Developing the whole child has been the goal of many leading global educators. Όσοι πετυχαίνουν φαίνεται να έχουν επιτύχει την ισορροπία μεταξύ της μάθησης, εκτίμηση, and helping students understand who they are, what they love, and what positive contributions they can make to their communities. Ο Δρ. Anthony Seldon’s work is one of these success stories.
A pioneer of innovative teaching, Seldon is the head of one of the UK’s highest profile independent schools, Wellington College, and continues to be at the forefront of British and international education debates. His views on education have regularly been sought by government and political parties. He is a passionate exponent of co-education, το Διεθνές Απολυτήριο, the teaching of happiness and well-being, and the development of the all-around child.
Ο Δρ. Howard Gardner, globally respected author of Frames of Mind: The Theory of Multiple Intelligences, σχόλια: “Anthony Seldon is a provocative and thoughtful educator. Rather than clinging to received wisdom, he thinks originally about the virtues that are most needed in education today. He has been influenced by work in positive psychology (like that of Martin Seligman and Mihaly Csikszentmihalyi) as well as work in cognitive psychology. He also has stimulated me to think more about the spiritual dimensions of education. I consider Anthony a force for good in independent school education in Britain and elsewhere, συμπεριλαμβανομένων των ΗΠΑ.”
Seldon εντάχθηκε Wellington College (ένα συν-ed γυμνάσιο στο Ηνωμένο Βασίλειο) τον Ιανουάριο, 2006. Σε μια εποχή που τα σχολεία σε όλο τον κόσμο είχαν αγωνίζεται με ερωτήσεις σχετικές με το πώς η εκπαίδευση μπορεί να εξελιχθεί για να ταιριάζει με το 21ο αιώνα και τις προσδοκίες των νέων, τις οικογένειες και τις κοινότητές τους, Seldon established a unique curriculum. This included creating an all-around or holistic model of education which is called “Οι Οκτώ Aptitudes” (εμπνευσμένο από τον Δρ. Θεωρία του Howard Gardner για την Πολλαπλή Νοημοσύνη). The aptitudes focus on the development of each child’s logical, linguistic, κοινωνικός, πολιτιστικός, φυσικός, προσωπικός, πνευματικός, and moral gifts. Each semester, students in the school are required to set goals for themselves in each of these eight aptitude areas. The college is also known for its commitment to teaching students well-being and happiness as part of the core curriculum. Significant focus is placed on leadership, community service, and internationalism. The curriculum offers the International Baccalaureate (almost one third of the students now sit this test instead of the A Levels) alongside A Levels and the GCSE (UK standardized tests).
Ο Δρ. Anthony Seldon is author or editor of over 25 books on contemporary history, politics and education. His publications include Μπλερ Χωρίς περιορισμούς, Εμπιστοσύνη: How We Lost It and How to Get It Back, An End to Factory Schools: An Education Manifesto 2010-2020, Politics of Optimism, και Brown at 10. His latest book, Ευτυχία (Lion Hudson), will be published in spring, 2012. He is also a governor of the Royal Shakespeare Company. Ο Δρ. Seldon shares his answers to our big picture questions in this week’s Global Search for Education.
Τι είδους εκπαιδευτικό σύστημα θα επιτρέψει σε μια χώρα να έχει τους ανθρώπους τις δεξιότητες που απαιτούνται για να ανταγωνιστεί σε παγκόσμιο επίπεδο?
Global success is not just about grunt and graft (British expression for hard work) — which is what the world’s factory schools and factory universities are excelling in. There will always be grunters and grafters, whatever the education system. So the education system that will optimize the prospects of success in the global world will be one that develops passion, απελευθερώνει τη δημιουργικότητα, and deeply challenges its young people. It will be the one that develops all their aptitudes and intelligences, not just a narrow range, as presently happens.
“Anthony Seldon is a provocative and thoughtful educator. Rather than clinging to received wisdom, he thinks originally…” — Ο Δρ. Howard Gardner
What elements are missing from current national education systems and what kind of system do you believe works best?
The International Baccalaureate at Middle Years and Diploma level is not perfect, but it allows teachers to teach, students to think for themselves, and for the world in all its interconnectedness to be far more understood than most national systems. Wellington College, Σε οκτώ Aptitudes μοντέλο μας, is we believe the most advanced model on offer in schools developing multiple intelligences. The students build their profiles term on term towards their final graduation certificate. Ωστόσο,, δεν μπορούν ή πρέπει να αξιολογηθούν όλες οι οκτώ ικανότητες που.
