Academics at The Lang School are based on MESH™ (Math, Engineering, Science, + the Humanities), a paradigm shifting, cross-curricular framework that propels education beyond STEM- and STEAM-based programs and the false dichotomy between them. MESH™ posits the equal importance of these four major knowledge domains; that they are best explored in an integrated way; and that the skill sets emphasized by each exponentiate learning and discovery in the others. Perhaps most critically, MESH™ restores at its core what STEM and STEAM have left behind: a critical, speculative lens 2,500 years in the making that brings values and ethics back into focus through the humanities, a domain defined not only by art (and the arts), but by history, philosophy, literature, language and linguistics. MESH™ is engineered by STEM, inspired by the arts, and driven by the humanities.
The DNA of MESH™
The implementation of MESH™ in any given year is unified by a theme with both theoretical and applied components. The theme is broad enough to be explored across multiple subjects, promoting cross-curricular activities and learning. In essence, themes are expansive topics frequently debated in any society. Two examples of past year-long themes are “Energy & Power” and “Motion & Freedom.” Teachers facilitate learning about themes through universal questions, key concepts, essential questions, enduring understandings, and key skills – collectively, the DNA of MESH™.
Universal Questions
Asking well-crafted universal questions is a core component of the practice of MESH™ and its Socratic, investigative approach to learning. Universal questions are important, deceptively simple, timeless, and have no definitive answers. Universal questions can lead to reasonable answers that, in turn, lead to additional universal questions; sometimes, a partial answer can lead to a better crafted universal question. “Why is the sky blue?” for example. The question is useful, focused, and causal, but it also easily leads one to respond with a simple and perhaps only technically correct answer. A better question might be a broader one. For example, “What is color?” or “Do I see the same colors you see?” With this second type of question – a question about the underlying phenomenon of color perception – our answer can rarely be final or definitive. When we answer the second type of question, we tend to immediately question our own answer. Asking students well-crafted universal questions leverages and focuses their native inquisitiveness and nurtures their ability to explore, learn and innovate.
Key Concepts
Key concepts are core ideas for exploring universal questions. They are not “big ideas” or truths that a teacher imparts to students, such as “Everything is made of atoms” (which, arguably, isn’t true). What was once a “big idea” taught in most classrooms is frequently destined to become a dated curiosity. Instead, key concepts are expressed as a primary vocabulary for engaging in meaningful conversation about universal questions. For example, genes, energy, survival, and migration. These four key concepts surface again and again when talking about evolution. Familiarity and fluency with this vocabulary is more important than making an authoritative statement with facility, such as “Phenotypes are determined by genes in an organism’s chromosomes.” Genes are a key concept for any unit about evolution, but the “big idea” that genes determine the physical characteristics of an organism is an overly simplified theory. Key concepts in the MESH™ framework are more about building vocabulary for a given domain than definitively answering a universal question.
Essential Questions
In other curricular frameworks, essential questions are asked in order to lead students to a "big idea." MESH™ recognizes that a widely accepted "big idea" today may be reduced to a small, erroneous idea tomorrow. In MESH™, therefore, essential questions are lesson-specific, narrower versions of universal questions. Attempting to answer a universal question may first require responding to a set of essential questions in order to bring into focus facets that make answering a universal question otherwise elusive. Essential questions vary in the complexity of their formulation according to developmental level and assessed prior knowledge; in other words, they are scalable. With teacher guidance and support, they trigger inquiry, investigation, and critical thinking aimed at arriving at an acceptable answer – an enduring understanding – for now.
Enduring Understandings
In MESH™, enduring understandings constitute the limits of current knowledge backed by evidence when asking a universal question and exploring the unit’s key concepts and associated facts; they are true as far as can be known at this time. For example, “Organisms acquire inheritable traits through natural selection.” This “truth” is demonstrated to students through guided investigations and structured argumentation. That said, students may well discover and prove an enduring understanding to be flawed. MESH™ encourages teachers to see themselves as facilitators and to be open to learning and discovering along with their students. A student’s acquisition of an enduring understanding represents a threshold to deeper understanding. The skills practiced in acquiring an understanding become part of that student’s toolkit for becoming a more examined, engaged, and productive thinker and learner.
Key Skills
The Lang School helps students develop a toolkit of key skills for acquiring knowledge and solving both theoretical and practical problems. Collectively, these thinking and doing skills are needed not only for efficiently exploring and finding solutions to interdisciplinary challenges, but they are prerequisites for the highest level of success and satisfaction across domains. The key 21st century thinking skills we focus on through the MESH™ framework are encoding/decoding, abstraction, formalizing, modularizing, sourcing, inquiry, and visual-spatial thinking. Our engaging, student-centered curriculum – as well as the support of our highly trained staff – paves the path for student acquisition of the key 21st century doing skills of communication, critical thinking, iterative problem solving, and innovation.

Incorporating the skill sets of the arts and humanities into everything students do not only eases the acquisition of these key skills for STEM-oriented students, it captures the imaginations of students who haven’t previously seen themselves as strong in STEM. Similarly, integrating the skill sets of STEM fields into the arts and humanities creates a common language for and respect among students with a wide variety of interests, strengths, and relative weaknesses, furthering and reinforcing the school’s Code of Honor for communication – civility, utility, self-reflection.