校长专访 | 身为计算机科学家、剑桥大学硕士的高中副校长告诉你什么是全人教育

在剑桥大学攻读硕士学位的时候,

Andrew Day先生曾开展了一个研究项目:

探索父母对全人教育的看法以及这些看法对他们在择校时产生的影响。

该研究主要对比了来自三所在学术上十分成功和在国际上享有盛名的学校的家长群体,他们拥有不同的教育理念,但是研究结果却揭示他们有明显的一致。

家长们在考虑最适合孩子的学校时,会考虑49个不同的因素,例如:信心、道德、性格、独立性、口才、自律、宽容等,其中志向、文化和领导力占据了前三名的位置。

这些是我们希望未来领导者具备的品质吗?

那我们应该如何培养这些品质呢?

我们又将如何理解并实现真正的全人教育?

关于问题的答案,这位曾在英国多所私校担任过要职的计算机科学家、橄榄球教练、皮划艇专家、剑桥大学教育学硕士…Andrew Day先生将执笔在本文与大家分享。

| 校长介绍 |
Andrew Day

Andrew Day

学术主任兼高中部副校长

Andrew Day先生曾经在多所备受推崇的英国独立学校任职,拥有丰富的经验。过去五年,他在英国爱普生学院(Epsom College)担任学院院长,为学者们在学术、课外延展和关顾需求等方面提供全面的支持和帮助,拥有丰富的管理、支持大量国际学生的经验。

Andrew Day先生还是一名计算机科学专家,他对自己的学科充满热情,拥有丰富的A-Level和IB课程教学经验。他在爱普生学院教授的第一批学生全部在IGCSE考试中取得了的A*和A的成绩。在此之前,Andrew在爱德华国王学院(King Edward’s School)担任学院院长,同时教授IB课程。他还曾在布莱恩斯顿学校(Bryanston School)担任信息与通信技术(ICT)学科负责人。 

Andrew将自己的学科知识和学校管理经验付诸实践,开发出一套用于关顾体系管理的软件系统,目前该系统已被大量英国独立学校使用。 

Andrew拥有剑桥大学教育领导力和学校改进专业的硕士、PGCE、MEd以及国家高级领导力专业资格证书(NPQSL)。他也是橄榄球、足球、网球、游泳和皮划艇的教练。

| What is a holistic education? |
| 什么是全人教育? |

提到全人教育,这是一个引人入胜的话题,很难一言以蔽之。我深耕英国精英私校教育已十七年,在此期间我经常因此被我的朋友、各种家长和社交媒体反复“拷问”。这实际上是一个极有深意并需要慎重解答的问题,因为我的回答很有可能会打破目前家长择校考虑中的平衡。然而,我认为对“全人教育”真正的定义是深植于一所学校的文化内涵之中的,它像一个能指引年轻人的水晶球,让他们窥见自己未来的样子。

As questions go, this is a riveting one leading not to a quick nor short answer. Having fully embraced the British independent school life, in all its holistic glory, over the past 17 years I often find myself ‘grilled’ on this very topic by prospective parents, friends, and on social media. It is often a loaded question as there is every chance that the detail of my response may lead to tipping the balance between the schools currently under consideration. However, I do believe it to be an important question as the extent to which the true definition of the term ‘holistic education’ is engrained within the culture of a school does, to some extent, provide something of a crystal ball illustrating the young adult that may emerge from their educational journey.

通过了解并研究英国和全球范围内的数百所学校的情况,我可以确定每一所精英私校都认为自己提供了全人教育,来自学校网站和宣传册上大量的精美图片佐证了我的观点。在这些图片上,漂亮的运动场、马术马厩、游泳池和戏剧工作室,里面充满了忙碌而快乐的孩子们。看到这些,或许对我的开篇问题的一个快速且简单的回答是:全人教育是在传统课堂之外去寻求。但是,我仍然强调在文章开头的观点,全人教育无法一言以蔽之,您还得继续读下去。

From my own research in this field, considering hundreds of schools within the UK and globally, I feel confident in saying that I have yet to stumble upon an independent school that doesn’t believe it offers a holistic education. A point often supported by websites and prospectus rich with high-resolution imagery of playing fields, riding stables, swimming pools, and drama studios bustling with engaged and happy children. With this illustration in mind, perhaps a quick and rather diluted response to my opening question might simply be that a holistic education is that sought outside of a traditional classroom. However, alas, my opening point that there is no such quick answer does ask that you read on. 

