In 2009 Mary D’Souza began the Aditi Learning Centre in Maharashtra, India as seen in the video on the left that reaches out to rural young women, providing them with a safe and caring environment in which to complete their high-school education. Mary tells about founding the center and the ongoing accomplishments in a paper she wrote in 2020: “Founding and Working with a Learning Centre for Women.” Mary’s article, “Learning to Trust My Dreams” written in Wind and Waves, June 2018, describes Centre’s ongoing success. The Aditi Centre is now addressing climate change through its reforestation program.
OliveAnn Slotta, in Denver, Colorado, 2018
During the summer of 1986, a team of four high school teachers- one each from the disciplines of science, social studies, English and mathematics- met with two ICA Imaginal Education facilitators to design an image-based, two year curriculum rotation of lessons and community projects to radically alter the academically struggling, 100 +participating students. This new, school-within-a-school program identified and addressed three unhelpful, negative images, for change:
Carefully written curriculum changes included a variety of learning styles and modes of presentation, regular interactions with community leaders, and academic interventions. Intentional messages were verbal, visual and experiential. OliveAnn received the Disney Company’s American Teacher Award in 1991 for her work with this Imaginal Education program.
Leah Early, in Nevada 2018
As a high school drama and reading teacher, Leah Early created a two-week long Spring One Act Play Festival where every student was an actor during the week. On the last night two comedies were to be played. Her story, “Unlikely Hero” shows how images changed that night, from one student seen as a failure to being seen as a hero and how the student csst shifted their images from possible failure to joyful success.
“Creating a Reading Community” is Leah’s story about how a core of English teachers recreated their images when they realized that only 51% of them were graduating a grade level. Changing their reading strategies over a seven year period, the teachers and the students had new images of success: 87% of the students were reading a college level.
A high school program in Maharashtra was led by Hiraman Kokane and Bhimrao Tupe, who in 1993 wrote “Innovative Approaches to Formal Education in the State of Maharashtra, India” with a case study about their work with Sahydrai High School.
In the summer of 2009 Sunny Walker facilitated a six-week “ICA Summer Teen Leadership Program” in Chicago, Illinois, for 100 high school students. Half of the day the students were trained in facilitation methods and the other half they were engaged in environmental projects.
In 1974 Ann and George Ensinger, Ruth Landmann, Bev Gazarian, and Hana Curts created a manual, “The World We Create: Imaginal Education for Western Samoa”, that documents five years of their teaching in the Methodist High School there.