Vision and Mission
The VISION of INGENIUM is “A better Philippines”. This vision, to be pursued through the accomplishment of the school’s objectives, rests on a profound understanding of the human society that is the Philippines, and of the human person that is the student.
The primary MISSION of INGENIUM is to assist the child in his or her earliest and most critical years of growth to develop the healthy love of himself or herself, the love of others, the love of learning, the love of creation—the love of life itself—as befits a child of God. For the older students, it seeks the total, integral, and authentic formation of leaders. By this, we mean:
- Total: Encompassing the many facets that make up a student: physical, emotional, intellectual, rational, spiritual, religious, social;
- Integral: Observing the proper sequence, balance, and coordination in the ever-developing process of these interdependent facets;
- Authentic: Ideals are to be actualized and made operational not in the future, but in and through the very process of the total educational formation itself;
- Leadership: Means first and foremost, self-leadership. It involves, among other things, self-knowledge and honest self-evaluation; a healthy curiosity, openness, and alertness to facts and situations; a critical, courageous, and creative understanding; the desire, willingness, and ability to change situations for the better; the capacity to plan and the skill to execute; the readiness and ability to work with others; the sense of responsibility to bring about what is truly good rather than what merely appears to be good, or is only good for one’s self at the cost of harm to others. INGENIUM believes that such self-leadership lies at the core of any true leadership (in the more common meaning of “leading others”) whether in public office or in private enterprise.
The focus of concern is the student as s/he is here and now. The curriculum, culture, and student life in INGENIUM are directed to developing the attitudes, qualities, and capabilities for self-leadership, so that through repeated performance in varying situations both inside and outside the classroom, in both academic and co-curricular activities, the desired attitudes, qualities, and capabilities become habitual and part of the ‘”character” of the student.