Curriculum

THEORY

In the words of the late Sir Ken Robinson, creativity is the ability to come up with new ideas that have value. Our definition of creativity is the conditions under which we take and make new meaning or form order out of disparate parts, chaos, and indifference in order to accomplish an envisioned purpose within us. Whether painting a picture, working on your own mental health, shooting a movie, or building a fort, creativity can manifest in infinite ways. We treat creativity as a science; we find that it can be improved upon drastically by curiosity, conscientious study, and cultivation.  

METHODOLOGY
 

We teach in the doing. It is only once we are trying with the means we have available that we discover that which we lack and must seek or ask for.

Motivation is everything at the Third of Eight Institute. Rather than proscribing an arbitrary curriculum, we take the time to help each individual student to discover his or her unique purpose, and then help them construct a curriculum around their distinct goals.

MENTORS

Upon enrollment, a personal mentor is associated with and works directly with each student. As the mentor engages with him or her, this personal life coach of sorts is a student's first line of defense, information, and access to the resources of the institute. The mentor has the privilege of assessing and assisting the student in catering the curriculum to his or her needs, and to take an active role in facilitating and monitoring them as what they are learning begins to play out in their life.

As the achievements and needs of the student change and develop, the number and role of mentors in a student's life can multiply or shrink, and will be a function of the needs and desires of both the student and the mentors involved. As students proceed with their individualized curricula, the students will become more and more integrated into the community, and naturally require less hands-on help, and consequently be empowered to act independently for themselves.

AREAS OF SPECIALTY

Many students arrive carrying painful baggage that must first be dealt with. Learning to control and create ones own identity can be the most challenging but useful exercises for a student to engage in.

Some students lack basic life skills, and require specific training and engagement with patterns and routines.

Students also may express a desire to publicly engage in a more outward creative process. In this case, mentors will engage them in our system centered around story-telling. 

Mentors also have other resources available to them to help students move from a state of being acted upon, to a place where they have control over their own future.