The Philosophy of
Cathedral International School is based on the promotion of the
universal values of man kind and the excellence of his actions and
behavior as a way towards a more just and equitable world.
In our educational processes, we are
mainly constructivist, following the line of thought that promotes
induc, encourage and give the tools to discover knowledge. It is the
teachers, according to this view, who assist and facilitate the
achievement, providing the tools, knowledge of students, their needs and
Our philosophy advocates the importance of the school social context
bound to learnig, even during individual activities. It is then, the
teacher is responsibilitly to provide a context where the love for work,
responsibility and discipline, are the platform made to fulfill the
task. This platform itself must be to foster the freedom of each
individual and the awareness of his role as a member of a group. We
believe in the education that teaches to conceive a man as a social and
In our teaching techniques and methods we recognize, however, the
influence of other educational trends, which although relegated by
behaviorists, can be useful in certain times and learning styles. As
defined by the theory of multiple intelligences, we make efforts every
day to have our educational goals coincide with those areas of talent of
the students, taking into account the processes more than the results,
helping them to open their own paths to knowledge construction.
Forming critical, creative and competitive human beings, committed to
excellence and the practice of human values, supported by a
comprehensive, technological and cutting edge curriculum as well as an
educational community identified with our proposal.
To be recognized within our school community and society as a model school among the educational institutions of our country.
To promote technological, cultural and environmental development, being a modern, dynamic and innovative institution.
To develop the value of excellence in each member of our school, shown in the actions of each of them.