2013年11月28日 星期四

言教、身教,更以日常生活教/ 廣播中的歧視/「差別表現」

最近讀幾篇琦君的文章(潘希珍(1917年-2006年)) ,對她訪談中的母校和師生之情不勝嚮往。

 「之江大学的國文系是全國有名的。…….全世界四座風景最優美的大學之一。……..夏承燾對學生不僅是以言教、身教,更以日常生活教,可以說陪他散一次 步、游一次名勝、訪一次朋友,就可得到不少啟發。這是現代教育沒有辦法做到的。」----夏祖麗編著《她們的世界‧琦君是散文家兼詞人˙》台北:純文 學,1973,頁173-81

以上許多關於之江大學和其國文系畢業生朱生豪 (翻譯家,尤以翻譯莎士比亞作品著稱)等,都是目前維基百科欠缺的。

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NHK「差別表現」認定 台湾統治の特集番組

2013年11月28日(最終更新 2013年11月28日 18時16分)
 日本の台湾統治を扱ったNHKの番組で名誉を傷つけられたとして、出演者らが損害賠償を求めた訴訟の控訴審判決で東京高裁は28日、番組の内 容が出演した台湾先住民族の女性への名誉毀損に当たると認め、100万円の支払いを命じた。一審東京地裁判決は原告側の全面敗訴だった。
 須藤典明裁判長は、1910年にロンドンで開かれた博覧会を取り上げた部分について「博覧会に参加した植民地の人々を画面上の文字などで『人間動物園』という差別的な言葉で表現した」と述べ、放送による名誉毀損を認めた。

