We humans enter the world as natural-born scientists, with a innate curiosity to explore and understand the world around us. Education should be a means for students to develop the cognitive toolset with which to forge her own life’s adventure.
Yet many environments for young children fail to help them learn to tap into this powerful internal force. A child’s experience as a student is defined by extrinsic obligations: to pass tests, to memorize facts, to get top grades, to score highly on standardized tests. Students develop the awareness that their education is a mandatory solo performance under a harsh spotlight, with parents, teachers, and colleges monitoring every move.
In this context, motivation is extrinsic and negative: study hard, and perform well, or there will be consequences. Learning becomes a domain not of exploration, creativity, and risk-taking, but one of negative repercussions, of averting the difficult and unfamiliar, of taking the safest and most well-worn paths. This leads to educations and lives pursued dispassionately. We further believe it serves to dramatically hinder innovation on a national and global scale.
At Kynda, we believe a child’s existing interests are the greatest sources of energy to power not just the academic journey, but also the lifelong quest for success and fulfillment. We believe an intrinsic love for learning, guided by confidence is a force stronger than any other extrinsic motivator.
We seek to provide fascinating experiences where learning is not a chore nor an anxious performance, but a means of exploring the world with awe and wonder. Our mission is to provide innovative educational experiences for young students that help them align their existing interests and strengths with future educational and life paths.
After a combined 16 years of experience working together in executive roles for an educational consultancy based in Asia, we joined together to form an education organization defined not by factors extrinsic to students (standardized tests and college admissions) but by students’ own unique needs and experiences.
Mark Barthelemy - email@example.com
I think kids learn best when they see learning as a vehicle for exploring interests and motivations, one that takes them to a vision of future success and contentment.
While pursuing my BA in economics from Northwestern University, my interest in culture drove me to pursue Korean language fluency. Since then, Korea has become somewhat of my foster motherland! Living in Seoul for nearly six years, I came to appreciate the strengths and weaknesses of Korea’s culture of education, and the implications they have on developing nations’ cultures and economies. Through Kynda, I seek to put this knowledge to good use.
Curtis S. Lee - firstname.lastname@example.org
I was born and raised in Seoul, Korea, until the age of 15 when I went abroad to study. After attending boarding school in Connecticut, and then experiencing college life in both Korea and the US, I put my multicultural education to use in co-founding Korea's first college admissions consultancy. Through ten years as an educational consultant, working with students from Asia studying abroad, I became inspired to develop opportunities for kids to have meaningful experiences. Instead of becoming test-taking robots, I want to offer kids the kinds of real-world experiences that can awaken unique passions and build a true love for learning.