Our Fundamental Principles

1) The end of education should not be only great test scores or even great careers, but rather free people – people who can

• Take part in the great conversation of the ages,
• Internalize the wisdom, virtue, and ability needed to
• Lead with integrity, and
• Create a free society.

2) While data is valuable to show indicators of scholar progress, actual change toward greatness is not always discernable in data format. “What is essential is invisible to the eye.” (Antoine de Saint-Exupery) Paradigm serves the soul of the scholar by facilitating its expansion through experiences with truth.

3) Every person has greatness within him or her

• The Latin root of “educate” means to “lead forth” or “draw out.” This image stands in contrast to the “empty bucket” view of scholars that some educational systems hold. It assumes that the role of education is to draw forth that which is within.

4) Education for freedom includes the quest to find and internalize truth: “And ye shall know the truth, and the truth shall make you free.” (Bible; John 8:32)

• Instead of experts, teachers are mentors, traveling the road towards truth alongside the scholars.

5) Parents have the primary responsibility and privilege to educate their children, and the parents’ involvement and encouragement is critical to the success of the child.

• Neither the government nor the school is able to adequately supplant the home in the educating of children in critical life skills, habits and beliefs.
• The government’s role is to create a stable societal framework wherein parents can fulfill their role in educating their children as they see fit.
• The school’s role is to act as a resource and extension to the parents in the education of their children, to provide:
• Mentors in the various fields of knowledge
• Resources in curriculum
• A common gathering place
• A legal entity in which to entrust and organize the parents’ monies in order to create educational opportunities.

6) People learn best in a safe and nurturing culture.

• Paradigm strives to create an environment of love and respect between all people. For optimal growth, scholars need to feel safe physically, emotionally, spiritually and intellectually, and valued for their unique self.

7) Core values are paramount to a learning culture.

• Paradigm holds to a code of common values, and to the national motto “In God We Trust”. Scholars may bring their core books and talk about their various beliefs as they pertain to the school discussions. However, no single religion is professed at Paradigm.

8) The culture at Paradigm is one of constant growth; the school and the people in it are in a constant state of becoming.

• The love of learning is a lifelong pursuit
• The school is committed to continual growth in serving the people within it, while not losing hold of its founding principles.
• Each individual should be challenged to grow according to their capacity, and taught to hold themselves accountable for that growth.

9) A leadership education is obtained by the ennobling of the soul through experiences with truth. It is nurtured by shared inquiry and open dialogue (wisdom); common values (virtue); and human experience (relevance).