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How Is the Future Defined at ISP?

We believe that...

  • inspiring inquiry and innovation is important;
  • each member of our school community is engaged as an active learner;
  • learning is not a journey to a destination, it is a mindset;
  • unlimited personal development in our students should be encouraged;
  • students should be equipped with values, strategies and skills to navigate a constantly evolving landscape of information, resources and ideas;
  • students should use creativity and imagination in their learning;
  • it is important to participate actively in the development of innovative and influential educational practices;
  • research should be embedded in student learning and professional practice.

It is for this reason that the International School of Paris is developing its own research center, which will allow us to close the gap between theory and classroom practice and contribute more profoundly to the creation of a learning society. The research center will:

  • offer professional development opportunities that encourage personal growth first;
  • produce learning tools that facilitate student and teacher research;
  • develop a mentoring programme that will serve both the ISP community and a broader community.

Watch this space for more on the ISP Research Manifesto, event calendars (professional development, conferences, hackathons, networking opportunities), updates and information about our research partners.

And in the meantime, explore the ISP Blog (coming soon!) or our action research projects to discover all the research-related activities that have been keeping us busy and motivated this year!

 

The education of the future is faced with this... problem because our compartmentalized, piecemeal, disjointed learning is deeply drastically inadequate to grasp realities and problems which are ever more global, transnational, multidimensional, transversal, polydisciplinary and planetary. This inadequacy obscures: the context, the global, the multidimensional, the complex. If knowledge is to be pertinent, education must elucidate these factors.
Edgar Morin, 1999