引言：回归到人

教育的根本在于发展人的可能性。组织也是，在于激发团队的可能性。

《中国人为什么组织不起来》一书分析中国企业组织能力模型，把组织能力分为：

1、靠私人关系的“原始组织”；

2、靠军事化运作的“初级组织”；

3、靠共同价值观的“智慧型组织”。

简单地说，原始组织其实就是“无组织”，初级组织很大程度上就是“被组织”，而智慧型组织才是“自组织”。

组织逻辑的背后，是对人性认知：是呆板被动的螺丝钉？还是自由主动的创造者？独立还是奴役？自由还是专制？这是个问题。

回归到人。人是万物的尺度，也是组织的尺度。

康德说：人是目的，而不仅仅是手段。

自组织体现真正的组织能力

有这么两部百科全书，第一部百科全书是由一个非常有钱的公司提供充足的资金支持，而且雇用了最专业的作者和一流的编辑，并且高薪聘请项目经理来监督各个项目的进展，确保它在规定的时间内完成。而第二部百科全书，它不仅仅起步晚，也没钱，只能要求别人来帮忙把这个东西完成，而且也没有人给你进度的安排和指导，预算就更不用说了。你觉得过一段时间以后，这两部百科全书谁能够成功呢？传统认知会认为，第一个有钱、有时间、有专业团队，肯定第一个成功；第二个没钱、没人、没工资，那一定会失败。

第一部百科全书是微软百科全书，可能很多人都没有听说过这部百科全书。而第二部是维基百科，也就是我们认为的杂牌军，却成了世界上最大、最受欢迎的百科全书。要知道，维基百科是一帮不拿工资，没有专业资质，而且要义务付出时间的人完成的。

这是为什么呢？金钱、利益当然重要，可是人的动力不仅仅是金钱和利益，维基百科数以万计的志愿者，他们一分钱没有，却打败了微软那样强劲的对手。

这是个有趣的关于驱动力的例子。在这项工作中，驱动力不是来自外部的激励或者惩罚（胡萝卜大棒），而是来自内心的兴趣价值观的满足感（内驱力）。

看起来一群散兵游勇，在自由自主的自组织中，完成了挑战性巨大的工作。

电影《决战中途岛》中，美国海军夏威夷情报负责人 Joseph Rochefort 中校看起来自由散漫，但能带领团队破译出日本海军密码；海军情报参谋 Edwin Layton 中校勇敢直言顶撞海军总部，坚持自己对于日军作战计划的预测；企业号航母飞行大队长 Wade McCLasky 少校驾驶侦察机在应该返航的时候，自主决定多飞了几分钟，从而发现了南云中一的航母编队。

与此形成鲜明对比的是日本海军等级森严动作刻板：明明知道美军已经获悉日军的作战计划，南云中一还是无法改变上司山本五十六拍板决定的总体作战计划；当他陷于先打中途岛还是先打新发现的美军舰队的两难时，舰载机来回换弹的关键时刻，他手下的参谋也无法劝阻他改变决定。

中途岛海战作为二战中太平洋战场的转折性战役， 除了一些难于解释的运气的成分，美方的胜利与他们的自主文化密切相关。《杀戮与文化：西方军队胜利的秘密》一书总结人类历史九次最重要的战争，最后无一例外，都是重视个体、善于授权、强调平等和自主文化的一方获得胜利。

西方军队胜利的秘密是什么？作者认为，是文化。并且他把这这种文化的核心要点概括为自由、理性。这就是一个闭环的逻辑了，因为崇尚自由和个体权利，所以能重视理性；因为理性，所以能独立思考；因为独立思考，所以个体能有主动性和创造力。而就是这些，能让人抓住机会，给人带来胜利。

纪律和盲从VS自由和理性

在纪律与盲从中，看起来像正规军的呆板被动的科层制，本质上是一种被组织。在自由与理性下，有了授权和自主的文化，看起来像民兵的灵活主动的自组织，才是真正最强大的军队。

德国物理学家哈肯把组织分为他组织和自组织：如果一个系统靠外部指令而形成组织，就是他组织；如果系统按照相互默契的某种规则，各尽其责而又协调地自动地形成有序结构，组织力量来自自身，这就是自组织。

