Why Project-Based Learning?

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"There are really only two ways to teach. You can inspire the student to voluntarily and enthusiastically choose to do the hard work necessary to get a great education, or you can attempt to require it of him." 

-Oliver DeMille

Our scholars will are not learning what to think, they are learning how to think. As they do this, they develop the ability to analyze facts and apply knowledge they gain in ways that are meaningful to themselves and to others. The lessons sink in deeper than in traditional methods. Deeper learning=increased retention. 

These learning experiences are transformational. Because our scholars are encouraged to think for themselves and to use different lenses to view history, language, philosophy, the arts, they begin to develop and understand their personal missions. As they realize and live their missions, they begin to understand what their greater purpose is in life. 

Scholars are encouraged to to explore meaningful challenges in a safe, supportive atmosphere. When students are excited about their projects, the classroom shifts from a place of passive instruction to a space of active discovery. They learn to work together, support one another, and take pride in their contributions. This naturally builds a culture of respect, enthusiasm, and deep engagement—where learning is not just an obligation, but a privilege and a joy.

Project-Based Learning invites scholars to take ownership of their studies, using their agency to tackle problems that connect to their interests and the needs of their communities. This kind of learning leads to a lifelong love of learning.  

"Education occurs when students set out to educate themselves... the student will only learn, can only learn, what he chooses to learn..." -Oliver DeMille

Mentors become guides and collaborators, working alongside students to explore ideas and execute meaningful projects. This teaches both teachers and students, creating an environment of mutual inspiration and discovery. Our mentors work hard to do what they challenge their scholars to do.