flipped school/ Turning Education Upside Down

將傳統課堂翻轉過來

觀點2013年11月18日
三年前,位於底特律正北面的克林頓戴爾高中(Clintondale High School)轉變成為一所「翻轉學校」 (flipped school)——學生在家觀看教師講課,在課堂上做我們通常所稱的「家庭作業」。教師在學校的科技實驗室錄製視頻課程,讓學生在他們 的智能手機、家庭電腦上或午餐期間觀看。在課堂上,學生分成小組做項目、練習或實驗,老師則穿梭於學生之間,提供有的放矢的指導。
克林頓戴爾高中是美國第一所全面推行翻轉課堂的學校——這所學校的 每一節課都在採用這種授課方式。現在,全美各地如雨後春筍般湧現出許多翻轉課堂。在學區總監參觀了克林頓戴爾高中之後,位於伊利諾伊州皮奧里亞市郊外的哈 瓦那高中(Havana High School)也開始推行翻轉課堂。據克林頓戴爾高中校長透露,已有大約200位學校官員來該校參觀考察。
眾所周知,在線教育正在蓬勃發展。你可以在一個大規模開放式在線課程(MOOC)上免費學習任何科目,從個位數加法到中國建築史,再到飛行器空氣動力學,不一而足。現有課程的提供者既有哈佛大學(Harvard)和麻省理工學院(MIT)等名校,也包括某個正在車庫中製作視頻的鄰家少年。其中最知名者當屬可汗學院(Khan Academy)、課程時代(Coursera)和Udacity。儘管任何人只需連接互聯網,就可享受在線課程提供的高品質教育,但這種課程也有可能取代人的工作,從而對教師和學生帶來深遠影響。
如同一切顛覆性事物,在線教育備受爭議。但翻轉課堂是一項幾乎受到 所有人認同的戰略。「這是我撰寫的唯一一個受到廣泛好評的主題,」供職於哈佛大學伯克曼互聯網與社會研究中心 (Berkman Center for Internet and Society),以研究技術和教育而著稱的學者賈斯汀·里奇 (Justin Reich)說。
翻轉課堂仍處於早期階段,大量旨在探求矯正授課方式的實驗依然在進 行中。其最重要的推廣者既不是政府官員,也不是學術專家,而是科羅拉多州森林公園市的兩位高中化學老師:亞倫·薩姆斯(Aaron Sams)和喬納森· 伯格曼(Jonathan Bergmann)。他們二人幾乎完全憑藉自身的經驗,撰寫了一本名為《翻轉你的課堂:如何在每一天的每一節課上觸及每一位學 生》(Flip Your Classroom: Reach Every Student in Every Class Every Day)的著 作。這本書並非嚴格意義上的學術成果(大多數人只引用另一篇論文)。翻轉課堂在學校的績效記錄,雖然令人印象深刻,但軼事多多,而且時間短暫。然而,許多人正在將其推崇為一種應用技術手段讓課堂變得人性化的潛在模式。
沒有哪所學校能夠企及克林頓戴爾高中應用翻轉課堂的深度。其起因 是,該校校長格雷格·格林(Greg Green)此前一直在為他11歲兒子的球隊錄製傳授棒球技巧的視頻,並將其發佈在YouTube上。這樣做不僅可 以讓孩子們反覆觀看視頻以掌握動作要領,還給他們留下了更多實戰演練的時間。
這件事讓他萌生了一個想法。2010年春天,格林創建了一個實驗項目:他安排社會學科老師安迪·謝爾(Andy Scheel)使用相同的教材和作業帶兩個班,但其中一個班採用翻轉課堂形式。這個班有許多考試不及格的學生——一些學生在多次考試中都未達標。
格林說,20周後,儘管謝爾的翻轉班處於弱勢,但他們的成績正在超越另一個接受傳統教育的班級。在翻轉班,沒有一個學生的成績低於C+。上個學期,13%的學生不及格,但在這個學期,所有學生都通過了考試。而傳統教育班的學生成績幾乎沒有任何變化。
格林驅車前往密執根州首府蘭辛市之外的奧克莫斯社區,拜會了TechSmith公司負責人——他製作棒球視頻時使用過該公司出品的抓屏軟件。他說:「我打算在全校推行翻轉課堂。」沒有一個人曾經這樣做過,他們指出。
「我們沒有什麼可失去的,」格林說。
的確如此。這所學校當時被歸入密歇根州最差的5%學校之列。這一年,一半以上的九年級學生未通過科學課考試,差不多一半學生的數學成績不及格。隨後,克林頓戴爾高中的九年級教師使用TechSmith公司捐贈的軟件製作視頻,開始翻轉他們的課堂。
結果是戲劇性的:英語的不及格率從52%下降至19%;數學的不及格率從44%下降至13%;科學課的不及格率從41%下降至19%;社會學科的不及格率從28%下降至9%。
第二年(即2011年)秋季,克林頓戴爾高中開始全面實施翻轉課 堂,將其推行至每個年級,每一節課。「平均來說,我們學校的不及格率接近30%,」格林說。「隨着翻轉課堂的實施,不及格率下降至10%以下。」學生的畢 業率也急劇上升,現已超過90%。大學入學率從2010年的63%,上升至2012年的80%。
學生的標準化考試成績則起伏不定,2012年有所上升,隨後又下 降。但州教育官員指出,克林頓戴爾高中去年湧入了一大批來自底特律的學生,其中許多都出身於低收入家庭(低收入學生的標準化考試成績往往要低一些)。三年 前,64%的學生來自低收入家庭,目前的比率是81%。此外,由於某種古怪的核算方式,一些好學生最近幾次的考試成績被納入一個學校聯合體,而沒有被算作 克林頓戴爾高中的績效。
