一、核心理念:「樂活行動力」(LOHAS)

約翰實驗教育機構以「樂活行動力」為核心理念,旨在創辦以品格教育為基礎、健康永續為核心、知行圓滿為理想、前瞻未來為導向之教育環境。

(一)以LOHAS為規劃課程的核心理念:

LOHAS (Lifestyle Of Health And Sustainability),最早出現在1998年保羅˙雷(Paul H. Ray)所著「文化創造:5000萬人如何改變世界」(The Cultural Creative: How 50 Million People are Changing the World)一書。旨在關心身心靈健康、生態環保等永續議題及正確的人生態度。而LOHAS對照中華文化,則與易經所云「天行健,君子以自強不息。」有異曲同工之妙。

依據LOHAS以及「天行健」、「自強不息」之理念,本實驗教育規劃了「教育=品格 X 未來」(Lifestyle = Health X Sustainability )的課程。說明如下:

1. 品格之學 (天行健):

(1) 品,是高度。猶言品質、眼光、能力。本校著重「讀解智能」、「肢體動能」等文武合一的能力課程,提供舞台以提升學子品質。

(2) 格,是寬度。猶言格局、胸襟、素養。本校著重「生根國學」、「童軍探索」等動靜皆宜的素養課程,增廣視野以開展學子格局。

2. 未來之學 (自強不息):

(1) 前瞻:是眼光的延伸,能見其未然之跡。學習前瞻課程得以有備無患,無畏未來之變局。本校的前瞻課程著重「數位創客」、「藝術文創」等開創性的知能。

(2) 永續:是價值的沿續,已然之善能長存。把握永續課程得以生生不息,順應未來之環境。本校的永續課程著重「深耕雙語」、「生態行腳」等實用性的知能。

綜上所述,約翰實驗教育的理念交集了「品格」的價值與「未來」的永續。在課程規劃方面,開發了「新八大智慧」包括:深耕雙語、生根國學、數位創客、藝術文創、童軍探索、生態行腳、讀解智能、肢體動能等。如下圖:

「教育=品格 X 未來」

(Lifestyle = Health X Sustainability )

1. Our Teaching Philosophy

Johan International Experimental Education Institute was established with the believe in LOHAS Education, which stands for Lifestyle Of Health And Sustainability. This notion first appeared in a book written by Paul H. Ray in 1998 called "The Cultural Creative: How 50 Million People are Changing the World". Character education lays the foundation of our curriculum, health and sustainability forms the core, prospect-oriented learning guides our children to into the future.

(二)以「樂活」為設計教學的依循原則:

LOHAS譯成「樂活」,增加了寓教於「樂」、及實用生「活」知能的涵義。約翰實驗教育教學團隊集思廣益,依循寓教於樂的原則,藉遊戲、故事、體驗、探索、發表.....等活潑有趣的教學活動設計,引導學子樂活學習。

(三)以「行動力」為落實教育的實踐方法:

基於「世界皆教室」的理念,約翰實驗教育發展「外展教育」(Outward Bound),開發互動、活動、行動、運動的力行課程,落實「讀萬卷書、行萬里路」的教育效果。

「樂活行動力」的核心理念也完整而貼切地符合了「知、情、意、行」的教育理想:

「樂」(Enjoy),樂在學習,以致「知」。

「活」(Active),健康活力,以怡「情」。

「行動」(Action),奉獻實踐,以實「行」。

「力」(Will),堅定毅力,以立「意」。

2. Our classes are designed around fun and practical activities. We guide our students through games, stories, presentations, and exploratory activities.

3. Learning should not be confined within the classroom, nor should it limited the pages between the books. We believe the world is our classroom. We strengthen the will of our students through enjoyable activities, fun interactions, and sports.

2. LOHAS Learning Symbol

Our LOHAS learning symbol is based on scout's honorary symbol. The center represents the core focus of our institute, which is the Lifestyle Of Health And Sustainability. The bottom represents our curriculum, including ability, personality, and future skill development. The three petals represent our objectives, which are confidence, cooperation, and contribution.

