雅歌私塾的部落格

出生在台南，成長於台北，在美國留學，完成博士學位後，選擇新竹做為孩子的第二故鄉。

她是一位音樂指揮家，創辦過合唱團、管弦樂團，得過不少獎牌，當過大學音樂系主任，但是為了投入教改，她辭去大學教職，離開了表演舞台。

她是一位音樂教練，能看出學生的問題，用獨特的方式讓學生進步，教出不少優秀的徒弟，但是她沒有時間靠此賺錢。

她是一位音樂教育家，用十八年醞釀出一套音樂教材「音樂的生活、美的分享」，用中華文化的素材，教華人孩子快樂學音樂，老師輕鬆教音樂。審查委員陳澄雄教授評其音樂「無懈可擊」，陳藍谷教授讚賞其課程架構功力，師院教授代表感動：「等了三十年，終於等到這套書。」

她是一位寓言作家，她的兒童歌劇 「小池王國」獲論壇報舞台劇本獎，評審張曉風教授撰文推薦：小池王國是齣成功的寓言劇，它包含寓言文學裡恣縱自如的想像力，以及活潑多重的象喻。宜於給成熟的孩子或童心猶存的大人觀看。    張曉風

她沒有受過導演的訓練，卻透過課程設計，將兒童歌劇的演出難度化解於無形。她的兒童歌劇「小池王國」劇本參賽時，評審雖然給了最高評分，曾因擔心作品的難度太高，專業劇團無法演出，改為第二名。雅歌小學的小朋友們演活了小池王國，三年一度的公演盛況空前，被劇評家夏學理譽為「台灣的文化奇蹟在新竹！」

她是一位教育家，以師徒制的方式培訓老師，用多元智能讓孩子學得會，用品格教育讓孩子願意學。她不斷精益求精，並挑戰自己教各種科目對老師示範「學習如何學習」。

她是幼兒教育先驅，引進電腦學習環境概念，寫過電腦程式，發展出音樂軟體，讓幼兒也可以創作音樂。他善於營造情境，讓孩子對數學問題一眼看穿，建立數學思維，並喜愛數學。

她相信胎教，注重幼教，她善於設計語文浸潤的情境，開啟學生的解碼系統，曾用「先寫再讀」的奇特方式教孩子英文，達到驚人成效。她編的教材生動，說的故事感人，寫過許多文章，被四處引用，但是很多人找不到她的著作，因為她沒有花時間出版。

她似乎有很多才華，表現也都曾令人刮目相看，她究竟如何看自己？
山泉原是天上的雲霧，
他看過雲起時，
他到過水窮處。
為了實現夢想，
他從高處往低處流，
滋潤了別人也弄髒自己。
他總是在別人的故事裡，
流自己的眼淚。

上善若水，辦教育需要這樣的胸懷！

她的創意可以換來財富，她的能力可以過好日子。
她卻不要名、不要利…她堅持在有生之年把一件事做好：讓雅歌復校。
復校的路很難，堅持原汁原味的路很孤單，孫德珍願意不斷修正重來—因為她相信：把教育辦好台灣才有未來。

許多人認為台灣的教育改革是失敗的，因為他們沒有看到雅歌！孫德珍要讓雅歌成為台灣的希望！

雅歌課程的人文主軸          孫德珍2011修訂

一、課程組織方式

1.標準：教育部國民中小學九年一貫課程綱要。

2.向度：人與自己、人與他人、人與環境。

3.主軸：以關連、和諧同工、我們來改變為三年一輪的循環為情境範疇。

4.呈現：以孩子為主體的「活動設計」，而非以教師為主體的「教案編寫」。

5.方式：孩子經歷教師所設計的「情境」建構概念，透過任務的完成，活用所學的技能，因同儕不同的見聞，耳濡目染，建立廣博的知識。

二、人文主軸架構

1.第一年主題：關連
方案：校園我的家、感覺之旅
      生命的改變與環境的改變
統整概念：點、線、面、體
教學目標：
(1).從認識自己後，再發展出與周遭的人的關連性，體驗共同生活體的意義。
(2).探索我們共享的自然資源、共用的符號、共處的空間與時間，並以多感官的學習為管道，開展多元智能之旅。
(3).探討生命的改變與環境的改變如何互為表裡；在改變中，什麼不一樣了，什麼還是一樣？改變之中，有什麼模式？有什麼程序？
(4).從大自然創造的原則：一個界產生的「廢料」可以是另一個界的「養分」，認識生物圈相生相息的關連，以物理學的角度創新，停止污染，節能減碳救地球。

2.第二年主題：和諧同工
方案：活在當下、多元文化；
      發現發明與利用、大自然的反撲
統整概念：衝突、和諧
教學目標：
(1).透過成長的經驗，學習了解自己、表達自己、走出過去的陰影，與自己 和諧同工，活在當下。
(2).有人的地方就有問題，與人互動如何看到問題，如何在多元文化的社會 裡，學習積極聆聽與充分溝通。
(3).珍惜相同的習性、尊重不同的文化，透過「立約」，學習彼此尊重、解決問題，建立和諧的社會。
(4).透過文化遺產，思考不同地域裡改變歷史的人，如何發現發明與利用，與大自然和諧同工，以改善人類的生活品質。
(5).智慧的中國人有偉大的發明，聰明的西洋人如何因為科學態度，研究精神，加以利用而有更寬廣的成就。
(6).探討當人類濫墾開發、濫用自然資源、破壞生態所造成的禍害，從天災與人禍的產生，找出人與自然和諧同工的失誤，建立對生命的尊重。

3.第三年主題：我們來改變
方案：追求真理、實現夢想、完成品格
統整概念：感動、行動
教學目標：
(1).當天災人禍造成了整個大環境的不安，當人心冷漠造成生活品質急遽的跌落，在人人指著罵、個個無力改之際，讓我們重新檢視教育的品質，再次思考生命的意義，尋回人性中特有的感動，讓我們從自己出發，讓我們來改變。
(2).回顧過去改變歷史的人，他們如何受到感動並化為行動，透過自我實現，造福人群。
(3).閱讀偉人傳記，透過三個問題探討他們生命的品質：「這個人相信什麼真理？」「他一生最想做的是什麼？」「他具有什麼品格，使他可以成功？」並檢視自己的生命品質。

十多年來，教改動員之眾，政策修訂之繁，對全民所造成之衝擊前所未有。唯廣大的參與者常因事先共識不足，實施時缺乏周詳配套措施，檢討時爭議不休卻難以聚焦，問題沒有解決；加以人事更迭快速，許多決策最後不了了之。改革之中，備極辛勞，怨聲載道。

共識不足係因教育改革之前當問的幾個問題沒有明確地提出、充分地討論；缺乏配套則是未能充分授權，允許一批有志之士用各種方式尋求有效的模式；在一個重大改革啟動之前，相關的人少有準備讓自己更新，只焦慮被要求改變的麻煩，在在都是問題。

教改有沒有成果，看過雅歌再說！

    教改十六年，很多人說：「教改是失敗的。」默默耕耘的雅歌，卻在專家眼裡備受肯定。

1995年，教育廳廳長陳英豪親訪山湖分校，肯定實驗教育果效。

1996年，兒童歌劇「小池王國」一炮而紅，論壇報獲獎的舞台劇本，劇評家夏學理教授喻為「台灣的文化奇蹟在新竹」。

1998年，新竹市長蔡仁堅先生親訪雅歌，與孫德珍晤談教育理念長達四小時餘，蔡市長欣賞雅歌，邀請雅歌遷校新竹市。同年，雅歌獲選台灣省文化處--校園我的家示範學校，文化處長親訪雅歌。

2000年，孫德珍受邀至香港演講，香港石鐘山小學禮遇雅歌畢業班學生，招待畢業旅行。香港教育界學者隨後來台觀察雅歌教學，讚譽雅歌是他們所見最好的多元智能實驗學校，稱孫德珍已經解決迦納教授不能解決的問題。雅歌的多元智能不但可以納入品格教育，且是課程的核心！

2002年，教育部次長范巽綠欣賞雅歌教育內涵，聘孫德珍為「新港藝術高中」設校指導委員，對所有委員介紹雅歌「藝術與人文」課程內涵，演講內容讓在座委員耳目一新，北藝大校長馬水龍教授等給予高度評價，認為雅歌課程內涵不只適合高中，連大學都需要。

2003年，台大教授黃光國在「教改錯在那裡?」一書中痛批教改，唯在書中稱許「李雅卿」、「孫德珍」「真正懂得教改…」「是十分值得稱道的例子！」

2008年，關渡基督書院聘孫德珍任學務長，在此雙語大學實現雅歌的品格教育。孫德珍在IAPCHE亞太地區國際研討會(17個國家)發表論文，介紹雅歌教改回顧，辦學內涵獲得深度肯定。