美国金融家伯纳德•巴鲁克(Bernard Baruch)曾说过一句名言:“数百万人看到苹果落下,但牛顿才是那个问为什么的人。” 在我们做决定之前,我们必须先问“为什么”  。学校如何对待每家父母的宝贝孩子,会让不同的学校在家长心目中高下立判。学校为什么要做某件事?理解这背后的“为什么”十分重要,因为这将助您理解全人教育是否深植于学校长期秉持的优秀育人理念中。

The American financier, Bernard Baruch, famously said “Millions saw the apple fall, but Newton was the one who asked why”. Before we make decisions in life, we must first consider the ‘why?’. And it is that all important question that should set schools apart when considering where to entrust a parent’s most precious creation. Why does that school do what it does? It is important to understand the ‘why’ as it will equip you to consider just how engrained the holistic element will be in a school’s educational philosophy and how the school perceives the broader benefits. 

很多当今著名的英国精英私校是在维多利亚时代(1837 – 1901)建立的。事实上,国王学院学校于1897年落地。维多利亚时代独立学校(也称为“公学”)的创立为培养下一代工业领袖、军事领袖、管理者、政客和政治家提供了机会。这类学校也成为了培养精英阶层的机器。当我们把时钟拨到今天,创办这类学校的初心早已斗转星移,但我们却也发现当今的焦点和维多利亚时代仍有一些不可言状的相似。

It was during the Victorian era (1837 – 1901) when many of the now more prominent independent schools in Britain were established. Indeed Kings College Wimbledon took up residence in 1897. The Victorians saw the creation of independent schools (or ‘Public Schools’ as they were known) as an opportunity to produce the next captains of industry, military leaders, governors, politicians and statesmen. Such schools were to become a vehicle for creating a governing class with the morals and attitudes of the aristocratic upper class. As we wind the clock forward to today, the focus has rightly shifted with the times but there are some uncanny similarities in the aspirations of the Victorians.

在成都狄邦肯思学校,我们的愿景与英国国王学院学校一致。我们专注于培养学术卓越、品格优秀、服务社会的学者,同时我们也会培养具有天生的学术好奇心、拥有改善周围世界的愿望和技能以及充满自信的领导者。要做到这一点,学校就需要在“为什么”的基础上精心设计出良好的全人教育。

At Kings College School Chengdu, our vision is in line with that of Kings College Wimbledon today, where we are focused on inspiring lives of scholarship, character and service. Creating leaders with innate academic curiosity, the desire and skill to improve the world around them, and the self-belief that they actually can. Achieving this requires a very careful and remarkably well-constructed holistic education built on the ‘why’.

就像英国国王学院学校一样,学院制将成为我们学校和每个学生生活的重要组成部分。从过去十年我担任学院院长的经验来看,在学院内部建立起来的关系在学生的学业和情感发展中都变得非常重要,如老师和学生之间、不同年纪的学生之间、老师和家长之间等。他们在几年内建立起来的对自己所属学院的忠诚堪与土著人对部落的忠诚相媲美。

有一个学生想就读我曾任职学校(英国爱普森学院)。我问他为什么想要到我的学院里,他回答道:“我的父亲曾经在这个学院,还有我的祖父,你看……” 他指着墙上的一张早在几十年前拍的照片,他的祖父也在照片里。

我也想引用来自爱普森学院的一名12年级女孩的话,“当我需要指导低年级学生时,我要更加努力地学习,因为我需要激励他们。”无论是一名12年级的学生教一个年纪比自己小的男孩如何打一个漂亮的温莎结,还是一名申请医学院的学生去辅导九年级的孩子完成她的生物作业,他们在这一过程所建立的关系中蕴含的力量和价值是不能被低估的,因为他们成为了一个大家庭的一员,而这个大家庭会一直延续下去。

Just as is the case at KCS Wimbledon, the house system will be a significant part of life of our school, and each student. Through my experience as a boarding Housemaster over the past decade, I can say that the relationships that form within houses, between staff and students, between students spanning multiple age groups, and between staff and parents, become very significant in both the academic and emotional development of students. Their loyalty to the houses over the years becomes almost tribal. I once asked a prospective student in an interview, at Epsom College UK, why he wanted to be in my house, his response: “my father was in this house, as was my grandfather, look, see…” as he pointed to a photo on the wall of his grandfather taken many decades earlier. I offer another quote from a girl in Grade 12, from my last house, “I do work much harder on my own studies when I’m mentoring younger students as I need to inspire them”. Whether it’s a G12 student teaching a much younger boy how to tie a full-Windsor knot, or a medical school applicant supporting a G9 student with her Biology homework, the strength and value of those forming relationships can not be underestimated, they become part of a very large family that never stops growing.

