CFRCE Education

"Most children in school fail to develop more than a tiny part of the tremendous capacity for learning, understanding, and creating with which they were born and of which they made full use during the first two or three years of their lives.

                                                                                                                   - John Holt


"Education is not something which the teacher does, but is a natural process that develops spontaneously in the human being."

               - Dr. Maria Montessori

The human brain is a Complex-Adaptive, Active-Processing, Cognitive-Conative-Affective Spontaneous Self-Organizing system. Despite this inevitabe and formidably complex definition, however, learning is more of an instinct or what at CFRCE we term, a Neuro-Cognitive Potential. As such, "Education is not something which the teacher does, but is a natural process that develops spontaneously in the human being."


Yet, most students "fail to develop more than a tiny part of the tremendous capacity for learning, understanding, and creating with which they were born"This is because of a lack of practical understanding and appreciation of their cognitive (mental-intellectual), conative (action-orientation) and affective (emotional) development or more precisely, the Neuro-Cognitive Potential. The moment this is addressed in the true sense, the innate creativity of the student is seen to flower spontaneously, often out of all proportion to the initial inputs and expectations.


CFRCE thrives in unleashing the deepest potential of the student to a profound degree. At CFRCE it is quite common to find many a student formally at the high school level already engaged in outstanding learning and scholarship, research and inquiry, innovation and entrepreneurship at the level of the Masters or Ph. D.


Learning at CFRCE is a tremendous evocative experience and dynamic at its core. The atmosphere is generally charged with great excitement as students continually interact, question, hold dialogues, solve problems and share concerns at a high level. The intellectual content of the discussions range from mathematics, through physics, astronomy, history, poetry, literature and the dramatic arts. However, the essential drive is scientific inquiry and defined primarily by Mathematics, Theoretical Physics, Astronomy, Biology, Aerospace Engineering, Design, Robotics and Artificial Intelligence, Cognitive Neuroscience, Positive Psychology. 


The Mentoring programs at CFRCE are designed to develop and initiate self-actualization of the student in all its amplitude and completeness. Every student who enters CFRCE, whether judged conventionally as 'brilliant' or 'dull', 'good' or 'bad', 'hard-working' or 'lazy', 'focused' or 'distracted' rapidly learns to outgrow all limitations and master both subject-matter and cognitive skills in a natural and spontaneous manner without any of the so-called, stress-related after effects. The success rate of achievement for each individual is practically assured and rare is the case when the individual gains less than the desired level. 


At CFRCE, learning is initiated by evoking in the student the emotions of curiosity, surprise, wonder, awe and mystery. Mentoring takes the student naturally through the following experiential levels present in the original, well-tested and acclaimed CFRCE learning model.


  • Interest
  • Motivation
  • Dedication
  • Understanding
  • Problem-Solving
  • Mastery
  • Self-Confidence
  • Flow or Optimal Experience
  • Creativity
  • Extraordinary Creativity


Mentoring at CFRCE thrives more in building on the student's previous achievements in apparently unrelated fields that is often unnoticed and overlooked and transferring skills across domains than in forcing the student to 'study', invest 'time' or engage in further 'hard-work'. Often, skills in domains as unconnected as sports and hobbies are transferred to academics and deployed for maximum achievement. 


The outstanding benefit of these programs is that learning becomes an art and unconscious competence that lasts the student for the whole of life rather than as a temporary acquisition. In a sense, what scientific and corporate training are intended to do at a later stage, that the mentoring programs do at a much earlier stage in the student's formative life when the effect and acquisition is likely to be much more powerful and lasting.


Provides an opportunity for students who are exceptionally motivated and have high aptitude to take on the adventure of learning years ahead of their standard school syllabus and curriculum.


Brings about a perfect balance between the student's passion and academics and leverages him/her to exceptional levels of achievement.


Provides an early opportunity to earnest students to begin their research-studies right away, in their fields of interest, in parallel to their formal degree programs.


Provides an opportunity for students who have completed their 12th grade (Gap Year Junior Level) or Bachelors degree (Gap Year Senior Level) to learn, discover, explore, research and innovate and then settle on their professional course of studies.


A powerful spring-board for the serious student of Theoretical Physics and Mathematics that takes the student straight into the heart of modern theoretical physics and mathematics and launches him/her directly onto current research.