2009年，政大教授周祝瑛在「誰捉弄了臺灣教改？」一書中讚譽孫德珍締造「雅歌傳奇」。她指出「能夠為教改劍及履及、付諸實行的尚屬少數，卻值得大書特書的人物，包括：李雅卿和自主學習、周麗玉和九年一貫課程的理想，還有孫德珍和雅歌小學，都將會在台灣的教改史上留下一席之地。」

2011年，雅歌的課程設計及孫德珍在國際研討會發表的論文引起國外注意，奧地利政府視為教改典範，邀請赴歐洲分享雅歌教學藝術。台灣是第一次被邀，雅歌也是此次唯一被邀請的亞洲國家。

貓頭鷹媽媽的話：

16年前，台灣聽過多元智能的人少得可憐，山湖分校進行了一年半的實驗後，老師們對混齡教學沒有信心，希望我能先在台灣找到一個成功的實例，他們才願意跟。為了讓實驗成功，使得老師們願意改變，我得到寶山國小校長協助，借用一間教室進行混齡實驗班，安置不放棄實驗的孩子，並開始培訓兩位家長成為教師，不覺就走出了體制。

這些年來，混齡教學一直是很多老師無法理解的，也使許多家長不放心的。我們的教育通常以教師為中心，大部分教師一時只能教一種進度，所以當學生程度不同，上智與下愚就被忽略了。多元智能就是讓不同程度的孩子可以同時學習，並且用他最擅長的方式，而這樣的環境要求老師有能力照顧到孩子的個別差異，混齡就是一把關鍵的鑰匙。

混齡不是小校為節省人力而硬將不同年級孩子編在一班，讓老師一一教。它是一種營造學習環境的方式，在混齡教學中每個人即使進行一個共同的活動，或學習同樣的題材，也可以有不同的任務分工、不同的作業，讓學生不因進度不同被忽略。

多元智能讓孩子可以學得會，這樣的機會過去只提供給特殊教育，現在對普通學生而言是一種資優教育。相信很少人堅持資優生也依年齡程度分級，但是我們的教育場域中，對於混齡是相當無知的。

我很遺憾的是，我們的教育系統常常因為無知、無奈，造成孩子的傷害，雅歌遇到這樣的孩子，常要竭盡心力去修護，雖然每個生命的改變都讓人感動欣慰，但是預防勝於治療，這些困境本可以避免。

2000年，香港開始進行教改，他們以台灣為師，那分審慎與虛心讓我深深感動。10年後，香港的教改是成功的，我們的教改在勞師動眾之外卻是乏善可陳。我們能不能回頭向他們請教？

美國奇異小學的教育模式    孫德珍

緣起：

越來越多人關心台灣的教育改革問題，但是具體的做法及課程的內涵卻還是一片模糊。既要能達到教育目標，讓孩子有一個愉快的學習環境，從學習中發掘自己的潛能，進而達成全人格的教育；又要兼顧教師的尊嚴與士氣，符合家長的需求，教育成了國家當前最沈重的包袱。怎樣的學校，可以讓孩子學得又好、又快樂、又能培育出良好的公民？針對這個問題，美國有八位小學教師，聯合八人的智慧、力量，創辦了一所實驗小學，將當代教育界六位大師的最新理論付諸實現，並革新了教育史上對智能的定義。這就是位於美國印地安那州的「奇異小學」(Key School)。

多元智能理論

過去十年來教育界有許多新的理論及評量工具問世，而其中最受矚目的是迦納(H.Gardner)的多元智能理論(Multiple Intelligences Theory)。迦納以其鉅著《心智的界限》(The Frames of Mind,1983)，推翻了教育界過去對智能採單一ＩＱ的認定，宣稱人在認知發展(資訊處理)上至少已演化出七種以上的智能方式(語文、邏輯推理、音樂、空間、體能、人際關係、和自我認識)。此七種智能在結構上各自獨立(例如某部份腦傷病人可以保有其他項智能)，每個人都擁有其中至少一種。由於智能是作用於概念中，我們必須假設兒童有將經驗析出(概念化)的能力，並讓他們在早年就有充分的機會置身於多元智能領域的學習環境中，一則發展個人專長的領域，再則強化其較弱之領域(Walters, & Gardner,1984; Gardner,1990)。

迦納的理論提醒了我們對評量工具與角度必須重新審視，對人的潛能重新評估。影響所及，教育界已逐漸接受ＩＱ只能測出語文與數學兩種智能，不能測出人真正潛能的事實(Black,1994;Steinberger,1994)。在諸多教育改革的聲浪中，「公平的評量」要求評量的角度普及各智能領域，並且不再只注重量的評量，也要有質的評量，特別是進步型的評量。

追求理解

迦納在《超越教化的心靈》(The Unschooled Mind)一書中指出，每一位教師的教學目標應為「為理解而教育」(Educating for understanding)。這種追求理解的教育必須充分的掌握概念、技巧、及原理，以面對新問題、接受新環境，並決定一個人的成就表現是否已經充足和應該以何種方式學習新技能或知識。迦納先在零號方案(Project Zero)具體的提出「教什麼？」「如何教？」「如何評量？」，之後又在《超越教化的心靈》一書中為教育改革提出解答的契機(Key)。「奇異小學」將迦納的理論付諸實驗，並對此契機深具信心，因而將學校命名奇異小學(Key School)。

從理論到實際

從聽聞迦納的多元智能理論，到實際的經營策畫出一個實驗課程，奇異小學八位創校的女老師走過了生命中艱難的三年。他們橫越了整個美國，拜訪專家為當代教育把脈、處方，探討教育問題的癥結，尋找可行的模式。即使在歷經艱辛之後圓了創校的夢，電腦抽籤並沒有抽中任何教職員家庭。教師們含淚接受這公平而無情的事實，無怨無悔。介紹奇異小學，不能不了解這些教師的人格特質，和那份愛到深處的教育心。

「奇異小學」的外觀從中國人眼裡看來不怎麼起眼，略顯凌亂的教室也不見美輪美奐的佈置，倒是牆上到處可見海報張貼，記錄著孩子們的工作進度或思路過程，我個人覺得稱為工作區還貼切些。走廊上劃出一角，讓孩子展示部份文字或工藝性質的作品。在這裡，學習完全不是教師單向的注入，而是孩子們親自動手操作、深入的思考、以及按其自己的理解完整的表達。

從另一個角度來看，孩子雖然在學、卻也擔任了部份的教學。學生們自在的進行著方案，忙碌中不失條理、課程在彈性中不乏嚴謹的系統，討論的主題生活化，內容卻頗具深度。整個教室裡氣氛親切溫馨，好像家庭中和樂的分享，卻不流於隨便，感覺上和我所熟悉的台灣小學截然不同。

交融性課程架構

由於評量的角度和工具都不同，「奇異小學」不採傳統的分科(Subjects)方式。其課程架構是在主題下，將七大領域整合起來，以方案方式進行活動，成為交融性(或稱科際整合)課程(Interdisciplinary Curriculum)。在多元智能的信念下，每一個領域都同等重要，分配相等的課堂。比起傳統課程的時間分配，他們的藝能科課程比例加重了。有趣的是，奇異小學有一個方案就是讓孩子蒐集他校的功課表，比較不同的學校在時間上不同的使用。

課程主題

創校之初，教師們根據卡內基基金會主席波依爾(Boyer)的理念決定了課程內容，訂出了三年一輪的課程主題，並且融入了奇異小學的創校精神。第一個主題《關連》—奇異小學花了三個月時間幫每一個學生找到自己智能的舞台，讓每個孩子開始成為自己舞台上的主角—演自己。

從認識自己後，再發展出與周遭的人的關連性，引導孩子體驗共同生活體的意義：以探索我們共享的自然資源、共用的符號、共處的空間與時間…走筆至此，「緣分」一詞似乎呼之欲出，人與人之間的關連何等密切、何等難得。惜緣，人就會恩慈相待；惜福，人就懂得凡事感恩。

其實，在這一連串的方案中，透過七大領域遊走知識、概念、技能之外，心靈也得到的完整的滋長。這樣的一個主題可以將學生的感覺層面從傳統教育中喚醒，當參觀者看到整個學校上上下下那種自信、認真、忙碌的樣子，很容易也感到整個人都甦醒了。以「時間與空間中的改變」這個主題為例，整個主題進行了整整一個學期，分成各方案在各個年段實施，一個方案往往要好幾堂課才可以完成。

質的評量

受史丹福大學的愛思訥(Eisner)教授的「質的評量」(Qualitative Evaluation)的理念影響，奇異小學學生的成績不跟其他同學競爭，只跟自己相較。每個主題發展中，孩子必須自己選擇一個方案，完成時在攝影機面前報告。奇異小學有一間媒體專門教室用來拍攝孩子的方案，還有一間檔案室，每一卷錄影帶都是孩子的發展記錄。

