At Imprints, students become learners and learners become scholars.
*When an Imprints child asks why the Nevada State Fossil was found at 7,000 feet above sea level, he is engaged in scientific inquiry. When he concludes that it was related to the theocracy in Tibet because of plate tectonics, he is making connections between science and history.
*When he writes about the Tibetan people and their culture and draws conclusions regarding geography, he is employing abstract thinking and literacy skills.
*When he creates an artifact in art, simulates a dance or designs a culturally sensitive costume he is engaging with the global community.
*When a child asks the questions and uses his own knowledge with guidance from his teacher, he is learning for life.


At Imprints, children's ideas are valued and action is encouraged.
*When an Imprints class learned that 40% of homeless people in Las Vegas were children, they wanted to do something to help.
*Over a several-month period, they used committees to plan a carnival for the rest of the school. They organized a day of activities, and advertised their plan.
*When they ordered craft supplies (using money to make money) created the crafts (decision making) and priced their product (using math & economic skills).  They involved their families with a bake-sale and created outdoor activities.
*When they counted their money and had a special shopping day to buy gifts for the children  that would be appropriate for homeless children.  They learned that there was a social need and they could help fill it.

At Imprints, leadership is an outcome of education.
*When an Imprints child discovers that baby quail have hatched in the gardens on the Imprints playground, she has learned about the environment.
*When she understands the rules for not stepping in the gardens in play and articulates those rules to her teacher, she is participating in a civilized community where a system of government makes sense to her.
*When she learns about the biology of the quail and their habits and needs, she is developing research skills that she will need to further her education.
*When she designs a poster session and, with help from her classmates, instructs all of the other classes about the quail she is learning to teach.  When she explains the rules of her democracy, she is a leader.

At Imprints, self-discipline and personal responsibility are a matter of course.
*When a group of Imprints students went on a rock-climbing expedition at an indoor gym, they learned about self-actualization.
*When they prepared for this trip, they needed to focus on things like nutrition, physical fitness and wellness. They learned about the physics of supporting each other at the end of a rope.
*When the children*s discussed the trip, they talked about stamina and endurance and muscle structure that supported their ability to climb. They talked about trust, and fear and pushing personal limits.
*The children learned a lot about rock climbing, but mostly, they learned a lot about themselves. They learned that without self-discipline, practice, knowledge, and support from their friends, they would not be prepared for opportunities in life.