必看 | 新冠疫情對必看 | 新冠疫情對柏朗思觀瀾湖學(xué)校有什么影響？
來源：好上學(xué) ??時間：2024-03-14
只有通過高效的探究式教學(xué)項目提供融合、廣泛的人文主義教育及其他學(xué)科教育，孩子才能真正地從全人類的角度去理解和思考因果效應(yīng)。
通過這一系列我們將共同探討新冠肺炎疫情對國際教育行業(yè)帶來的影響和改變。我們將思考新冠肺炎疫情已經(jīng)或?qū)⒗^續(xù)改變國際教育行業(yè)的實質(zhì)、架構(gòu)、優(yōu)先序和數(shù)據(jù)統(tǒng)計模式。
同理心篇章——疫情期間不少人經(jīng)歷了情緒上的大起大落。我們見證了疫情下許多國家和人民展現(xiàn)出來的人道主義關(guān)懷精神，這和極個別的無知、恐懼的案例形成了鮮明的對比。作為教育者，我們該如何正確地引導(dǎo)學(xué)生們?nèi)チ私夂驼J識這一現(xiàn)象?而以國際視野共同應(yīng)對疫情，作為一所國際化學(xué)校我們可以做些什么?
In this series we will consider how Covid-19 may have changed, and may continue to change, internationalised education in content, priorities, structure and demographic.
Compassion: The ups and downs. The outstanding humanitarianism that has been demonstrated by so many within and across countries versus isolated incidents of ignorance and fear. What is our role as educators in terms of teaching our students, and internationalised schools in terms of a global and unified approach to address this?
新冠肺炎疫情下的同理心教育
那是最美好的時代，那是最糟糕的時代;那是個睿智的年月，那是個蒙昧的年月;那是信心百倍的時期，那是疑慮重重的時期;那是陽光普照的季節(jié)，那是黑暗籠罩的季節(jié);那是充滿希望的春天，那是讓人絕望的冬天……(狄更斯《雙城記》)
英國作家查爾斯·狄更斯的這段樸實的文字，仿佛穿透時空真實地描寫了新冠肺炎疫情下的我們，疫情讓我們有幸見證了人性中的善惡。作為學(xué)校乃至全球社區(qū)的一份子，我們?yōu)檎谄D難困境中掙扎的人們獻上鼓勵的話語，用行動去表達支持與愛意，能夠盡一份力而深感榮幸;與此同時，我們也從新聞報道中讀到了數(shù)起令人不齒、充斥偏見和無知的行為。我們曾在社交媒體上用歌聲、用幽默、用言語去傳遞善良和智慧，鼓勵人們振作精神;與此同時，我們的熱情也曾被貪婪和暴利澆滅。
查爾斯·狄更斯在雙城記中指出社會內(nèi)部、社會與社會之間可能會存在著兩極分化的觀點和雙重現(xiàn)實，很多人認為這是他對萬物更迭，重生及復(fù)活等理論的看法。很顯然，新冠肺炎疫情讓我們重新審視自己對待生命的態(tài)度并且思考我們在應(yīng)對疫情時扮演的角色，我們應(yīng)當(dāng)把疫情當(dāng)做一個契機，讓我們?nèi)グl(fā)現(xiàn)其他人身上的閃光點，去嘗試構(gòu)建更好社會組織。
Covid-19, Compassion and Education
“It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair…..”
These words from Charles Dickens likely ring true to many of us at this time, as during the Coronavirus outbreak, we have witnessed some of the best and worst of humanity. We have felt proud to be part of our community and of a global society that offers each other messages and acts of love and support in times of hardship, and at the same time ashamed of some of the cultural ignorance we have heard of in the news. We have had our spirits roused by song, jokes, words of kindness and wisdom shared through social media, and had our hopes dashed by reports of greed and profiteering.
Charles Dickens refers to the polarised perspectives and dual realities that may exist within and across societies, and his words are interpreted by some as reference to ideas related to renewal, rebirth and resurrection. For sure, Covid-19 has given us all new perspectives on life and our place in it and an opportunity to create new and better realities that seek to bring out more of the best and less of the worst that we can find in each other.
這對于教育行業(yè)意味著什么?
作為教育者，我們有責(zé)任引導(dǎo)和幫助學(xué)生去適應(yīng)當(dāng)下的生活，培養(yǎng)他們成為最好的個體，建立豐富的技能知識儲備和良好的心態(tài)去迎接未來并取得成功。在柏朗思觀瀾湖學(xué)校，我們致力于培養(yǎng)富有同理心的全球公民，而同理心正是我們在應(yīng)對新冠肺炎疫情采取行動時需要去反思的東西。
同理心是對身處困境的人給予關(guān)愛及力所能及的支持。具備同理心意味著我們能夠認知、描述和理解他人的感受和情緒;意味著我們能夠換位思考，設(shè)身處地，將心比心;意味著我們能夠理解事物之間的因果效應(yīng)，理解境遇不同每個人的情緒情感有所差異;意味著我們學(xué)會超越自我并反思我們的行為。具備以上條件后，我們整合信息去尋求支持并提出合適的解決方案。
So what does this mean for education?
