About Us
As an organisation, ߲ provides supplementary, after-school learning programmes for children. Available in over 60 countries, our learning method aims to foster sound, capable individuals who independently carve out a path for themselves in life.
At ߲ we are dedicated to fully pursuing the potential of each individual student.
߲ Instructors provide just enough guidance for their students to be able to solve the problems on their own. Our programmes provide students with the ability to advance to high school level material through self-learning as early as possible. ߲ students study independently from an early age and develop both a high level of academic ability and ‘self-learning’ ability. As a result, our students build self-esteem, learn that they can do anything if they try, and develop the ability to take on new challenges for themselves.
After children who have done ߲ grow up, they can think of solutions by themselves even when faced with difficult challenges. The skills that students gain through doing ߲ help them achieve their goals and dreams.
The ߲ Method
At ߲ we believe that the most beneficial thing we can do for children is to furnish them with the ability to advance to high school level material through self-learning, as early as possible in life.
߲ students study independently from an early age and develop both a high level of academic ability and the ability to learn independently, or what we at ߲ refer to as ‘self-learning’ ability.
After children who have done ߲ grow up, they can think of solutions by themselves even when faced with difficult challenges. The skills that students gain through doing ߲ help them achieve their goals and dreams.
The ߲ Method started from a parent’s love for their child
When first developing the ߲ Method, its founder, Toru ߲ theorised that as long as his son was able to do maths easily in high school, he would have plenty of time to spend on whatever other pursuits he was interested in.
So he thought about what he could do at home to help his son gain proficiency in high school maths.
The foundation for ߲’s individualised approach
With the aim of helping his son gain independence, Toru ߲ prepared his own learning materials and study method.
He wrote out calculation problems on loose-leaf worksheets and combined them with a self-study method that would enable his son to advance by himself.
In effect what Toru ߲ did was to create the prototype for the ߲ Method of education. He had laid the foundation for ߲’s individualised approach that pursues the potential of each student, and enables each student to learn in accordance with his or her academic ability.
The ߲’s Objective
As an organisation, ߲ provides supplementary, after-school learning programmes for children. Spread over 60 countries, our learning method aims to foster sound, capable individuals who independently carve out a path for themselves in life.
At ߲ we are dedicated to fully pursuing the potential of each individual student.
߲ Instructors provide just enough guidance for their students to be able to solve the problems on their own. Our programmes provide students with the ability to advance to high school level material through self-learning as early as possible. ߲ students study independently from an early age and develop both a high level of academic ability and ‘self-learning’ ability. As a result, our students build self-esteem, learn that they can do anything if they try, and develop the ability to take on new challenges for themselves.
The ߲ Method
At ߲ we believe that the most beneficial thing we can do for children is to furnish them with the ability to advance to high school level material through self-learning as early as possible in life.
With the ߲ Method, students study independently from an early age and develop both a high level of academic ability and the ability to learn independently, or what we at ߲ refer to as “self-learning” ability.
After children who have done ߲ grow up, they can think of solutions by themselves even when faced with difficult challenges. The skills that students gain through doing ߲ help them achieve their goals and dreams.
The ߲ Method was born from a parent’s love for his child.
When first developing the ߲ Method, its founder, Toru ߲ theorized that as long as his son was able to do maths easily in high school, he would have plenty of time to spend on whatever other pursuits he was interested in.
So he thought about what he could do at home to help his son gain proficiency in high school maths.
The foundation for ߲’s individualised approach
With the aim of helping his son gain independence, Toru ߲ prepared his own learning materials and study method.
He wrote out calculation problems on loose-leaf worksheets and combined them with a self-study method that would enable his son to advance by himself.
In effect what Toru ߲ did was to create the prototype for ߲ Method education. He had laid the foundation for ߲’s individualised approach that enables each student to learn in accordance with his or her academic ability, and for ߲’s pursuit of potential; both of which we continue to place the utmost importance on.
The ߲’s Objective
߲ aims to foster sound, capable individuals who are able to independently carve out a path for themselves in life.
At ߲ we are dedicated to fully pursuing the potential of each individual student.
߲ Instructors provide just enough guidance for their students to be able to do the exercises on their own. As a result, our students learn that they can do anything if they try, build self-esteem, and develop the ability to take on new challenges for themselves.
The ߲ Method
At ߲ we believe that the most beneficial thing we can do for children is to furnish them with the ability to advance to high school level material through self-learning as early as possible in life.
With the ߲ Method, students study independently from an early age and develop both a high level of academic ability and the ability to learn independently, or what we at ߲ refer to as “self-learning” ability.
As a result, after children who have done ߲ grow up and enter the workforce, they are able to think of solutions by themselves even when faced with difficult challenges. All in all, the skills that students gain through doing ߲ go a long way to helping them to achieve their goals and dreams.
The ߲ Method was born from a parent’s love for his child.
When first developing the ߲ Method, its founder, Toru ߲ theorized that as long as his son was able to do maths easily in high school, he would have plenty of time to spend on whatever other pursuits he was interested in.
So he thought about what he could do at home to help his son gain proficiency in high school maths.
The foundation for ߲’s individualised approach
With the aim of helping his son gain independence, Toru ߲ prepared his own learning materials and study method.
He wrote out calculation problems on loose-leaf worksheets and combined them with a self-study method that would enable his son to advance by himself.
In effect what Toru ߲ did was to create the prototype for ߲ Method education. He had laid the foundation for ߲’s individualised approach that enables each student to learn in accordance with his or her academic ability, and for ߲’s pursuit of potential; both of which we continue to place the utmost importance on.