educational norms), seems to indicate a kind of thread which holds them together. Concern for the child, the “client”, the educatee, be it cognitive, emotional, or social, generally implies a reflection about the place of the educator and a modification of his or her role in the life of the class. This leads, in turn, to a restructuring of the work done in the classroom. Finally one arrives at a questioning of the institutions because of the limits which they try to impose on all such experimentation. In other words, without denying a certain educational polarization in one or another of the tendencies which we described above, we feel that every educator who seeks a new and creative educational experience will be forced to deal, finally, with all of the aspects mentioned. The experience, because of the rupture with traditional practice, will create an awareness of all the different dimensions.