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中国科学院心理研究所2023年2月发布的《中国国民心理健康发展报告(2021-2022)》显示：中国小学、初中、高中学生的抑郁障碍检出率分别为：13.5%、12.3%、10.8%。小学生的高检出率，让我们不得不关注抑郁症状起源的复杂性。家庭环境的影响、学业压力的早期化、社会环境的影响、心理健康教育的缺失等，都有可能是造成小学生抑郁障碍的因素。其中，特别应重视的是，新兴媒体、短视频和网络游戏等给当代小学生们带来的不可忽视的影响：在浅层的舒适区里享受短暂的多巴胺带来的快乐，甚至可能成瘾。

According to the 2023 China National Mental Health Report (2021-2022) published by the Institute of Psychology, Chinese Academy of Sciences, the depression rates for elementary, middle, and high school students are 13.5%, 12.3%, and 10.8%, respectively. The high depression rate among elementary school students forces us to pay attention to the complexity of the origins of depression. Factors such as family environment, early academic pressure, societal influences, and the lack of mental health education may all contribute to this issue. Particularly noteworthy is the impact of emerging media, short videos, and online games, which offer students short bursts of dopamine-driven pleasure, sometimes leading to addiction.

回想一下，我们上一次认真阅读一本书是什么时候？在过去的这一年里，我们一共阅读了多少本书？最近一次的亲子阅读美好时光，是在什么时候？

Think back: When was the last time you seriously read a book? How many books have you read this past year? When was the last time you spent quality time with your child reading together?

在过去一个多月的时间里，学校勇于挑战的IB学习者培养目标活动中，为孩子们提供了丰富的英文和中文诗词阅读资源，鼓励孩子们勇于尝试和坚持完成挑战，并逐步培养良好的阅读习惯。面对这一共同的挑战，每个家庭都展现了独特的应对方式和支持策略。我们希望，孩子们在克服困难后的喜悦和内啡肽能够给他们带来更持久的精神愉悦，在今后挑战极致困难的过程中，能够获得对自我的真正认知。

In the past month, as part of the school’s IB Learner Profile Activity, students were provided with rich English and Chinese poetry reading resources, encouraging them to take on challenges and persist in cultivating good reading habits. Each family has shown unique ways of supporting and responding to this challenge. We hope that the joy and endorphin rush children experience after overcoming challenges will provide lasting mental well-being, helping them gain a deeper understanding of themselves as they face increasingly difficult tasks in the future.

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曾经的我们，只要具备一定的知识技能便可以安身立命，稍微出色的知识技能储备就可以让我们超越同龄人并具备一定的竞争力。AI时代下，知识的获得越来越容易，未来的我们，如何才能脱颖而出？如何在这样的环境下找到自己存在的意义？

In the past, we believed that possessing a certain set of knowledge and skills was enough to secure one’s place in life. With slightly better knowledge and skills, we could surpass our peers and gain a competitive edge. In the AI era, however, acquiring knowledge is becoming increasingly easy. How, then, can we stand out? How can we find our purpose in such an environment?

没有家长不希望自己的孩子能批判性地看待某些问题：这个小马宝莉的卡片/玩具，我真的非买不可吗？过度迷恋手机游戏和短视频会给我带来什么影响？这次考试的失败是否意味着我整体失败了？她/他的这些行为，是否构成了校园霸凌或者性侵？等等。

No parent wishes for their child to lack critical thinking skills: "Do I really need to buy this My Little Pony toy?" "What impact will excessive addiction to video games and short videos have on me?" "Does failing this exam mean I’m a failure overall?" "Does their behavior constitute bullying or sexual harassment?" and so on.

12月13日下午，彼一米森林学校迎来本学期最后一次家委会例会。在这特别的一天，执行校长兼小学部校长钟焱莉女士为各位家委精心准备了一堂主题为“培养批判性思考能力的阅读策略”的课程。在这一小时的时间里，家委们化身为学生，沉浸于书页间的世界，全身心地投入到钟校长充满智慧与启发的课堂中，通过体验感受了自己是如何通过阅读被激发了独立思考、质疑问难的能力。我们希望，这样的场景也能延伸至每个温馨的家庭角落。

On the afternoon of December 13, Changsha BeeMee Forest School held its final parent committee meeting of the semester. On this special day, Executive Principal and Primary School Head, Ms. Zhong Yanli, delivered a lecture titled "Reading Strategies for Cultivating Critical Thinking Skills." During this one-hour session, parents transformed into students, immersing themselves in the world of books, fully engaged in Principal Zhong’s class, and experiencing firsthand how reading can ignite independent thinking and the ability to question. We hope that this experience can extend to every warm family corner.

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教授知识和技能≠教育

Teaching Knowledge and Skills ≠ Education

教授知识，比如我们的语文、数学、英语等各个学科；只能占“教育”里面的“教”，也就是我们通常所说的教学。这里也包括教授才艺，比如绘画、乐器、体育等。“育”，育的是什么呢？能力、思维和品格。其中，能力包括思考能力、学习能力、自我管理能力、时间管理能力、审美能力、社交能力、抗挫折能力等。

Teaching knowledge, such as Chinese, mathematics, English, and other subjects, falls under the "teaching" aspect of education, which we commonly refer to as "instruction." This also includes teaching talents, such as painting, music, and physical education. But what does “nurturing” mean? Nurturing is about developing abilities, thinking, and character. This includes abilities such as thinking skills, learning skills, self-management, time management, aesthetic abilities, social skills, resilience, and more.

教授知识和技能，我们可以在一堂40分钟的传统课堂内完成，能力的培养呢？能力可以通过书本学习吗？知识和技能的掌握程度，可以通过标化考试来评估，能力的评估标准又有哪些？有部分教育家将“教”和“育”分别称作一种工具理性和价值理性。“育”作为价值理性，学生的思维、素养、能力和品格等很难用工具来评估和量化。我们很难量化一个孩子到底有多少批判性思维，也很难评估这个学生今天是否比昨天的审美能力有所提高。以此类推思维、品格、素养等的培养。

Knowledge and skill teaching can be accomplished within a traditional 40-minute class. But what about the cultivation of abilities? Can abilities be learned from books? The level of knowledge and skills can be evaluated through standardized tests, but how do we assess the growth of abilities? Some educators view “teaching” and “nurturing” as tools of instrumental rationality and value rationality. "Nurturing," as a value rationality, is difficult to assess or quantify using tools. We cannot easily measure how much critical thinking a child possesses, nor can we evaluate whether their aesthetic ability has improved since yesterday. Likewise, the development of thinking, character, and overall quality is hard to quantify.