“In fact, what I feel more than anything is that more is being demanded of my attention than ever, and because it is my attention feels more fragmented and disjointed than it ever has.  This is, of course, an issue facing all schools and facing all students – how we save our students from the relentless economy of distraction, from tools which are designed only to take our students away from themselves – but so too is it an issue facing each of us.  And as our attention becomes more commodifiable, it becomes more urgent that we engage deeply the question of what it is that our attention is for and what it is worth. “

“There is no prescription nor purchased curriculum for what and how we teach. There are no step-by-step instructional guides or books. The collaborative work of our teaching team is what makes us who we are and allows us to show students the vast capacities they embody for highly sophisticated problem-solving. We practice and believe in an educational philosophy that we think is the best way to equip students for success in any future vocation, to use their voice for good, to engage life with empathy and ethicality as the road becomes more complex, to walk with a discerning and compassionate heart, and to solve the biggest economic, technical, environmental, and social problems that humans have ever faced. “