從表４可以看出，教師記錄學生的成績只採三種符號：Ｎ(進步緩慢、需要幫助)、Ｓ(保持穩定進步)、Ｒ(進展快速超群)。此外，根據各領域所列之項目中，有一項很特別的「參與度」。在此欄中，教師觀察兒童的參與情況，並以四種程度來衡量內在的動機：內在動機、外在動機、無動於衷、動盪不安。

內在動機—Flow浮流教室

西沈米哈利(Csikszentmihalyi)發現，當遊戲的戰略對於孩子具適度的挑戰性，並引發其興趣時，孩子會進入一種專注的狀態，此時別人很難打斷其專注，他稱此「內在動機」(Intrinsic Motivation)的活動為浮流(Flow)。「奇異小學」每週有三堂這樣的活動，孩子到此活動教室選擇自己想玩的遊戲，這些益智遊戲不同於消極性的娛樂，更具有積極性的創造思考訓練。孩子們或下棋、或鬥智、研究策略，讓思緒在無聲間流動，專注力就這樣培養出來。在這裡，通常看不到「坐不住」的孩子。

混齡編班﹠學徒式學習環境Pod

這樣一所磁鐵學校(Magnet School)，目前有教職員二十人，學生一百七十位：包括三班低年級(一、二、三年級混齡)、三班中年級(四、五、六年級混齡)和幼稚園。學生的來源以多元文化背景的比例抽籤，百分之四十以上是黑人，將近一半來自單親家庭，全校有三分之一以上的學生是貧民資格。一個星期中，除了星期一以外，每天有一大堂的時間，全校學生按照自己的興趣，選擇進入自己領域的社團(Pod)。這種學徒式的混齡學習環境，有如傳統社會中師傅的工作室。在這裡，從幼稚園到六年級的孩子快樂的享受著學習，學校教孩子如何擇其所愛，並發展合適的環境，讓他們愛其所擇。

在快樂的日子裡，我們也比較聰明

好奇欲一睹其究竟的人越來越多，使得學校不得不嚴格限定參觀的人數及時間，電視台也製作專輯介紹，時代雜誌更譽為全美十大最佳學校之一。偶而，有人關切在這樣的一個快樂環境中，孩子的「智育」怎麼和傳統的學校競爭？巴校長對這種參觀者很無奈，只好拿出成績單來：在每年的統一考試中，奇異小學竟然獲得全區六十七所學校之第七名，(其中前六名包括資優學校，蒙特梭利學校)，讓參觀者瞠目結舌。不論是親身參觀或是透過錄影帶，「奇異小學」的學生、家長、以及教師們用他們臉上流露的喜樂寫出「快快樂樂上學去」這句話。

A Review of the Process of the Educational Reformation of Arco School

The curriculum
The Vision and Mission

In speaking of education reform, it was necessary to reach the consensus through decent discussion of some questions. The questions should include the reason why the present system needed to change, and what was the feasibility for a new system. To get involved in a huge construction like education reform, every step was too important to be ignored, and the shift of paradigm in education began with asking the right questions. Sun often started her lectures with the following questions.

1.      What kind of students do we wish to educate?

2.      How can we guarantee that all students are capable of learning?

3.      How will a student be willing to learn?

4.      How should we teach?

5.      What should a student learn so that he is well prepared to enter society?

For the key to these questions, Sun would tell many short stories that revealed the way of a school she envisioned. For years, she noticed that students in Taiwan were unhappy with the learning effectiveness because they were not taught how to learn. Schools did not appeal to students because what was taught did not seem to impact a student’s life. She believed that teaching how to learn was as important as teaching what to learn. For this reason, art education became a tool for students to learn and life education was poured into all subjects as the content to explore. While exploring life from many aspects, the need for knowledge and skills in each subject emerged and students became active learners.

A Multiple Intelligence Learning Environment

The vision of Arco was to set up a school that allowed students to learn according to their intelligences and allow students to move at their own pace. In preparing a learning environment implementing multiple intelligences, all subjects should be scheduled equally, and assessment should focus on its progress not result. Teachers must foster intrinsic motivation to engage students in an interdisciplinary collaboration.

At Arco, students were allowed to use their own learning styles and teachers had to accept them just as they were. In order for teachers to fulfill the needs of students in different paces, the classes were arranged with mixed age groups. Teachers decided which grouping was the best mixture for their own class. For example, an opera class might include the entire student body, a language class might combine two grades or three, and sometimes new teachers did choose just one grade in a class. An activity could be designed for the whole class, with different levels of worksheets assigned to students. People were surprised to see that students had different vocabularies in one class, or different worksheets from the same activity.

Suzuki Violin

Music was a part of daily life at Arco. Students started each day with violin lessons or gardening. With a student population under 40 students, Arco had its own orchestra. It took great concentration in learning music: to think by phrase not by note, to listen to each other, to come in at the right time, and to stay silent at the rest.

    The application of Suzuki Violin was one of the activities that associated with art education that promoted multi-sensory learning to increase student’s attention spam. After two years of group lessons, students could choose an instrument for private lesson. Performances were given when needed: in recital, background music, or formal concert. Students volunteered to host the program. Stage was a common scene to see among students drawing of the school.  

Theme based curriculum

The curriculum was organized around themes that helped students to explore life in a broad sense. Each theme wove activities into an interdisciplinary collaboration with all subjects. Teachers were trained to design activities based on the theme, and according to the goal of each subject. For example, a teacher assigned a cooking task to students of first and second graders with the directions on how to make one dish. In order to make a poster to tell the audience and win the votes as the best choice, they had to work in a team and complete their own task. The teacher would decide which goal was to be attained: language, math, arts, or science? The different work could be assigned to different people.

The theme was cycled every three years which explored the content of life education. The first year was to gain the connections: to oneself, to others, and to nature. For example, while acquiring awareness to self, students participated in all kinds of activities that explored how one was connected to many efforts that were taken for granted and learned to appreciate. The second year was the defining of harmony: working in harmony with one self, with others, and with nature. For example, students explored the world based on a multi-cultural perspective and learned to confront the conflicts encountered. As for nature, students explored inventions by learning how to discover and research based on others’ discovery. For the third year, it was a time to internalize the vision into an action. Students at this year went through many difficulties with the school, and learned to solve the problems instead of blaming others. Although the theme repeated every three years, the new atmosphere inspired teachers to innovate new activities that renewed the curriculum.

The Small Pond Kingdom

A significant tradition at Arco was to perform a children’s opera小池王國, The Small Pond Kingdom, every three years. The founder composed this award winning play in order to demonstrate an interdisciplinary curriculum. Throughout the whole semester, teachers prepared students to give a formal performance. The story was about a small pond that was badly polluted by humans. The tadpoles in the pond built a kingdom with top technology to measure the world, and great passion to fight with the cancer, yet were not able to understand that there was another world above the pond. According to the theory of Dr. Tadpole, the greatest scientist in the pond, a world was not considered to exist if unreachable by a tadpole’s tail. In exploring the content of the story, teachers in all subjects helped students to construct concepts that were related to the subject according to student’s level. Students design the mini stage to get the feel of the stage and recorded their voices into a DVD for the sound track of the performance.

The opera was prepared in an approach that focused on student’s spiritual growth instead of performance outcomes. However, it was always amazing that when something inside a person changed, the transformation of the appearance emerged. The rebirth of the story eventually led to the rebirth of a student’s life. There was no decision from teachers to assign the cast; students picked their characters in a harmonious way with everyone involved. The entire school was revived from this play. The performance was given at the city concert hall before a full house. It was amazing that the audience included families and friends from young to old, yet the performance caught everyone’s breath all the way through. Professor Hsia Hsue-Li, a drama critic, thought the audience was incredible and the performance was a cultural miracle.

The evaluation

A MI school evaluates students’ learning based on progress instead of results. Students were graded under three categories of progress: R (rapid), S (steady), and N (needs help). Each subject were evaluated according to its subdivided goals and recorded with the motivation students exhibited.

There were three types of motivations in students’ learning: intrinsic, extrinsic, and indifferent motivations. For educators who believe in rewarding and punishment, extrinsic motivation was a tool to enhance learning. Intrinsic motivation, on the other hand, was the enjoyment of doing something for the sake of its own with no regard of reward. It was important for teachers at Arco to observe students’ motivation and correlate with the progress of the subject to identify a child’s strength and weakness of their intelligences. As a child showed indifference motivation and needed help in the progress, a weak intelligence was discerned, while the intrinsic motivation combined with rapid progress indicated strength intelligence.