伦敦市中心的特拉法尔加广场，纪念的是1805年10月21日的特拉法尔加海战。纳尔逊勋爵领导英国皇家海军战胜了法国和西班牙的联合舰队，奠定了大英帝国十九世纪到二战100多年的海上霸权。

特拉法尔加海战中，纳尔逊完全改变了原来海战偏于仪式性的战术，摒弃了传统的海军排成一个纵队迎战敌军的传统，而是垂直攻击联合舰队正在北上的队列，把敌军切成三段，然后分成几个中队围攻敌军中后段的船只。法西联军的33艘船中的22艘被击沉或捕获，而英军一艘船都没有损失。

纳尔逊在指挥特拉法尔加海战过程的两件事体现了自组织的核心：共同的价值观和在共同的价值观基础上形成的赋权与自由。

他叮嘱船长们，不要拘泥于各种教条和形式，要积极主动，敢于近战，“一个船长面对敌人的船只的时候，没有什么他要做的事情是错误的”。

重视信仰和价值观，在此基础上重视赋权和自由。自组织才是真正的组织能力。

海嘉校园

鼓励自组织的涌现

海嘉学校致力于构建自由开放的教育环境，努力形成教师、学生、家长活力互动的生态系统，在适当的混沌中诱发自组织。让自由滋生，让美好涌现。

海嘉教育研究院

为推动教师专业成长，海嘉教师自组织为主发起了海嘉教育研究院，汇聚热爱教研工作的一线教师，立项研究课题，开展教研活动，并组织一系列的研讨交流活动。这种自组织的学习方式激发了教师们的创新精神和探索欲望，自创刊物《海嘉教育研究院学报》也成为教师们内部教研交流的平台。

教师专业成长的力量来源于自身之外，教师依靠外部要求成长，这是教师专业成长的他组织；如果专业成长的力量来源于内部，来源于自身，这样的专业成长就是一种自组织。走向自组织，需要教师意识到专业成长的意义和价值，形成专业成长的动力和自觉性。

海经商社团

北京海嘉学校中学部有秉承兴趣爱好和志愿精神的70多个学生自组织的学生社团，海经商社团便是其中之一。2024届毕业生王泷霆、郭奕宁等几位学生在他们9年级时参加BPC、NEC等商赛时，深感参与商赛对个人成长的巨大帮助，同时也深知其中的艰辛与挑战。因此，他们决定创立一个社团，帮助更多学弟学妹们在各种商赛上“避免踩坑”，少走弯路。于是，海经商社团应运而生。他们希望通过社团的力量，让更多人能够在商赛中脱颖而出，实现自己的梦想。

这个社团逐步发展像一家成熟的公司，有着清晰的战略规划、组织架构、分工合作。社团设有两位社长，一位负责竞赛方面，另一位负责学术方面。竞赛部门都有专门的管理团队成员负责，他们在对应的机构赛事中拥有超过两年的比赛经验，且成绩斐然。对赛制、报名形式以及各种细节了如指掌，能够为社员们提供全方位的指导和帮助。

海经商社团创办了公众号，利用暑假时间编纂了《经济学原理》教材，供社团成员使用，帮助他们更好地掌握经济学知识。同时，他们还积极与各大竞赛机构合作，为成员们争取更多的参赛机会。管理团队逐渐意识到竞赛和学术是相辅相成的，竞赛、学术和标化相互影响，促进共同提升。社团因此开始做更多的帮助工作，为有需要的社员们提供学术指导，帮助他们提升标化成绩。将知识和经验传承给低年级的同学们，形成学习社区，构建学习共同体。

如今的海经商社团已经拥有100多名成员，已申请到七大竞赛的官方联系，可以获取第一手最新鲜有价值的资料分享给同学们，并且每年都带领学弟学妹们远赴世界各地参加商赛。2022-2023赛季，该社团捧回ASDAN模拟商赛金奖、WYEF青年经济论坛全国金奖、深商赛全国第一名等多个经商比赛大奖。