英国国王学院学校以严谨的学术保障闻名于世,并培养了大批真正改变了世界的校友,因此,教师职位的申请数量之多、个人学术水平之高也就不足为奇了。我们成都学校的创校员工的整体素质、兴趣广度和学术好奇心对通过真正的全人教育法去实现我们的愿景至关重要。在我接受面试的过程中,我被问到对全人教育的理解,我在有限的时间能给出的简短回答是:“作为一名计算机科学家,我在上午教一个6年级的学生如何用二进制写自己的名字,在下午教她如何像爱斯基摩人一样划皮艇,然后晚上在她的第一次大提琴独奏会上为她加油,与此同时,我也能感知到她对自己患病亲人的牵挂,并渴望在演出结束后能和她的父母团聚。”

With KCS Wimbledon being world renowned for academic rigor, and creating such a vast array of alumni who really have changed the world, it should come as no surprise that applications for teaching posts have been both plentiful and of the highest order. The quality, breadth of interests, and academic curiosity of our founding staff is enormously important to achieving our vision through our truly holistic approach. During my interview, knowing I was under the clock, I did have to provide a quick answer to the holistic education question. I responded: “As a Computer Scientist, it’s all about teaching a G6 student how to write her name in binary in the morning, how to eskimo roll a kayak in the afternoon, then cheering her on in her first cello recital in the evening, all the while being acutely aware of her concerns about that poorly relative and being keen to catch up with her parents after the show”.

我们成都学校能吸引一批在课堂内外均具有丰富专业知识的高水平教师,这也使我们能够制定出在学术上、文化上以及体育运动上与学生的发展道路相吻合的课程和延展活动。

Attracting high quality staff with such a vast array of expertise, both inside and outside of the classroom, enables us to formulate a curriculum and co-curriculum that dovetail a developmental path of academic, cultural, and sporting enrichment at every step of each student’s journey through our school.

我在剑桥大学(Cambridge University)攻读的硕士学位研究方向是教育领导力和学校提升。我开展了一个研究项目:探索父母对全人教育的看法以及这些看法是如何在择校上对他们产生影响的。该研究主要对比了来自三所在学术上十分成功和在国际上享有盛名的学校的家长群体。他们拥有不同的教育理念,但是研究结果却揭示他们有明显的一致。家长们在考虑最适合孩子的学校时,会考虑49个不同的因素,例如:信心、道德、性格、独立性、口才、自律、宽容,其中志向、文化和领导力占据了前三名的位置。这些是我们希望未来领导者具备的品质吗?那我们又应该如何培养这些品质呢?

I conducted a research project, as part of my Masters degree in Educational Leadership and School Improvement at Cambridge University, exploring parental perceptions of a holistic education and how they influenced their choice in schools. This 3 stage mixed methods study, gauging opinions from the parent bodies of 3 academically successful and internationally prestigious schools with differing educational philosophies, revealed remarkably consistent results. Of the 49 different factors that the collective parent group took in to consideration when deliberating the schools that would best provide for their child, the development of personal attributes such as: confidence, morals, character, independence, articulation, self-discipline, tolerance, ambition, culture, and leadership dominated the top 3rd of the factors when ranked across the 3 schools. Are these the characteristics we want in future leaders and how do we develop them?

学校需要考虑活动、俱乐部、社团、运动等在培养这些品质中的重要性同样重要的是,学生最终获得这些优良品质也与来自教师给予的指导和引领是否充满关怀和热情息息相关。每学年开始时,我总是对新生说:“没有任何一个地方会比学校更能接受你是一项运动或俱乐部,或社团的‘新手’,并会接受你犯的错。同样,没有任何一个地方比学校更能让你很轻松地从新手走向成功 ”

It is important to consider the activities, clubs, societies, sports, and, just as importantly, the care, quality, and enthusiasm of the coaching and mentoring needed to achieve success in these pursuits. At the start of each academic year, I always say to new students: “never again in your lives will it be as socially acceptable to be a ‘beginner’ in a sport, club, society etc as it is when you join a school. Also, never again will it be so easy for you to go from beginner to successful as it is while you’re in school like this”.

