Albert Einstein, a famously mediocre student, once commented that "It is little short of a miracle that modern methods of instruction have not completely strangled the holy curiosity of inquiry." Many educational theorists and gifted teachers have taken this to heart, and endeavored to create learning environments that reflect innovations that are both intuitive and ingenious. Unfortunately, we often see these same innovations stifled at the High School level. Whereas

More recently, the student (and parent) demonstrations against desegregation in several southern American states after the Brown V. Board of Education decision in 1954 demonstrated how much students absorb perception and form fundamental beliefs by social learning. That is not to say that social learning should not occur within the realm of education; in fact, it is inevitable and unavoidable that it would. The issue is that education systems must

Gardner, like Emerson, Russell, and Einstein, also criticizes the substantive choice of subject matter and the ineficiency with which traditional educational methods inspire genuine understanding or long-term retention of what is learned that way. I think that we teach way too many subjects and we cover way too much material and the end result is that students have a very superficial knowledge, as we often say, a mile wide and an

Lafayette educators have combined the educational philosophies of 20th century intellectuals such as Albert Einstein, Bertrand Russell, and 20th century educators such as Howard Gardner with lessons learned from the former Soviet Union and the Eastern Block. Specifically, Einstein and Russell (and others) often criticized the modern educational system, characterizing it as overly focused on rote memorization, uniformity of subject matter and methods, and the competitive motivation most often used

A man's ethical behavior should be based effectually on sympathy, education and social ties, and needs. No religious basis is necessary." Einstein, 1954 [emphasis supplied] Alternate Suggested Application of Pojman's Thesis From many ethical perspectives, the implications of Pojman's analysis with respect to punishment (i.e. "just deserts"), is more problematic than his suggestions about rewarding positive human behavior at the other end of the spectrum. In fact, there is no reason that

Bauhaus After World War I, the nation state of Germany under the direction of architect Walter Gropius created a "consulting art center for industry and the trades" (Bayer 12). Called Bauhaus, "house for building," the school combined the role of artisans and craftspeople and included everything from architecture to theater to typography. When the school was forced to close during the Nazi regime in 1932, many of its artists moved to