Developing the whole child has been the goal of many leading global educators. Those who are succeeding appear to have struck the balance among learning, valutazione, and helping students understand who they are, what they love, and what positive contributions they can make to their communities. Dr. Il lavoro di Anthony Seldon è una di queste storie di successo.
Un pioniere della didattica innovativa, Seldon è il capo di una delle scuole indipendenti più alto profilo del Regno Unito, Wellington College di, e continua ad essere in prima linea di dibattiti istruzione britannici e internazionali. His views on education have regularly been sought by government and political parties. He is a passionate exponent of co-education, il baccalaureato internazionale, l'insegnamento della felicità e del benessere, e lo sviluppo del tutto tondo bambino.
Dr. Howard Gardner, autore rispettato a livello mondiale di Frames of Mind: The Theory of Multiple Intelligences, commenti: “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, 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 “Gli otto Attitudini” (inspired by Dr. Howard Gardner’s Theory of Multiple Intelligences). The aptitudes focus on the development of each child’s logical, linguistic, sociale, culturale, fisico, personale, spirituale, 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, servizio alla comunità, and internationalism. The curriculum offers the International Baccalaureate (quasi un terzo degli studenti ora siedono questa prova invece dei Levels) A fianco Livelli e il GCSE (Test standardizzati UK).
Dr. Anthony Seldon è autore o curatore di oltre 25 libri di storia contemporanea, politics and education. His publications include Blair Unbound, Fiducia: How We Lost It and How to Get It Back, An End to Factory Schools: An Education Manifesto 2010-2020, Politics of Optimism, e Brown at 10. His latest book, Felicità (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.
Che tipo di sistema di istruzione sarà consentire a un paese ad avere le competenze di persone necessarie per competere a livello globale?
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, releases creativity, 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. 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 di, 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. Tuttavia, 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.
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.
Cosa si può fare per affrontare al meglio il benessere emotivo e potenziale intellettuale dell'individuo, che sembrano soffrire nel sistema attuale?
Wellington College has developed a pioneering program in well-being (vedere 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.
In Il Global Ricerca per l'Educazione, unire C. M. Rubin e leader di pensiero di fama mondiale tra cui Sir Michael Barber (Regno Unito), Dr. Leon Botstein (Stati Uniti), Dr. Linda di Darling-Hammond (Stati Uniti), Dr. Madhav Chavan (India), Il professor Michael Fullan (Canada), Il professor Howard Gardner (Stati Uniti), Il professor Yvonne Hellman (Paesi Bassi), Il professor Kristin Helstad (Norvegia), Il professor Rose Hipkins (Nuova Zelanda), Il professor Cornelia Hoogland (Canada), Sig.ra. Chantal Kaufmann (Belgio), Il professor Dominique Lafontaine (Belgio), Il professor Hugh Lauder (Regno Unito), Il professor Ben Levin (Canada), Il professor Barry McGaw (Australia), Il professor R. Natarajan (India), Sridhar Rajagopalan (India), Sir Ken Robinson (Regno Unito), Professor Pasi Sahlberg (Finlandia), Andreas Schleicher (PISA, OCSE), Dr. Anthony Seldon, Dr. David Shaffer (Stati Uniti), Dr. Kirsten Immersive Are (Norvegia), Cancelliere Stephen Spahn (Stati Uniti), Yves Theze (French Lycee US), Il professor Charles Ungerleider (Canada), Il professor Tony Wagner (Stati Uniti), Professor Dylan Wiliam (Regno Unito), Il professor Theo Wubbels (Paesi Bassi), Il professor Michael Young (Regno Unito), e il professor Zhang Minxuan (Porcellana) mentre esplorano le grandi questioni educative immagine che tutte le nazioni devono affrontare oggi. Il Global Ricerca per l'Educazione della Comunità Pagina
C. M. Rubin è l'autore di due ampiamente lettura serie on-line per il quale ha ricevuto una 2011 Premio Upton Sinclair, "Il Global Search per l'Educazione" e "Come leggeremo?"Lei è anche l'autore di tre libri bestseller, Compreso The Real Alice in Wonderland.
Segui C. M. Rubin su Twitter: www.twitter.com/@cmrubinworld
Commenti recenti