Our Educational Philosophy

Learning is not something given; it is something  experienced.

Childhood is a right for all human beings. It is a complete stage in and of itself, not simply training for adulthood. High-quality education builds concepts in the present, provokes curiosities for future inquiries, and welcomes the challenges of learning. The best approaches to instruction are the ones that each child needs at that specific time. Airie practices systematic eclecticism as an instructional design. We define systematic eclecticism as the ability of an educator to deeply understand multiple educational theories to have the flexibility needed to use spontaneous and creative approaches while supporting each child as their learning unfolds.

Learning is an intrinsically motivated, active process driven by the children’s interests. Each child has the autonomy to make decisions about their day and analyze the results of their experiments. Our children are encouraged to explore all facets of their ideas and learn from others’ perspectives.

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Learning is psychological. John Dewey noted that children learn according to varying individual development patterns. We believe in following the children's interests to discover their underlying inquiries, meeting them where they are developmentally, and putting appropriate challenges in their learning environment.

Learning is relational. By interacting socially with peers and educators, the children will experience the consequences of their actions and naturally mature to acquire self-control, self-esteem, and a sense of responsibility. The educators at Airie tend to the whole child to build a connected relationship.

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Learning is challenging, and those who are brave will take the risks necessary to succeed. The content offered at Airie is interconnected, learner-led, and developmentally appropriate. Our educators encourage and build on what the learner can do while supporting their areas that have yet to develop. To accomplish this, our teachers observe, document, analyze, and intentionally design learning experiences based on their students' inquiries. 

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Learning is experiential. The experiences derived from the learning environment (i.e., the Third Teacher) should complement the child's inner life. To us, the Third Teacher means the power of the learning environment to teach through invitation. We believe the Third Teacher must “…enable students to understand the world around them and the talents within them so that they can become fulfilled individuals and active, compassionate citizens" (Robinson, 2016, p. xxii). The learning environment rouses curiosity through the relationships fostered, and the manipulatives, resources, physical locations, and activities offered. The effect of the learning environment is equivalent to the effect a parent (i.e., first teacher) or educator (i.e., second teacher) has on the child’s learning. A high-quality Third Teacher ignites a life-long passion for joyful learning.