There was another kind of situation beyond the three types of motivation mentioned: the trouble maker who needed attention. To Arco, these students were in need of healing before learning. Teachers would spend extra time to build relationship and trust and avoid labeling. After a while, these students began to notice that teachers did not respond to their challenges but saw their good behavior right away so they changed. There was a student who made a big change in his conduct and credited that to his teacher, “inside my teacher’s heart, there hid an album which only collected my best pictures. I wanted to be good because she could always see that.” Besides progressive evaluation, Arco sent a qualitative evaluation report to parents in a constructive way to describe a student through the teachers’ eyes. Parents and students enjoyed reading it together and felt blessed.

Research Project

Another course that attracted people from everywhere to observe was the research project. Students at Arco began their learning through the research perspectives. Each semester, a student picked his topic and developed the project for the entire semester, and gave a presentation at the final week. Each week, research teachers would conduct an interview with students one by one in a radio station circumstance. Students would talk about their progress and mention their discoveries. The purpose of the research project was to learn the skills for information processing, a part of learning how to learn, and to present it to the entire class so that students might learn from each other.

During the presentation, students had to choose a method to show the result and give a brief abstract within three minutes. Students were required to focus on the key points with the clear sequence and use their own words. Students would gradually extend their file by gathering data from their continuous readings, and teachers would ask students to process the data into a table format to reduce the length of their articles. Students were very dedicated to their research because it was the choice of their topic, and presented according to their type of intelligence. Arco required every student to complete two books every semester. Besides the research project, the journal 美的分享, or beautiful sharing, recorded the learning and reflection from every day which conversed with parents and teachers.    

Home Works

There were many ways to present home works. For instance, teachers might ask students to prepare for an event which included designing the blessing announcement in the form of a poem, dance, music, drawing, making some gift or baked cookies. The student had to describe why the gift was offered and what was the symbolic representation of the gift. In a class with mixed aged students, the many possible ways to complete a task provided a good demonstration that inspired students’ creativity. It was clear that everyone in a class seemed to know what he was doing.

The Graduation Ceremony

Time flew by and the students grew up so it was the time for a graduation ceremony. Students were to plan their own version of the ceremony. Usually students would think of something to make an award for everyone. A performance of music was arranged for the graduates of 2001, with a personal biography presented on the screen background. Music was a movement from a sonata level. The biography was developed for the entire semester to exam one’s life in many perspectives: what did he believe in his life? What was his dream? What character did he need to work on in order to carry out that dream? In answering these questions, a student needed to read biographies from many great people to set a role model for oneself and review his own life to make a plan.

Among some educators there was some doubt about the achievements of students from alternative schools. After the ceremony, many guests were deeply impressed and wondered what would happen to these graduates? Would they be happy after middle school? What would they achieve in the college entrance competition? Six years past, these students now were selected into the most desirable universities in Taiwan and admitted under their priority choice at large. The Arco legend was not just a story. 

The key to success- a school of quality

Bonstingl identified a school of quality in a status that students enjoy coming to school when teachers focus on ways of enabling every student to succeed (2001). Quality was the key to success. Arco had worked very hard to insist integrity in the process of its education reformation. Quality came from being faithful to what one declared he would do and substituted nothing to what was important. Quality comes from being a person with integrity and integrity demanded a status of whole person. The school of quality must help one to establish a positive difference in our experience of life- mentally, physically, emotionally, and spiritually.

Humanism vs. character education

The education reformation during the last decade demanded liberation of form in a school system in which discipline was the most difficult part to handle. When the rest of the alternative schools focused on the concepts of humanism and emphasized equal respect to all, Arco disagreed. It was the founder’s belief that students who honored their teachers would perform better in the academic achievement because they followed the instruction with full attention. This attitude was emphasized in Arco’s regulation with three respects: respect to the teacher, to oneself, and to the environment.

The respect for the teacher was a part of the character education because attitude was the key to effective learning. At Arco, teachers received the ultimate respect that everyone should listen when the behavior was considered improper by a teacher. Second, everyone should respect oneself by doing what one was responsible, and avoiding what was regarded a shame. Third, every one was granted the freedom to live happily so that one’s freedom could not win at other’s expense. It was a very simple regulation and the penalty to stay out of school for a day, was considered cruel.

The Limitation of a MI School

MI theory has been a trend for the last twenty years and caused an impact to the educational system within and without. Howard Gardner, however, cautioned that 'we must figure out how intelligence and morality can work together to create a world in which a great variety of people will want to live' (Gardner 1999: p4). To a school implementing MI theory, the limitation inevitably was the confrontation of discipline. In speaking of evaluation, to respect children in their own style and to honor their own pace was to tolerate the lack of progress in a traditional standard. Many of us needed to know that when education focused on the change of life, it took time and required patience. In other words, pouring water into a cup to see it filled with water was easier than watering the seeds inside the soil and to see it budding into a life hidden within. The evaluation of an education reform usually cut in at the time when achievements did not come as expected and the character did not build up in a quick way. But it takes patience to become a teacher of character education, and to be patient was to know that there was time for everything. Students remembered that how teachers were patiently walking through the rebellion time with them, yet they learned to respect others from how they were respected and how teachers insisted the bottom line in a gentle way.

Sun had sensed the need for a character education in stabilizing the reform at the beginning of the experiment. For years, she kept developing the theory of a character education and reached a new definition that was well stated in Chinese. Character building was the key that made one seek the highest quality of one’s life and expand the greatest capacity of a person. Character education could not be taught in a passive text but must be learned from an active attitude.     

Bonstingl in his book “school of quality” gave a comparison in describing the shift of paradigm in education. One change was that in traditional classroom success was artificially limited to a few winners while in a quality school continuous improvement and successes were the objectives of schooling (2001, pp.101). This description reflected from a fourth- graders a few months after Arco appeared at Chung-Lin. A transfer student in a trial session told her father that she definitely wanted to transfer to Arco. “Usually, it would not take long to find the best student in a class,” she said, “At Arco everyone could be a star in a different time.” She found that the class was mixed aged and the teacher allowed everyone to be different in pace and style. The teacher was not someone to judge and condemn but a guide to help complete a task. A class was not a single-discipline instruction but interdisciplinary learning.

What Arco achieved in the search of education reform was incredibly enormous, but there were limitations, too. First, the environment that provided multiple intelligences in teaching, learning, and evaluating was not easy to develop at that time. Second, with the theme-based curriculum an interdisciplinary collaboration and the mixed aged instruction, required teachers who were highly competent in their subject areas and patient enough to guide instead of teach. Third, the least important factor that in the end turned out to be the fatal limitation was the legal land and financial problems in creating a private school.  

A School based on Christian faith

The name Arco, literally in Chinese means “Song of the songs”, gave an impression that Arco was a music school. However, after sharing the education philosophy and knowing more about the school, guests usually regarded it as a Christian school although it was not sponsored by a Christian denomination. The way students were educated, the way teachers trained, and the way parents were empowered, shared the same spirit from a biblical foundation.

Students: every student has his own talent and should be accepted just as he is.

In the book of Mathew, Jesus told a parable of the talents. In the story, a man entrusted his money to three servants according to their abilities. As he returned, the one who received five talents gained five more, the one who received two talents gained two more, and the one with one talent did not make any. In responding to the results, the master was equally pleased with the first two who gained as much as granted, and threw the one who made no effort outside.

The story may seem strange to many because the one who gained two was treated the same as the one who gained five. However, students at Arco would have no trouble comprehending this situation because all intelligences were not discriminated in their school. God granted each of us different gifts and expects each of us to be faithful to what we have received. They were just smart in different ways and one needed to hold on faithfully to whatever was given to them.

At Arco, children were granted two stages to accomplish this vision: the stage of intelligence enhanced their capability in learning, and the stage of life developed the passion for learning. For the stage of intelligence, Arco exhibited an equal value among all different intelligences. Children at this school soon discovered that they were all treasures in the teachers’ sight.

Teachers: there were only incompetent teachers but no incapable students

As an educator who trusted multiple intelligence theory, Der-Jen Sun believed that there were only incompetent teachers but no incapable students. As a conductor who often helped players to develop their highest potential, she knew that there must be a way to reach those who need a lift, and an environment to restore those in sleep.

Teachers at Arco were not trained to teach, but to guide students’ learning. The learning environment was to be prepared before the class given so that students may stay awake at all times. In doing this, the example of creation from the book of genesis was studied by teachers in order to understand how God as a teacher: a teacher who prepared the environment before students arrived, a teacher who organized materials in a system that made sense to students and easily followed, a teacher who set examples before he asked students to operate, a teacher who evaluated his work after he performed it, a teacher who planned his work and worked his plan, a teacher who made his students into active learners, and finally, a teacher who knew how to stay focused.

Parents: It takes time to learn a skill, like parenting.

The empowering of the parents is one of the major activities at Arco. As a matter of fact, parents were the first resource to establish this school. Regular seminars were conducted to parents so that they were on the track of what students were learning at the time. There was a radio recording of 14 speeches on the topic of “how to guide a child’s learning” for prospective parents to listen and give feedback. Sun even used Biblical characters to describe the success and failure of being a parent.

