"Education is not the filling of a pail, but the lighting of a fire."
A fact in isolation sits alone – like a grape on a plate. Only in relationship to something else – a hungry child, a wine maker, an artist – does that grape begin to mean something.
At the Tremont School, we believe that for learning to be truly meaningful and rich, it has to consider context at every level. Not just the factual context – how does this fact relate to that fact – but also the context of meaning: why are we learning this fact? How are we learning it? And who are "we" anyway, and does that change things? Most importantly, for a middle-schooler, what does all of this have to do with my world, my friends, my brain, my favorite TV show?
Tremont School's project-based curriculum is designed to support our students in making connections – between themselves and the subject matter; between thinking and doing; between experience and imagination; between the uniqueness of each individual and the workings of a community.
We feel that students learn best when they are engaged in an academic environment where the context for knowledge, and the process by which they make these connections, are inextricably linked. By letting them see, feel, hear, and share their relationship to the material, our students create a deeper, more personalized understanding of what they are learning, while becoming more invested in the process and outcome of their own education.
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