The goal of the Ruhi Institute courses is to "evoke a transformative learning experience through a learner-centered, experiential, and collaborative approach facilitated by a tutor rather than an instructor, a teacher, or an expert." Academics have identified the practice as an instance of praxeology. The tutor roles "refer to functions we perform at a given time and not to positions we (sic) hold in the community.'" Indeed Ruhi restructures societal norms, roles, and goals of education "…to re-vision societal images and systems of education as part of the design of new systems of learning and human development that are consonant with the emerging global world-view." The courses are designed to be run with organically developed groups of learners, using "critical reflection, interactive thinking, activities designed to transform theory into practical action". Tutors who facilitate courses are to reflect on their motives and encouraged to perform their role as virtuous service. Tutoring is not a position of authority but a service to the community - an explicit factor in training of tutors, seeking to foster “beautiful behaviors” to function as "friends teaching friends". The course "applies the concept of 'being and doing' and incorporates 'action and reflection' as a key learning strategy." Priorities folded into the process of the courses and their refinement include "Projecting a systemic, global world-view"; "ensuring the right to learn and the right to know"; "nurturing the development of diversity"; "providing the competencies to make interdependence a social reality"; (and) "providing for social and cultural evolution."