翻轉課堂改變了一些事情。其一是學生在家中的行為。起初,老師布置 了20分鐘的視頻,但他們現在把視頻時長縮短至6分鐘,甚至3分鐘,以推動學生重複觀看。這所學校也使用音頻文件和文本作為家庭作業,並利用來自可汗學 院、TED和其他來源的視頻。許多學生由於害怕被其他人視為傻瓜而不願意在課堂上提問。但他們可以毫無懼色地反覆觀看視頻。
高二學生賈亞·鄧巴(Jahya Dunbar)說,媽媽陪她一起觀看數學視頻。她說:「媽媽喜歡這種技術創意,並且能夠理解我提出的問題。」
「過去在家做作業時,每每碰到一個問題,我只能幹着急,一點辦法都沒有,」高三學生盧瓦尼·哈里斯(Luwayne Harris)說。「現在,如果觀看視頻時有什麼不懂的地方,我只需倒回,一遍遍地觀看就可以了。」
一些學生不具備觀看視頻的技術條件,低收入社區尤為如此。受訪學生表示,大約10%的學生無法在家觀看,但在學校很方便。當然,僅僅因為學生可以觀看並不意味着他們會觀看(請點擊討論頁面,瀏覽教師就如何督促學生做功課提出的建議)。
九年級物理老師羅伯特·湯森(Robert Townsend)每周安排學生觀看一套視頻,並要求他們做一些簡單的在線測試題,有時還會在課堂上檢查他們的視頻筆記。
當然,督促學生做作業並不是一個專屬於翻轉課堂的問題。連視頻都懶 得看的學生也不太可能做傳統的家庭作業題。他們在家裡也許無法獲得支持和幫助,或者生活在一個動蕩混亂的家庭。如果學生被卡在第一個問題上,他們就不夠走 運。湯森指出,在他所帶的班中,僅有一半學生做傳統的家庭作業,但觀看視頻的學生高達75%到80%。「視頻始終在那裡,隨時可以觀看,」他說。「學生已 經形成了觀看視頻的習慣。這是他們生活的世界。我們與學生相會在他們的地盤。」
可汗學院創始人薩爾曼·可汗(Salman Khan)的著作《一個世界校舍》(The One World Schoolhouse)闡述了一個很好的觀點:如果學生不打算做家庭作業,沒有觀看視頻的感覺要比沒有做習題集好得多。
翻轉課堂帶來的第二個,也是更為重要的轉變是:它釋放了大量課堂時 間讓學生動手實踐。學生通過做和提問學習新知——學校不應該是一種觀賞性運動。「許多人認為翻轉課堂只是跟技術有關,」商業和市場營銷老師吉姆·斯普里格 斯(Kim Spriggs)說。「實際上,它的意義在於讓孩子們擁有更多時間從事高階思維和動手項目。我不是在課堂上講授新知,然後要求學生在不一定能 夠獲得支持的家中做項目,而是在課堂上採用一對一或小組形式及時幫助他們。」此外,學生們也能互相幫助,這一過程不僅有益於優等生,也對後進生有利。
翻轉課堂也改變了教師的時間分配。在傳統的課堂上,教師往往與喜歡 提問的學生接觸較多,但最需要獲得關注的,恰恰是那些不提問的學生。「我們把這些學生稱為『沉默的失敗者』,」斯普里格斯說。「現在,對於學生來說,隱身 於課堂是一件比過去困難得多的事情。教師可以非常清楚地觀察每個學生的理解程度,並且知道如何幫助他們。這將對那些從不尋求額外幫助或關注,只是默不作 聲,袖手旁觀的學生產生巨大的影響。」
克林頓戴爾高中的經驗表明,受翻轉課堂影響最大的,是那些學習成績 處於最底部的學生。「翻轉課堂很難教出不及格的學生,因為學生就在你眼皮底下做功課,」英語學科主管羅布·達米隆(Rob Dameron)說。「在我以 前任教的班級中,大約有30%的學生無法通過英語考試——這些孩子大體上僅具有三四年級的閱讀水平。現在,在我的130個學生中,僅有3人不及格,主要原 因是他們經常曠課。」
湯森說,他發現學生的不及格率和課堂紀律大有改觀,但成績依然不理 想。「在應用翻轉課堂之前,我們班學生的平均測試成績是D+,現在是C或C+,」他說(其他老師則有不同的經歷,事實上,從全州標準化測試的成績來看,科 學是克林頓戴爾高中最弱的學科)。湯森目前正在重新設計視頻課程,並添加了在線討論環節,以着重培養學生的批判性思維。
無論是對於學生,還是老師而言,翻轉課堂都一種全新的體驗。正如許多教育作者所言,老師們正在從「講台上的聖人」變為「身邊的指導者」。於好老師而言,這是一種解放。「我在YouTube上發佈了一段關於主謂一致的視頻,其瀏覽量高達5.4萬次,」達米隆說。「我可不想每年都把這個語法知識講授一遍。」
湯森說,他覺得自己就像一位「教育藝術家」,工作內容不僅僅是講課和分發資料。「我可以創建互動式課程和精彩內容。現在用來教育的時間比以前多得多!」
翻轉課堂需要老師更富創造性,更具活力。「整整一小時內,你不能坐在椅子上,你需要四處走動,」達米隆說。「許多稱不上優秀的老師非常抗拒這種上課方式——他們喜歡利用孩子們的學習時間做一些能夠消磨時光的事情,比如填填稅單或者收發一下電子郵件。」
針對翻轉課堂最嚴重的批評意見是,它帶來的變革還不夠大。經過進一步的演變,翻轉課堂不僅將促進個性化教育(即在每位學生自身層次上滿足其學習需求),還將讓學生對自己的學習承擔起更大責任。在未來兩周的專欄中,我將報道這方面的內容,以及教師運用翻轉課堂的其他方式。
蒂娜·羅森貝格 (Tina Rosenberg)曾憑藉《鬼怪之地:面對共產主義之後的歐洲幽靈》 (The Haunted Land: Facing Europe\'s Ghosts After Communism)一書榮膺普利策獎 (Pulitzer Prize)。她是《紐約時報》前社論主筆和撰稿人。她的新作為《加入我們吧:同伴壓力如何改變世界》 (Join the Club: How Peer Pressure Can Transform the World)和二戰間諜小說《D代表欺騙》 (D for Deception)。本文最初發表於2013年10月9日。
翻譯:任文科