Students had to apply for the certificate of pet care by going through a process of parenting experiences. Students from grades 3-6 conducted research on the topic of their pets and devoted care for their pets. Parents usually learned a great deal from their children at this period as they examined their own parenting experiences. In viewing the change of the environment and life, there was a time for everything. As is mentioned in the book of Ecclesiastes chapter3:

There is a time for everything, and a season for every activity under heaven: a time to be born and a time to die, time to plant and a time to uproot, a time to kill and a time to heal, a time to tear down and a time to build, a time to weep and a time to laugh, a time to mourn and a time to dance, a time to scatter stones and a time to gather them, a time to embrace and a time to refrain, a time to search and a time to give up, a time to keep and a time to throw away, a time to tear and a time to mend, a time to be silent and a time to speak, a time to love and a time to hate, a time for war and a time for peace. 

Hope: to establish an alternative school

To establish an alternative school meant to provide hopes for students who needed another option. The Arco Declaration was a solution for all the questions encountered in years in which four beliefs were proposed to establish an alternative school. In the Arco Declaration, Sun believed that education was not a matter of pouring knowledge into a student’s mind but a process of transformation in life little by little. The journey of education was to search the meaning of life by getting three keys to open the door of the future: truth, vision, and character. Without truth, life is helpless. Without vision, life is powerless. Without character, life is hopeless.

What Arco progressed in trying to become a legal private school may seem to be a small step, but the philosophy within the curriculum was a big step for educators at that time. As a Christian who looked at the success in a different perspective, Sun had come a long way. However, her devotion would not turn out a sacrifice because “all things work together for good to those who love God, to those who are the called according to His purpose.  Romans 8:28.

References

Bonstingl, John Jay (2001). Schools of Quality. California: Corwin Press.

Bruner, J (1960) The Process of Education, Cambridge, Mass.: Harvard University Press.

Csikszentmihalyi, Mihaly (1990). Flow: The Psychology of Optimal Experience. New York: Harper and Row.

Csikszentmihalyi, Mihaly (1996). Creativity: Flow and the Psychology of Discovery and Invention. New York: Harper Perennial.

Csikszentmihalyi, Mihaly (1998). Finding Flow: The Psychology of Engagement with Everyday Life. Basic Books.  

Gardner, H. (1975) The Shattered Mind, New York: Knopf.

Gardner, H. (1991) The Unschooled Mind: How children think and how schools should teach, New York: Basic Books.

Gardner, H., & Hatch, T. (1989) multiple intelligences go to school: Educational implications of the theory of multiple intelligences. Educational Researcher, 18(8), 4-9.

Gardner, H., Csikszentmihalyi, M. and Damon, W. (2001) Good Work: Where Excellence and Ethics Meet, New York: Basic Books.

Gardner, Howard (1983; 1993) Frames of Mind: The theory of multiple intelligences, New York: Basic Books.

Gardner, Howard (1989) To Open Minds: Chinese clues to the dilemma of contemporary education, New York: Basic Books.

Gardner, Howard (1999) Intelligence Reframed. Multiple intelligences for the 21st century, New York: Basic Books.

A Review of the Process of the Educational Reformation of Arco School

Introduction

On April 10, 1994, a mass parade was organized in Taipei to demand reform in the education policies to ensure that a student could have a childhood that was happy and healthy. This organization- the League of 410 Education Reform, called for participants in all areas to join the movement. One of their leaders, Yu-Yen Liu劉玉燕, an educator in early childhood education, came to Hsin-Chu to look for someone to take charge in this area. In response to Liu’s request, Der-Jen Sun, an educator who was trained in the United States and was teaching at National Hsin-Chu Teachers College, agreed to devote her efforts in promoting a new education reform in Hsin-Chu.

In 1995, the ARCO Declaration was proposed. Based on the theory of Multiple Intelligences, Der-Jen Sun designed a school that sought to enhance student’s capabilities and motivation in learning. This project began within a public school and later became Arco School, one of the four alternative schools that created a profound impact on education reform in Taiwan.

Arco School, the first MI school in Asia, was established to create an elementary school that would satisfy students, teachers, and parents simultaneously. In order to understand the problems in the school system and implement a theory into practice, the founder traveled all over the country. She listened to the problems teachers encountered, and gave seminars to empower their ability in teaching. Finally, she completed a curriculum that was easy to approach students and more effective in learning achievement.

Shan-Hu Branch School was the first elementary school to implement the Arco Declaration and the results were impressive. However, the operation lacked an environment that could accept people who wished to join in or walk out, including both teachers and students. In other words, while there were no extra openings for people on the waiting list, there was a group of people who could not leave. This then created a need to set up an alternative school that allowed this choice.

A Historical Background

Teachers College Kindergarten 1994

Dr. Der-Jen Sun was the first educator to bring the theory of Multiple Intelligences to Taiwan. She first introduced this theory to six teachers in the kindergarten where they conducted an experiment with an interdisciplinary approach. The mission of the experiment was to explore the function of art education to elevate academic achievement. The outcome received a positive response, and people involved requested the curriculum to extend to the elementary level.

Shan-Hu Branch School 1995

Mr. Fan Chen-Tsung范振宗, the Governor of Hsin-Chu County, was delighted to hear of the Arco Declaration and decided to support this reform movement. In 1995, he offered a reputable public elementary school for Sun to carry out the vision. However, to everyone’s surprise, Sun declined the one offered, and chose Shan-Hu Branch School, a forgotten school in a remote area with only 11 students left. 

She began teachers’ training in the summer and organized a group of parents to prepare the learning environment, and created a curriculum that was new to anyone. The mission of the experiment continued to explore the function of art education to elevate academic achievement, and to develop the application of character education as the core to a curriculum. Many people did not understand what MI theory was, but were attracted by the fact of a new school that could bring hope to them.

At the time Sun began the experiment, student enrollment immediately increased six times. Shan-Hu Branch School attracted the attention from media and people from other cities came to observe the operation. The whole school was excited in unfolding a curriculum that was creative and inspiring. For example, the commencement service, an activity that often seemed boring to students in the past, now turned out so impressive that children often talk about it and will never forget it. The classes were full of surprises that turned students into active learners. Textbooks were put away and the materials for learning were folded inside a series of activities. Students now loved to go to school and stayed focused in order to make new discoveries.

Being a branch school, Shan-Hu had limited room to accommodate students. Pressure was gradually built up as people crowded to observe and learn and parents move from out of town in order to enroll their children. The increased reputation came too soon that soon everyone in the school felt overwhelmed.  The teachers were especially burdened. The desire for privacy emerged, and some teachers called for a stop.  

The curriculum of the experiment seemed to impact children in a way beyond comprehension. Children were too happy that parents could not image how they would survive when entering middle school that was not meant to be a happy time in life. To parents’ annoyance, students who were obedient before now began to express their feelings and their thinking.  They were reluctant to see the change of life and wished to move out of the experiment. Sun tried to explain to the parents that the way to effective learning did not have to sacrifice happiness and that the building of character could only progress when children began to think. However, what she said did not make sense to people at that time.

Another problem was that the teachers at Shan-Hu were there before the experiment began. Many of them chose to teach at a remote school for their own personal reasons. Therefore, to carry on of the experiment for the second year became an issue for some who did not wish to continue, and there was no law to transfer those teachers who wished to leave. There was a need for a new place that all students and teachers had a choice to attend or not to participate.

Chung-Lin Campus 1997

In 1997, Arco School was founded when students who wished to continue the experiment split from Shan-Hu. It was a painful decision to make because there was no other legal campus to accommodate this experiment, and the only way to implement the vision was to take people who wished to join. The separation happened at a time of election when the new Governor came from another party, and the walking away from Shan-Hu turned Arco into an illegal school. Students immediately were forced to go back to their regular school, yet all of them rejected. The media and people who cared for Arco raised their voices to support Arco. Principals from some other cities offered a cover to accept Arco students through a process similar to home schooling. Students were only required to go back to those schools to take tests according to the school calendar. There was a threat for the founder to be put in jail, if arrested. Parents gave their words to protect the founder and vowed to go to jail together.

Besides the political and legal situation, Arco unfolded a most beautiful picture. The word ‘crisis’ in Chinese means danger but also opportunity. The process of the reformation forced us to go through a series of problem-solving sessions while forming the new school.  The lack of resources challenged the teachers to create opportunities from zero. The way the teachers handled the crisis and the wisdom in making things possible provided great examples for the students and the legacy was passed on. 

Arco had an impressive way to launch its first semester. The year Arco withdrew from Shan-Hu, nothing physical was taken away. Chung-Lin Campus was an empty house in need of all kinds of materials to make it a school. A principal from another school kindly offered some recycled desks for Arco students. Seeing the desks were not pleasing to students’ eyes, parents were willing to pay for new desks. Sun suggested that it was not necessary and predicted that children would compete for the worst ones. Parents wondered what kind of magic would happen.

