by Oliver DeMille Some things work, and some things don’t. If you are trying to help a young person, or any person, get a truly great education, you’d better allow him—or, even better, help him—to fall in love with learning. And you’d better help him [...]
The Power of the FEC! by Oliver and Rachel DeMille Some of the most important parts of Thomas Jefferson Education include: The three types of education (conveyor-belt education, professional training, and leadership education) The Phases of Learning The 7 Keys of Great Teaching The 5 [...]
I once read an article by two religious scholars who were very concerned about the qualified and credible scholarship of an individual with what they considered to be a competing religious worldview. It was intriguing to consider the controversy from the point of view of [...]
This week I was reminded of “the best math curriculum.” In fact, there were three reminders, and when the third one came it finally made me pause and take notice.
“Each child has a spark of genius waiting to be discovered, ignited, and fed. And the goal of schools shouldn’t be to manufacture ‘productive citizens’ to fill some corporate cubicle; it should be to inspire each child to find a ‘calling’ that will change the world. The jobs for the future are no longer Manager, Director, or Analyst, but Entrepreneur, Creator, and even Revolutionary.”
We take on a pretty big project when we set out to home school our children. What is your guiding philosophy? What risks will you take? What habits will you break? Of course we can’t progress much if we are addicted to the mediocre, the [...]
Many people in our modern world have come to equate conveyor-belt methods and systems with schooling, and they tend to see anything else as lenient or non-academic. TJEd is different than the conveyor belt model, but it is not academically lax for children.
From the Desk of Rachel DeMille... A Message to Mission Phase Friends: When we began promoting Leadership Education two decades ago, we had little concept of what the future would hold, and only a vague idea of what we wanted to be in that future. [...]
I have been thinking about the great forces of the universe. One is a creative force, and one, a destructive one. It seems that in the state of nature these forces almost balance. Sort of the “circle of life” scenario, where all things have their [...]
Note that thinking in metaphor naturally includes literal thinking, but not vice versa. As a society understands metaphor, it understands politics. This is a truism worth chiseling into marble. When the upper class understands metaphor while the masses require literality, freedom declines.