Our role as educators is to help support our students in the present and prepare them for the future, helping them be the best they can be and build the skills and mindsets they need to be successful. At BMH, part of our mission is to build compassionate global citizens and it is that word - Compassion - that we need to reflect upon in the face of what Covid-19, and the related behaviours, is teaching us.
Compassion is about caring for others who are suffering or struggling. It requires that we can name, describe and understand feelings. It requires that we have the ability to put ourselves in the shoes of others. It requires that we can understand cause and effect, and different possible effects for different people at different times. It requires that we learn to go beyond ourselves and take time to reflect. And after all of that, it requires that we can help to find solutions and identify ways to help based on all of this related information.
綜上，在柏朗思觀瀾湖學(xué)校加強同理心教育，我們將從以下幾個方面著手或加強：
我們能夠
認知、描述、理解
他人的感受和情緒
With all this said, there are some things we will be actively enhancing in our educational programme at BMH:
“It requires that we can name,
describe and understand feelings”
情緒智力
霍華德·加德納1983年出版的成名作《多元智力論》中提到人類存在不同形式的智力，而非單一模式例如用智商來概括全部。他認為人際(人與人)之間及意識中存在的智力是人類交流和需求中的八大能力之二。理論研究表明了解情緒智力，教授情緒控制能力即認知、描述、管理、利用和超越情緒的理性思考將幫助我們的孩子成長為富有同理心的個體。
在柏朗思觀瀾湖學(xué)校，我們重視情緒智力的培養(yǎng)。平等的師生關(guān)系和融洽的同伴關(guān)系，體現(xiàn)在校園一日生活的時時刻刻。在這里，從幼兒園的“尊重孩子的一百種表達”，到與高年級段孩子平等對話，你能看到我們始終如一引導(dǎo)和幫助孩子認識和理解自己和他人的感受和情緒。“你今天開心嗎?”“如果你是鼠小弟，被大家嘲笑了，你心情怎么樣?”“我理解你現(xiàn)在需要時間冷靜下來，如果你需要幫助請告訴我?！笔悄隳艹３Ｂ牭降膸熒g或同伴之間的交流。
在柏朗思觀瀾湖學(xué)校，……
“我們能夠換位思考，設(shè)身處地，將心比心”
Emotional Intelligence
Howard Gardener is famous for his 1983 work on Multiple Intelligences in which he outlines different modalities of intelligence rather than a singular ability such as IQ. He believes interpersonal (between self and others) and intrapersonal (self-awareness) intelligence are amongst the 8 key intelligences humans display and need. Curricula that recognise the centrality of emotional intelligence and teach emotions - naming, describing, managing, making use of and moving beyond them - will help our children become compassionate children and adults.
“It requires that we have the ability to put ourselves in the shoes of others”
多元化觀點
教授觀點的方法多種多樣。文學(xué)是一個絕佳的途徑，類似于“從說到寫”的課程項目讓學(xué)生能夠自如地去運用故事，分析情節(jié)線索了解不同角色的觀點，用戲劇來體驗角色甚至從不同的角度來重新改寫故事。辯論和模擬聯(lián)合國等活動對于學(xué)生去了解不同的觀點和角度也是非常有幫助的。家長在培養(yǎng)換位思考能力方面扮演著非常重要的角色。平時家長該如何去引導(dǎo)和處理子女之間的爭執(zhí)，合理利用家庭會議或用餐時的談話，注意觀察生活的細節(jié)去了解和思考他人所處的境況都是很好的學(xué)習(xí)模式。作為一所具有國際視野的學(xué)校，我們招募來自世界各地的教育者完成教學(xué)工作，在這個過程中我們也不斷學(xué)習(xí)和成長。老師們有共性也有個性，我們要確保不同的文化和觀念被我們的課程所包容、融合開放的價值觀在我們讀過的故事和所期望的榜樣中都有所體現(xiàn)。
在柏朗思觀瀾湖學(xué)校，……
“我們能夠理解事物之間的因果效應(yīng)
理解境遇不同每個人的情緒情感有所差異”
Varied Perspectives
There are many ways to teach perspectives. Literature is a wonderful way and programmes such as Talk for Writing allow students to play with stories, analyse the traits and view points of different characters, use drama to take on those roles and even rewrite stories from different perspectives to innovate upon texts. Debates and MUN activities help children to learn about different opinions and value perspectives. Family plays an important role here too - sibling disagreements and the related parent mediation, family conferences and simple meal times together to talk, ask and pay attention to the details of each others’ days are all ways to learn to think about other people’s realities. As a school with international mindedness as a key value, teaching and learning about people from around the world, their similarities and differences and ensuring that different cultures and beliefs are reflected in our curriculum, the stories we read and the role models to whom we aspire is also critical.