Turning Education Upside Down

November 18, 2013
Three years ago, Clintondale High School, just north of Detroit, became a “flipped school” — one where students watch teachers’ lectures at home and do what we’d otherwise call “homework” in class. Teachers record video lessons, which students watch on their smartphones, home computers or at lunch in the school’s tech lab. In class, they do projects, exercises or lab experiments in small groups while the teacher circulates.
Clintondale was the first school in the United States to flip completely — all of its classes are now taught this way. Now flipped classrooms are popping up all over. Havana High School outside of Peoria, Ill., is flipping, too, after the school superintendent visited Clintondale. The principal of Clintondale says that some 200 school officials have visited.
It’s well known by now that online education is booming. You can study any subject free in a MOOC — a massive open online course — from single-digit addition to the history of Chinese architecture to flight vehicle aerodynamics. Courses are being offered by universities like Harvard and M.I.T. and by the teenager next door making videos in his garage. Among the best-known sources are the Khan Academy, Coursera and Udacity. But while online courses can make high-quality education available to anyone for the price of an Internet connection, they also have the potential to displace humans, with all that implies for teachers and students.
Like everything disruptive, online education is highly controversial. But the flipped classroom is a strategy that nearly everyone agrees on. “It’s the only thing I write about as having broad positive agreement,” said Justin Reich, a fellow at the Berkman Center for Internet and Society at Harvard who studies technology and education.
Flipping is still in the early stages, with much experimentation about how to do it right. Its most important popularizers are not government officials or academic experts, but Aaron Sams and Jonathan Bergmann, a pair of high school chemistry teachers in Woodland Park, Colo., who wrote a book called “Flip Your Classroom: Reach Every Student in Every Class Every Day,” drawing almost completely on their own experience. It hasn’t been rigorously studied (most people cite only this one research paper.) Flipping’s track record in schools, while impressive, is anecdotal and short. But many people are holding it up as a potential model of how to use technology to humanize the classroom.
No school has taken flipping as far as Clintondale. It began because Greg Green, the principal, had been recording videos on baseball techniques and posting them on YouTube for his 11-year-old son’s team. Recording the content allowed kids to watch the videos repeatedly to grasp the ideas, and left more time for hands-on work at practices.
It gave him an idea, and in the spring of 2010, he set up an experiment: He had a social studies teacher, Andy Scheel, run two classes with identical material and assignments, but one was flipped. The flipped class had many students who had already failed the class — some multiple times.
After 20 weeks, Green said, Scheel’s flipped students, despite their disadvantages, were outperforming the students in the traditional classroom. No student in the flipped class received a grade lower than a C+. The previous semester 13 percent had failed. This semester, none did. In the traditional classroom, there was no change in achievement.
Green drove to Okemos, outside Lansing, to meet with TechSmith, a company that made the screen capture software he used for his baseball videos. “I want to do an entire school,” he said. They said that no one had ever done an entire school.
“We have nothing to lose,” Green said.
It was true. The school had been designated as among the worst 5 percent in Michigan. That year, more than half of ninth graders had failed science, and almost had half failed math. Using TechSmith’s software — donated by the company — to make videos, Clintondale’s ninth-grade teachers flipped their classes.
The results were dramatic: the failure rate in English dropped from 52 percent to 19 percent; in math, it dropped from 44 percent to 13 percent; in science, from 41 percent to 19 percent; and in social studies, from 28 percent to 9 percent.
The next year, in the fall of 2011, Clintondale flipped completely — every grade, every class. “On average we approximated a 30 percent failure rate,” said Green. “With flipping, it dropped to under 10 percent.” Graduation rates rose dramatically, and are now over 90 percent. College attendance went from 63 percent in 2010 to 80 percent in 2012.
Results on standardized tests have fluctuated; they went up in 2012 and then dropped. But state education officials note that last year Clintondale had a large influx of students from Detroit, many of them from low income families (standardized test scores of poorer students tend to be lower). Three years ago 64 percent of Clintondale students were low income, and now 81 percent are. Also due to an accounting quirk, some high-achieving students had their most recent test scores counted as part of a school consortium, and not as part of Clintondale.
Flipping a classroom changes several things. One is what students do at home. At first, teachers assigned 20-minute videos, but they now make them shorter — six minutes, even three minutes. That promotes re-watching. The school also uses audio files and readings as homework, and uses videos from the Khan Academy, TED and other sources. Many students do not ask questions in class, worried they will look dumb. But they can watch a video over and over without fear.
