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2017 LIFE教育創新峰會

今年的大會主題是“學無邊界”,13場跨界演講,9大主題論壇,8個自由沙龍,5個工作坊,新的教育紀元開始了。

學校,老師,學生,這些角色的界限已經變得越來越模糊,一個個勇敢的聲音讓我們已經有越來越多的機會去真正地“釋放”自己,去改變這個世界。

我們興偉學院的學生和老師一起參加了這次大會,深有感悟。
                              

 LIFE峰會                                                                                                                    大會主題:學無邊界




發言嘉賓:陳韋明(上海興偉學院創辦人)、郭少彬(在校生)、林婷婷(畢業生)




發言嘉賓:隋鑫 斜杠青年-不能用一個簡單的職務職稱來定義的年輕人 



發言嘉賓:High Tech High 教育領導力學院院長


 

“比李斌老師更大膽的是上海興偉學院的韋明校長,他把整個學校交給同學們去管理。他的演講都讓學生來替他講,但是學生講一句,抵上校長講十句。這樣的’懶‘校長再多幾個,中國的教育就有希望了。”

這段話來自21世紀教育研究院公共平臺,我相信這給予了我們興偉學院很大的信心!

 

以下是我們的同學和老師對此次大會的感悟:

Durant 劉帥:

    小時候以為天邊有樹圍著的地方就是世界的鏡頭,路走的多了才知道這世界那么大。曾經是一片荒野的家鄉西城區如今已經在城市化過程中變成了燈紅酒綠的夜場,可能,很多人的精神故鄉都是這樣在城市擴張的過程中消失的,最后只能保留在記憶里。我想我應該是比較幸運的,至少在大學這段時間里,我的“故鄉”一直都在。很多人曾經對新式教育的執念又何嘗不是如此。滿腔熱血想大刀闊斧參與到教育改革中的熱情在崢嶸歲月中被磨碎。

成長總是要不斷失去,上大學近兩年,看著昔日意氣風發的偶像身陷囹吾,看到曾經口口聲聲說要為祖國人民謀福祉的人最后終究沒能逃脫世俗的窠臼,看著許多自己曾經仰慕的人被世人不齒……或許從來一切都只是我的一廂情愿,正如紅樓夢里說:眼看他建高樓,眼看他高樓起,眼看他……然而我還是愿意用我心中不多的善意來揣測你們,我相信你們一定有許多的不得已,無人傾聽。我在想,是教育的失敗還是人性的墮落?

第二屆LIFE教育峰會,讓我發現了許多勇敢的聲音,來自不懈奮斗的實踐者的聲音。在短暫的兩天時間里,來自祖國各地乃至世界的教育者們或是參與到教育中的人們暢所欲言,使我這樣一個坐在臺下的一個普通聽眾也腦海如電光石火般的閃過好些念頭。比如說,連續創業者隋鑫在數千人面前不避諱地說自己的中學糗事。在我看來,他是抱著純真信仰的一整代年輕人。他的“啟蒙”或許正來自于那個年代對理想最熱切、最激情的追求。當他說他對私人航天領域一無所知卻僅因為熱情而去找伙伴,找資源去做的那一刻,我就懂了。我的念頭全部都在一瞬間閃現:讓我聽聽他是怎么做的吧。他的聲音略有一絲害羞感,零零落落的節奏,但是卻給我一種無形的感染力。他想盡了一切辦法接觸到在私人航天領域上的工作者們,不論知名度,不論地域,更不論成功與否。他的故事化解了我心中的原有塊壘,坐在臺下的我開心的暗自笑了出來,多么美好的事。有時候,真的,演講的最終目的,其實不在于講,而在于聽。

而另一個令我魂夢縈繞的是一所在美國加州的學校:High Tech High。為聽眾介紹這所學校的Laura女士把絕大多數的時間用來展示這所學校的學生上。其中有一位學生,從沒接受過任何繪畫訓練,在不斷的鼓勵和支持下,他在這個以“項目式學習”的學校中畫出了一只美麗的蝴蝶。而在剛開始的時候,他畫出的“蝴蝶”真可謂是“四不像”。尊重和支持每一個學生的個性化發展,注重團隊交流與合作,讓教育回歸到生活。這是許多西方國家早已在做,現在還在探究并堅持去做的事。在他們的世界觀里,視學生的成功為教育的成功。

Schmidt在耶魯大學學報是這樣嘲笑中國大學的:它們把經濟上的成功當成教育的成功,并竟然引以為驕傲,這是人類文明史上最大的笑話。這不僅是Schmidt 眼中中國大學的問題。事實上,中國人早已將“經濟上的成功”視為“成功”的全部。在這個欲望賁張的年代,大學時刻面對兩難選擇——是隨波逐流,還是保持獨立?復旦大學校長楊玉良曾說過,大學的物理的圍墻可以拆掉,“精神圍墻”絕對不能折。因為沒有了“精神圍墻”,大學就無法滿足人們對她高尚性和純活性的期盼,就喪失了大學存在的價值。然而,中國大學的物理圍墻正在加高加厚,而“精神圍墻”卻面臨倒塌。大學在電視宣傳片中吹噓的是它的建筑物,而不是它的人文精神,學生選擇大學,選擇的標準不是一個大學的傳統,而是就業率的高低。所以,為了考上一個好大學,高中生終日埋在課本與試卷的書堆之中。