By the third year our theme was “let us make a difference.” During the first week, when students saw the piles of desks n the yard, they asked if they could use them. Sun replied with a story and told students that there was going to be a chance to adopt some desks that were not perfect any more. Only those who had a heart for the poor should apply to be the master of one of these desks. Before and after pictures would be taken of the desks after one week’s time.  Students were very interested in taking the recycled desks and many asked for the worst one. In the following week, parents were amazed with their children’s passionate behavior. Students washed their desks, sanded the rugged surface, filled the cut scars and repainted anew. Letters were written to each desk to show empathy and words granted to assure their proper care in the future. It was during this kind of interaction that students learned to cherish something that seemed wretched and knew that inside every life, there could be a beautiful untold story.

Parents came to nail the blackboard and students decorated the classroom. A field was rented to make a playground. Three former bedrooms were turned into small classrooms, the living room was designed as a multi-function hall that could be a meeting area or a place for indoor performances, and the kitchen was sometimes used for private sessions. The yard was covered as a big porch and podium set to make a stage. A large room was arranged to be the library where many students could read, and a small room was the office.

The point of no return--The resignation

For the two years at Chung-Lin, Arco received nice complements and was awarded some honors and some grants to carry out its dream. However, the status of not being registered was a shadow to all. It finally reached the point of no return that the founder had to make a sacrifice in resigning her college post if Arco was to keep going. The making of this decision was of high concern among people who cared for Arco and Sun. The local newspaper gave half a page to announce and discuss the resignation.  

The resignation did not save Arco from its illegal position in the eyes of the government. A committee was formed from the bureau of education to evaluate Arco. The first thing some officer did was measure the stairway, and then immediately disqualified the school. Parents tried to persuade the committees about how well their children were doing at this school and that they really did not want to see the school terminate. The appeal was refuted and the house scheduled to be torn down.

Invitation to Hsin-Chu City

Not long before this evaluation, the Mayor of Hsin-Chu City, Mr. Tsai came to visit Arco. He had heard of Arco’s achievements and was quite impressed with Dr. Sun’s educational philosophy. In order to listen and discuss educational issues with Sun, he made an official visitation to Arco. His panel expected that his stay would be no more than ten minutes yet it turned out to be a whole afternoon. He listened and asked questions regarding how to make Hsin-Chu City a place for gentlemen through education. He then invited Arco to relocate to his city.

Er-May Campus 2000

The relocation of the campus was not easy and the space offered did not seem practical, and Arco needed a place to move out immediately. Land at Er-May Township was offered to solve the crisis and Arco’s team built the squatters in a forest (in 45 days) to greet a new era. Besides the construction of the classrooms, Arco enjoyed the making of the school and put together everything they needed. The path between classrooms were grounded, paved with bricks and surrounded with green grass. All classrooms were one story so that there was no need for a stairway, and there was ample space for kids to run and to explore. Teachers were challenged to use all the space available as a possible classroom in replacing the regular classroom setting. Students could have class basically anywhere the teachers wished and the discoveries could happen anywhere as they were observing.

By this time, the older children were started graduating. An examination was conducted to see if they had developed sufficient competence to fit well into their next level of education. The requirement was to complete a biography in which each life was examined for the past 11 years: how he was educated, what he believed, what his dream was, and what type of character he had developed. In the graduate ceremony, this presentation was projected on the screen while the student played a movement of music on stage.

Every crisis in the history was like throwing a lemon at Arco roughly, yet Arco caught it with faith and made it into a cup of lemonade with gratitude. Each time when the hardship caused another reset for the experiment, it revived the inner strength and brought forward another step in the development of the curriculum.

      Er-May Arco was regarded a legend in the field of education. The Ministry of Education gradually noticed what Arco had accomplished in educational reform and appointed Sun to the MOE Committee. The Arco experience was shared to those struggling in seeking a quality education. The regulation for registration now was liberated again in some aspect, yet Arco was in need of a piece of land suitable for school use. And the financial situation was becoming more severe. It came the time for the liberation of a law permitted a chartered school. An invitation came from the newly elected Governor, Mr. Yung-Chin Cheng鄭永金 who proposed a plan to the County Council and decided to appoint Da-Ping Elementary School as a chartered school where Arco may take charge. Da-Ping was another remote school that needed some help in restoration. To prevent it from closing, the principal went to Arco and asked for the training of teachers to copy the curriculum. It was then considered an opportunity for the merging of the two schools. The residents at Da-Ping were mixed with joy and anxiety: some were grateful for a good curriculum and that resources would be merged.  Others were afraid that Da-Ping might lose its name. An agreement was reached to merge Arco into Da-Ping and Arco’s name was only used for the foundation that ran the chartered school.

Da-Ping Elementary School 2002

      Arco finally had a legal campus and was in the system again. There was something even more attractive, it was now a public school so parents had no obligation to pay for the tuition. The number of students increased to its full capacity, 106. Arco devoted all it had to make Da-Ping a public version of Arco. It was a great risk for Arco in case Da-Ping regretted in the future and decided not to continue Arco’s way. However, a grain of wheat could only bear more when it was buried into the soil. The founding of Arco was to impact the system Arco took the chance.

      The time Arco moved in with Da-Ping, the atmosphere of Taiwan’s education reform was maturing. People enrolled their children mostly after they had some knowledge about MI theory. It was expected to be a different situation so that the Shan-Hu effect would not be replicated. Nevertheless, the curriculum received admiration from outside yet was questioned from inside by the teachers. Some Da-Ping teachers were concerned about the family diversity and unconsciously discriminating two types of students. Students from Arco were therefore regarded as the fortunate group and received more accusations that rarely happened at Arco. Teachers from Arco were challenged with bi-culture integration that they needed to work very hard to resolve the threat from the host teachers, and to elevate students who were so much behind their peers in learning. The bi-cultural interaction consumed a great deal of time and energy even though everyone considered themselves highly supportive of the program.

      The most striking factor was the failure to accommodate the founder into the administrative post. Governor Cheng at the final minute stated that he was not able to transfer the previous principal to another school, according to the contract. All of a sudden, the entire situation turned complicated yet the move had been done and there was no way to reverse it. Sun accepted the fact with great determination and led the project as a project advisor. With high respect from everyone at the school, every thing seemed to continue the way it was planed except that Sun had no authority in administration and there was no salary. It had been ten years since she returned to Taiwan and dived into education reform, the dedicated and stressful living now consumed her health into a critical situation and Sun was forced to retreat in order to recuperate. Starting in 2003, Sun stayed in the States and came back to Da-Ping during the summer and winter vacations to conduct seminars.

      The way Da-Ping continued the experiment was still considered a success to the public’s eyes. Since the cost of tuition was the same as a public school, the parents were content with what Da-Ping could provide and the demand for a real Arco type education gradually reduced. After a time those who once studied at Arco graduated from Da-Ping and the Arco School rested in history.

Serving Christian Education at the Elementary and Secondary Levels:
A Review of the Process of the Educational Reformation of Arco School

Dr. Der-Jen Sun

Christ’s College
Taipei, Taiwan

ABSTRACT

Arco School, one of the four alternative schools during the period of Educational Reformation in Taiwan, was founded to enhance student’s learning ability and motivation. The purpose of this paper is to review the process of educational reformation from theory to practice and to discuss its successes and limitations that may bring about suggestions for educators and policy makers in the future.

The vision of Arco was to create an elementary school that would satisfy students, teachers, and parents simultaneously. The founder sought to reunite trust among these three groups and make it a win/win situation for all stakeholders. In order to reach this goal, the school had to make students capable of and willing to, learn. For this purpose, the learning environment had to help all types of learners to excel, and the curriculum had to inspire every student to explore a vision for his or her life and create a desire for its fulfillment.

The environment was based on a Multiple Intelligence School model that included: mixed age classes, the use of Suzuki violin method, a project approach, whole language learning, equal time given to all subjects, and humanity based theme cycle. The curriculum was based on character education as its core value, applied art education as its tool of learning, and encompassed humanistic education as its goal. The students were involved in the development of the school through which they learned how to solve problems. The relationships among teachers, students and parents were full of trust. The highest penalty for students who offended school rules was to stay home for a day.

One of Arco’s traditions was a formal performance of The Small Pond Kingdom, a children’s musical about the transformation from a tadpole to a frog. Through the preparation of this play, the entire school developed a model of an interdisciplinary curriculum. 

After 10 years, Arco developed a high reputation for student achievement both in academics and character. In 2004, Professor Huang Kuang-Kuo in his “Ten Thousand Words about Taiwan’s Educational Reformation” named Arco as a school that “really knew how to effectively do school reform” at that time. Nevertheless, the school also was suffering from the lack of legal land and registration. In 2002, Arco was given a public school, Da-Pin Elementary School, to operate and it merged with that school.

