Philosophy

Truly transformative teaching is not done from the outside in, but from the inside out. If the goal of a good education is for people to think for themselves, then students need to wrestle with ideas and navigate their own learning. With this independence in mind, our students are not passive recipients of information, but rather, protagonists who author their own stories. We aspire to help each student transcend their limitations by activating their voice.

This responsibility is especially urgent throughout adolescence. More developed than young children yet still evolving towards adulthood, adolescents find themselves at an intensely unsettled time in life—their bodies and brains are in constant flux, their many ideas begin coalescing into opinions, and most critically, they are on the cusp of defining and redefining their identity. There is a dignity in the maelstrom of adolescence; young people deserve our patience and understanding as they navigate turbulent waters. We are honored to help them find themselves on their terms.

We do not see writing as a hoop to jump through or a means to an end. Admission essays, humanities papers, and enrichment assignments always serve a higher purpose: each presents a new opportunity for enlightenment. Writing, then, is an end in itself. The road to self-expression may be winding, but students will discover the endurance they need as soon as they appreciate writing as a life skill.

With reverence for the infinitude of each person’s potential, we approach our work with deep humility and continuously strive to earn each student’s confidence.