“It requires that we can understand cause and effect, and different possible effects for different people at different times”
從說到寫
Talk for Writing
人文教育
對于教育機構(gòu)而言如果只需要專注于核心技巧和重點科目的教學(xué)，事情就變得很輕松了，例如語言、數(shù)學(xué)、科學(xué)，這些通常也都是家長和學(xué)?？粗氐膬?nèi)容。然而如果我們希望幫助孩子去了解人類社會在全球化和歷史演變中形成的組織架構(gòu)以及身處其中責(zé)任和義務(wù)，人文教育(包括地理、歷史、社科、品德教育和全球視野)是理解以上內(nèi)容的基礎(chǔ)。只有通過高效的探究式教學(xué)項目提供融合、廣泛的人文主義教育及其他學(xué)科教育，孩子才能真正地從全人類的角度去理解和思考因果效應(yīng)。
在柏朗思觀瀾湖學(xué)校，……
“它要求我們學(xué)會超越自我并反思我們的行為”
Humanities in Education
It is too easy for educational establishments to become fixated on core skills and subjects - Language, Maths and Science often dominate priorities for schools and parents. However, including Humanities education, including Geography, History, Social Sciences, Morality Education and Global Perspectives, is fundamental if we are to help our children understand how people organise themselves and what the roles of societies and individuals entail, and to understand where we are in the context of global and historical perspectives. It is only with strong Humanities education, integrated alongside other subjects and through powerful programmes of inquiry, that our children will learn to understand cause and effect from a human perspective.
“It requires that we learn to go beyond ourselves and take time to reflect”
探究精神
探究式教學(xué)法讓學(xué)生可以嘗試不同途徑，大膽提出假設(shè)并不斷進行驗證批判，直至對自己的理解和事物的真相感到滿意。教育的強大絕不在于簡單地填鴨式教學(xué)，為創(chuàng)造力而不懈奮斗意味著我們需要去嘗試、去接受失敗、去合作，不斷地去評估。
在柏朗思觀瀾湖學(xué)校，……
“它要求我們尋求幫助來找到合適的解決方案”
Inquiring Minds: Teaching through inquiry allows students to try out alternatives, postulate their own ideas and bash ideas around until they feel satisfied with their own understanding and their truths. Simply filling people up with knowledge and telling them what to think is not what powerful education is about - we strive for creativity and this means we need to try, to fail, to collaborate and, always to evaluate.
“It requires that we can help to find solutions and identify ways to help”
同理心與同情心
同情他人是感知他人的境遇和感受并在此基礎(chǔ)上進行反思，而同理心是個體準(zhǔn)確地理解他人的情感并在特定情景下做出準(zhǔn)確情感反應(yīng)的一種能力。我們很容易對深愛之人或家人產(chǎn)生同理心，兩者的程度是完全不同，過度的同理心會讓你精疲力竭甚至喪失繼續(xù)前進的斗志或無法有效地提供支援，因此明確地講授兩者的不同之處是至關(guān)重要的。
在柏朗思觀瀾湖學(xué)校，……
培養(yǎng)具備同理心的人是很多學(xué)校的共識，但是如果我們真正地想要去培養(yǎng)富有同理心的全球公民，持續(xù)加強以上內(nèi)容的教學(xué)建設(shè)將是最有效的途徑。
Empathy versus Sympathy: to sympathise with others is to recognise their feelings and situation and reflect those feelings, where empathy is to genuinely take on the feelings and challenges of others in a deeply engaged way. While empathy has a place, and we certainly feel empathy for our most beloved and family members, it is important to be able to differentiate the two. Over empathising can be draining and leave you with no emotional reserves to actually pick yourself up and move forward, or offer useful support. Explicit teaching about the differences is important.
There are many elements above that schools including BMH already highly prize, but if we are to truly build compassionate global citizens, a stronger focus on the above would be best.
Empathy
Let us be inspired by the words of Charles Dickens as we think about how to move forward, learning from the best and worst we have seen from humanity over the past weeks and months and equip our children with the compassion they need for a bright global future.
希望查爾斯·狄更斯的話語能夠激勵我們一路前行，從過去幾周或幾個月時間的經(jīng)驗和教訓(xùn)中學(xué)習(xí)，培養(yǎng)孩子的同理心以幫助他們更好地去適應(yīng)和擁抱前景更為光明的未來。
如果您想要提前了解關(guān)于國際學(xué)校的全面信息，家長們可以掃碼加小幫妹微信咨詢了解!