PTA家长咖啡厅和家长工作坊

海嘉家长为了方便师生购买果汁、点心，老师方便喝上可口咖啡的想法，与学校协商场所，设计上模仿故宫角楼咖啡，开设了家长公益咖啡厅，有所结余都用于社区公益建设。这里不仅是一个供应美食与休闲的场所，更是一个汇聚爱心的自组织平台。

2023年PTA共有500多位家长义工参与海嘉社区服务和公益活动，其中有57位家长义工在咖啡厅工作，为师生们提供香醇的饮品和健康的食品。进货渠道选择在安全卫生的同时兼顾社会责任。如蛋糕的供应商是一家福利院开设的残疾人企业，这种公益循环的生态友好，扩大了温暖和关爱。

PTA与学校联合举办的家长工作坊活动，更是自组织力量的生动体现。迄今已成功举办了120多期工作坊，邀请了300多位讲者，参与家长超过15000人次，这些家长工作坊的专题涵盖了多个方面，充分满足了家长们多样化的需求。PTA家长们积极参与、共同策划，具体组织，使得这些工作坊活动得以顺利举行，为家长们提供了一个学习、交流、分享的平台。

海嘉学校通过“共价值、高标准、强自洽”的学校生态；“低管控、弱评价、高自主”的管理样态；“高内驱、多涌现、重成果”的行动状态。去诱发和催生自组织的涌现。

教师、学生、家长之间的关系并非简单的线性联系，而是相互交织、相互影响。这种关系推动着学校系统的不断演进，在自组织的协同中创造出更多的可能性。

海嘉学校希望：

守护学生的成长和幸福

维护同事的自由和尊严

追求教育的价值和意义

理念是一种文化共识，共识是人心的最大公约数。海嘉学校重视文化理念，并通过“一册一言一卡一会一谈”促进理念共享：“海嘉教育理念手册”、“每日嘉言”、“每日打卡”、每月的“嘉人故事会”、每学年的管理者和伙伴的“一对一面谈”。听到伙伴的心声，了解伙伴的状态。倾听中问得最多的是“还需要什么支持？”；反馈最多的一句话是“放手去干。”

一个核心：爱与幸福

两个基础：以孩子为中心、以大爱为根基

海嘉三弄：把人弄对、把体制弄顺、把生态弄好

……

帮助同事自如自洽的工作，努力实现价值观与价值感的统一。帮助学生自如自在的学习，努力实现可能性与现实性的统一。一起建设友爱的同事大家庭，帮助老师的安身立命。一起建设温暖的教育大社区，帮助学生的幸福成长。

让校园因自组织而伟大

教育是关于人的哲学。一个人越自由主动，他的个性就发挥得越充分，他的创造潜能便越能得到实现，他的自我实现的程度便越高。自由主动，才是学校生态里最鲜活的力量。

学校是师生发展的生态环境。

人：基因（各异天赋）、内因（内生动力）、外因（外部生态）。

学校是师生发展的生态环境，是外因。

学校能做的是，以外因辅内因，以适宜的学校生态，释放师生的内生动力，提升内驱力，促进各自禀赋的最大发挥。

陶行知说：“教育是什么？教人变！教人变好的教育是好教育。教人变坏的教育是坏教育。活教育教人变活，死教育教人变死。不教人变、教人不变的不是教育。”

学校生态环境似水：

水能载舟—教人变好，教人变活

亦能覆舟—教人变坏，教人变死

还能煮粥—不教人变，教人不变

好的环境推动人性上升，坏的环境拉扯人性下坠。

古有孟母三迁换环境，今有家长焦虑选学校。

好的学校，帮助老师的安身立命，守护学生的幸福成长。

电影《放牛班的春天》里，代课老师马修自己办起了学生合唱团，抚慰了孩子们的心灵，成为孩子们最热爱的老师。他没有预算，没有加班费，也没有上级要求。这是典型的自组织行为，通过老师自由内驱行为，创造了受学生欢迎、帮助学生发展的项目。

当人自由内驱时不计功利地做自己喜欢的事情时，全情投入的忘我状态，及完成时油然而生的满足感，这些会带给人幸福美好的心流体验。在胡萝卜加大棒的模式下，人们做事情的动力是满足奖励或避免惩罚，做到能被奖励或不被惩罚就行了，这只满足了动物性而没有满足人性的全部，没有心流体验的幸福感。

