The traditional school implicitly implants in the child’s mind the myth that he is incapable of discovering facts of objective reality for himself, i.e., that knowledge is impossible to him and that he must acquire instead a blind acceptance of premises or conclusions from teachers or textbooks. Actually, the only method of acquiring genuine understanding (not to be confused with rote memorization of alleged truths or training in automated skills) is the process of self-motivated, independent scientific discovery.
Ignoring this fact, traditional educators attempt to control the student by creating an artificially restrictive environment which discourages self-motivated intellectual inquiry. Stifling teaching methods, employed by traditional public and private schools, can actually influence the child to repress his own intellectual curiosity and doubt his own mental efficacy, thereby losing his benevolent sense of life.
The College recognizes that truth, not falsehood, is the natural product of any objective learning process. Therefore, pedagogy which emphasizes the content, rather than the process, of learning is rejected by the College as consistent with mystical indoctrination and subjective teaching rather than with scientific discovery and objective learning. At the College of Early Learning, our primary roles are not those of teachers, concerned with providing the student with a “body of knowledge”, but rather those of environmental engineers, concerned with the ecology of the human spirit and charged with the awesome responsibility of the preparation of the environment so that it is not only rich in opportunities for challenging and successful scientific discoveries, but also free from those negative attributes of our own adult personalities which might tend to influence a child to abandon his benevolent sense of life in favor of that chronic fear and uncertainty which sociological cynics and epistemological skeptics regard as a mark of “maturity”.