Does Fame Drive You Crazy?

    Do you still remember your favorite poem from high school or some other important periods in your life？Why is it that decades later it still stands out in your mind？Probably the main reason is that some aspect of that poem resonates (引起共鸣) with you. In the same way, you too as a school leader can touch the hearts of your teachers and students.

    Poetry allows us to experience strong spiritual connections to things around us and to the past. The power that poetry has displayed over time and across cultures actually satisfies this common need of the human heart and soul.

    As one of the oldest art forms, poetry has successfully connected various parts of humanity (人性) from one generation to another. Referring to poetry, Hillyer makes a simple yet meaningful statement, “With this key mankind unlocked his heart.”

    School leaders can find and make use of the value of poetry for themselves, their students and their teachers. Beyond the simple use of poetry, techniques of poetry such as repetitions can be used to take advantage of the power of language to transform communication, create meaning and a culture of care and attention.

    Since schools are mainly about people and relationships, school leaders, like poets, are required to inspire and encourage the human heart. The use of poetry—or even of some techniques of poetry—in school leadership not only helps to improve communication, but also serves to meet the human need for inspiration.

    Simone was born in Ohio, but grew up in Texas. Early on, she and her siblings (兄妹) were adopted by her grandparents, who she says support her in everything. She first realized she wanted to be a gymnast at the age of 6 when she and her classmates went on a field trip to a local gym. A coach at the gym saw her natural talent and wrote a letter to her grandparents urging them to get her involved. The sport she signed up for “for fun” soon turned into her life's enthusiasm.

    Simone is energetic, so it's no surprise that she's got a few medals in her time. Her ten world gold medals are the most ever achieved by a woman in gymnastics history. She is also the first woman to win four medals at the same World Championships, which happened in her second year performing in 2014.

In 2015 Simone became the first gymnast to win three constant all-around titles at the World Gymnastic Championships. She even amazed herself, telling the interviewer “I blew my own mind.” and posting to social media “breaking history is kind of cool.”

    What surprised everyone most though, was that she was performing perfectly as she usually does—her skill is so beyond everyone else that she can't be beaten even when she trips up!

    Students in many countries are learning English. Some of these students are little children. Others are teenagers. Many are adults. Some learn at school, others learn by themselves. A few learn English over the radio, on TV, or in films. One must work hard to learn another language.

    Why do all these people want to learn English? It's difficult to answer this question. Many boys and girls learn English at school because it is one of their subjects for study. They study their own language, math, English, and so on. Some people learn it because it is useful for their work. Many people learn English for their work and higher studies, because at colleges or universities some of their books are in English. Other people learn English because they want to read newspapers or magazines in English.

    Philosophy of Education is a label applied to the study of the purpose, process, nature and ideals of education. It can be considered a branch of both philosophy and education. Education can be defined as the teaching and learning of specific skills, and the imparting of knowledge, judgment and wisdom, and is something broader than the societal institution of education we often speak of.

    Many educationalists consider it a weak and imprecise field, too far removed from the practical applications of the real world to be useful. But philosophers dating back to Plato and the Ancient Greeks have given the area much thought and emphasis, and there is little doubt that their work has helped shape the practice of education over the millennia.

    Plato is the earliest important educational thinker, and education is an essential element in “The Republic” (his most important work on philosophy and political theory, written around 360 B.C.). In it, he advocates some rather extreme methods: removing children from their mothers' care and raising them as wards of the state, and differentiating children suitable to the various castes(社会等级), the highest receiving the most education, so that they could act as guardians of the city and care for the less able. He believed that education should be holistic(全面的), including facts, skills, physical discipline, music and art. Plato believed that talent and intelligence is not distributed genetically and thus is to be found in children born to all classes, although his proposed system of selective public education for an educated minority of the population does not really follow a democratic model.

    Aristotle considered human nature, habit and reason to be equally important forces to be cultivated in education, the ultimate aim of which should be to produce good and virtuous citizens. He proposed that teachers lead their students systematically, and that repetition be used as a key tool to develop good habits, unlike Socrates' emphasis on questioning his listeners to bring out their own ideas. He emphasized the balancing of the theoretical and practical aspects of subjects taught, among which he clearly mentions reading, writing, mathematics, music, physical education, literature, history, and a wide range of sciences, as well as play, which he also considered important.

    During the period of Middle Age, the idea of Perennialism was first formulated by St. Thomas Aquinas in his work “De Magistro”. Perennialism holds that one should teach those things deemed to be of everlasting importance to all people everywhere, namely principles and reasoning, not just facts (which are apt to change over time), and that one should teach first about people, not machines or techniques. It was originally religious in nature, and it was only much later that a theory of worldly Perennialism developed.

    During the Renaissance(文艺复兴), the French doubter Michel de Montaigne (1533 - 1592) was one of the first to critically look at education. Unusually for his time, Montaigne was willing to question the conventional wisdom of the period, calling into question the whole structure of the educational system, and the assumption that university-educated philosophers were necessarily wiser than uneducated farm workers, for example.