At the imaginary institution we believe in self-directed, individualized learning. Our philosophy is centered on learning what we are interested in uniquely and then helping ourselves and the world grow from where we are. Our program consists of four parts. In the first we discover our interest - our particular Brain Bent. In the second quarter, we research them to find out more about them and satiate our curiosity. Then in our third quarter we begin to work with other people - to discover where our projects overlap and intersect, while continuing with the self-directed attitude we started with at the beginning. In our final lap we find ways to explain the progress we've made throughout our self-made program and provide avenues which the community might view as beneficial.
Alongside this broader program, we have a foundational approach which all members of the institution must participate in. This program is based primarily on coming to terms with the manifested rules of the logic of our human mental processes as well as the individual needs, wants and curiosities that our mind may experience. The textbook "Abstract Referral Technology," invented by our founder, provides a physical manifestation of these ideas while still allowing for self-directed learning with various offshoots and directions which this foundational text may become for a particular individual. Rather than provide a strict set of rules, we allow for an individualized framework that allows you to document your progress in whatever way you choose. Rigor is the only requirement, and that rigor can be conveyed however you in whatever way you deem suitable to your self-made program.
Brain Bent: Here at the Imaginary Institution, we understand the power of doing what we love. We spend our first year exploring the particularities of our unique mind, coming in contact with various thinking styles and eventually centering on the style that fits us best.
Partnered Learning: When we put our minds together, there's a greater chance we'll accomplish great things. While not every assignment is suitable for teamwork, we choose this route wherever possible, capitalizing on the experience of working as a team. It is the challenges that come with putting our brain together that make this kind of work so interesting and exciting and much of our research is devoted to fostering this kind of development throughout the learning process.
Self-Direction: At the imaginary institute, we've rethought conventional student teacher relationships and re-imagined them as a partnership. In recognition of the fact that the assignment often is or becomes the art piece itself, we allow our students to create their own assignments, always with an internal abstract model at the center of it. With the instruction redirected into the hands of the student, learning becomes about setting goals for ourselves.