好的教育生态，应该弥漫着这样的心流和幸福感，这有赖于众多个体的觉醒。同时，学校要创造为人们自由地做更好自己的空间，要成为让人自由的原始森林，而不要成为束缚人的笼子。

少利用人性的恐惧和欲望

多激发人性的善意和潜能

好的学校生态激发人的善和勤勉

坏的学校生态诱发人的恶和懒惰

发展人的内驱：借来的火点不亮自己的心灯。好的学校管理，不应该问我们要如何激励他人，而应该问如何做才能让人们自己激励自己。

海底捞服务好源自基层权力的自主共情，服务员有权抹零、换菜、退菜、送菜、代顾客外出买店内没有的物品。什么情况下退菜？什么情况下送菜？如果需要向领班或店长汇报，第一能否说清楚？第二得花多长时间说清楚？降低人自由度的复杂程序会降低顾客的满意度。

校园自组织程度取决于校园里人的自由程度和自主空间，自组织滋生于外因和内因的混合推动。内因是人，外因是文化。这就有赖于人的升维和文化的升级。

人是会思想的芦苇，自由意志是人之为人的根本，是人与动物的分界线。拥有自由意志的人，其生命会自我进化，生命状态会自我提升。因此，学校的责任在于构建一个有利于生命状态自我提升的生态环境。

基于自由意志的人的升维：

认知从一维到多维、观点从封闭到开放、行为从被动到主动、动力从外驱到内驱---

唤醒自由意志的文化的升级：

从服从文化到自主文化的升级、从执行文化到创造文化的升级---

鼓励人们愉快地玩耍，幸福地歌唱，自由地创造---

《道德经》言：太上，不知有之；其次，亲而誉之；其次，畏之；其次，侮之。

人升了维，文化升了级，对于上司的感觉，才能从“畏之”、“亲而誉之”走向“不知有之”。才能真正提升人的自由程度和自主空间，才能真正抵达自组织的核心：共同的价值观和在共同的价值观基础上形成的赋权与自由。

胡萝卜加大棒的方法适合于那些简单机械的重复劳动，如流水线上的兵，不用动脑筋只要去按程序做就OK了。一旦涉及到知识、创造和全身心投入事情的时候，萝卜加大棒的方法往往就不起作用了。我们的社会正是一步一步地从传统的农业社会、工业社会，走向今天的信息和知识社会，知识和全身心地投入变得越来越重要。如果还沿用过去传统的萝卜加大棒的方式来调动别人的积极性，那就错了。

自组织的核心是共同的价值观和在共同的价值观基础上形成的赋权与自由。

伟大的校园，在情感蓬勃的自由与隽永深刻的理性之间。自组织的校园，伴随着人的升维和文化的升级，人自由蓬勃，文化理性包容，这样的人和这样的文化让校园伟大。

自组织带来创造力。谷歌有一个政策，鼓励工程师每周花一天的时间做副产品，或者说用20%的时间来做自己想做的事情。谷歌邮箱、谷歌翻译都是来自这20%的时间。谷歌的工程师亚历克，在一次接受电视采访的时候说，谷歌公司几乎所有的新想法全都是在那20%的时间里冒出来的。

伟大的创造是在内生引擎与隐性指令作用下的动态系统中的自组织过程，这种自组织是在文化理念的倡导和学校生态的影响下滋生的。

把学习的主动权还给学生，把教学的主动权还给教师。小威廉姆·多尔在《后现代课程观》中说：“如果后现代教育学能够出现，我预测它将以自组织概念为核心。”

自组织能力背后，主要是一种看不见、摸不着的价值观层面的力量。自组织的校园，人们拥有发自内心信奉的的共同价值观。有自组织能力的学校具有浓郁的理念文化，个体勇于承担责任，主动应对变化；部门之间沟通顺畅无碍，善于开展合作；高层不骄不躁，谦虚谨慎地听取各方面意见，最大程度实现整体目标。

