必看 | 新冠疫情对必看 | 新冠疫情对柏朗思观澜湖学校有什么影响？

只有通过高效的探究式教学项目提供融合、广泛的人文主义教育及其他学科教育，孩子才能真正地从全人类的角度去理解和思考因果效应。

通过这一系列我们将共同探讨新冠肺炎疫情对国际教育行业带来的影响和改变。我们将思考新冠肺炎疫情已经或将继续改变国际教育行业的实质、架构、优先序和数据统计模式。

同理心篇章——疫情期间不少人经历了情绪上的大起大落。我们见证了疫情下许多国家和人民展现出来的人道主义关怀精神，这和极个别的无知、恐惧的案例形成了鲜明的对比。作为教育者，我们该如何正确地引导学生们去了解和认识这一现象?而以国际视野共同应对疫情，作为一所国际化学校我们可以做些什么?

In this series we will consider how Covid-19 may have changed, and may continue to change, internationalised education in content, priorities, structure and demographic.

Compassion: The ups and downs. The outstanding humanitarianism that has been demonstrated by so many within and across countries versus isolated incidents of ignorance and fear. What is our role as educators in terms of teaching our students, and internationalised schools in terms of a global and unified approach to address this?

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新冠肺炎疫情下的同理心教育

那是最美好的时代，那是最糟糕的时代;那是个睿智的年月，那是个蒙昧的年月;那是信心百倍的时期，那是疑虑重重的时期;那是阳光普照的季节，那是黑暗笼罩的季节;那是充满希望的春天，那是让人绝望的冬天……(狄更斯《双城记》)

英国作家查尔斯·狄更斯的这段朴实的文字，仿佛穿透时空真实地描写了新冠肺炎疫情下的我们，疫情让我们有幸见证了人性中的善恶。作为学校乃至全球社区的一份子，我们为正在艰难困境中挣扎的人们献上鼓励的话语，用行动去表达支持与爱意，能够尽一份力而深感荣幸;与此同时，我们也从新闻报道中读到了数起令人不齿、充斥偏见和无知的行为。我们曾在社交媒体上用歌声、用幽默、用言语去传递善良和智慧，鼓励人们振作精神;与此同时，我们的热情也曾被贪婪和暴利浇灭。

查尔斯·狄更斯在双城记中指出社会内部、社会与社会之间可能会存在着两极分化的观点和双重现实，很多人认为这是他对万物更迭，重生及复活等理论的看法。很显然，新冠肺炎疫情让我们重新审视自己对待生命的态度并且思考我们在应对疫情时扮演的角色，我们应当把疫情当做一个契机，让我们去发现其他人身上的闪光点，去尝试构建更好社会组织。

Covid-19, Compassion and Education

“It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair…..”

These words from Charles Dickens likely ring true to many of us at this time, as during the Coronavirus outbreak, we have witnessed some of the best and worst of humanity. We have felt proud to be part of our community and of a global society that offers each other messages and acts of love and support in times of hardship, and at the same time ashamed of some of the cultural ignorance we have heard of in the news. We have had our spirits roused by song, jokes, words of kindness and wisdom shared through social media, and had our hopes dashed by reports of greed and profiteering.

Charles Dickens refers to the polarised perspectives and dual realities that may exist within and across societies, and his words are interpreted by some as reference to ideas related to renewal, rebirth and resurrection. For sure, Covid-19 has given us all new perspectives on life and our place in it and an opportunity to create new and better realities that seek to bring out more of the best and less of the worst that we can find in each other.

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这对于教育行业意味着什么?

作为教育者，我们有责任引导和帮助学生去适应当下的生活，培养他们成为最好的个体，建立丰富的技能知识储备和良好的心态去迎接未来并取得成功。在柏朗思观澜湖学校，我们致力于培养富有同理心的全球公民，而同理心正是我们在应对新冠肺炎疫情采取行动时需要去反思的东西。

同理心是对身处困境的人给予关爱及力所能及的支持。具备同理心意味着我们能够认知、描述和理解他人的感受和情绪;意味着我们能够换位思考，设身处地，将心比心;意味着我们能够理解事物之间的因果效应，理解境遇不同每个人的情绪情感有所差异;意味着我们学会超越自我并反思我们的行为。具备以上条件后，我们整合信息去寻求支持并提出合适的解决方案。

So what does this mean for education?