Jahya Dunbar, a junior, said her mother watches math videos with her. “She likes the idea of the technology,” she said. “When I ask questions, she can understand it.”
“Whenever I had a problem on the homework, I couldn’t do anything about it at home,” said Luwayne Harris, a senior. “Now if I have a problem with a video, I can just rewind and watch it over and over again.”
Especially in low-income communities, some students don’t have access to the tech they need to watch videos. Students I talked to said that about 10 percent don’t — but they easily watch at school. Just because students can watch, of course, doesn’t mean they do watch. (See the discussion page here for teachers’ advice on getting students to do homework.)
Robert Townsend, who teaches ninth-grade physical science, gives students a week to watch a package of videos and requires students to do brief online quizzes about the videos or take notes to show to him in class.
Getting students to do homework is not, of course, a problem exclusive to flipping. Students who don’t watch videos are even less likely to do traditional homework problems. They may have no support or help at home or live in a chaotic house. If they get stuck on the first problem they are out of luck. Townsend said that while only half of his students did traditional homework, 75 to 80 percent watch the videos. “It’s always available to them,” he said. “They’re used to watching. It’s the world they live in. We’re meeting them on their ground.”
Salman Khan, founder of the Khan academy, makes a good point in his book, “The One World Schoolhouse”: If students are going to skip homework, it’s far better to miss watching a video than to miss doing the problem sets.
This is the second and far more important shift that comes with flipped classrooms: it frees up class time for hands-on work. Students learn by doing and asking questions — school shouldn’t be a spectator sport. ”A lot of people think it just has to do with technology,” said Kim Spriggs, who teaches business and marketing. “It’s actually more time for kids to do higher-order thinking and hands-on projects. Instead of presenting the information in class and having students work on projects at home, where they don’t necessarily have support, here in class, one-on-one or in small groups, I can help them immediately.” Students can also help each other, a process that benefits both the advanced and less advanced learners.
Flipping also changes the distribution of teacher time. In a traditional class, the teacher engages with the students who ask questions — but it’s those who don’t ask who tend to need the most attention. “We refer to ‘silent failers,’ ” said Spriggs. “Now it’s a lot harder for students to hide. The teacher can see pretty much where every student’s understanding is and how to help them. It’s a huge difference for students who didn’t seek out extra help and attention — who just sit back and keep silent.”
Clintondale’s experience indicates that the biggest effect of flipping classrooms is on the students at the bottom. “It’s tough to fail a flipped class, because you’re doing the stuff in here,” said Rob Dameron, the head of the English department. “I used to have about a 30 percent failure rate in English – these kids come in a lot at third-grade, fourth-grade reading levels. Now, out of 130 kids, I have three who are failing — mostly due to attendance problems.”
Townsend said he has seen big improvements in failure rates and in class discipline, but not in grades. “Before my average test score was D+ — now it’s C or C+,” he said. (Other teachers had a different experience, and indeed, science is the weakest subject for students at Clintondale, and across the state as measured on standardized tests.) He said he is now redoing his video lessons and adding online discussion to try to incorporate more critical thinking.
The flipped classroom is a new experience for students — but also for teachers, who are going from “sage on the stage” to “guide on the side,” as many education writers put it. For good teachers, that’s liberating. “I have a YouTube video on subject-verb agreement that has 54,000 views,” said Dameron. “I don’t want to give that lecture every year.”
Townsend said he feels like an “educational artist” who doesn’t just talk and hand out sheets. “I can create interactive lessons and exciting content. There’s so much more time to educate!”
Flipped classrooms require more creativity and energy from the teacher. “You are off your chair the entire hour and walking around,” said Dameron. “Lots of teachers who aren’t really good teachers are resistant to this — they like to build time into the day when kids are working to do their taxes or catch up on email.”.
The most serious critique of the flipped classroom is that it’s not a big enough change. One variation that goes further gives students more responsibility for their own learning, while personalizing education — meeting each student at her own level. In my next column in two weeks, I’ll report on this and other ways teachers are using the flipped classroom.
Tina Rosenberg won a Pulitzer Prize for her book “The Haunted Land: Facing Europe’s Ghosts After Communism.” She is a former editorial writer for The Times and the author, most recently, of “Join the Club: How Peer Pressure Can Transform the World” and the World War II spy story e-book “D for Deception.”

