TISR Global Issues Forum 罗德全球性问题论坛

——2020.03.21   

“I regard it as the foremost task of education to insure the survival of these qualities: an enterprising curiosity, an undefeatable spirit, tenacity in pursuit, readiness for sensible self-denial, and above all, compassion”

– Kurt Hann ( Founder of the UWC Movement)


我认为教育的首要任务乃是保证学生拥有以下品质:不断进取的好奇心,永不言弃的精神,坚韧不拔的追求,时刻准备克己明智的觉悟,以及最重要的一点,同理心。” 

——库尔特·哈恩(UWC运动发起人)


The purpose and mode of education vary internationally according to the national and international needs of human resources, learners’ passion, societal needs, family needs, and resource availability. One of the common themes that span across all educational systems is the need for producing humans with values that can ensure and empower the learner to be resilient and compatible to survive successfully while being empathetic and mindful of others' rights and realizing their duties and responsibilities. International education at TISR provides such opportunities within and beyond its classrooms, where every community member, irrespective of their role in the school, is involved in the teaching-learning process. One such activity is the TISR Global Issues Forum (TISR-GIF), where we facilitate in-depth discussions in a collaborative learning atmosphere where a selected theme or local issue which could have a global significance or impact is churned through the intellect of all ages and abilities to answer some burning questions. We started this forum this semester. Currently, the Vice-Principal is facilitating the forum on behalf of the future TISR-GIF Committee, to set the ground rules, which will be followed and led by students of TISR to continue this legacy of outstanding pedagogy.

由于国内外对人才的需求、各地学者的学习热情、社会性需求、每个家庭的需要以及资源的可利用性存在一定的差异,各国的教育目的及模式也不尽相同,然而,不同的教育系统内却存在一种共通的主题,即是培养具有以下价值观的学习者,他们可塑性强且兼容并蓄,富有同理心,尊重他人的权利,同时坚守自身的职责。苏国外罗德国际学校践行的国际化教育在课堂内外提供了丰富的学习机会,每位社区成员尽管角色各不相同,均参与到了教与学的环节中。其中一项活动就是罗德全球性问题论坛,我们在团队协作的学习氛围中展开深层次的讨论,每次讨论都会确定一个主题或以当地的某个问题作为切入点,通过不同年龄层的思维碰撞,来探寻这个问题所产生的国际性意义及影响,为热门话题找到答案。本学期我们启动了此论坛,目前,副校长代表罗德国际性问题论坛委员会进行组织筹措工作,设定基本规则。接下来将由罗德学生主导论坛活动,将这一出色的教学活动延续下去。


We identified several themes to be discussed at the TISR-GIF this year during our initial discussion on the Impact and Challenges of COVID-19  through the eyes of TISR students. Our first TISR-GIF, on the 28th of February,  “Stereotype and Discrimination,” emerged from this discussion. The TISR-GIF will become a fortnightly event once we resume regular school days. We invite all the school community and their family members to join and participate in this forum and benefit from the unique learning experience.

在罗德全球性问题论坛的首次讨论中,研讨了罗德学生眼中的新冠肺炎所产生的影响与挑战,并确定了今年要讨论的所有主题。228日首届论坛以成见与歧视”为话题展开讨论。在我们回归正常校园生活后,罗德国际性问题论坛将每半个月开展一次,届时,我们将邀请所有罗德社区成员及其家属一起参与,从这特别的学习之旅中获益。


For the TISR-GIF discussion on Stereotype and Discrimination, we started with four prompt questions:

针对以“成见与歧视”为话题的这一期论坛,我们从以下四个问题着手展开讨论:


1What are stereotypes, and what factors are responsible for building stereotypes?  

 什么是成见,哪些因素造成了成见

2How do stereotypes influence our knowledge and behavior?

成见是如何影响我们的知识和行为的?

3How are stereotypes and discrimination linked to each other?

成见和歧视这两个概念间是什么关系?

4How can we learn and educate our generation and the future generation to refrain from building stereotypes and discrimination?

我们应如何教导我们的后代使之免受成见和歧视影响?



The discussion group shared their knowledge of stereotypes and discrimination definitions from their reading and gave examples from their life and experience. Stereotypes were identified as fixed perceptions, rooted ideas build over time through different sensual perceptions, learning of history, or through media of diverse forms. Stereotypes are inherited through generations, and over time they become detrimental in the judging capabilities of human beings. Stereotypes get robust or inundated based on the nature of the interaction between people and contemporary knowledge transformation when people keep an open mind and are ready to learn to unlearn and re-learn. 

