are issued credentials based on completion of a task. All of HRP’s resources are tied to a specific microcredential, based on one of our four values statements. As an educator works their way through our self-directed programs, they will compile a learning portfolio, which is then assessed and approved for credentialing. Based on teacher action research, these portfolios will serve others as they are published and archived.

These microcredentials and corresponding coursework can be used by school districts for onboarding or ongoing training, as well as for individual educators to hone in and improve upon their practice.


Our goal is to promote fantastic work and ensure others hear about it. All approved works are published on our website and Medium. That being said, we do prefer submissions that: Challenge the existing structures of education, while remaining from cynicism; Reflect and narrate actual processes and resources being used in classrooms; Avoid toxic positivity and educational buzzwords; Highlight “what’s working” in one’s classroom, while refraining from acronyms or other one-off “strategies”; Talk about the “why” as much as the “how.”; Focus on elements of progressive education (e.g. our proposed systemic changes.) In early 2021, we have begun contributor funding to honor specific writings.


HRP firmly believes in supporting all of our ideas with extensive research. We operate within this working framework:
By infusing elements of experiential education, critical pedagogy, and cooperative learning, students are empowered through self-actualization, empowerment, inquiry toward real-world problems, and developing passion in life. Schooling should seek authentic discourse in recognizing student perspectives, asserting their community, and actualizing their dreams.

We want to transform public schools but not dismantle viable options for all learners. These changes will create an equitable, sustainable school system.

We recognize that all research should be looked at through a critical lens, and that there is no denying that many research studies fail to be replicated or have mixed results. However, an extensive body of research exists that supports our claims. Our major influences include John Dewey, Susan Engel, Paulo Freir, Henry Giroux, John Holt, bell hooks, Alfie Kohn, Jonathan Kozol, Deborah Meier, Maria Montessori, and Jean Piaget.

Periodically, we update our website with new research links.