Key word: Multiple Intelligence Theory, Mixed Age, Character education, Art and Humanities.

雅歌宣言，1995年
        我們深信，人的生活是一篇生命的樂章，不是毫無意義的音符。教育工作就是將每個人的樂章在人生舞台上發展成為一首動人雅歌。
        我們深信，人有天賦的多元智能及個別差異，應當被尊重欣賞。在童年學習過程中應使其有機會置身於多元學習領域中，得到合宜的栽培及成長 。
        我們深信，學校是為學生而設立的，應以學生為中心，並提供良好學 習環境，同時秉持有教無類信念，讓每一個人都有充分實踐自我目標價值的 機會。
        我們深信，教育必須有愛的滋潤與雙向交流，老師父母應該陪伴孩子走過人生基礎階段，幫助其找尋內在動機，發揮潛能，達到適才適所的理想。

孫德珍簡歷

學歷：

1993 The Ohio State University,美國俄亥俄州立大學，音樂教育博士.

1983 University of Iowa,美國愛俄華大學，音樂指揮碩士.

1981 University of West Florida,美國西佛羅里達大學，音樂學士.

1975台北女師專畢業.

經歷：

雅歌中小學，創辦人

雅歌交響樂團，創辦人兼音樂總監

關渡基督書院，音樂系副教授兼學務長

雅歌文教基金會，董事長

新竹市立愛樂管絃樂團，音樂總監

國立新竹師院音樂系，副教授兼系主任

台灣省教師研習會，助理研究員

台南家專，講師

台南青少年交響樂團，副指揮

美國ICPC愛荷華愛樂合唱團，音樂總監

美國史丹福大學中華合唱團，指揮

美國舊金山基督之家，詩班指揮

著作(書籍)

1.孫德珍,(1996).幼兒音樂創作教學之電腦學習環境之發展與研究.行政院國科會.

2.孫德珍,(1996).兒童歌劇－小池王國（山湖分校演出VCD）新竹縣政府出版.

3.孫德珍,(1997).兒童歌劇－小池王國.圈圈圈出版社.劇本、原聲帶CD

4.孫德珍,(1997).美的分享,音樂的生活—幼兒手冊.圈圈圈出版社.含CD

6.孫德珍,(1998).陪孩子學習.圈圈圈出版社.大新竹廣播電台(14場)專題演講(卡帶).

7.孫德珍,(1999).兒童歌劇－小池王國（雅歌芎林版）台灣省文化處.

8.孫德珍,(1999).雅歌實驗小學多元智能課程與活動.台灣省文化處.

9.孫德珍,(2002).兒童歌劇－小池王國（雅歌峨眉版）雅歌文教基金會.

10.孫德珍,(2003).陪孩子學習.雅歌文教基金會出版.

11.孫德珍,(2006).崎嶇的路，我們走過。雅歌文教基金會出版.

期刊

1.孫德珍,(1994).契小學Key School—讓「快快樂樂上學去」的夢想成真.教育心.創刊.40-42

2.孫德珍,(1994).比較中國與日本的五聲音階系統及其在文化上之岐異.奧福教育年刊.10,57-63

3.孫德珍,(1996).幼兒音樂創作教學之電腦學習環境之發展與研究.資策會.

4.孫德珍,(1996).教改路漫漫.中國時報.

5.孫德珍,(1996).當音樂課不再是唱遊課.台灣省教育廳國教輔導.

6.孫德珍,(1997).以兒童歌劇為主軸的交融性課程發展記實.屏東師院.75-87.

7.孫德珍,(1997).空杯與種子.進入方案教學世界.II.3-5.序文.

8.孫德珍,(1997).小池王國.國教世紀.174.

9.孫德珍,(1998).參與式活動教學設計.中華民國社區發展營造學會.

10.孫德珍,(1998).聖詩合唱曲的指揮與詮釋。國教世紀.183.

11.孫德珍,(2000).無障礙的教育.幼教資訊

12.孫德珍,(2000).這樣的孩子是怎麼教出來的？.幼教資訊

13.孫德珍,(2008).從品格教育談愛你一輩子.教育電台.

14.孫德珍,(2008).當五色鳥再來的時候.新使者雜誌.105.

研討會論文

1.孫德珍,(1995)美國契小學教育模式與本土經驗分享.國際幼教新趨勢研討會.光佑文教.

2.孫德珍,(1996).多元智能理論在台灣.偏遠地區教育診斷研討會.台東師院.

3.孫德珍,(1996).幼兒音樂創作教學之電腦學習環境之發展與研究.國科會研究發表會.

4.孫德珍,(1997).以兒童歌劇為主軸的交融性課程發展記實.臨床教學教育研討會.屏東師院.

5.孫德珍,(1998).體制內教改—山湖經驗分享.教育改革北區研討會。教育部.

6.孫德珍,(1999),多元智能理論在雅歌.各國初等教育改革國際研討會.新竹師院.

7.孫德珍,(2000).二十一世紀音樂教學課程設計新趨勢.21世紀音樂教學國際音樂研討會.台北市立師院.

8.孫德珍,(2001).隨樂起舞.藝術與人文課程國際研討會.屏東師院.

9.Der-Jen Sun,(2008).Serving Christian Education at the Elementary and Secondary Levels: A Review of the Process of the Educational Reformation of Arco School. IAPCHE International Conference 2008，Taipei, Taiwan.

專案計畫主持人

1.孫德珍,(1994-1995).幼兒音樂創作教學之電腦學習環境之發展與研究.國科會.

2.孫德珍,(1994-1995).竹師附小幼稚園概念中心實驗課程,新竹師範學院附小.

3.孫德珍,(1995-1997).新竹縣概念中心實驗計畫.新竹縣政府山湖分校.

4.孫德珍,(1997-1998).混齡實驗計劃.寶山國小.

演出

1.孫德珍,(1995).國科會科教處,電腦輔助教學專題計劃成果發表會.師大.

2.孫德珍,(1996).日本國際音樂祭.指揮竹師音樂系合唱團與美國耶魯大學合唱團同台演出.

3.孫德珍,(1996).兒童歌劇「小池王國」公演.新竹縣立文化中心,新竹縣政府主辦.

4.孫德珍,(1997).台灣區音樂比賽，大學混聲合唱決賽優等--指揮中原大學.

5.孫德珍,(1998).台灣區音樂比賽，大學混聲合唱決賽優等--指揮中原大學.

6.孫德珍,(1998).中原大學「非常合唱」之夜指揮.中原大學音樂廳.

7.孫德珍,(1998).新竹師院音樂系聯合音樂會.新竹師院音樂廳.

8.孫德珍,(1998).桃園縣音樂比賽.高中組女聲合唱A組優等第一名(指揮中壢高中，音樂班合唱團).

9.孫德珍,(1998).桃園管絃樂團主辦,管絃樂研習營，桃園縣管弦樂團.中壢高中演藝廳.

10.孫德珍,(1999).臺灣區音樂比賽決賽：大學組，混聲合唱，A組優等第一名(指揮中原大學).

11.孫德珍,(1999).臺灣區音樂比賽決賽：高中組，女聲合唱，A組優等第一名(指揮中壢高中).

12.孫德珍,(1999).母親節音樂會，中壢藝術館主辦.(指揮桃園管弦樂團).

13.孫德珍,(1999).雅歌小學成果展--導演兒童歌劇「小池王國」公演.交通大學中正堂.

14.孫德珍,(1999).中原大學合唱團「非常合唱」年度公演指揮，中原大學音樂廳.

15.孫德珍,(2000).臺灣區音樂比賽決賽：大學組管弦樂A組優等第一名(指揮新竹師院，音樂系管弦樂團).

16.孫德珍,(2001).歲末音樂會「命運之歌」--指揮新竹愛樂管弦樂團公演，新竹市立演藝廳.

17.孫德珍,(2002).音樂的風中奇緣-「彼得與狼」.指揮新竹愛樂管弦樂團公演.新竹市立演藝廳.

18.孫德珍,(2002).竹風樂響-「兒童音樂嘉年華VS新世界」.指揮新竹愛樂管弦樂團.新竹市立演藝廳.

