Developing the whole child has been the goal of many leading global educators. מי הם מצליחים נראה שיש לך את האיזון בין למידה, הערכה, and helping students understand who they are, what they love, and what positive contributions they can make to their communities. DR. 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, מכללת וולינגטון, 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, הארגון IB, the teaching of happiness and well-being, and the development of the all-around child.
DR. הווארד גרדנר, מחבר מכובד בעולם מסגרות של Mind: תאוריית אינטליגנציות מרובות, הערות: “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 (כמו זה של מרטין זליגמן וMihaly 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, including the US.”
Seldon joined Wellington College (a co-ed high school in the UK) in January, 2006. At a time that schools world-wide were grappling with questions related to how an education might evolve to match the 21st century and the aspirations of young people, their families and communities, Seldon established a unique curriculum. This included creating an all-around or holistic model of education which is called “שמונה כישורים” (inspired by Dr. Howard Gardner’s Theory of Multiple Intelligences). The aptitudes focus on the development of each child’s logical, linguistic, חברתי, תַרְבּוּתִי, פיזי, אישי, רוחני, 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).
DR. Anthony Seldon is author or editor of over 25 books on contemporary history, politics and education. His publications include Unbound בלייר, אמון: How We Lost It and How to Get It Back, An End to Factory Schools: An Education Manifesto 2010-2020, Politics of Optimism, ו Brown at 10. His latest book, אושר (Lion Hudson), will be published in spring, 2012. He is also a governor of the Royal Shakespeare Company. DR. Seldon shares his answers to our big picture questions in this week’s Global Search for Education.
איזה סוג של מערכת חינוך יאפשר למדינה יש את הכישורים הדרושים כדי להתחרות אנשים בעולם?
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, יצירתיות משחרר, 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…” — DR. הווארד גרדנר
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. מכללת וולינגטון, in our Eight Aptitudes model, 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. עם זאת, not all the eight aptitudes can or should be assessed.
Does standardized testing properly measure the mental capabilities of all individuals?
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.
מה אתה מאמין הוא הדרך הטובה ביותר לטפל בבעיה של פער ההישגים?
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.
מה ניתן לעשות כדי לטפל ברווחתם הנפשית ופוטנציאל אינטלקטואלי של הפרט טוב יותר, שנראה שסובלים תחת המערכת הנוכחית?
Wellington College has developed a pioneering program in well-being (לראות 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.
ב גלובל החיפוש לחינוך, להצטרף C. M. רובין ומנהיגי מחשבה מוכרת בעולם כולל סר מייקל ברבר (בריטניה), DR. ליאון בוטשטיין (ארה"ב), DR. לינדה דרלינג-Hammond (ארה"ב), DR. Madhav אוון (הודו), פרופ 'מיכאל Fullan (קנדה), פרופ 'הווארד גרדנר (ארה"ב), פרופ 'איבון הלמן (הולנד), פרופ 'קריסטין Helstad (נורווגיה), פרופ 'רוז Hipkins (ניו זילנד), פרופ 'קורנליה הוגלנד (קנדה), גברת. שנטל קאופמן (בלגיה), פרופ 'דומיניק לפונטיין (בלגיה), פרופ 'יו לאודר (בריטניה), פרופ 'בן לוין (קנדה), פרופ 'בארי McGaw (אוסטרליה), פרופ 'R. נטריגין (הודו), שרידהר ךאג'גופלן (הודו), סר קן רובינסון (בריטניה), פרופ Pasi Sahlberg (פינלנד), אנדריאס שלייכר (PISA, OECD), DR. אנתוני סלדון, DR. דוד שפר (ארה"ב), DR. קירסטן Immersive Are (נורווגיה), קנצלר סטיבן ספאן (ארה"ב), איב Theze (Lycee Francais ארה"ב), פרופ 'צ'רלס Ungerleider (קנדה), פרופ 'טוני וגנר (ארה"ב), פרופסור דילן Wiliam (בריטניה), פרופ 'תיאו Wubbels (הולנד), פרופ 'מייקל יאנג (בריטניה), ופרופ 'Minxuan ג'אנג (סין) כפי שהם לחקור שאלות חינוך תמונה הגדולות שכל המדינות מתמודדות היום. גלובל החיפוש לחינוך עמוד קהילה
C. M. רובין הוא המחבר שתי סדרות מקוונות רבים קוראות שלהיא קיבלה 2011 הפרס אפטון סינקלר, "גלובל החיפוש לחינוך" ו- "איך תוכלו לקרוא?"היא גם מהחבר של שלושה ספרים רבי מכר, כולל אליס בארץ הפלאות Real.
עקוב C. M. רובין בטוויטר: www.twitter.com/@cmrubinworld
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