INSTRUCTIONAL
PROGRAM/EDUCATIONAL PHILOSOPHY
PREAMBLE:
The history of our nation indicates that a society of free people
is dependent upon the moral and spiritual values of a responsible and
intelligent citizenry. A society like ours, dedicated to the worth of
the individual, committed to the development of free, rational, and
responsible people, has special reasons for valuing education. Our
deepest convictions impel us to foster individual fulfillment. It is
desired that each individual achieve maximum potential, to be worthy
of a free society, and to be capable of strengthening that society.
Ultimately, education exists to serve our national
purposes, but it serves most directly to provide an opportunity for
each individual to develop to fullest potential. To aid the individual
in developing this potential, we must renew our efforts to remove all
barriers to education -- such barriers as poverty, prejudice,
ignorance, and apathy.
In our intent to provide equal opportunity, we do
not ignore the fact that individuals differ greatly in their talents
and motivations. Thus, there must be diverse programs within the
educational system, each accorded respect and stature. Learning
experiences must be provided which will help prepare students to
realize their potential and to fulfill their economic and social
responsibilities.
Educational
Philosophy:
- We believe in the worth, dignity, and humanity of
each individual and we shall do our utmost to challenge every person
to develop to the fullest fruition intellectually, emotionally,
socially, economically, and physically for personal achievement and
for contribution to our democratic society.
- To accomplish this, we believe that the
educational task should be individualized. Our educators, upon
whom this complex task rests, must make serious efforts to help
every student to develop their maximum potential. This effort
should be directed to the fullest recognition of special talents as
well as mental ability.
- We believe that the strength of our democracy
depends upon the varied abilities of our many diverse peoples to
meet challenges, to anticipate and solve problems, to work
effectively, to perform as responsible, self-supporting citizens,
and to use their increasing leisure creatively.
- We believe that the emphasis in education should
be upon a thorough mastery of the fundamental skills of reading,
writing, and mathematics. Students should be prepared to think
creatively and speculatively in that atmosphere of free inquiry
which is inherent in our American tradition. To insure this,
students shall study the physical sciences, the history of our
country and the world, social and economic problems of the world,
the vocational fields, and gain a basic understanding of the arts.
- We believe that the most important factor in how
well a student does in school is the adequacy with which home and
community prepare that student for school and how well the work of
the school is reinforced by the family and other constructive forces
outside the school. We therefore believe that the school,
family, and community should cooperate to overcome the educational
disadvantages borne by culturally and economically deprived
children.
- We believe that education should aid students in
the understanding and the adjustment to the contemporary pluralistic
culture and assist them in effecting constructive changes in that
culture.
- We believe that the methods and content of our
educational program must be constantly reexamined and improved, and
that we have a responsibility for leadership in developing new
concepts and better approaches.
- We believe that education should be applicable
not only to the present, but also to the future, the timely and the
timeless. Education should be flexible. It should take the
lead in developing a generation capable of adapting to a changing
environment intelligently and with equanimity.
-
We believe that we
should create an environment in our schools which encourages:
- loyalty to the basic ideas of democracy and a
sense of civic responsibility;
- love of home and country;
- knowledge of and pride in the student's own
country, race, and beliefs or religion;
- respect for duly constituted authority;
- willingness to act in the interest of the
general welfare;
- respect for personal and public property;
- genuine concern and thoughtful consideration
for the rights, traditions, and welfare of others;
- high standards of morality, integrity, and
honesty;
- intellectual curiosity;
- a positive and constructive attitude toward
self, others, and life itself;
- a sense of personal dignity, self-knowledge,
and respect for others;
- the development of a disciplined approach to
the varied responsibilities of life;
- an understanding of the function of the home
and family; and
- a desire to improve the competence essential to
self-improvement and effective personal and social living.
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