Our Mission | To Inspire a Lifelong Love of Learning
All children are born with a deeply ingrained need to explore themselves and their world. Rote education then systematically destroys this love, in almost every child, from about third grade on. Proponents of these “ingest and regurgitate” schools claim reinventing the wheel is counter-productive. Ironically, by never questioning this assumption, they miss the critical component. Why reinvent the wheel? It’s obvious. To become a wheelmaker. If not? Then schools produce little more than endless lines of compliant parrots.
Our Philosophy | Dare to Believe in Yourself
At times, people have told us our dreams are nothing more than grandiose self-deception. Most days though, our desire to leave the world a better place for our having lived drowns out those spiritually paralyzing self-doubts. Who are we to believe we can reinvent the university? Who are we to think we can’t? More important though, who are you to doubt you have greatness in you which can change the lives of all you touch. You do. And the world, and especially the children in it, so need you to know this.
How is this greatness possible? The secret is simple. Carry in your heart sure and certain knowledge that you need not do any of this alone. Help, and let yourself be helped, and all dreams become possible. This includes dreams of a school so powerful that it changes the entire world.
Our Method | Focus on Having Emergences (epiphanies)
Most schools focus on getting students to successfully parrot things great human beings have discovered. Sadly, this misses the point. The greatness in those human beings arose from their courage to be themselves. True learning functions like an open door to the inner workings of human nature. And the only way to open those doors is to focus on having emergences. Admittedly, for this to become possible, the student must come to see and accept that the pain of not knowing is the key.
Our Tools | Constellated Science and Logical Geometry
None of this would be possible were it not for our having discovered two new maths. One measures real-world quantities with one hundred percent accuracy; the other defines real-world qualities. Together, these two maths have led to the emergence of an entirely new scientific method. The end result? We can chart the nature of learning in individual students so precisely that we can, in most cases, restore the student’s inherent love of learning.