At CFRCE School & College Students do Postgraduate & Doctoral Level Research
At CFRCE, school and college students are constantly found engaged in postgraduate and doctoral level research work. Even as this is being written, a 10th grade student has mastered Cognitive Neuroscience, Artificial Intelligence & Machine Learning and is on his way to master Computational Complexity. He is perhaps one of the rare few who has actually managed to completely work through the huge 1145 pages book by Russell and Norvig, "Artificial Intelligence." Another 10th grade student is working his way through advanced mathematics in Complex Function Theory, Elliptic Functions and Riemann Surfaces. Another 10th grade student has mastered the first and the second volumes of the famous Landau and Lifshitz Course of Theoretical Physics. A 11th grade student is working through research papers on Loop Quantum gravity, especially on "The Problem of Time in Quantum Gravity." Yet another 10th grade student is designing and building a flying car. Two students one in the 10th grade and another in the 12th grade have designed, developed and patented an App using Artificial Intelligence and Machine Learning to predict amblyopia in children as an early intervention...and the list goes on...
Now from the point of view of conventional education this is highly unusual. Only geniuses and prodigies are expected to be doing this kind of learning and research. So-called ordinary students are supposed to study subjects prescribed by the curriculum and stick to topics restricted to the syllabus. They are to put in a great deal of time and effort to make sure they absorb exactly the content of their textbooks and the class notes and take even greater care to reproduce the content as precisely and accurately as possible in their tests and exams. This for them is given as the royal road to academic success. Most students excel and thrive in this apparently prospective path aided by another formula for success that conventional education employs, -reward and punishment. No wonder they learn to not-learn. They study but that study does not result in learning or does rarely so. No wonder it is possible for even a genius to perform at a mediocre level letting the tremendous potential for learning remain dormant throughout the school years. The reward and punishment cycle practically ensures that the student at school continues to study as an end in itself believing all the while that that is the path to achievement.
Added to this, in the present times, there has been another devastating blow to young minds and that is the sudden surge in the number of study hours curtesy the so-called Integrated Programs. According to this, students are supposed to put in a great deal more of hours into study after school to prepare for the competitive exams. This is not surprising given the belief in another fallacy -the age old statement that "practice makes one perfect." Nothing can be farther from this. Practice does not at all lead to perfection. Indeed, practice leads to dullness. That is, practice just for the sake of practice deteriorates learning. What has been missed out entirely by the proponents of the "practice makes one perfect," rule is that only "Deep Practice, or Deliberate Practice, or Purposeful Practice," as the terms are used in performance psychology, lead one to perfection. If mere practice led one to perfection, car drivers would naturally become race drivers, teachers would become scientists and indeed, whoever continued in their work would become experts. But this is not at all seen in practice!
At CFRCE, students engage in Deep, Deliberate or Purposeful Practice inspired not by any external reward and punishment but by intrinsic drive and passion. Learning for them is the greatest experience in life and they do it in ways unique to each individual. Some work by themselves, some talk and discuss, some give talks and seminars, and some think and create. And all are aflame with the aspiration for learning the subjects, topics and domains of their interest and passion. This powerful drive takes the students years and decades ahead of convention and, therefore, while yet at school and college, students learn to become scientists and inquirers, innovators and entrepreneurs, leaders and change makers. At CFRCE students are ready to take on the challenges of the conceptual era and the upcoming technological singularity future.