ILRA Philosophy

An Educated Person of the 21st Century

We believe that high achievers of the 21st century should possess a great academic knowledge and technological skills. At the same time, the should be wise and moral human beings. Collectively, we, as parents, teachers, and community members, can raise a new generation of individuals that will make a real difference in the world.

Philosophy

“The understanding is not a vessel which must be filled, but firewood, which needs to be kindled; and love of learning and love of truth are what should kindle it.”

- Plutarch

"Education is the kindling of a flame, not the filling of a vessel."

- commonly misattributed to Socrates

We, of The Ivy League Royal Academy believe that raising a child rests on three fundamental pillars: ethics, aesthetics, and academics.

Each of these three components exerts tremendous influence on the child’s life and success in all personal and professional aspects. That is why we aspire to provide an academic, as well as an ethical and aesthetical education for our children.

Ethics Education is a broad term for learning experiences intended to help students develop ethically, whether in terms of increased ethical awareness and understanding or greater motivation to act ethically in the world. 

Aesthetic Education is a way of regaining touch with the process of learning something new, of being introduced to a medium never known in a particular way before. It is the incorporation of the arts across the curriculum in a way that fosters a heightened awareness of and appreciation for all that touches our lives.

Academic Skills prepare a person to be successful by developing the core skills of communication, problem solving, reasoning, creativity, and innovation.

This philosophy creates a compassionate educational environment that enables our students to strive for high academic achievement and moral standards, while developing proper discipline, self-control, and good manners.

“Knowledge is the food of the soul.“

- Plato

Origin of the Philosophy

In the process of building our philosophy, we have incorporated many effective educational ideas and theories from ancient times through the present. However, the major influence has come from the ideas of a Swiss educator, Johann Heinrich Pestalozzi, whose theories have laid the foundation of the modern elementary education.

A fundamental belief of Pestalozzi is that an individual can do justice to their higher destiny and develop their own moral life only if that individual receives an appropriate education. Therefore, Pestalozzi favors the home as the true basis for rearing a child and providing the basis for formative education.

According to Pestalozzi, the purpose of education is both social and individual. Education provides the means for the social regeneration of humanity. As the moral, social, emotional and intellectual development of each individual unfolds through education, so does the society of mankind also improve with the development of these individuals who achieve their full potential. To Pestalozzi, the individuality of each child is paramount; it is something that has to be cultivated actively through education. The aim is to educate the whole child – intellectual education is only part of a wider plan. Pestalozzi looked to balance, or keep in equilibrium, three elements – hands, heart, and head.

School education can only be productive if it is supported by a warm-hearted, open human relationship.

Pestalozzi calls obedience the ‘basic moral skill.’ According to Pestalozzi, a human develops his humaneness only face to face, only heart to heart – for example, only through the experience of being loved can a child learn to love.

Gaining the inner perception of morality can be achieved through human contact or through fictive experience from listening to or reading stories.

To Pestalozzi, children should not be given ready-made answers but should arrive at answers themselves.

To do this, their own powers of seeing, judging and reasoning should be cultivated, and their self-activity encouraged (Silber 1965: 140).

We believe that the main function of educators (parents and teachers) is to point the child toward the right direction and create an atmosphere of ‘loving security’ that allows the child to find their own unique way of achieving their goals.

Ethical Education

The Ivy League Royal Academy provides an opportunity for every child to learn, hold and follow a complex of moral principles, values, precepts, and rules established by the global society. We believe that effective ethical education involves both, moral education and discipline.

Moral Education

The major goals of moral education can be defined by the three R’s: Responsibility, Respect, and Reciprocation.

Each child shall be taught to accept responsibility for, bestow respect toward, and care about their family, school, fellow citizens, country, Mother Nature, and the entire world.

Each child shall learn to reciprocate other people's feelings, privacy, individuality, and rights as well as peace, tolerance, and humanity.

All of these goals can be attained only by developing and supporting the child’s self-confidence, self-esteem, and individuality.

Discipline

We believe that the discipline of a child is the prime responsibility of the family with the constructive help and guidance from the school.

Aesthetical Education

The Ivy League Royal Academy provides an opportunity for every child to learn different styles and genres of visual and performing arts, as well as to participate in shows, exhibitions, and contests related to the arts. We believe that learning arts will help our children become sensitive to and appreciative of arts and beauty, and will inspire our students to be concerned with their etiquette (e.g., appearance, manners, and attitude). Encouraging education through sensory experiences, and relating these experiences to all aspects of life and academics.

Academic Education

The Ivy League Royal Academy engages the student in a thorough, specific and intentionally aligned curriculum using both direct instruction, as well as heuristic and holistic educational approaches that enable the student to meet and exceed rigorous state and national standards in mathematics, sciences, and languages.