ERG’s prospective project is to implement a series of practical and discursive tools that can be freely appropriated by students, in accordance with the future orientation of their artistic practice. This project follows a double logic. The first one develops the already-existing dynamics within the framework of erg’s curriculum. The second one provides and generates a series of teaching processes centered on the issue of artistic practices, with a focus on their experimental dimension. In that sense, erg must more than anything avoid considering history and theory as separate entities in terms of artistic practices, but, quite the contrary as necessary and inherent dimensions to any relevant project in the current artistic context. Therefore, erg is placing research at its core while being attentive to its methodologies, its discourses and its economies, as well as its capacity to contribute to trans-artistic dialogues, structuring agencies throughout the history of modernity. In order to stimulate, underline and develop skills allowing students to make conscious artistic choices in accordance to the priorities demanded by their projects, erg encourages its students to experiment and discuss the paths that every artistic practice necessarily forms and elaborates in relation to a historical present. Students are encouraged to reflect and analyze how artistic practices always refer to their production processes and their meanings in relation to their project and to an economy, in order to learn how to position themselves consciously and contextually; they reflect on forms and question their modes of display in relation to context and society; they interrogate the reception of their practice, i.e. the ways in which practices or projects come to be described, communicated, discussed, commented and transmitted, then appropriated, transformed and reinvented through other and rarely foreseeable practices. These educational priorities are elaborated with erg’s faculty, together with a program of visiting speakers with a background in arts, science, and human sciences, appearing in workshops, seminars and public interventions. Thus, this program bets on the students’ and the professors’ collective capacity to open new paths allowing experimentation within a constantly evolving pedagogical model.