Adlerian philosophy facilitates success, progress and fulfillment by advancing children's discovery of novel ways to map the world and secure a place in it.

The art of Adlerian education inspires students to cultivate the spiritual, intellectual and emotional resources necessary for resilient character formation or ”social intelligence”.

At The Giles School, the classroom is animated by democratic principles where every child is socially equal and unique. Our teachers hearten children to build relationships through cooperation and contribution; efforts which spark feelings of emotional connectedness, community belonging and social commitment. Class management capitalizes on a child’s freedom to choose behaviours: every choice becomes a learning experience framed by encouragement for positive achievements or natural and logical consequences for misbehaviour. In highlighting virtue and redirecting students’ interests, we awaken curiosity about new directions. Children develop vibrant identities as learning tenders nourishing aspirations. Movement toward these goals fosters a creative and expansive blueprint for living. 

The advantage of an Adlerian approach consists in a holistic focus on each child’s dynamic personality development. The Giles School fulfils its mission when our students display active adaptability, optimism, courage, self-confidence and social interest long after graduation.

History of Adlerian Philosophy

Alfred Adler’s Individual Psychology is regarded as one of three founding psychoanalytic therapies alongside those of Sigmund Freud and Carl Jung. Each of these psychologists pioneered in-depth means of realizing one’s potential by galvanizing the creative energies of heart, mind and soul. The added attraction of Adlerian psychology is its tie with more recent and socially-oriented takes on personality. The value of Adler’s refreshingly practical and humanistic standard over other psychological schools resides in a stress on individual practice in daily life.

In his time, Dr. Adler (1870—1937) worked in concert with parents, families and teachers, designing ”democratic techniques” for educating children to be healthy personalities with Social Interest and fewer psychological problems. Adler’s preventative emphasis was taken up by Dr. Rudolf Dreikurs (1897—1972) in his work on child guidance, classroom and family counseling, specialist and community training.

At The Giles School, Adler’s educational approach—what Dreikurs’ called ”Democratic Education”—is our basis for stimulating healthy child development. In our current cultural climate, Adlerian philosophy, proliferating for a century now, is more relevant than ever.

Adlerian Foundation

A child develops their inherent abilities with their own creative power.  An integrated picture of their unique personality develops from our Adlerian understanding of how that child navigates everyday life. Inferences about self, others and the world are drawn from relationships at home and at school, and these conclusions colour the child’s view of the world. Children therefore learn to create how they see things: positive beliefs filter private perceptions and direct behavioural choices. Healthy choices lead to affirmative outcomes which feed back into core convictions.

At The Giles School, we believe that patient and optimistic intervention in this cycle transforms each child’s whole interpretative system. Our teachers stimulate playful collaboration so that personal striving engages our classroom community. Not surprisingly, student contributions thrive in the light of self-discovery through enhanced Social Interest. Through an Adlerian lens, we catch sight of an exceptional, goal-directed purpose in each child that responds to ”unconditional reliability” and encouragement in developing successful life patterns. By tapping students’ imaginative capacities to understand, to learn and to change, The Giles School amplifies the meaningful experience and human potential of every child.