Education based on STEM aims to address problems with innovation, creative and critical thinking, cooperation and effective communication. The visual arts are subjective, intuitive, unique and emotive, while the STEM areas are objective, repeatable, logical and analytical. Fine arts and natural sciences are therefore two areas of education that complement each other.
In the current global environment it is not enough to focus only on STEM or art competencies. Students need to acquire more interdisciplinary skills (cross-disciplinarity of STEM with art, culture, humanities and social sciences) in order to better understand the connection between technical, social and aesthetic innovations.
As a country of ideas and one of the largest export nations in the world, Germany needs qualified young people for research and development as well as future management positions. For this reason, technical courses in particular are promoted and heavily advertised at universities.
Mathematical, scientific and technical education is also an essential prerequisite for the active participation of each individual in social communication and forming opinions on technical development and scientific research. It helps to understand the modern world and its formative forces and effects and is therefore a fundamental component of contemporary general education (KMK).
In addition, it is an indispensable requirement for the further development and intensification of social opinion-forming processes, since the evaluation of developments and tendencies, as well as ethical questions about the application and use of scientific knowledge requires relevant specialist knowledge.
By ensuring the necessary technical and methodological knowledge of interrelationships and ways of thinking in order to be able to orientate oneself better in the natural and technological world and thus support the promotion of appropriate talents and abilities, it also makes a contribution to better educational opportunities (KMK).
Accordingly, the MINT subjects of mathematics, physics, chemistry, biology and computer science are an integral part of the curriculum of both lower and upper secondary levels and are taught in more depth in the weekly project days and advanced courses. We attach great importance to a diverse range of natural sciences, including in cross curricular lessons and in our extracurricular activities.
Criteria for the MINT department include a wide-ranging and continuous choice of options in the interdisciplinary MINT project days, as well as didactic and methodical concepts to promote independent and experimental work, participation in competitions and international educational projects and cooperation with universities and companies, and much more
It is our goal to promote the creativity of our students and to provide an aesthetic secondary school education in the sense of holistic personal development. In addition to reflecting and discussing one's own artistic works and those of others, this also includes studying historic and contemporary pieces.
At Mentora Gymnasium we would like to combine the subject competence areas of design, reflection and perception, i.e. the aesthetic and artistic competences of the students. In addition to teaching the history of art and basic design skills, we encourage our students to approach their studies with an artistic mindset and procedures.
Our secondary school enables creative work in the classic forms of expression, i.e. painting and graphics, but also in other forms such as plastic art, photography, film and design.
Partnership - Berlin International University of Applied Sciences
The Mentora Gymnasium is located in the same building as the Berlin International University of Applied Sciences in Berlin Charlottenburg. The proximity, but also the partnership with the courses in architecture, product design and interior design as well as graphic design & visual communication, give the students of our school the unique opportunity to have project-oriented learning experiences with students and lecturers from these fields of study.
Through this cooperation, specialist learning and specialist skills complement each other and they are enriched and deepened through other artistic perspectives.