美國華德福畢業生調查報告

(完結篇)

 

/ 黃雪芳、黃廣祥

 

編按: 由於受部落格篇幅限制,以下為延續(下)篇內容。

 

 

Three Key Findings 三個關鍵的發現

 

1.  Waldorf graduates think for themselves and value the opportunity to translate their new ideas into practice. They both value and practice  life-long learning and have a highly developed sense for aesthetics  華德福畢業生思考自我以及重視能將自己新創意落實的機會。他們重視與實踐終身學習以及擁有高度成熟的藝術氣息.

 

2.    Waldorf graduates value lasting human relationships—and they seek out opportunities to be of   help to other people.  華德福畢業生重視持續的人際關係---同時他們尋找幫助他人的機會

 

3.    Waldorf graduates are guided by an inner moral compass that helps them navigate the trials and temptations of professional and private life. They carry high ethical principles into their chosen professions.  華德福畢業生遵行內在道德方針,它幫助與引導他們通過在工作與個人生活方面的試煉跟誘惑.他們把高度的倫理守則帶到他們所選的行業裡.

 

 

Statistical Analysis: Graduates’Own Children  統計分析畢業生自己的小孩

 

                                                                 High School              High School & Pre-High School

  
                              
高中                        高中與高中前

 

Child In Waldorf School 小孩在華德福學校                   26%                             13%

 

Plan To Send Child 打算送到華德福                               51%                              73%

 

Do Not Plan To Send Child 不打算送到華德福              22%                              13%   

MEAN RESPONSE (%) 代表回應(%)

 

Great majority of Waldorf graduates want to send their children to a Waldorf school

絕大多數華德福畢業生都想送他們的小孩到華德福學校

 

 

Testimonial by a Waldorf Alumnus 華德福校友的證言

I was asked to describe how my [Waldorf] education has served me in life – but that’s like asking me how my heart has served me in life!  It has been so essential.    他們要我敘述華德福教育如何適用我的一生---那就像是在問,我的心臟如何維持我的生命,它是這麼不可或缺的

 

“Now I’m not saying that knitting got me into Yale. But [Waldorf education] helped me develop a vitally important capacity which I would call ‘cognitive love’ –  the ability to embrace the world with one’s thinking, to engage one’s mind actively in loving dedication to a brighter future.”  現在我不是說華德福的編織手藝讓我進到耶魯大學,但華德福教育幫助我發展出一個重要的才能,我稱之為認知的愛”---那種用思考擁抱世界的能力,這種認知的愛積極地吸引人的心智、專心致力於一個更光明的未來.

 

“In high school, I gained a foundation in real knowledge that is already evident in college. This is true in math and science, not just in art and history.In chemistry at Rochester Institute of Technology, I can explain to my classmates what happens when a particular acid and a particular base mix because we mixed those chemicals in 10th grade  在高中, 我獲得了在大學才會明白的真正知識的基礎, 不只是在藝術跟歷史, 還有數學跟科學. 在羅徹斯特理工學院的化學上我可以跟同學解釋, 當酸和鹼混合會發生甚麼變化, 因為我們在10年級已經混合過這些化學品了

 

“  Other students learned about acids and bases from textbooks,  or their lab experience wasn't meaningful,  and so they can't picture what happens. Classmates and dorm friends constantly ask me how I know what I know – it's not that I know more facts than they do,but that I have remembered what I learned and I know how to connect facts to relate them to what I'm doing.”    其他學生從教科書學到酸和鹼,或他們的實驗室經驗對他們意義不大,所以他們無法把所發生的圖像化。同學跟室友時常問我,我如何知道自己懂甚麼---並不是我比他們懂得更多事實,而是我記得我所學過的,而且知道如何將這些所學跟我正在做的相關東西連結起來.”

 

Testimonials by Professors 教授的推崇

 

“ The Waldorf student I taught had a breadth of interest, willingness to explore new areas and to make connections to what she already knew, artistic sense, and  ability to apply it to scientific problems. She also brought a strong, highly individualistic (non-sectarian) spiritual sense to her work – her world was larger and more interesting than herself.”               

- Stan Rachootin, Professor of Biological Sciences, Mount Holyoke College 

我所教的華德福學生有很廣泛的興趣, 樂於探索新領域以及連結她所懂的,藝術素養,以及將它用在解決科學問題的能力。她同時將強烈,極緻的個人主義(不分派別)的情操帶到工作中---她的內心世界還比她自己來得更寬大和更有趣.”                

-Stan Rachootin,生物科學教授,Mount Holyoke大學 

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