2015 Life Education Achievements Observation Tour in Taiwan Schools at All Levels and World Cafe Activity Achievement Sharing
2015 Life Education Achievements Observation Tour in Taiwan Schools
at All Levels and World Cafe Activity Achievement Sharing
In order to draw a comprehensive conclusion from current promotion approaches of life education, the observation tour adopted World Cafe Activity where life education staffs and teachers at all levels, can motivate synchronic dialogue, reflect upon problems, share common knowledge, and find new action opportunity through flexible group discussions and sincere dialogue under the guidance of the facilitator on the issue in a relaxed atmosphere.
In the World Cafe discussion, we classify the promotion activities of life education into four themes: “School Vision and Mission and Life Education”, “Formal Curriculum and Life Education”, “Informal Curriculum and Life Education” and “Potential Curriculum and Life Education”. Now let’s look at the following detailed introductions:
（1）School Vision and Mission and Life Education
a） Teachers come from different schools. Some religions advocate the true, the good and the beautiful, while some advocate benevolence and love. These issues should be solved according to different courses.
b） Some teachers work on preschool education. They think childhood is the most important period to conduct life education which should start earlier. The butterfly park is thus built where children can experience life education through keeping butterflies.
c） Many vocational schools highlight foundation, entrepreneurship and innovation. Meanwhile, they also pay attention to human sympathy. The entrepreneurship can help the disadvantaged in schools. For instance, the combination of tomato garden marketing and other departments’ power can help with the promotion of life education.
d） Making use of beautiful campus scenery (such as mountains, seas, trees, forests, and even macaque), under the favorable geological and environmental conditions, the school managers and executors conduct different quality educations to different students by matching the appropriate environment.
e） Secondary school teachers share their experience of establishing character education classroom. Character education classroom is a new independent space. If the principal want to have a talk with a child, he (she) can lead the child to the classroom to make a communication. He (she) can also take those students who perform well to the classroom and reward them.
f） Life is life education, no matter looking from the perspective of campus or curriculum planning. Different educators have common principles. Their schools hope that their future alumni can give care on life education. The course design will combine with related service education and other potential courses, helping them to achieve sound life education development on the basis of school management principle.
（2）Formal Curriculum and Life Education
a） Integrated education is divided into three parts: based curriculum, integration into different areas, and intensive concern (special education, the disadvantaged)
b） Two Major Categories of Based Curriculum: Localized: Schools have developed their own features in combination with local cultural features. Fields: Anything can be integrated and it depends on your arrangement of drama experience in the course and textbooks compiled by schools.
c） Play your own role and perform it well, which could unintentionally convey positive energy to other people. For example, in the book entitled The Five People You Meet in Heaven, the author wrote that maybe what I gave out today cannot be seen, but it can be felt by other people, which is the connotation of our integrated course.
d） It is discovered that many universities required courses or major courses lack teachers. Senior citizens who came from community universities often give feedback to their doctors or invite painters to teach them painting, or invite writers to teach them to tell stories and finally make a picture book.
e） In terms of senior high school, the credit matters. Most formal courses are established in grade one. For example, there are courses about life-and-death care, love and moral in New Taipei Municipal DanFeng High School. In addition, Chung Shan Industrial and Commercial School and Bliss and Wisdom Senior High School establish such courses from grade one to grade three.
f） Students of Bliss and Wisdom Senior High School have to accommodate in school. Their life and learning are combined together. They can feel the beauty of life from this kind of life. Therefore, these students are polite and teachable.
g） National Taiwan University has established career exploration course for freshmen. Taipei National University of the Arts sets the new artist course. High schools and vocational schools implements integrated instruction.
（3）Informal Curriculum and Life Education
a） Regular Activity: blessing, visit community, film appreciation, art season, crowning, granting robe, granting dress, reading, zazen, meditation, mindfulness, c, reading party, weekly diary, life fighter, planting plants.
b） Festival Activity: incubation, remembrance for the ancestors on Tomb Sweeping Day, thanksgiving on Christmas.
c） Learning Service: Senior student reading, greeting the elder and children in nursery school, community care.
d） Non-routine Activity: Life adventure, such as river tracing, canoeing and so on; write a letter to oneself, letter-opening activity, butterfly park, running for fund raising, Cycling at the Coming-of-age Ceremony, voluntary hair-cutting, treatment dog family camp, sending love to remote elementary schools, taking care of stray dogs, 30 Hour Famine, life growth camp, thanksgiving ceremony.
e） Buddha’s Light International Association R.O.C.: Campus with three goods, ten lessons on life education, Yunshui book trunk, and senior citizen education.
f） Learning Service: Intensive concern, sending love to Africa (donating money to children in need), love moves the world (live organ donation).
（4）Potential Curriculum and Life Education
a） Environmental Arrangement: Combining with QR code, situation education becomes warmth, sunshine, care, positive slogan, ink painting, sunshine-bench (it can be established at where there is sunshine. When there is a student in blue, the teacher can chat with the student while having a cup of tea, bathing in the sunshine), boxing area (stress relief), bell tone (poetry, classical music).
b） Through these activities, the small vanguard of the natural ecology plays a significant role in potential courses. You hold me and I take you: the senior high school leads the junior high school, which will enhance students’ identification of school and create an environment for student to retreat. As the old saying goes, do unto others as you would be done.
Teachers’ deed is the most important potential course. Their apparel should also represent health and liveliness.
c） Teachers should make reflection and provide an environment that is what teenagers of this age needs. Teachers need to think if they would feel comfortable when using the thing given to them, or if the regulation they made is humanized or just superficial. When it comes to teaching students by teacher’s example, teachers must teach student that life is inclusive, and a teacher’s own mental health is also significant. If we can find the balance between life and work, we can teach students in a more healthy way and encourage students to discuss even more things. Teachers and students can also have a discussion together and jointly think out accessible resources.
d） Habit cures habit. The most important thing in life education is to guide children in the best way.
Life education can be concluded as five issues -- philosophical reflection, human image, why to live, how to live and live a wonderful life.
How to hypercorrection is to practice whole-person education in any form of life education from formal, informal and potential courses. Life education is whole-person education. The purpose of education is to realize retreats through various courses, as if feeding different nutrients and vitamins to children for their sturdy growth.