Our role as educators is to help support our students in the present and prepare them for the future, helping them be the best they can be and build the skills and mindsets they need to be successful. At BMH, part of our mission is to build compassionate global citizens and it is that word - Compassion - that we need to reflect upon in the face of what Covid-19, and the related behaviours, is teaching us.

Compassion is about caring for others who are suffering or struggling. It requires that we can name, describe and understand feelings. It requires that we have the ability to put ourselves in the shoes of others. It requires that we can understand cause and effect, and different possible effects for different people at different times. It requires that we learn to go beyond ourselves and take time to reflect. And after all of that, it requires that we can help to find solutions and identify ways to help based on all of this related information.

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综上，在柏朗思观澜湖学校加强同理心教育，我们将从以下几个方面着手或加强：

我们能够

认知、描述、理解

他人的感受和情绪

With all this said, there are some things we will be actively enhancing in our educational programme at BMH:

“It requires that we can name,

describe and understand feelings”

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情绪智力

霍华德·加德纳1983年出版的成名作《多元智力论》中提到人类存在不同形式的智力，而非单一模式例如用智商来概括全部。他认为人际(人与人)之间及意识中存在的智力是人类交流和需求中的八大能力之二。理论研究表明了解情绪智力，教授情绪控制能力即认知、描述、管理、利用和超越情绪的理性思考将帮助我们的孩子成长为富有同理心的个体。

在柏朗思观澜湖学校，我们重视情绪智力的培养。平等的师生关系和融洽的同伴关系，体现在校园一日生活的时时刻刻。在这里，从幼儿园的“尊重孩子的一百种表达”，到与高年级段孩子平等对话，你能看到我们始终如一引导和帮助孩子认识和理解自己和他人的感受和情绪。“你今天开心吗?”“如果你是鼠小弟，被大家嘲笑了，你心情怎么样?”“我理解你现在需要时间冷静下来，如果你需要帮助请告诉我。”是你能常常听到的师生之间或同伴之间的交流。

在柏朗思观澜湖学校，……

“我们能够换位思考，设身处地，将心比心”

Emotional Intelligence

Howard Gardener is famous for his 1983 work on Multiple Intelligences in which he outlines different modalities of intelligence rather than a singular ability such as IQ. He believes interpersonal (between self and others) and intrapersonal (self-awareness) intelligence are amongst the 8 key intelligences humans display and need. Curricula that recognise the centrality of emotional intelligence and teach emotions - naming, describing, managing, making use of and moving beyond them - will help our children become compassionate children and adults.

“It requires that we have the ability to put ourselves in the shoes of others”

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多元化观点

教授观点的方法多种多样。文学是一个绝佳的途径，类似于“从说到写”的课程项目让学生能够自如地去运用故事，分析情节线索了解不同角色的观点，用戏剧来体验角色甚至从不同的角度来重新改写故事。辩论和模拟联合国等活动对于学生去了解不同的观点和角度也是非常有帮助的。家长在培养换位思考能力方面扮演着非常重要的角色。平时家长该如何去引导和处理子女之间的争执，合理利用家庭会议或用餐时的谈话，注意观察生活的细节去了解和思考他人所处的境况都是很好的学习模式。作为一所具有国际视野的学校，我们招募来自世界各地的教育者完成教学工作，在这个过程中我们也不断学习和成长。老师们有共性也有个性，我们要确保不同的文化和观念被我们的课程所包容、融合开放的价值观在我们读过的故事和所期望的榜样中都有所体现。

在柏朗思观澜湖学校，……

“我们能够理解事物之间的因果效应

理解境遇不同每个人的情绪情感有所差异”

Varied Perspectives

There are many ways to teach perspectives. Literature is a wonderful way and programmes such as Talk for Writing allow students to play with stories, analyse the traits and view points of different characters, use drama to take on those roles and even rewrite stories from different perspectives to innovate upon texts. Debates and MUN activities help children to learn about different opinions and value perspectives. Family plays an important role here too - sibling disagreements and the related parent mediation, family conferences and simple meal times together to talk, ask and pay attention to the details of each others’ days are all ways to learn to think about other people’s realities. As a school with international mindedness as a key value, teaching and learning about people from around the world, their similarities and differences and ensuring that different cultures and beliefs are reflected in our curriculum, the stories we read and the role models to whom we aspire is also critical.

