北京致知学校学习、引领与创新-国际教育网

北京致知学校学习、引领与创新

北京致知学校

2020-08-24

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关于作者

Michael Cascianellii博士（北京致知学校学术校长）

著有《理解天赋教育——父母与教育者必读》一书
英国皇家艺术学会院士
英国剑桥大学教育学博士
英国剑桥大学教育学硕士
美国工商管理硕士
荷兰海牙皇家音乐学院音乐专业学士
剑桥国际考试委员会授权考官

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学习、引领与创新

译景文娟

毋庸置疑，我们生活的时代从未像今天这般瞬息万变，国与国之间的联系也从未如此快速便捷。人类大部分的精力都致力于实现社会制度的优化，这也促使社会得以发展并让我们有机会成为创新变革的引领者。仅仅是上个世纪，人类就已经对广袤的海洋世界和太阳系以外的无限空间进行了探索。与此同时，身处这场大规模积极变革时代的我们，似乎日渐迷失了自己的身份：我们是谁，我们所秉持的价值观比以往任何时刻更显得弥足珍贵。

在此背景下，教育者和领导者无法回避的两个问题便凸显出来：

新一代的学习者如何才能在植根于强烈的归属感（即他们的根）的同时被赋予革新的能力？
如何创设和引领教育的发展之路才能使得新一代的年轻人明确并创造有意义的生活？

这些问题都可以在如下的思考中找到答案：我们应如何教育年轻人，如何创设校园文化以及如何在个体和学习社区（学生、教育者和家庭）之间培养成长型合作模式。

情境型及变革型学校领导力创设了一种提倡个人和社区成长的文化；它使得个体能够承担责任，采取行动并实现全面的成长。不仅如此，它还在全校范围建立起信任与尊重的文化氛围，这正是领导者用心聆听学习社区每一位成员的心声，继而进行引导与反馈的产物。

相较于领导力的其他组成要素，沟通占据了核心的位置。它不仅对不同学部老师和家长的深入有效沟通起到至关重要的作用，同时也为学校的发展提供了清晰且有规划的愿景；这是学习社区每个成员共同塑造的愿景。

在我们学习社区的愿景中，培养成员正直和胸襟开阔的思维及务实的观点是最基本的要求，以此，学校才能更好地理解学生、学生的家庭以及给予他们支持的教育者和教职人员的需求。

塑造一个具备积极态度、合作意识和幽默感特质的学习社区能够使学生和老师共同展现他们的创造力并开启一段美好的教与学旅程，这将为他们的潜能发展提供坚实的基础。

引领未来

长久以来，学校一直被看作是学生进行新知识和概念学习而接收信息的地方，并且学生需要对该习得的习惯进行经年累月的训练。这种观点的主要误解在于，从投入的程度来说，我们学得越多，就越能够通过单纯的“努力工作”来换取优越的表现。

然而，在当今社会，教育的风向标已经悄然发生了转变。“努力工作”已经从学校、家庭和其他社交关系的关注重心转变成为了某一个参考因素。准确来说，在学校环境中，“努力学习”正在转变为更为聚焦的“深度工作”的概念，这的确是 “教育方程式”的核心部件，当然，该方程式还有其他重要的基础元素。今天，教育和引领意味着我们要对潜在的、不明显的、各式各样的变化抱有开放和关注的心态。富有怜悯心、同理心、善良、感恩、谦逊和耐心的特质是我们应对工作要求变化和追求幸福康乐所必备的技能。

我们怎样才能与他人建立联系并能以一种学习他人经验的态度进行倾听？
我们的个人观点能在多大程度上影响他人？

这种学习和生活的方法与我们所处的情境-尤其是身边的人是否能够完全移情相关。正是这种敏感度改变了我们的思维模式，促使其实现从固定型思维到成长型思维，进而到创造型思维的转变。

在学习社区内要实现一种思维模式向另一种思维模式的转变意味着要将学校视为可支持才能发展的场所，这里也应是天赋和才智发挥其作用的地方。

在很长的一段时间里，为了满足家长和社会的需求，学校都在尽量规避挑战和障碍所带来的一系列影响。批评、非正向反馈以及他人的成功通常都被视为孩子们生活中的负面信息，作为教育者的我们也很难看清近在咫尺的广阔的蓝图。

