Schools
There are no degree programs or experimental facilities at the Institute, and research is funded by endowments, grants and gifts — it does not support itself with tuition or fees. Research is never contracted or directed; it is left to each individual researcher to pursue his or her own goals.
It is not part of any educational institution; however, the proximity of Princeton University (less than two miles (3 km) from its science departments to the Institute complex) means that informal ties are close and a large number of collaborations have arisen over the years. (The Institute was actually housed within Princeton University—in the building since called Jones Hall, which was then Princeton's mathematics department—for 6 years, from its opening in 1933, until Fuld Hall was finished and opened in 1939. This helped start an incorrect impression that it was part of Princeton, one that has never been completely eradicated.)
The Institute has four Schools: Historical Studies, Mathematics, Natural Sciences, and Social Science, with a more recent program in systems biology. It consists of a permanent faculty of 28, and each year awards fellowships to 190 visiting Members, from over 100 universities and research institutions. Individuals apply to become Members at the Institute, and each of the Schools have their own application procedures and deadlines. Members are selected by the Faculty of each School from more than 1,500 applicants, and come to the Institute for periods from one term to a few years, most staying for one year. All Members, whether emerging scholars or scientists at the beginning of their careers or established researchers, are selected on the basis of their outstanding achievements and promise.
Read more about this topic: Institute For Advanced Study
Famous quotes containing the word schools:
“In schools all over the world, little boys learn that their country is the greatest in the world, and the highest honor that could befall them would be to defend it heroically someday. The fact that empathy has traditionally been conditioned out of boys facilitates their obedience to leaders who order them to kill strangers.”
—Myriam Miedzian, U.S. author. Boys Will Be Boys, ch. 3 (1991)
“The shrewd guess, the fertile hypothesis, the courageous leap to a tentative conclusion—these are the most valuable coin of the thinker at work. But in most schools guessing is heavily penalized and is associated somehow with laziness.”
—Jerome S. Bruner (b. 1915)
“Good schools are schools for the development of the whole child. They seek to help children develop to their maximum their social powers and their intellectual powers, their emotional capacities, their physical powers.”
—James L. Hymes, Jr. (20th century)