避免在教育初期就犯下这个错误

2020年06月02日

来源:柴老师国际教育服务

已有 人阅读

作为学生,你最重要的需求是什么?

当然,不同学生需要根据他们各自的经济状况,学术准备情况和教育目标,来确认他们各自的需求。

许多继续接受高等教育的人都在寻求一个比较狭隘且限定于专业的课程:工程,技术,药学等。学校,和一些以利润为导向的机构,以特殊技能的专门培训来吸引学生。然而,以营利为目的的机构往往难以培养出有竞争力的毕业生。而且,当情况发生变化时,那些毕业生可能发现他们的技能已经过时了。

这就是为什么过早的鼓励专业化是一个错误。今天,许多人正确地在质疑为什么必须16岁的时候就要决定一个人的命运,一个没有机会去探索各个领域的人怎么能确认是否要投身于工程,商业或医学呢?尤其是在其尚未养成探究习惯和职业道德的情况下。?

亚洲各地的许多教育领导者已经开始对摆脱考试主导的课程及其必要的记忆方式感兴趣,而转向探索研究体验式,跨学科学习。

我们希望我们的教室具有基本的包容性和尊重感,使所有学生蓬勃发展-对思想和观点持开放态度,以使他们在遇到差异时能够从中获取教育意义,而不是造成破坏性的影响。同时,只有在学术自由的背景下,接受高等教育的学生才能蓬勃发展。在人们可以感到足够安全来互相坦诚交流的背景下,学术自由才有意义。这就是我所提倡的“足够安全的空间”。因此,学生需要支持才能成长,但也需要发现错误的时间–他们需要经历失败。真正的发展,是通过从失败中恢复以及与不同想法的相遇而实现的。

What are your most important needs as a student?

Of course, different student need different things depending their economic situation, their academic preparation, their educational goals.

Many going on to higher education seek a narrowly and professionally focused program: engineering, technology, pharmacy and the like. Schools, often profit-oriented institutions, attract students with the promise of specialized training in specific skills. Yet such for-profits all too often wind up graduating men and women who have a terribly difficult time finding jobs where they can apply what they have learned. Also, when things change, those graduates can find that their skills have become obsolete. And today, things change fast. But debt remains in the form of student loans!

That’s why it’s such a mistake to encourage premature specialization. Today many are rightly questioning why one’s destiny needed to be decided by age 16. How could one be so sure than engineering or business or medicine was the right path without having had the opportunity to explore a variety of fields — or to develop habits of inquiry and a work ethic to make that exploration productive?

Many education leaders across Asia have become interested in moving away from exam-dominated curricula and their requisite memorization and toward experiential, interdisciplinary learning aimed at exploring connections between research and action.

We want our classrooms to have a basic sense of inclusion and respect that enables all students to flourish—to be open to ideas and perspectives so that the differences they encounter are educative and not destructive. At the same time, student flourishing at real colleges and universities (rather, than say, a spa) only makes sense in a context of academic freedom; academic freedom makes sense in a context in which people can feel safe enough to challenge one another. That’s why I talk about “Safe Enough Spaces” in my new book. So, students need support so that they can thrive, but they also need to discover when they’re wrong – they need to experience failure. Genuine flourishing takes place through recovery from failures and from the encounter with different ideas.

成功案例

  • Jasmine

    原杭州第二中学高二学生, 就读英国圣登仕廷学院A-Level课程

    录取大学:剑桥大学

    全球排名:02

  • Aaron

    原广东省中山纪念中学学生, 就读英国圣登仕廷学院A-Level课程

    录取大学:牛津大学

    全球排名:01

  • Chole

    原杭州新世纪外国语学校学生, 就读英国圣登仕廷学院A-Level课程

    录取大学:伦敦大学学院

    全球排名:19

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