About The American Institute for Creative Education
Praxis—Theory Meets Practice: The AICE Philosophy of Education
Since 1974, The American Institute for Creative Education has been dedicated to the proposition that teaching is an art form and effective teachers must be reflective practitioners and life-long learners. As such, teachers’ commitment to sharpening their own skills in the areas of critical reading, writing, and thinking are essential in order to effectively teach students to do likewise in today’s classroom.
The mission of AICE is to provide educators with opportunities for professional growth by offering rigorous graduate and CEU courses in a non-traditional, creative manner. AICE courses are predicated on an understanding of adult developmental and learning theories. The goal is to have meaningful learning through student-centered and project-based work, with a critical emphasis on teacher reflection.
The AICE faculty embraces the challenge to uphold progressive educational values in the 21st century.
Course Conceptual Framework
The American Institute for Creative Education is committed to best practices for teaching adults. These “best practices” are historically and philosophically informed by the progressive education movement and the contemporary research of Anne Brockbank, Ian McGill, and Patricia Cross. AICE finds significant value in the “project based methodology” of William Heard Kilpatrick and the “experiential learning” posited by John Dewey. Both men were leading teachers, philosophers, and reformers who taught at the Teachers College at Columbia University. Course work is further predicated on the seminal psychological studies of Lev Vygotsky. Consideration is also given to reflective/practitioners: Malcolm Knowles, Paulo Freire, Jane Vella, and Myles Horton.
The instructional process values the following principles:
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Reflective Practice: Participants will take responsibility to shape their study through an Individualized Learning Plan based on the Vygotsy’s Zone of Proximal Development and the reflective practitioner methodology of Brockbank and McGill.
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Dedication to Teaching and Learning: Instructors respect and respond to the evolving learning goals and learner needs from the variety of settings students are participating in. It is expected that both the instructor and the students will actively engage in the teaching/learning process. Technology is an essential part of empowering the teaching/learning process.
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Synthesis of Theory and Practice: “Stories have the power to direct and change our lives.” --Nel Noddings, Stories lives tell: Narrative and dialogue in education, (p.157) New York: Teachers College Press. (1991) AICE is committed to merging theory and practice in a praxis methodology—through the lens of Vygotsky’s psychological perspective: learning is social.
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Collaboration and Mentoring: AICE holds to the value that effective communication is an essential part of the creative learning process. Trust among course participants will be emphasized for encouraging positive learning relationships. The course aims to foster an open exchange of ideas and respect among faculty, students, and the broader community. A key component of teaching as a reflective practice includes a strong commitment to dialogical education. Thus, many of our courses also aim to provide teachers and educational technicians with the opportunity to work together as a cohort of learners.
