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School as community versus school as factory
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8 月前发表 #
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“The notion of community is about relationships that exist between and among people”.
Many leaders of schools use the classical organizational theory of management that proposes a hierarchical top down management approach to organizing and leading. This approach has its roots deeply imbedded in the mechanistic, bureaucratic organizational theories that were endorse by organizational theorists such as Max Weber and Frederick Taylor. This theory of management helped to shape the concepts of efficiency and effectiveness needed to turn the cottage industry of the ninetieth century into the modern factory system of the twentieth century. The adoption of this bureaucratic theory using the Carnegie units of grades and specializations adopted by the modern school system has resulted in the modern factory schools where the product is the student prepared for the work force to fuel the economy. The problem with this organizational theory for schools is that students are not products and don’t usually respond positively to a culture that adds to them as if they were a car on an assembly line. Many students fall by the wayside in this factory model as rejects or seconds off the assembly line. When the rejects or second reach a significant proportion of the population the system often switches from the factory model to the prison model and instead of preparing students for the economy we guard them from any influence on the society.
Another much older model for school is the concept of “school as community” a learning community. This concept of school was prevalent in the Greek academies and the Roman lyceums and the monastic schools of the Middle Ages. This alternative to the factory school is widely used in many of the countries best private schools. The notion of school as a learning community is based on shared beliefs, values, and attitudes. Shared beliefs, values, and attitudes need to be developed using a normative approach. This approach means that relationships are based on belonging, identifying with place, providing members with security, sense and meaning. The ties that bind us come from sharing with others a common commitment to a set of ideas and ideals.
Building or creating community in school is not an easy process; it requires a great commitment, expertise and leadership that reflect a profound understanding of the educational process. The notion of school as community often eludes many of our schools. School as community requires a different focus than many of us are trained or have a disposition to develop. Modern organizations with relations that are formal and distant tend to focus on prescribed roles and expectations and evaluate by universal criteria as embodied in policies, rules and protocols. These organizations focus on rights where as organizations that build community focus on discretion, freedom and responsibility. Building community requires us to put human needs before organizational needs. The key to community-building is involving and showing support for all members of the school, but the role played by teachers, who have the most direct relationship with students, is especially important. Schools that have this type of leadership are caring and nurturing place that create collegial teaching environments for teachers and successful learning environments for students.
The importance of informal interpersonal relationships is the most dynamic source of power in organizations today (Kanter, 1996). Schools need to use this power to develop commitment, equality and justice. Building Community through school culture requires leaders that have a strong sense of purpose and encourage reflection and dialogue.
8 月前发表 # -
我来翻译，一个星期后完成
7 月前发表 # -
好的。
7 月前发表 # -
团体的概念即是关于人与人之间的关系。
许多学校的领导者运用传统的组织管理理论，而这种管理方式旨在于以一种高低等级的管理手段去组织与领导。这种手段根深蒂固地存在于被组织理论学家如韦伯和弗雷德里克所推从的机械论，官僚组织理论之中。这种管理理论有助于形成高效性的概念，这种高效性恰使得19世纪的家庭手工业向20世纪的现代工厂体系成功转型。被现代学校体系所采纳的卡内基的等级制和专业化单元的官僚理论的采用导致于以学生为“产品”的现代工厂学校为加强经济的劳动力做准备。组织理论对于学校的问题在于学生并不是产品也不可能对强加于他们身上的文化做出积极地回应。这种文化仿佛将学生视为装配线上的小汽车。在工厂的生产模式中，许多学生如同退货产品或是远离装配线的二等品误入歧途。当退货产品和二等品达到一个不容忽视的比率时，学校常常将工厂模式转换为监狱模式，而不会让学生为我们从任何社会影响引导的经济制度做准备。
另一个较早的学校模式即是“学校作为团体”--------一个学习团体的概念。这种学校的概念流行于希腊的学院和罗马的文艺团体及中世纪的修道院学校。另一种工厂学校的概念被广泛运用于国家最好的私立学校中。作为学习团体的学校的概念是基于共享信仰、价值观、观点之上的。共享信仰、价值观、观点需要依靠于一种合乎规范的手段来得以发展。这种手段意味着人与人的关系是基于亲密关系、地位一致和给予成员安全、感官和意义之上的。联系我们的纽带来源于与他人共享一套观点和理想的义务。
建设或创造学校的一个团体并不是一个简单的过程。它要求有巨大的责任、专门知识和对教育程序有深层次理解的领导能力。作为团体的学校观念在我们之中的很多学校依然空缺。作为团体的学校要求有一种不同于我们被训练或有发展意向的焦点。伴有正式而疏远的人际关系的现代组织趋向于关注以包含政策、规范和协议的普遍标准被规定的角色和期望及评价。这些组织关注于建立团体的组织者的权利，而团体又关注于判断力、自由和责任感。建立团体要求我们将人的需求放于组织需求之前。团体建设的关键在于涉及于及展示出为学校所有成员所提供的支持，这点是及其重要的。但角色的扮演者是与学生有着最直接关系的老师。这一领导类型的学校关心并培育为老师创造出学院教学环境和为学生创造出成功的学习环境的地方。
非正式、不拘礼节的人际关系的重要性在于它是今天最具备动力资源的能量。学校需要依靠这种能量去发展义务、平等和正值。通过学校文化建立团体要求领导者有很强的目标性及能激励想法与讨论。7 月前发表 # -
文章说了两种教育体系："school as community"和"the factory school".重点偏向于前者。
但因为教育背景的差异，这篇文章翻译起来的确很困难。很多句子上我已斟酌了很久，翻译出来却还是有些模棱两可。我会再好好研究这篇文章的，争取能多加一些理解，翻译得更好些。7 月前发表 #
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