2013年11月17日 星期日

The Bennington Story

徐小虎(Joan Stanley-Baker) The Bennington Story,《通識教育》。1995.12, pp.45-66
現在,可以參考http://en.wikipedia.org/wiki/Bennington_College 的1990s部分。

 
...In 1993, the Bennington College Board of Trustees initiated a process known as "The Symposium." Arguing that the college s
uffered from "a growing attachment to the status quo that, if unattended, is lethal to Bennington's purpose and pedagogy,"[3] the Board of Trustees "solicit[ed]...concerns and proposals on a wide and open-ended range of issues from every member of the faculty, every student, every staff member, every alumna and alumnus, and dozens of friends of the College."[4] According to the Trustees, the process was intended to reinvent the college, and the Board said it received over 600 contributions to this end.[4]

The results of the process were published in June 1994 in a 36-page document titled Symposium Report of the Bennington College Board of Trustees. Recommended changes included the following:

Adoption of a "teacher-practitioner" ideal;[5]
Abandonment of academic divisions in favor of "polymorphous, dynamically changing Faculty Program Groups";[6]Replacement of the college's system of presumptive tenure with "an experimental contract system";[7] and A 10% tuition reduction over the following five years.[8]

Near the end of June 1994, 27 faculty members (approximately one-third of the total faculty body) were notified by certified mail that their contracts would not be renewed.[9] (The exact number of fired faculty members is listed as 25 or 26 in some reports, a discrepancy partly due to the fact that at least one faculty member, photographer Neil Rappaport, was reinstated on appeal shortly after his firing.)[10] As recommended in the Symposium, the Trustees abolished the presumptive tenure system, leaving the institution with no form of tenure. The firings attracted considerable media attention...