我们今天的所学如何才能塑造未来的社会？
我们要如何与学习者一起展望并创造未来的无限可能？

创新型领导力意味着用挑战的模式进行思考和行动。我们主动寻找到障碍并将其视为可转化为积极变化的机遇和可能。同样地，忠言逆耳利于行，批评能为人们从不同的角度看待问题提供有价值的反馈。最后，成功是成功之母，我们可以将他人的进步看作学习的范本，并调整应用到自己的情境中，从而创造自己的成功。

对于领导者来说，创新型领导力意味着关顾每一位学习者的潜能。当用到“学习者”这一术语时，我们考虑的是学习社区的每一位成员，每个人都能够对自己和他人的利益作出改变。在实践层面上，这意味着领导团队要为学习社区的所有利益相关者(如学生、家长和教师)提供持续的激励以支持他们的成长。

通过全校范围内的丰富教学模式，孩子的天赋得以发展。这些教学实践包含家长参与的课堂，这使得家长能够体验并为校园环境的改善提出建设性意见。该模式要求孩子主动探索自己的热情和兴趣。同时也意味着老师们被赋予了集体反思的能力，他们得以深入的思考为什么要教授所教的内容以及如何在课堂中实施教学。

引领学习者走向未来并非是要带领他们去到某个已知的地点。确切地来说，这是一场关乎创新的旅途，旨在发现新的教育体系并重新设计我们的教学环境以呈现全新的创造。作为认识论的一种立场，建构主义认为知识均源于创造而非发现。回归到教育的领导力这一层面，构建意义和搭建新的教育体系便是我们极需进行教育转型的原因，而我们每个人都应是这场变革的有力推动者。

关于作者

Michael Cascianellii博士（北京致知学校学术校长）

卓越的学术背景。他拥有英国剑桥大学教育学博士与硕士学位、美国工商管理硕士、荷兰海牙皇家音乐学院音乐专业学士等学位。
英国皇家艺术学会院士
在任职意大利罗马Marymount International School 和 Istituto Marymount双语学校小学校长期间，全面负责学生和教师管理工作，同时担任音乐教育项目及天赋教育项目主任。他还曾执教于英国高中。
剑桥国际考试委员会授权考官；
认证的谷歌教育工作者；
在“天赋教育”方面造诣颇深。曾在全球范围出版「理解天赋教育 - 父母与教育者必读」，并引起学界关注。同时，还曾在众多专业刊物发表过学术文章。
对IB、A-Level等国际课程有着深刻理解与实施的经验。
他致力于在由教师、行政人员、学生和家庭组成的学习社区中创造一种全人教育、设计思维和个人成长和谐共生的学校环境，学习将在这个社区的所有利益相关者中可持续地发生。

英文原文

Learning, Leading & Innovating

We live in a world that has never been faster, a time of rapid change and instant international connections. Most of our human endeavour has been devoted to improvements in our social systems that have, in turn, allowed us to flourish and to become leaders in making innovation happen. During the last century alone, we have explored the depths of the seas and the infinity beyond our solar system. These largely positive and transformative times have, however, obscured a growing disconnection with our identity: who we are, and the values that we hold have never been more essential and precious.

Two questions that educators and leaders should ask are:

How can new generations of learners be empowered to innovate while being grounded in a strong sense of belonging?
How can educational advancement be created and led in such a way so as to enable young people to be aware and to build a meaningful life?

The answers to these questions begin to be answered in how we educate young people, how we create a school culture, how we develop growth-oriented collaboration amongst individuals and across the school community: between students, educators and families.

Situational and transformational school leadership creates a culture that fosters community and individual growth; it enables individuals to take responsibility, to act, and to grow holistically. Moreover, it builds trust and respect as a product of attentive listening and guidance and feedback to everyone in the learning community.

Communication has a central part in all aspects of leadership in schools. It is of paramount importance to promote engaging communication between parents and teachers throughout the various school divisions as well as to provide a clear and structured vision of the school; a vision that is shaped by all the school's stakeholders.