人类因为理性而伟大，因为知道理性的局限而成熟。哈耶克认为，理性自负之所以致命，就是我们很难逃脱一种欲望，就是用理性做整体设计这一种期望。用整体的规划去摆脱现代社会的高度不确定性带来的焦虑和不安，但这是一个虚幻的期望。

因此，我们要逃离理性的自负，放下想要规划一切的欲望，在自由生长和适度规划之间找到平衡。我们可能还是处在洞穴里，或是刚刚走出洞穴见到一小点光明，被人的有限性深深地束缚着。道法自然的自发秩序源于人性的本能，而过度规划的建构秩序多源于理性的自负。

学校是典型的知识型组织，赋能个体激活组织，让每一位教师拥有自主的动力系统。要摒弃科层制的官僚主义，丢掉枷锁，开拓潜能，强调在共同价值文化下的赋权、平等、自由、主动。以理性的理想主义精神和道法自然的敬畏之心，才能办面向未来的学校。

未来的学校不是刻板的教育工厂，而是价值与理想的乐园。价值理性确立后，工具理性是多样的。方向比方法重要，价值观决定方法论，理念文化决定制度流程。良好的学校生态环境不是胡萝卜加大棒，而是在自由自驱的环境中：激发人的善意，释放人的潜能，实现人的尊严。

结语：走向自由

2024年4月末在清华113年校庆的时，硕士同学入学30年聚会。我们1994年入学，那是激动人心、满地机会、自由包容的年代。当时的国务院总理朱镕基兼任清华大学经管学院院长，记得院里大会朱镕基院长讲：你们每个人都把一个企业搞好，中国就更有希望了。那时我们心潮澎湃，为了国家发展和社会进步，随时准备挥洒满腔热血。

聚会时去看了清华园里王国维的纪念碑，再看陈寅恪撰的碑铭：惟此独立之精神，自由之思想，历千万祀，与天壤而同久，共三光而永光。

德鲁克将管理视为“liberal art”，直译就是“自由的艺术”。也许在他的眼中，管理的目的就是“实现人的自由”。在自由的基础上，才能激发人的善意，释放人的潜力，实现人的尊严。

这样看来，管理的目的也是倡导人的独立，实现人的自由。也是独立之精神，自由之思想。但我们在人生路上如果不时常省察自己，就可能走向了进取之精神，成功之思想；升官之精神，发财之思想。

实现人的自由，从外部强加到个体自主。这个时代不需要管理，而需要自我管理的复兴。内在动机的研究通过扎实的实验告诉我们，人的行为只有来自于自己的真正选择，也就是打从心里理解并接受的自主决定，才是真正想做的。对有内驱力的人，自由才能带来积极性和创造性。

哈耶克用尽一生向人们证明，人类的繁荣、幸福和尊严来自个人自由，而不是集体主义。庄子的逍遥是心灵的自由，是创造性的自由。

走向自由，

就是回归到人

古希腊的“自由理性”及古罗马“独立人格”皆是强调个体私权、自由意志及独立思考。而后“个人自由”成为推动西方社会发展的主流思想，霍布斯、洛克、孟德斯鸠、卢梭等诸多思想家沿着“个人自由”的思想，推动了文艺复兴、启蒙运动及民主社会的发生。

然而，“个人自由”思想在中国却涅槃在那个“百家争鸣”的自由思想黄金时代。

儒家宗法“集体主义”是“个人主义”的对头；法家信奉“专制主义”是“自由主义”的敌人。儒法融合的集权统治秩序难以容下“个人自由”的思想。

走向自由，

我们需要付出更多的

精神和文化的努力

无自由的责任，是奴役；无责任的自由，是放纵。德鲁克在《工业人的未来》一书中说：“自由，是一种负责任的选择。它与其说是一种权力，还不如说是一种责任。”

存在主义哲学家萨特说：“我是被判为自由的”。自由对人而言是一种宣判、一种责罚，一种不得不承受的负担。是我要为之负责的东西，而不是可以坐享其成的权利，自由和责任是相配对的。自由和责任的重负就在你的肩上，让你无处逃遁。“你就是你自己的选择的集合”。人就是自由本身，人必须做出选择和行动，并且绝对地承担行动的后果。

