42’s directors have proven that a rigorous, open curriculum, one that actively involves students in passionate and collaborative projects, is the type of training method that forms the most inspired developers and computer scientists.
42 implements a particular training method that is different than most traditional educational institutions. Our commitment to this unique pedagogy stems from twenty plus years of research and experimentation in France in the field of programming education by Nicolas Sadirac and his team. 42’s pedagogy represents the quintessence of this peer-to-peer methodology and the integration of our determined and continuous efforts to perfect it over time.
42 attracts and accepts the best-of-the-best students who acquire a variety of abilities, while inventing new solutions when faced with new obstacles. Students practice and learn to work efficiently in teams as well as individually. Acquiring programming and problem-solving skills, which are highly in-demand in today’s technology-driven workplace, allows these students to be fully prepared for their careers upon completion of their studies.
There are no classes and no professors: at 42, the students are the ones in charge of their success and the success of their classmates. In order to progress on the projects that are offered to them, they must rely on the strength of the group, giving and receiving information while alternating between training and learning. This dynamic, removes the subordinate relationship of students as each student within the group is responsible for a part of the project’s completion and success within the group just as it would be in the workplace.
Collecting grades has never been the best form of motivation. Progress at 42 is accounted for using experience points, (which was inspired by the way this happens in video games). Students develop their competencies through each of the proposed projects and receive experience in exchange for this. Each completed project unlocks the next project(s); each successive project is increasingly more substantial and more highly-rewarded. This gamification mindset allows all learning to be fun, while enhancing students’ passion, persistence, and motivation to get to the next level.
REMOVING TIME BARRIERS
Each student advances at his or her own pace. Some concepts are instinctively easier to develop, while others will require additional effort. Based on these observation, the education received at 42 is nearly void of time barriers. This means that each students are not restricted to progressing at the same rhythm as the rest of their graduating class where the student who is the furthest behind slows down the rest of the group; rather, they are able to proceed at their own pace.
When following 42’s educational curriculum, it is difficult to fall behind because the pace of the curriculum is adaptable and individualized to the extreme.
WHAT MOST SCHOOLS DON’T TEACH
Watch Mark Zuckerberg, Bill Gates, Jack Dorsey & others in short film to inspire kids to learn how to code
An RSA cartoon adapted to a talk given by Sir Ken Robinson on the need to change the educational paradigm.
HOW SCHOOL KILLS CREATIVITY
In a funny but profound lecture, Sir Ken Robinson exposes the need to create an educational system that promotes (rather than belittling) creativity.
Ken Robinson, revolutionized education.
FOR A DIGITAL “NEW DEAL”
Gilles Babinet with the help of Frédéric Créplet Study – February 2013
PROJECT BASED LEARNING: EXPLAINED
A cartoon by Buck Institute for Education which goes into detail about the benefits of project based learning.
WHERE GOOD IDEAS COME FROM
A cartoon by Steven Johnson
WE RAISE OUR CHILDREN TO BE ENTREPRENEURS
Bored in school, failing classes, at odds with peers: this child may be an entrepreneur, according to Cameron Herold.
HOW TO LEARN? FROM MISTAKES
How to Learn? From Mistakes. By Diana Laufenberg
The world is changing much more rapidly than most people realize and we cannot maintain a creative result, by Eddie Obeng, a business educator.
THE SELF-ORGANIZING COMPUTER COURSE
Shimon Schocken and Noam Nisan have developed a class which allows their students to build a computer, piece by piece. As soon as they put the course online – providing free tools, simulators, chip specifications and other building blocks – they were surprised that thousands jumped at the opportunity to learn, working independently as well as organizing their own classes in the first Massive Open Online Course (MOOCs).
LEARNING IS NATURAL
Jean-Pierre Lepri dissects the learning process revealing the contradictions in classical pedagogical approaches.