Within this vision of the learning community, a fundamental aspect is to foster a mindset and a pragmatic view of integrity and generosity so as to better understand the needs of the students, their families and those educators and staff who support them.

Modelling a positive attitude, collaborativeness, and a sense of humour will allow students and teachers to express their creativity together and begin the process of an education that secures a good grounding for tapping into their potential.

Leading to the Future

Schools have always been considered places where students go and receive the information needed to learn new material and concepts and to exercise this habit through the years. The main underlying misconception has been that the more we learn, in relation to quantity, the better we can perform through mere hard work.

The main change of direction is that hard work in today's societies is shifting from being a central aspect to being just one of the aspects to look after in schooling, family and relationship. Rather, "hard work" moving to a more focused concept of "deep work" in schools is indeed a critical piece of an equation that is informed by many other fundamental pieces. Educating and leading today means being open and caring towards a whole spectrum of variables which are sometimes invisible to the eye. Being compassionate, sympathetic and kind as well as being grateful, humble and patient are skills that are needed to excel with the requests of work changes and well-being.

How are we able to relate to others and to listen in a way that we can learn from their experience?
How much are we able to influence others based on our perspective?

This approach to learning and living is related to fully empathising with the contexts - particularly the people - that surround us. This sensitivity allows us to change the shape of the thinking that we have and to move from a fixed mindset to a growth-mindset and finally, to an innovator mindset.

To shift from one mindset to another within a learning community means considering schools as places for talent development, and here is where giftedness and intelligence come into place.

For too long, schools have been places where challenges and obstacles are to be avoided. Criticism, difficult feedback, and the success of others are usually seen as something negative in our children's lives, and we too often struggle to see the bigger picture that is in front of our very eyes.

How do we project what we learn today in shaping the future?
How do we envision and create possible futures together with our learners?

“Leadership for Innovation” means thinking and acting in such a way that challenges and obstacles are sought out and viewed as opportunities to make positive change. Likewise, criticism provides valuable feedback that allows people to view the same matter from different perspectives. Finally, looking at others' progress is something we can learn from, we modify and apply to our context and create our successes.

As leaders, this means looking after the potential of each learner. When using the term 'learner', we consider each participant in the learning community that can make a change for the benefit of the individual and of others. At a practical level, this involves providing constant stimuli for improvement to all the stakeholders of the learning community such as students, parents and teachers.

Talent development through practising school enrichment involves parents coming to take classes at school to allow them to experience and improve the school context. It involves asking students to investigate their passions and interests. It means empowering teachers to reflect collectively in understanding why we teach what we teach and how to implement that in the classrooms.

Leading learners to the future does not mean going to a place that is waiting for them. It is rather about identifying new systems and redesigning our contexts to create something new. Constructivism, as an epistemological stance, maintains that all knowledge is created rather than discovered. Within leadership in education, the creation of meaning and the building of new systems is the why we need an immediate educational shift that invests all of us as change agents.

About the author

Dr. Michael Cascianelli,（BES Academic Principal）

Strong Academic background. He has completed a PhD and a Master Degree in Education from the University of Cambridge. He has obtained an MBA from the US, a PGDE from the University of Strathclyde and a Bachelor of Music from Royal Conservatoire The Hague, the Netherlands.
He is a Fellow of the Royal Society of the Arts (FRSA) in The United Kingdom.
He commenced his role as Primary Principal at Istituto Marymount (Bilingual School) and Marymount International School Network in Rome, Italy in 2014. In these schools, he has also demonstrated his excellent leadership skills with a large component of students and teachers as Head of Music & Head of Gifted Education. He has also worked at a High School in the UK.
He has also worked as Head of International Examinations iGCSEs and A-Levels in the Marymount International School Network.
He is a Google Certified Educator.
He has profound knowledge and practices of International and Gifted Education. He published a book titled "Understanding Giftedness - A Guide for Parents and Educators" and many academic articles.
He has a deep understanding and experience on IB and A-Levels.
He aims to create a school environment where holistic education, design thinking and personal growth is the norm amongst teachers, support staff, students and families. If that environment is genuinely fostered, then learning will be sustainable between all stakeholders of the entire school community.