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inner strength that is aware of his or her abilities and uses them will not exist in the individual
either. What’s more, Dr. David Perkins and his Harvard University team add that in order for
these dispositions to arise, the sensitivity to know what is appropriate or not, the inclination or
desire to performance and the persistence and ability to achieve the goal must all be developed.
Edu1st, along with understanding the importance of improving the individual’s thinking
skills, seeks, as previously mentioned, to form citizens with positive mindsets that find value in
all of life’s situations. With this purpose, incorporated into the VESS model alongside its
thinking routines are other internal motivators that provide the individual with the appropriate
mental dispositions for today’s world. These internal motivators are:
Productivity
In the VESS mindset, productivity is the tendency to act adding value to situations. It
orients the individual towards the opportunities, and allows him or her to act as it is needed.
Productivity in VESS is a willingness to be creative, innovative, and proactive, while creating
with the sense of adding value.
Equity
According to the VESS model, Education must inculcate in the learner a set of values and
social consciousness that, through empathy, encourage the learner to always seek justice and
strive to find win-win situations. Our model endeavors to shape individuals who not only have
the willingness to act and be productive, but who use their mental skills in an ethical manners to
not only succeed but do it with fairness and generosity.
Persistence
For the VESS model it is not enough to want to be productive and seek equity in our
actions, we
believe that a disposition to be persistence is essential to succeed