“It requires that we can understand cause and effect, and different possible effects for different people at different times”

从说到写

Talk for Writing

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人文教育

对于教育机构而言如果只需要专注于核心技巧和重点科目的教学，事情就变得很轻松了，例如语言、数学、科学，这些通常也都是家长和学校看重的内容。然而如果我们希望帮助孩子去了解人类社会在全球化和历史演变中形成的组织架构以及身处其中责任和义务，人文教育(包括地理、历史、社科、品德教育和全球视野)是理解以上内容的基础。只有通过高效的探究式教学项目提供融合、广泛的人文主义教育及其他学科教育，孩子才能真正地从全人类的角度去理解和思考因果效应。

在柏朗思观澜湖学校，……

“它要求我们学会超越自我并反思我们的行为”

Humanities in Education

It is too easy for educational establishments to become fixated on core skills and subjects - Language, Maths and Science often dominate priorities for schools and parents. However, including Humanities education, including Geography, History, Social Sciences, Morality Education and Global Perspectives, is fundamental if we are to help our children understand how people organise themselves and what the roles of societies and individuals entail, and to understand where we are in the context of global and historical perspectives. It is only with strong Humanities education, integrated alongside other subjects and through powerful programmes of inquiry, that our children will learn to understand cause and effect from a human perspective.

“It requires that we learn to go beyond ourselves and take time to reflect”

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探究精神

探究式教学法让学生可以尝试不同途径，大胆提出假设并不断进行验证批判，直至对自己的理解和事物的真相感到满意。教育的强大绝不在于简单地填鸭式教学，为创造力而不懈奋斗意味着我们需要去尝试、去接受失败、去合作，不断地去评估。

在柏朗思观澜湖学校，……

“它要求我们寻求帮助来找到合适的解决方案”

Inquiring Minds: Teaching through inquiry allows students to try out alternatives, postulate their own ideas and bash ideas around until they feel satisfied with their own understanding and their truths. Simply filling people up with knowledge and telling them what to think is not what powerful education is about - we strive for creativity and this means we need to try, to fail, to collaborate and, always to evaluate.

“It requires that we can help to find solutions and identify ways to help”

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同理心与同情心

同情他人是感知他人的境遇和感受并在此基础上进行反思，而同理心是个体准确地理解他人的情感并在特定情景下做出准确情感反应的一种能力。我们很容易对深爱之人或家人产生同理心，两者的程度是完全不同，过度的同理心会让你精疲力竭甚至丧失继续前进的斗志或无法有效地提供支援，因此明确地讲授两者的不同之处是至关重要的。

在柏朗思观澜湖学校，……

培养具备同理心的人是很多学校的共识，但是如果我们真正地想要去培养富有同理心的全球公民，持续加强以上内容的教学建设将是最有效的途径。

Empathy versus Sympathy: to sympathise with others is to recognise their feelings and situation and reflect those feelings, where empathy is to genuinely take on the feelings and challenges of others in a deeply engaged way. While empathy has a place, and we certainly feel empathy for our most beloved and family members, it is important to be able to differentiate the two. Over empathising can be draining and leave you with no emotional reserves to actually pick yourself up and move forward, or offer useful support. Explicit teaching about the differences is important.

There are many elements above that schools including BMH already highly prize, but if we are to truly build compassionate global citizens, a stronger focus on the above would be best.

Empathy

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Let us be inspired by the words of Charles Dickens as we think about how to move forward, learning from the best and worst we have seen from humanity over the past weeks and months and equip our children with the compassion they need for a bright global future.

希望查尔斯·狄更斯的话语能够激励我们一路前行，从过去几周或几个月时间的经验和教训中学习，培养孩子的同理心以帮助他们更好地去适应和拥抱前景更为光明的未来。

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