The IME Certification Course: An Introduction to IME Theory and Philosophy
The IME Certification Course: An Introduction to IME Theory and Philosophy
An offering of The Academy of the American Islamic Montessori Education [AIMA]
Course Abstract
Over and above all possible alternatives, our nation’s Educators are best positioned as change agents for America’s youth, for they have been charged with authority and influence over our children during their most formative years. For this reason, and because Educators are the primary determinant of quality in any educational institution, faculty selection and faculty development are critical to our children’s future and to the future of our nation.
IME represents a paradigm shift in the educational establishment of the Western world. It constitutes a synthesis or fusion of two powerful and expansive bodies of knowledge, marking a return to nobility of purpose, once intrinsic to education and academic pursuit: genuine enlightenment.
The West has the capacity to accomplish this shift in Education today, through the introduction and implementation of IME. The development of the Educator is key.
Course Objectives
- You will learn to identify some deeply rooted factors, implicit to Western society, which serve to undermine quality Education and that are responsible for its continued failure in effectively preparing our youth for the future.
- You will learn to appreciate and understand the profound influence of socio-political context upon the social, emotional, physical, and spiritual development of our youth.
- You will learn to recognize the active, though often invisible role that ethnocentrism plays in maintaining the status quo.
- You will learn and understand how barriers to enlightenment are constructed and how they so often persist in the absence of critical thought.
- You will understand and fully appreciate the untapped power and influence of Education, as a change agent for the future.
- You will learn to identify the elements of first order change and second order change in Education; you will come to appreciate how second order change in Education is possible through the engagement of IME.
- You will learn about the primary elements necessary to establish an effective IME classroom, and how to overcome some of the challenges that often arise in the process.
- You will appreciate the gravity of our responsibility as fiduciaries, by virtue of our role in the domain of Education.
- You will recognize and genuinely appreciate that our opportunity to effect change in Education is time-limited and that each of us is a fiduciary in the process; it is our obligation and our duty to engage our influence to the fullest while we can.
Learning Outcome
The learning outcome of this Course is the metamorphosis of the participants through emancipation from restrictive, limiting structures, which are characteristic of most traditional, contemporary, Western models of Education. It will challenge participants to explore and to cultivate a more expansive educational paradigm that engages the power of second-order change within the crucible of their own IME classroom environments. In sum, the overriding learning outcome of the Course is to ignite the spark that will set into motion, fundamental and transformative change – change of the second order in American Education.
Instruction
Focus will be placed on the expansion of critical thought through the application of content from The Educator’s Guide as well as through discussion and debate of real-world problems. Various other methods of instruction may be used in this course, including small group exercises, video analysis, interviews, news articles, and other media coverage of current events. In addition, participant essays and self-directed research may also contribute to the instructional-learning process.
Required Reading
The Educator’s Guide: An introduction to IME Theory and Philosophy
Recommended Reading
The list of recommended reading material is broad and varied. Many of these selections may be found in the Appendix of The Educator’s Guide (Third Edition) and will apply to every cohort; however, some suggested readings will vary between cohorts to provide participants opportunity for timely discussion and debate of current events, through the lens of IME. This will help ensure an academic environment that is fresh, relevant, and ever applicable, in light of the changing social, political, cultural, and economic landscapes of the world around us.
Evaluation of Student Progress
While quantitative assessments have some utility in measuring student progress through this Course, given the nature of the Learning Outcome (metamorphosis of the student), qualitative assessments are far better suited to this purpose. Consequently, we rely heavily on qualitative measures of progress, especially in the form of written assignments, comparative studies, reflection papers, essays, etc. While all scores will factor into the final grade, the value of qualitative measures of student progress will be reflected in the relative weight accorded them, as outlined in the grading rubric.
Final Project
Participants must complete a final project. They may select one of two options:
- A project that reflects the application of one or more of the salient aspects of IME to a problem or issue facing the world today. Students will have latitude in selecting the form and/or medium for this project, so long as the undertaking satisfies the basic charge: to address a problem or issue through the application of IME.
- A project that reflects the re-design of an IME classroom material or work, which transforms that work from application (i.e., of Montessori in an Islamic environment) to integration (i.e., synthesis of Montessori methodology and Islamic theory/philosophy).
Grading and Evaluation:
- Chapter Quizzes 20%
- Reflection Essays 40%
- Final Project 40%
Disclosure: The course syllabus is subject to change at the discretion of the instructor, to accommodate specific instructional, participant, or other needs, to ensure that course objectives are fulfilled.