The symbol also looks like a lily, which stands for friendship, cooperation, and sustainability. This is identical to our beliefs at JIEEI. We want to enrich our students' personality, enlighten their knowledge, and fuel their passion to learning.

二、樂活學習圖像

約翰實驗教育機構之「樂活學習圖像」,以童軍徽章為基礎,理念如下:

  1. 中心橢圓:代表本實驗教育之核心理念,即「樂活行動力」。
  2. 下方根部:代表本實驗教育的課程規劃,包括多元發展、動靜皆宜的能力課程、素養課程、未來課程等三大扎根課程。
  3. 上方花瓣:代表本實驗教育的教育目標與兒童圖像,包含「自信力(Confidence)、群策力(Cooperation)、服務力(Contribution)」等「3力3C」。
  4. 百合花語:「百合」一詞含有「百事如意」、「百年和合」之意,意味長長久久、力行永續,具有因應未來變遷及環境生態永續的意義。人們也往往把它比做團結友好、和睦相處的象徵,正好呼應了本實驗教育「群策力」之教育目標。此外百合花語具有外表清純優雅,內在熱情活力的涵義,也符合本實驗教育期許學生培養出的品格。

三、教育目標:3力3C品格。

  1. 「自信力」(Confidence):面對自我,能夠建立自信,發展自覺、自律、自主的能力。
  2. 「群策力」(Cooperation):面對他人,能夠互助合作,發展見賢思齊、同心協力、集思廣益的能力。
  3. 「服務力」(Contribution):面對社會,能夠慈悲為懷,發展感恩珍惜、學以致用、濟弱扶傾的素養。

曾子曰:「吾日三省吾身:為人謀而不忠乎?與朋友交而不信乎?傳不習乎?」

為人謀而忠,猶言「服務力」,其至高理想則為道德經所云「長而不宰」之德(助人而不宰制、求報) ,與佛家「無相」布施的境界。

與友交而信,猶言「群策力」,其至高理想則為道德經所云「為而不恃」之德(有為而不自恃、居功) ,與佛家「無我」無慢的境界。

傳能熟習之,猶言「自信力」,其至高理想則為道德經所云「生而不有」之德(智生而不自得、自滿) ,與佛家「無生」無著的境界。

3. Teaching Objectives

At Johan International we want our children to learn the value of confidence, cooperation, and contribution. Firstly, confidence will allow our children to become self-aware, self-disciplined, and independent individuals. Secondly, cooperation will allow them to see the benefits of working and putting their minds together, and placing the team ahead of individual benefits. Lastly, contribution will allow our children to develop empathy towards the society, to treasure what they have, and to help those in need.

四、教育原則:寓教於樂

丹尼爾‧平克(Daniel H. Pink)在《未來在等待的人才》一書中提及,「我們正從一個講求邏輯與計算機效能的時代,轉化為一個重視創新、同理心、與整合力的感性時代,未來具有『重設計』、『說故事』、『整合』、『關懷』、『會玩樂』、『重意義』這6種能力的人才,將脫穎而出。」

基於此一理念,本實驗教育著力於「設計」出一套愛「說故事」、「會玩樂」的教學方法,將繁雜的學科「整合」成「有意義」、能「關懷」的課程,藉寓教於樂、結合生活的課程與教學,提升學子的學習效果。

4. Fun, Meaningful Learning

In his book called "A Whole New Mind: Moving from the Informational Age to the Conceptual Age", Daniel H. Pink pointed out that we are moving from an age run by logic and computing into an age that values innovation, empathy, and the ability to integrate. To succeed, future generations must posses six essential aptitudes: Design, Story, Symphony, Empathy, Play and Meaning. Based on this notion we've designed teaching methods based on story telling and playing to integrate meaningful lessons with a sense of empathy, so children learn, play, and integrate what they've learned in school into their every day lives.