•Our mind cares for useful information only.
Most schools' pedagogical methods are based on memorization and testing. Unfortunately, these are actually teaching methods and not learning ones. We usually remember the pieces of information that we have expressed somehow: whether in arguments, speeches, exams, or in our own internal mental dialogs. Why is it so? Just because the human mind functions in a very efficient and practical way and it only stores the information to be used. The rest of the data is kept at what can be roughly called the "back" of the long-term memory, where it gradually falls in misuse. Had it been not this way, the human brain would be permanently overloaded with excessive information. Thinking would therefore be impossible.
•Thinking transforms information into knowledge.
In order to transform any new bit of information into knowledge we have to activate the process of thinking. Thinking integrates data through synthesis, analogy and deduction thus generating the knowledge and enabling problem solving. All this newly acquired knowledge is stored in a kind of "operating system". The more new information is processed by this "operating system", the more efficient its functioning becomes. For this very reason the more we think, the more intelligent we become. It works like a muscle.

•How to turn data into useful & permanent mind files.
Any new bit of data perceived goes initially to a temporary memory. Then we may decide to pass it to the long-term memory and fix it there creating emotional links, logical routes or practical applications. These associative relationships will help the mind to track and retrieve the processed data, so that it would not be lost or forgotten. Overloading the long-term memory with incredible amounts of information without strong associative tracks or links will lead to a messy and weak memory data file. Any data stored this way will be hard to retrieve, or in other words, very difficult to remember. Therefore, it is not a matter of how much we study, but rather what and how we study.
•Is it possible to increase the capacity of our mind?
The issue is not so simple. On the one hand, we must first create additional mental schemata that will allow us to process and store any new flows of new useful information. Such new mental pathways are generated with the sum of strong data associative links, as mentioned before. On the other hand, it is the intensity and frequency of the new data processing through the recently created pathways and schemata what will actually expand and fix a higher level of mental capacity.
•How Delaware Educational Institute pedagogy works.
The key to successful learning is in the type of mental process that takes place when we extract information from a text and how we have to reprocess and express it in the form of written work. Studying becomes an active phenomenon that enables comprehension (reading and search for data), new mental schemata (concepts hierarchy and interrelation) and input transformation (data reorganization and writing). The newly acquired thinking structures do not rely on classic memorization and help to increase our reasoning capacity and problem-solving skills. This intellectual improvement is permanent and ever expanding. Learning at DEIN will not become just getting trained in our life, but should become a permanent absorption.