走向自由，

也是走向承担责任

学校是生命活性和生命粘性结合最好的地方，是自由生命和幸福人生之间的金水桥。自组织就是通往这个金水桥的航标。拥有自由意志，自己成为自己的主人，用自己的生命意志去创造，才能真正实现自身生命力量的增长和完满。

不做被蒙着眼睛转圈的驴子，不做在洞穴里被绑着看影子的人。去做自由奔腾的马儿，去做站在太阳底下看太阳的人。

尼采说：成为你自己。在精神上从骆驼、狮子，走向婴儿。复归于婴儿，成为自由的自己。

走向自由，

就是走向自由的自己。

电影《肖申克的救赎》里说：有些鸟儿是永远关不住的，因为它们的每一片羽翼上都沾满了自由的光辉。

社会的繁荣是由无数的平凡而不平庸的人在自由的氛围中创造出来的---教育的繁荣亦是如此。

走向自由。

“人类只有在自由中才能发展其潜能。——康德语”

The essence of education lies in developing human potential. Similarly, the essence of organization lies in unleashing the potential of a team.

The book "Why Chinese People Can't Organize" analyzes the organizational capability model of Chinese enterprises and divides it into three types:

1. Primitive Organization: Relies on personal relationships.

2. Primary Organization: Operates like a military unit.

3. Intelligent Organization: Driven by shared values.

In simple terms, primitive organization is essentially "no organization," primary organization is largely "organized by others," and intelligent organization is "self-organized."

The logic behind organization is rooted in the understanding of human nature: Are people rigid, passive cogs? Or are they free, active creators? Independent or enslaved? Free or authoritarian? This is the question.

Returning to humanity. People are the measure of all things, and also the measure of organizations.

Kant said: "People are ends, not just means."

Self-Organization is True Organizational Capability

Consider two encyclopedias: The first, supported by abundant funding from a wealthy company, employed the most professional authors and editors, and hired project managers to oversee progress. The second, starting later and with limited funds, relied on volunteers. Conventional wisdom would predict the first encyclopedia would succeed due to its resources and expertise. However, the second, Wikipedia, triumphed over Microsoft's Encarta, despite its modest origins.

Why? While money and incentives are important, human motivation extends beyond material gain. Wikipedia's volunteers were driven by intrinsic motivation, fueled by their interest and values.

This example demonstrates the power of self-organization, where individuals collaborate freely and autonomously to achieve remarkable results.

In the movie "Midway"，the US Navy's success is attributed to its culture of autonomy and independent thinking. Intelligence officers like Joseph Rochefort and Edwin Layton, and pilots like Wade McClasky, demonstrated initiative and adaptability.

In contrast, the rigid hierarchy and blind obedience of the Japanese Navy hindered its ability to respond effectively to changing circumstances.

What is the secret to the victory of Western armies? The author believes it is culture. He summarizes the core elements of this culture as freedom and rationality. This forms a closed-loop logic: because they value freedom and individual rights, they emphasize rationality; because they are rational, they can think independently; and because they think independently, individuals can be proactive and creative. And it is these qualities that enable people to seize opportunities and achieve victory.

The German physicist Hermann Haken distinguishes between “heterarchy” and “self-organization”. Heterarchy refers to a system that forms an organization based on external instructions. Self-organization, on the other hand, occurs when a system spontaneously forms an ordered structure based on mutual understanding and coordination, with the organizing force coming from within itself.

The Battle of Trafalgar showcases Admiral Nelson's leadership style, emphasizing shared values and delegation. His flag signal "England expects that every man will do his duty" and his trust in his captains' judgment exemplify the core principles of self-organization.

By prioritizing shared values and empowering autonomy within those values, Nelson exemplified the true power of self-organization.

Encouraging Self-Organization in the BIBA Campus

BIBA is committed to fostering a free and open educational environment, promoting an ecosystem of dynamic interaction between teachers, students, and parents, and nurturing self-organization within a controlled chaos.

The BIBA Institute of Learning and Research, initiated by teachers, focuses on professional development through research projects, seminars, and publications. This self-organized approach inspires innovation and exploration among educators.

The BIBA EBC, founded by Andy Wang and Vincent Guo, provides guidance and support for students participating in business competitions. The club's success highlights the power of student-driven initiatives and the benefits of peer learning.

