As a result of globalization and educational research, the “image of a child” has changed from that of an empty vessel or thirsty sponge to that of a “competent and unique individual” bringing her own strengths and learning competencies to the table. This in turn has brought about a shift from theories of learning that support the top-down transfer of select information to theories that support the co-construction of knowledge in the classroom and beyond. We believe literature is the best conduit with which to construct such knowledge.
This shift is reflected in the philosophical base of all programs offered at the Lyceum.
At the Lyceum we choose to concentrate on the perceptual dimension of learning in an effort to challenge binary thinking and encourage exploration of “possibilities.” Nurturing a lens through which to view personal, local, and global interactions helps children develop guiding principles when approaching problematic situations inherent in a diverse society.