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IC Features
T
he next time your son or daughter asks you to sign a
permission slip to go on the school’s ski trip, or visit
an elderly home, or stay late at school to finish an art
project, attend music rehearsals or takes a stand against an
environmental hazard such as quarrying – take a look at IC’s
philosophy and objectives statement.
“Ultimately we have be accountable to our philosophy
statement,” said Mishka Mourani, the Senior Vice President,
“since we claim that this is what drives everything that we do.”
The statement was first drafted in 1996 when the first self-
study was conducted. It was circulated to all parents and
teachers for comments. Their input was incorporated and
the document was later ratified by the Board of Trustees. It
was revised in 2002 and again in 2006 and will be subjected
to revision every four years.
Almost everything that students do at IC boils down to
one aim: to support the school’s philosophy. Academic suc-
cess alone, though important, is passé in the international
school arena. Today, schools – with the help of parents –
have the responsibility to wake and develop all senses - from
compassion, to critical thinking, to social responsibility, to a
team spirit, to the appreciation of music and art.
In essence, this is what is called the education of the
“whole person”. And this education of the “whole” begins
at the preschool level when your five-year-old recognizes
and tries to imitate Paul Klee artwork to when a secondary
school student befriends and assists athletes from the Special
Olympics team.
“When we undertake all these activities, it’s not just for the
sake of doing them,” said Mourani, “it’s because they reflect
our commitment to our vision. Our job is to make sure that
this vision is translated into actions.”
So is IC reaching its ultimate goal as stated in the
philosophy?
“It is an ongoing process,” said Mourani. “But there’s a firm
commitment to it and a strong awareness of its importance.”
New ideas crop up frequently. Just recently, for example,
the school has been developing environmental preservation
projects which will involve the entire student body. One such
project is to have every IC student plant a tree in Lebanon to
raise awareness about deforestation.
Every new school year brings up the same questions: Have
we done enough? Are we on the right track of reaching our
goals? What more can we do?
And the projects and ideas continue.
It’s what makes IC IC.
Academically
Exposure in school and
library to three languages
PYP, Lebanese College pre-
paratory, Lebanese Bacc.
Program, the French Bacc.
International Bacc
Open ended games in
classrooms
Hands-on approach to
math
Small groups in classrooms
(preschool level)
Book Club
Literature circles
Class debates
Inquiry-based approach
Peer editing and reviewing
Dramatic reading
Group work/assignments
Integration of art and mu-
sic in lessons
Intro to Italian and Spanish
Ethically
16-Sproject (Mediterra-
nean students exchange
ideas)
Community Service
Pen Pal intiative
IC Newspaper: the
Makhlouta
International Day Festival
Model United Nations
Foreign teacher hire and
teacher exchange program
Roundtables in classrooms
(preschool/elem)
Conflict resolution table
(preschool)
Peace monitor (elem)
Personal Social Develop-
ment program (all schools)
Counseling
Discipline with dignity ap-
proach (all schools)
Not just pretty words on paper
Philosophy
T
he International College educates young men and
women to be compassionate and self-reliant, capable of
initiative and critical thinking, and who will serve as
role models in society. The curriculum aims for excellence at all
levels and embraces the education of the whole person. Graduates
of IC will have developed self-discipline, problem solving abilities,
responsibility, self-confidence, an awareness of the interdepen-
dence of nations in all their diversity, and a set of values leading
to respect for others.