Μήπως τυποποιημένες δοκιμές μετρούν σωστά τις διανοητικές ικανότητες όλων των ατόμων?
I don’t think we should agonize overly about standardized testing. What we should be trying to do is to ensure that everything else that the school does encourages the qualities outlined in my first two responses.
What do you believe is the best way to address the issue of the achievement gap?
There are many reasons that explain the gulf between rich and poor in educational attainment across the world. Giving non-privileged children outstanding schools with the very highest expectations and standards of discipline is the best way to reduce the gap.
Τι μπορεί να γίνει για την καλύτερη αντιμετώπιση της συναισθηματική ευεξία και την πνευματική δυνατότητα του ατόμου, που φαίνεται να υποφέρουν κάτω από το ισχύον σύστημα?
Wellington College has developed a pioneering program in well-being (βλέπω http://www.wellingtoncollege.org.uk). Many governments in the world assume that there is a dichotomy between well-being and educational attainment. The truth is that the best schools offer emotional, physical and mental well-being and educational attainment. All schools need to take well-being very seriously and adopt a program such as the one we have on offer.
Σε Η Σφαιρική Αναζήτηση για Εκπαίδευση, ενταχθούν C. M. Rubin και παγκοσμίως γνωστή ηγέτες σκέψης συμπεριλαμβανομένου του Sir Michael Κομμωτήριο (Ηνωμένο Βασίλειο), Ο Δρ. Leon Botstein (ΗΠΑ), Ο Δρ. Linda Ντάρλινγκ-Hammond (ΗΠΑ), Ο Δρ. Madhav Chavan (Ινδία), Ο καθηγητής Michael Fullan (Καναδάς), Ο καθηγητής Howard Gardner (ΗΠΑ), Ο καθηγητής Yvonne Hellman (Η Ολλανδία), Ο καθηγητής Kristin Helstad (Νορβηγία), Καθηγητής Rose Hipkins (Νέα Ζηλανδία), Καθηγητής Cornelia Hoogland (Καναδάς), Η κ. Chantal Kaufmann (Βέλγιο), Ο καθηγητής Dominique Λαφοντέν (Βέλγιο), Ο καθηγητής Hugh Lauder (Ηνωμένο Βασίλειο), Καθηγητής Ben Levin (Καναδάς), Καθηγητής Barry McGaw (Αυστραλία), Καθηγητής R. Natarajan (Ινδία), Sridhar Rajagopalan (Ινδία), Sir Ken Robinson (Ηνωμένο Βασίλειο), Καθηγητής Pasi Sahlberg (Φινλανδία), Andreas Schleicher (PISA, ΟΟΣΑ), Ο Δρ. Anthony Seldon, Ο Δρ. David Shaffer (ΗΠΑ), Ο Δρ. Kirsten Μοναδική Are (Νορβηγία), Στήβεν Spahn (ΗΠΑ), Yves Theze (Γαλλικό λύκειο των ΗΠΑ), Ο καθηγητής Charles Ungerleider (Καναδάς), Ο καθηγητής Tony Wagner (ΗΠΑ), Καθηγητής Dylan Γουίλιαμ (Ηνωμένο Βασίλειο), Ο καθηγητής Theo Wubbels (Η Ολλανδία), Ο καθηγητής Michael Young (Ηνωμένο Βασίλειο), και ο καθηγητής Minxuan Zhang (Κίνα) καθώς εξερευνούν τα μεγάλα ζητήματα της εκπαίδευσης εικόνα που όλα τα έθνη αντιμετωπίζουν σήμερα. Η Παγκόσμια αναζήτηση για την Εκπαίδευση της Κοινότητας Σελίδα
C. M. Rubin είναι ο συγγραφέας των δύο πολυδιαβασμένα online σειρά για την οποία έλαβε ένα 2011 Βραβείο Upton Sinclair, «Η Παγκόσμια αναζήτηση για την Παιδεία» και «πώς θα Διαβάστε?"Είναι επίσης συγγραφέας τριών βιβλίων με εμπορική επιτυχία, Συμπεριλαμβανομένων Η Ρεάλ Αλίκη στη Χώρα των Θαυμάτων.
Ακολουθήστε C. M. Rubin στο Twitter: www.twitter.com/@cmrubinworld
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