When you enter our workshops, you will see that there is no screwdriver, sanding or tool for each child. Our goal in doing this is for them to learn to work together and as a team, to understand the importance of sharing. In this sense, we contribute directly and indirectly to the development of an environment of belonging. One of the most important differences that we have basically brought is an interdisciplinary perspective.

This is important because we take all the courses separately. In fact, science, art, culture have no boundaries, but we don’t think that mathematics is just a matter of numbers and formulas. Doesn’t the mathematics have language or the language have mathematics? We know that many of our students are helpless in mathematics because they do not understand the words and context in number, and have some problems because they cannot relate to life. In the work we will do in the workshops, we actually see this relationship as integrated. All workshops are directly related and connected with all courses.

There is also a production based perspective. Let’s try to express how all the courses are connected to each other to ensure integrity. Let’s try to express how all the courses are connected to each other to ensure integrity. For example, we would like to point out that Raffaello does not only paint in his works, Mimar Sinan’s works cannot be read only as an architectural work, that Piri Reis is not only a cartographer but an engineer, that Oğuz Atay was an excellent novelist when he was actually an engineer and that Steve Jobs’ work is not just technology.

All of this teaches us that life is a whole, and we have to Show our children this picture as a whole. When our teachers look at the world and its surroundings in a holistic way, students also have the opportunity to understand this integrity.

Generations should not be procrastinated. We explore the talents of our students with different workshops to think, design and produce.