While in the first stage, the questions were of an individual nature, at the second stage level, they were made up almost naturally, of a collective nature. In a community which defines itself as a learning one or is intent of becoming one, the promotion of a dialogue between students, between educators or between students and educators, is a constant preoccupation. As far as the educators are concerned, they make use of the dialogue on a compulsory basis, they seek ways of constantly trying to improve the conditions which will make it possible, in the context of already designed learning objectives, to create a rich dialogue between students and, while encouraging them to work as a team, they will intervene in a positive way, before the climate deteriorates with the results that some students would get discouraged or would withdraw psychologically speaking, from the community. In a learning community, an attentive attitude makes one sensitive to others, and to their learning objectives. Through the dialogue, learning becomes progressively a reality, as much for the community as a whole as for each person who belongs to it.
Mutual aid is a more global attitude.
It binds learning in a context of solidarity and responsibility and makes each person as a whole, present to each other person. Therefore, it gives the attention and the dialogue, from the inside and not as an addition, the force of their individual and social content. They take an interest in each other, as well as in their teachers. They reached a point where they think together. During the last few years, there is a large number of papers, articles and books making use of the collaboration theme of a more or less community variety.