The PTA Parent Coffee Shop and Parent Workshops demonstrate parent engagement and collaboration. The coffee shop, operated by volunteers, contributes to the community's well-being, while the workshops offer valuable resources and support to parents.

BIBA's ecosystem, characterized by shared values, high standards, and strong self-organization, fosters the emergence of self-organized groups among teachers, students, and parents.

BIBA aspires to:

Protect the growth and happiness of students.

Uphold the freedom and dignity of colleagues.

Pursue the value and meaning of education.

BIBA’s Three Principles:

Get the people right.

Streamline the system.

Improve the ecosystem.

We strive to help colleagues work comfortably and harmoniously, achieving a unity of values and a sense of fulfillment. We aim to help students learn comfortably and freely, realizing the unity of possibility and reality. Together, we build a loving family of colleagues, providing a foundation for teachers’ careers. We also build a warm educational community, nurturing the happy growth of students.

Let the Campus Thrive Through Self-Organization

Education is a philosophy of humanity. The more free and active individuals are, the more fully their personalities can be expressed, their creative potential realized, and their self-actualization achieved. Freedom and autonomy are the most vibrant forces within a school ecosystem.

Schools are the ecosystems for the development of teachers and students. A positive environment releases intrinsic motivation and enhances individual potential.

A good environment promotes the upward movement of human nature, while a bad environment pulls it downward. In ancient times, Mencius' mother moved three times to find a suitable environment for her son. Today, parents anxiously choose schools. A good school helps teachers find their place in life and protects the happy growth of students.

Movies like "The Chorus" illustrate the power of intrinsic motivation. When individuals pursue their passions and engage in meaningful activities, they experience a sense of fulfillment and joy.

A good educational ecosystem should be permeated with a sense of flow and happiness, which relies on the awakening of many individuals. At the same time, schools should create spaces for people to freely become better versions of themselves. They should be like a vast, free forest, not a cage that restrains people.

The level of self-organization in a school depends on the degree of freedom and autonomy within the community. Self-organization emerges from the interplay of individual values and the school's culture.

As individuals elevate their dimensions and culture evolves, their perception of superiors can shift from "fearing them" or "loving and praising them" to "not even noticing them." This true increase in freedom and autonomy leads to the core of self-organization: shared values and the empowerment and freedom that arise from those values.

The carrot-and-stick approach is suitable for simple, repetitive tasks like those performed on an assembly line, where no thinking is required and following procedures is sufficient. However, when it comes to knowledge, creativity, and wholehearted engagement, the carrot-and-stick method often fails. Our society is transitioning from traditional agricultural and industrial societies to today's information and knowledge society, where knowledge and wholehearted commitment are becoming increasingly important. If we continue to rely on the traditional carrot-and-stick method to motivate people, it is simply not appropriate.

Self-organization, characterized by shared values and empowered autonomy, fosters creativity and innovation. Schools should create an environment that encourages individuals to freely pursue their interests and collaborate to achieve common goals.

The underlying power of self-organization lies in the intangible, value-based forces. In a self-organized campus, people sincerely believe in and uphold shared values. Schools with self-organizational capabilities possess a rich culture of ideas, where individuals are proactive in taking responsibility and adapting to change. Departments communicate smoothly and collaborate effectively. Leaders remain humble and open to feedback from all sides, striving to achieve the overall goal to the greatest extent possible.

Humans are great because of reason, and mature because they recognize its limitations. F.A. Hayek argues that the fatal flaw of rationalism is the desire to use reason for comprehensive planning. This desire to escape the anxiety and uncertainty of modern society through a grand design is illusory.

Therefore, we must escape the hubris of rationalism and abandon the desire to plan everything. We must find a balance between allowing free growth and moderate planning. We may still be in the cave, or just emerging into a little light, deeply constrained by human limitations. Spontaneous order arises from human instincts, while excessive planning often stems from rationalist hubris.

