Restoration of critical thinking and the development of discernment
Where there is much desire to learn, there of necessity will be much arguing, much writing,
many opinions; for opinion in good men is but knowledge in the making.
-John Milton, 1644
With Him is wisdom and strength, He hath counsel and understanding.
The sign of an excellent student may not be found in the comment made. It is often recognizable in the question asked. Given who, what, when, and where, students engage in defining the heart of the matter—the determination of cause and effect, and they do so from a variety of perspectives at The Branch. An eye for detail is a much needed asset they will be cultivating through increased research. Soon they will understand causality, whether related to history, art, philosophy, mathematics, or any course of study. Questions must be asked.
We help students determine what they are looking for, demonstrate why it is important, and assist them in how to obtain it. They will then be able to establish their own research techniques, enhance personal knowledge, develop a comprehensive flow of study, and manage information. Further inquiry is thus born within interrogative examination: one thing leads to another. Questions must be asked.
Save for the realm of creative writing, conceptualizations without facts are erroneous, and facts without verification, interpretation, and application are irrelevant. Among other things, students derive evaluative and analytical skills through the process of advanced critical thinking. Therein, they also gain perseverance and constancy of effort. Students learn what questions to ask. Mastering such, their education has begun in earnest.