Korowal School is constituted as a company limited by guarantee. According to its constitution, the purpose of the company is to provide a human-centred school for the education of children, young people and mature students. A human-centred school is a school where teachers learn to work practically with love and the consciousness necessary to apply it in the right way to the education of their pupils.

The constitution identifies the basic tenets of a human-centred school as these:

1. Every human being is both a unique individual of immeasurable value and a social being integral with the whole of humanity.
2. The fundamental basis from which education proceeds is the quality of the human relationship between pupil and teacher.
3. The purpose of education is to enable the whole person to develop in a balanced and harmonious way, both as an individual and as a member of human society.
4. To enable balance and harmony to develop naturally, the realities of quality - truth, beauty and goodness - need to permeate all aspects of education. This entails fostering in the student care and love of all things: for all human beings - including oneself - for animals, plants, the earth and all existence.
5. A child and an adult are identical in their infinite value as human beings: they differ in that a child's consciousness is qualitatively different from the consciousness of an adult, and only gradually metamorphoses into adult consciousness in the course of maturation.
6. The curriculum of a school needs to be related to the child's consciousness; it should be enriching and enlivening and provide nourishment for the child's spirit. This necessitates that formal work be in balanced integration with the arts and learning with creativity.
7. In addition to the normal curriculum there is always a hidden curriculum - that aspect of education which reaches the child on unconscious levels. The hidden curriculum should be consciously designed to be in harmony with the school's purposes.
8. Freedom is an ultimate goal of human endeavour, but freedom and responsibility are two aspects of the one reality: freedom can only be obtained through developing self-responsibility and the self-discipline which this entails. Because the child’s consciousness is not mature, the teacher must provide the discipline the child needs to enable self-discipline to develop as maturation proceeds.
9. Learning to work practically with love necessitates growth in consciousness. This can be achieved in education by teachers engaging consciously in self-development in the context of their work.