Ibrahim A. Halloun is Founding President of H Institute, a nonprofit research and development organization dedicated to engraining the Culture of Excellence in various sectors of society, especially the educational and cultural sectors. In 1984, he earned a PhD in Physics / Education from Arizona State University (ASU), with a dissertation on modeling in Newtonian mechanics. He then joined Lebanese University where he is currently tenured Professor of Physics and Education, and held, since, joint appointments at many institutions in Lebanon and abroad, including ASU, American University of Beirut, and UNESCO-Paris.
Prof. Halloun is devoted to the improvement of education in all fields and at all grade levels, but especially in science at the secondary and tertiary levels. His contributions in this respect come through classroom-based research with a focus on empowering students for excellence in life. They are recognized by internationally renowned and accomplished scholars as “pioneering”, “ground-breaking”, “seminal”, “leading”, “profound”, “unique”, and “setting standards”.
His R&D interests span from the development of materials for meaningful learning to efficient pedagogical frameworks and educational policy, and cover curriculum design and reform, assessment and evaluation, and teacher training programs. They also include neuroscience, cognitive science, and the history and philosophy of science.
He began his career with the development of modeling theory, along with a series of standardized tests for ascertaining students’ conceptual understanding of physics and their views about knowing and learning science. The tests are being used worldwide for evaluating learning and instruction. The theory is a research-based pedagogical theory grounded in the philosophy of science and cognitive psychology and promoting scientific models and modeling for meaningful learning of physics in particular, and science in general. Modeling theory gradually evolved into Systemic Cognition and Education (SCE) which Prof. Halloun is working on to become a generic, dynamic theory for student and teacher education.
SCE takes advantage of latest developments in cognitive and educational research, and especially in neuroscience and technology. It comes with explicit rules for the design and deployment of dynamic curricula around powerful systems of well-defined and articulated learning outcomes that readily lend themselves to cross-disciplinarity. Learning outcomes are specified for any system, in any field and at any grade level, according to a novel four dimensional taxonomy of conceptions, reasoning skills, dexterities (practical skills), and affects that make up the 4P profile of a progressive, profound, productive and principled graduate empowered for lifelong learning and success, even excellence, in the 21st century.