Bennington College is a private, nonsectarianliberal arts college located in Bennington, Vermont, USA. The college was founded in 1932 as a women's college and became co-educational in 1969. It is accredited with the New England Association of Schools & Colleges (NEASC).
EN.WIKIPEDIA.ORG

2013年11月4日 星期一

東海哀歌與希望

東海哀歌與希望2013.11.4

大學教育旨在培養學習能力
本年度的傑出校友中,以陳博仁(15屆生物)、徐 錚(15屆工工)跟我的接觸稍多。有一件事很值得思考,陳的餐後專題演講題目「免疫學」,他說在東海時,只上過一小時此領域的課。同時的,現在是資訊系統科學教授的徐學長,在東海只學過一門科學程式語言FORTRAN。徐學長還介紹過,他的同學在這方面自修,做到當時很好的中華電腦公司的副總經理…….
一句話,兩位學長在東海都學了自修的功夫,可以再深入學許多新領域的學問。徐的餐後專題演講題目「東海的美好日子在未來,不在過去」,開宗明義就說這。 他有另外一套東海國際化和博雅教育的藍圖,我認為可能遠比現在的綠色博雅更對東海有長遠和全面的影響,譬如說大學四年每年都修英文與資訊科技IT課目---將所有課程和學習整合在諸如Facebook等平台上,重新與聯董會旗下的姊妹大學合作與交流…….
徐學長的提案其實是一整套的,我只提一部分。我希望他有機會將它們寫出來。
董事長的反應很直接,四年英文的師資和經費我們都無法負擔。
可是我認為此案必須深入討論。我認為大家應反思自己的教育過程,「照著徐學長說的去思索」一番……







現在已經深夜一點鐘.  草草幾小時的一些聚會感想來分享:
(我在1979年某洋公司上班時 開完會必即時/馬上發出英文會議紀錄).
 昨晚11/4在台北的【慶賀陳博仁&徐錚博士 榮膺東海大學傑出校友晚宴】-精彩連連. 我希望將來有朋友跟我寫寫會後補充….

破天荒: 董事長上台接受我們的公審” (這是董事長自己說的).20分鐘. (這我們應該詳記   我現在只記一點)---我的  立場是希望東海不要成為學店---現在東海已是私校中第3家賺錢的學校. 希望學生繳的錢中至少9成用在學生身上. 董事長說現在用在圖書館上的錢似乎不夠已責成江董…….


原來今天是董事會. 我跟某些董監事說. 希望董事會的運作透明點. 不然佔領東海董事會是早晚的事”----

同桌有位學姐是監事  她告訴我東海牧場以前年虧約2000-3000. 現在採專業經理年盈餘約1500-2000…….我說這類的事為什麼不公開?

徐學長講東海之最大優點是全員 (或至少七八成)住校由於產生諸般美麗互動…..我跟江董抱怨第2校區的宿舍沒採取tower 方式  他說許多人會反對---我在1977-78英國住的tower 很滿意

我問陳博仁學長現在的生物系是否同1970年代那樣好. 他很委婉地說生物系很花錢的…….我說國科會的補助呢?  他說東海沒辦法請第一流的學者. 所以此路也不容易………


哀我美麗校園
徐錚學長講東海之最大優點之一是美麗校園
後來又嚴詞批評校慶當天回校
看到學校的張燈結彩等裝飾  完全沒有一絲一毫的美學品位.
到處看到是違章建築
不信你去東海路” (: 是否指約農路待澄清)一轉就知道
學校應該準備5百萬美元  全世界爭取第一流的設計團隊做校園規劃
(現在東海坐擁黃金地段. 學校經營不好該考慮還地於民………_
-----
許達然學長有次到台中某大學演講 (2010)
後來校長或董事長 (此黃先生當過教育部長) 跟他說
現在東海除了剩下校園之外  其他呢?....
------
約四年前吾友徐歷昌先生的女兒在選大學
2008年招待過徐先生到校友會館…..
我說當然應該選東海.
她有美麗校園……
朋友女兒到東海的網站一查.
多系的資料都很老舊
最後她選擇元智


*****



董事會與校長室必須善盡關說募款之責

昨天董事長沒回答徐錚校友提出的: 董事會之主要責任就是關說
這牽涉到董事會與校長室的基本定位問題
現在的董事會與校長室都淪為分配學生學雜費這一有限資源.

據管理大師Warren Bennis 的回憶錄An Invented Life: Reflections On Leadership And Change [台灣有翻譯] 他在辛辛那提大學當校長時  校長公館一年宴客四百多場 (因為可以日以繼夜)

徐錚慨嘆以東海相關單位在台中經營50年的關係網絡 實力
校長應該是台中的KING MAKER 還需要淪為綁白布條到市府抗議在校園開馬路嗎?