在我看來,中國人有兩個出身,一是家庭,一是大學。中國人對大學的執念,源于個人對身份的焦慮。當整個社會都認為讀大學時成才標準,大學卻不能提供社會需要的人才,是大學的失??;當孩子要提早告別童年的快樂,父母要犧牲全部積蓄,兄弟要放棄接受教育機會,才能讓大學生讀上一個找不著未來的大學,則是社會的變態——我們對大學失望,是因為期望過高;我們對它期望過高,只是因為成本昂貴。

大學要培養的應該是“健全”的精英,他需有自由獨立的思想,天馬行空的創意,逆流而上的意志,推動社會進步的精神,有著蓬勃的生命力。但今時今日,大學是官場、商場、名利場、歡場、廣場、是盲目擴張的流水線、是潛規則當道的小社會、限制外來人員的私家園林、占地面積巨大的小城市,卻唯獨不是理想主義者心中的“大學”。

我們不必制造苦難,生活中的坎已足以讓我們有時像毛蟲一樣作繭自縛,陷于一種生存的窒息狀態,或是處于絕望的境地。如果我們能用心去咬破自己構筑的外殼,這一過程會很痛苦,但是對于教育的重生,它又是一種必須。

 

Nancy 毛靈吟

       One of the things that struck me first was the sheer diversity and number of innovative educational communities that are springing up in all parts of China. Most of these schools and organizations have very similar missions and ways of achieving their goals. Many of them seem to inherit Dewey’s approach to education. For instance, they all touched upon the idea that the innate curiosity of children should be protected, the importance of reflection in learning from doing and the necessity of putting oneself into a place of discomfort if anything is to be learned and any innovation to be cultivated. In that sense, Xing Wei also belongs to this group of “outliers” in striving to offer a personalized, practical, skill based learning environment, in which the students are the ones who take the rein on their own education. I’ve also heard key phrases like “project-based learning” and “internet-powered teaching” tossed around from talk to talk. Perhaps, this is the new trend that the group of revolutionary and disruptive educators is following, as they cut against the grain.

       There is one school in particular, which shares many commonalities with Xing Wei and could serve as a case study. It is called High Tech High based in San Diego, California. They advocate for a project-based learning. It was started as a one-room schoolhouse, with an aim to promote educational equality. The students are required to work in a farm and bring what they learn outside into the classroom, echoing the ideal of Deep Spring College. The school has a 10-person committee, which plans the curriculum and subjects taught in the classroom. At Xing Wei, we have EACC that oversees curriculum planning but also seven other committees responsible for various aspects of running the school. Many of the teachers at High Tech High are entrepreneurs, engineers, businessmen, architects, musicians, and writers who do not have a formal teacher training but come in with their rich experience working in different industries. Once they join up as teachers at High Tech High, they are trained in a teaching program on site for a month or two. The most important thing that they’re looking for in a teacher is passion for teaching and letting students learn in their own ways and pace. I think that is also what Xing Wei is seeking to do, bringing in experts from the society at large to interact with the students so that theory and practice, school and society, knowledge and hands-on learning, are not separated from one another. One of the things that I think Xing Wei could benefit from doing is organizing school exhibitions, journals or student-led conferences to give the students a chance to showcase what they’ve learned, worked on and thought about to a public audience. Presenting their work and ideas to an audience from outside the school might be nerve-wracking, but it adds another layer of significance to what they’ve accomplished in class, when the students have adults from the outside willing to take some time out of their busy lives, listening to them. Students could also improve their confidence and have a stronger sense of belonging when they’re carrying out field-work, working on projects, putting on exhibitions, publishing journals, organizing conferences together with their peers and advisors. Right now, the students at Xing Wei do not really have a sense of belonging and I think a tighter-knit community would create a more conducive learning environment.

        By doing a project, it is not just the end result that should be examined, evaluated and commodified. The students ought to be transformed. The teachers ought to be transformed. And, the audience ought to be transformed. The speaker, Laura, gave an inspiring example of Austin’s butterfly and she said, “When a student has a moment of excellence, a moment they did something that they never thought could be done before, they are forever transformed.” At Xing Wei and at other places where teaching happens, I think the student’s transformative “moment of excellence” is what teachers should be working towards. The teachers should always be there for the student with a guiding hand but one that does not push excessively or unilaterally, not before the student is ready.

 

編輯:Ethel 吳淑怡

              Durant 劉帥

            Nancy 毛靈吟

                                                        圖片來源:21世紀教育研究院公共平臺

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