The future school will not be a rigid educational factory, but a paradise of values and ideals. Once value rationality is established, instrumental rationality can take diverse forms. Direction is more important than methods, values determine methodologies, and the culture of ideas determines institutional processes. A good school ecosystem is not about carrots and sticks, but about fostering an environment of freedom and intrinsic motivation: inspiring people’s benevolence, unleashing their potential, and realizing their dignity.

Conclusion: Embracing Freedom

In late April 2024, during Tsinghua University's 113th anniversary celebration, my classmates and I held a reunion marking 30 years since we entered graduate school. We began our studies in 1994, an exciting time brimming with opportunities and a spirit of freedom and inclusiveness. At that time, the then Premier of the State Council, Zhu Rongji, also served as the Dean of the School of Economics and Management at Tsinghua University. I remember him addressing us at a school assembly, saying, "If each of you can run a company well, China will have a brighter future." We were filled with enthusiasm and ready to pour our passion into the country's development and social progress.

Peter Drucker referred to management as a "liberal art," which, when directly translated, means "the art of freedom." Perhaps, in his view, the purpose of management is to "realize human freedom." It is only on the foundation of freedom that we can inspire people's benevolence, unleash their potential, and achieve their dignity.

Seen in this light, the purpose of management is also to advocate for human independence and realize freedom. It is also about the spirit of independence and free thinking. However, if we do not constantly reflect on ourselves as we journey through life, we may drift towards the spirit of ambition, the pursuit of success, the spirit of promotion, and the pursuit of wealth.

The realization of human freedom involves a shift from external imposition to individual autonomy. In this era, we do not need management, but the revival of self-management. Research on intrinsic motivation, supported by solid experiments, tells us that human behavior is only truly meaningful when it stems from genuine choices made from within, from decisions that are truly understood and accepted. For individuals with intrinsic motivation, freedom is the key to fostering enthusiasm and creativity.

Moving towards freedom is returning to humanity.

The ancient Greek concept of "free rationality" and the Roman ideal of "independent personality" both emphasized individual rights, free will, and independent thinking. Subsequently, "individual freedom" became the mainstream ideology driving the development of Western society. Thinkers like Hobbes, Locke, Montesquieu, and Rousseau advanced the concept of individual freedom, contributing to the Renaissance, the Enlightenment, and the emergence of democratic societies.

However, in China, the idea of "individual freedom" found its renaissance during the golden age of free-thinking during the "Hundred Schools of Thought" period. Confucianism, with its emphasis on collectivism, was the antithesis of individualism, while Legalism's advocacy of authoritarianism was the enemy of liberalism. The centralized ruling order resulting from the fusion of Confucianism and Legalism was incompatible with the concept of individual freedom.

To move towards freedom, we need to make greater spiritual and cultural efforts.

Freedom without responsibility is slavery; responsibility without freedom is tyranny. Peter Drucker, in "The Future of Industrial Man," stated, "Freedom is a responsible choice. It is more a responsibility than a power."

The existential philosopher Jean-Paul Sartre said, "I am condemned to be free." Freedom is a judgment, a punishment, a burden we must bear. It is something we are responsible for, not a right we can enjoy without consequences. Freedom and responsibility go hand in hand. The burden of freedom and responsibility rests on our shoulders, leaving us nowhere to hide. "You are the sum of your choices." Human beings are freedom itself, and we must make choices, act, and bear the consequences of our actions.

Moving towards freedom is also moving towards responsibility.

Schools are the best place where the vitality and stickiness of life come together. They are the golden bridge between free life and a happy life. Self-organization is the beacon guiding us to this bridge. With free will, we can become our own masters, create with our life's purpose, and truly realize the growth and fulfillment of our life's power.

We should not be donkeys spinning in circles with blinders on, nor should we be people chained in caves watching shadows. We should be horses galloping freely, standing under the sun and basking in its light.

Nietzsche said, "Become who you are." Spiritually, we should move from being camels to lions, and ultimately to children. Returning to childhood, we become free individuals.

Moving towards freedom is moving towards our true selves.

The movie "The Shawshank Redemption" says, "Some birds are not meant to be caged, their feathers are just too bright."

The prosperity of society is created by countless ordinary yet extraordinary people in a free atmosphere - and so is the prosperity of education.

Moving towards freedom. "Man can only develop his potential in freedom."