我以前从家长那里听到的一个担忧是,学生过多地参与课外活动,分散了他们在学术上应该投入的精力

如果管理不善,我认为有时会出现这种情况。

但是年轻人要想成为拥有学术能力、文化资本、先进的社会技能、高情商和始终自信的人,他们需要有一个路径去发展这些能力。而在他们整个受教育过程中,他们也会变得具有很强的组织性和拥有高度的内驱力。

不过为了避免家长的担忧,我们成都学校招聘到了具有广泛的技能和兴趣的老师,他们也将成为理想的导师,并将认真地指导、监督和支持学生发展这些核心技能,并确保他们在校期间保持良好的平衡。

A concern I have heard from parents before relates to students engaging too much with the activities outside the classroom at the distraction of their academic life. I would agree that, if not carefully managed, this can sometimes be the case. However, with a view to creating young adults armed with academic ability, cultural capital, advanced social skills, emotional intelligence, and endless self-belief, their route to developing these facets will have required them to become highly organised and very driven throughout their education. By recruiting teachers with such a breadth of skills and interests, they will also make for ideal tutors who will carefully mentor, monitor, and support students in developing such core skills and ensure a healthy balance throughout their journey with us.

竞争,无论你承认与否,都是生活的一部分。我们为考取大学竞争,为找到工作竞争,为升职发展竞争,为投资收益竞争,为赢得比赛竞争,为售罄前买到一个潮流产品竞争,也会为了追求一生所爱竞争。

我相信任何竞争不外乎两种结果:要么你在终点时胜利,要么你在过程中收获,其实你都是赢家。如果你能最后变成那个“有收获的人”,那么你很可能已经清楚如何在下一次竞争中做得更好,而不断地参与竞争正是获得进取的重要条件。

成都狄邦肯思学校所提供的活动课程旨在为每一个学生的持续发展创造机会,在这里“学习”和“获胜”一样重要,因为没有学习,就不可能胜出。当一个学生在游泳池、跑道、辩论社或剧院里去培养这种成长的心态时,我们将会看到慎思笃行于教室、学术集会、学术社团、大学面试和考场中无处不在。展望未来,我们也会在法庭、手术室、政府辩论、公司创业、慈善项目、国际盛会这些场合中感受到博学明辩的力量。

Competition, whether you agree with the concept or not, is a part of life. We compete for university places, for jobs, for promotions, for investment, to win races, to buy a popular item from a shop before it sells out, sometimes even for a life-long partner. I believe that every competition you enter has 2 possible outcomes, you either win or you learn, but you never really lose. If you do end up as the ‘learner’, you will hopefully have figured out how to avoid that situation next time you enter, but entering again is an important part of the process. Our co-curricular offering at Kings College Chengdu is built around creating opportunities for the ongoing development of every student where ‘learning’ is as important as winning because without the learning – the winning is unlikely to happen. When a student develops this growth mindset in the swimming pool, running track, debating society, or theatre, we will all get to see it manifesting in the classrooms, student lead academic assemblies, academic societies, university interviews, and exam halls. Then, looking further ahead, in the court rooms, operating theatres, government debates, company launches, charity projects, Olympics etc..

成都狄邦肯思学校不仅拥有优质的校园和杰出的教职团队,我们对于为何秉持卓越更有着深刻的理解,并且这份理解也引领我们践行在全人教育中。

知者不惑,师者传道授业,善教者使人受其志。我们期待作为教育者的激励和鼓舞会造就无数医生、律师、运动员、政治家、行业领袖,造就一代代改变世界的人。当他们推动世界发展的时候,世界也会记住并仰视他们。

Not only are the facilities and staff at Kings College Chengdu really something to behold, but our understanding of the ‘why’ is deeply profound and driving what we do. We know why we have, why we will use, and why we will inspire the next generations of world changers, captains of industry, doctors, lawyers, statesmen and women, athletes etc to go and make their own positive mark on the world.