讨论小组根据平时的阅读积累探讨了成见和歧视的具体定义,并结合日常生活和经验进行了举例说明。根据讨论,大家认为成见既是一种固定观念,长久以来深植于各种感性思维之中,来源于对历史的认知,或来自于各种形式的媒体渠道。成见存在代际效应,且随着时间的流逝会影响我们的判断力。人类的认知与当代知识变革是互相影响作用的,因此如果人们以一种开放的态度试着抛弃固有的概念,重新去了解和学习,那么成见就会逐步消散。


Examples were cited covering a wide variety of experiences related to gender, body shape, height, place of birth, country of origin, hobbies and passion. The group could identify the role of stereotypes in influencing discrimination in day to day life in local as well as global contexts. Some of the exciting stereotypes related to gender led to moments of reflection where a specific gender was perceived to be positively correlated with intellectual abilities and strength. Examples of society treating a child of a specific gender providing opportunities for personal and professional growth while ignoring the need for equity among all children led to the recognition of a perception that is not only local but also seen in many other societies. Place-based stereotype related to peoples’ religious identity, tolerance to environmental condition, or body color was also discussed as a typical example.

论坛期间,大家结合个人经历,围绕性别、体型、身高、出身地、祖籍及兴趣爱好等关键词进行了举例说明。讨论组认为成见催生了发生在我们身边乃至全球的日常歧视事件。部分有关性别的成见将某一性别的人群美化为智力超群,体魄强健。讨论组还举例说明社会上存在下述现象:某一性别的孩子得到了特别优待,获得个人和职业成长方面的机会,与此同时其他孩子却不能得到平等对待,这一情况普遍存在于国内外各个社会中。大家也展开了围绕与地域有关的成见问题讨论,主要涉及人们的宗教信仰,对环境条件的容忍度以及肤色问题等。


The forum could appreciate the link between stereotype to be one of the factors for discrimination in local as well as in the global arena. The discussion group reflected on historical perceptions related to various civilizations built over time and how that has influenced their behavioral response towards people from a different civilization. The role of media and advertisement, particularly the ones which are endorsed by social celebrities was also seen as a driver for stereotype building. 

参与论坛成员一致认为成见确实是造成国内外歧视性事件的原因之一。讨论组围绕了下述问题展开了讨论:随着时间的推移,在各国文化的影响下,我们形成了固有观念,这些固有观念又进一步影响了大家对不同国家的人的行为态度。而媒体和广告,尤其是受社会名人拥护的传媒单位,也可被视作促成成见的因素之一。


The group also realized that being open-minded, knowledgeable, an inquirer, balanced, and thinker could help us understand the degree of fallacies in different stereotypes. The forum recognized the validity of education in building perceptions that could prevent tenacious stereotypes from building up in them and the people around them. They also appreciated the educational opportunities at TISR, which has helped them broaden their scope of knowledge-seeking and critical thinking, thus helping them see the importance of this type of learning opportunity where they can openly discuss their thoughts, experiences, and views.

同时,讨论组认识到了思想开放、知识富足、不断探索、保持稳重,深入思考的重要性,上述要点可以帮助我们理解各类成见中的荒谬之处。论坛认识到,教育可以有效引导学习者,使其及周围的亲友不被根深蒂固的成见所影响。大家一致认为苏国外罗德国际学校提供的教育帮助了他们拓宽了获取知识的范围,使他们能够从更宽泛的角度进行批判性思维。学生们也因此得以认识到了教育的重要性,在罗德他们可以公开讨论自己的想法、观点和个人经历。


The indicator of a fruitful discussion in a Global Issue Forum is not to find answers to the questions but to question the answers and ask further questions. Just seeking and agreeing to a set of answers will become a reason for another set of stereotypes developing in them, leading to extremist views and polarization. So, it was interesting to see that the discussion culminating with a set of questions to ponder and explore.

大家在本次全球性问题论坛上进行了卓有成效的讨论,我们并不试图寻找到最佳答案,而是希望对现有的答案进行质疑,进而发掘更深层的问题。如果仅满足于探求一系列答案并止步于此,可能就会引发成见,从而导致极端性思维的产生和两极分化。因此,非常有趣的是本次罗德论坛最终被一系列问题推向了高潮,大家在论坛过后仍会继续进行思考和探索。


The forum adjourned their discussion with the following questions.

本次罗德全球性问题论坛以下述两个问题告终:


1)How and who should regulate the information and knowledge that could help prevent discriminatory stereotypes from building in people of any society?

应当由谁来管理有助于抑制歧视性成见的信息和知识,具体应采取哪些措施呢?


2)How can we put stereotypes to good use? This question emerged because the group recognized that stereotypes are a global phenomenon, and whether they are good or bad is a subjective judgment prone to debate based on the context.

我们应如何化解成见?之所以会提出这一问题是因为讨论小组认为成见是全球性现象,成见究竟是好是坏最终取决于具体语境下的主观论断。



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