雅歌課程架構：三年一輪的人文主軸          孫德珍2011

  標準：教育部課程綱要

  向度：人與自己、人與他人、人與環境

  呈現：以孩子為主角的「活動設計」，而非以教師為主體的「教案編寫」。

  方式：孩子經歷教師所設計的「情境」建構概念，透過任務的完成，活用所學的技能，因同儕不同的見聞，耳濡目染，建立廣博的知識。

第一年主題：關連  

  方案：校園我的家、感覺之旅；生命的改變與環境的改變

  統整概念：點、線、面、體

  教學目標：
1.從認識自己後，再發展出與周遭的人的關連性，體驗共同生活體的意義。2.探索我們共享的自然資源、共用的符號、共處的空間與時間，並以多感官的學習為 管道，開展多元智能之旅。
3.探討生命的改變與環境的改變如何互為表裡；在改變中，什麼不一樣了，  什麼還是一樣？改變之中，有什麼模式？有什麼程序？

第二年主題：和諧同工  

  方案：活在當下、多元文化；發現發明與利用、大自然的反撲

  統整概念：衝突、和諧

  教學目標：
1.透過成長的經驗，學習了解自己、表達自己、走出過去的陰影，與自己  和諧同工，活在當下。
2.有人的地方就有問題，與人互動如何看到問題，如何在多元文化的社會  裡，學習積極聆聽與充分溝通。
3.珍惜相同的習性、尊重不同的文化，透過「立約」，學習彼此尊重、解決問題，建立和諧的社會。
4.透過文化遺產，思考不同地域裡改變歷史的人，如何發現發明與利用，  與大自然和諧同工，以改善人類的生活品質。
5.智慧的中國人有偉大的發明，聰明的西洋人如何因為科學態度，研究精神，加以利用而有更寬廣的成就。
6.探討當人類濫墾開發、濫用自然資源、破壞生態所造成的禍害，從天災與人禍的產生，找出人與自然和諧同工的失誤，建立對生命的尊重。

第三年主題：我們來改變

  方案：追求真理、實現夢想、完成品格

  統整概念：感動、行動

  教學目標：
1.當天災人禍造成了整個大環境的不安，當人心冷漠造成生活品質急遽的跌落，在人人指著罵、個個無力改之際，讓我們重新檢視教育的品質，再次思考生命的意義，尋回人性中特有的感動，讓我們從自己出發，讓我們來改變。
2.回顧過去改變歷史的人，他們如何受到感動並化為行動，透過自我實現，造福人群。
3.閱讀偉人傳記，透過三個問題探討他們生命的品質：「這個人相信什麼真理？」「他一生最想做的是什麼？」「他具有什麼品格，使他可以成功？」並檢視自己的生命品質。

油桐花：

這是油桐樹，五月花開如飛雪，
要看花，必須從上面俯瞰，或是等它飄落滿地…

有很多孩子像油桐花，它飄落滿地才會引起注意。

五色鳥：

五色鳥是一種啄木鳥，他沒有固定的家，
但是不論他到哪裡，都以嘹亮的歌聲喚醒沉睡的花蕾。
雅歌的老師看得見孩子的好，讓孩子願意變好。

山泉：

山泉原是天上的雲霧。他看過雲起時，到過水窮處，
為了實現夢想，他從高處往低處流，
滋潤了別人，也弄髒自己。
他總是在別人的故事裡...流自己的眼淚。
上善若水 ！辦教育需要利他的胸懷！

 長滿青苔的大石頭：

這是一塊大頑石，除了地震，沒有人能叫它點頭。
山泉，以溫柔的堅持陪伴，以心疼的淚水浸潤。
終於有一天，它長滿青苔...不再苦澀。
雅歌以生命觸動生命，當愛夠深，沒有什麼不可能！

雅歌歷史沿革       

1994年4月10日，台北市關心教育的一群人組織410教改聯盟，走上街頭遊行，要求執政者進行教育改革，使得台灣的孩子有一個快樂、健康的童年。其中一位領導者劉玉燕女士來到新竹，呼籲學者挺身而出，讓新竹也參與這個運動。劉玉燕最後找到一位新竹師院的孫德珍教授，決定投身共襄盛舉，為台灣的教改獻上一份心力，在新竹開始全力推動教改。

在此之前，孫德珍為了瞭解台灣的教育問題，隨台灣省國教輔導團遍訪台灣地區各縣市，她透過研習，提供教師在教材與教法上的新知與技能，並傾聽教師與行政人員的問題。經過十年的通盤研究，她發展了一套課程，讓老師有效地教，讓學生快樂地學。為了創造一個讓孩子快樂、家長快樂，老師也快樂的學校，孫德珍構思一所多元智能的實驗學校，發表一篇「雅歌宣言」。

1994竹師附幼時期

孫德珍是第一位將多元智能理論引入台灣的學者。她先在竹師附幼培訓六位幼教老師學習多元智能理論，並獲國科會補助主持一個電腦學習環境的研究，探討藝術教育對孩子的學習潛能與學習動機的功能。培訓完的第二年，附幼開始發展實驗課程，親、師、生的反應極為熱烈，家長要求銜接到國小。

1995山湖分校時期

新竹縣長范振宗先生欣然接受雅歌宣言，邀請孫老師在新竹縣進行體制內教改，指定寶山國小山湖分校為實驗學校。孫老師在暑假進行師資培訓，繼續透過藝術教育的功能，提升學習的潛力與動機，並以品格教育為核心，發展一套全新的實驗課程。許多人並不了解多元智能是什麼，但因相信新學校、新希望而受吸引。一個偏遠被遺忘的小學校，學生數陡增六倍，引起媒體關注，外界參觀人潮湧入。全校欣喜地展開一套具創意與啟發性的新課程：開學典禮不再枯燥、學生不再填鴨、開始喜歡上學；學生眼神發亮，變得專注，期待一連串的發現。

實驗課程對學生產生出人意表的衝擊：快樂的學生使家長擔心，將來如何適應不快樂的國中生活？開始會思考的學生，有了自己的想法，不再完全由大人安排，焦慮的家長要求實驗計畫退出山湖，還原一切。
孫老師解釋：學得好不必犧牲快樂的童年，而品格的建立唯有透過讓孩子會思考一途。在多元智能的理論未被接納之際，她所說的很多人不理解。面對學生突然激增，空間需求不足，法規沒有彈性，造成山湖教師不堪負荷，欲離的走不成，想進的來不了，教師喊停，創辦私校成為出路之一。

1997芎林雅歌時期  

珍惜實驗計畫的家長決意脫離山湖，另覓校地，成立雅歌實驗小學，與人本森小、種籽學苑、全人中學成為教改時期四所重要理念學校。
走出體制是無奈的抉擇，尤其正值選舉，政黨交替，無法立案的雅歌頓失所有資源，並被貼上違法標籤。失去學籍的學生，被強迫回歸轄區學校，但雅歌孩子拒絕。關心雅歌的媒體與各界發聲支持雅歌，一些校長大力相挺，允寄學籍，家長聲援，若政府逮捕創辦人，誓將陪同入獄。

危機就是轉機，立案陰影之外，雅歌揮灑出一片多彩的天地。教育改革是一條艱辛的路—要走過千軍難移的僵化舊習，要掌握始料未及的變數，創校的過程面對許多困難，教會雅歌人學習如何解決問題，並培養出會解決問題的未來國民；資源缺乏的窘境，挑戰老師從零開始創造機會，教師對危機的因應之道，也為孩子樹立了智慧的榜樣，寫下了一首代代相傳的雅歌。

雅歌以令人動容的方式啟動了第一學期。離開山湖之際，雅歌孓然一身地租下芎林一座空蕩的農舍。當家長看到有人提供的報廢課桌椅，不忍孩子看了不舒服，希望能自費添購新課桌椅。孫老師說服家長，雅歌的孩子將會搶著要條件最差的課桌椅，家長懷疑會有什麼奇蹟出現？

當年的課程主題走到「我們來改變」。開學第一週，學生看到院中有一堆舊課桌椅，孫老師對學生講了一個課桌椅的故事，邀請具備「貴人」資格的學生領養一套課桌椅，擔任那些「傷殘」的桌椅的主人，並使它們的生命有所改變。活動的名稱叫做：before and after，領養之時的照片叫做before，被照顧過後的照片叫做after，評分將根據兩者的差距被對照後評分。學生們搶著要最破舊的桌椅，他們都想成為別人生命中的貴人。接下來那週，家長與老師驚奇地看到孩子展現的熱情：刷新、磨平、批土、油漆。孩子們在美的分享寫信給桌子們，童稚的言語充滿對課桌椅的憐惜與愛護的承諾，就在這樣互動式的情境中，孩子學會憐弱、惜殘，並且知道每個生命都可能有一段不為人知的美麗故事。

家長參與建校，他們拿起槌子和釘子，把一片片空牆化成校舍；一畝稻田變成了操場，讓學生跑跳、種菜；三間臥室變成班級教室，一間客廳成為多功能教室，可以開會、演奏，連廚房都有空間上音樂個別課；二樓空出一間圖書室，一樓擠出一間行政室，庭院鋪上台子，成為舞台，好一個雅歌，麻雀雖小，五臟俱全。

1999辭職—走上不歸路

芎林兩年，雅歌啼聲初試，獲得許多肯定，但是未能合法立案的陰影一直籠罩，孫老師被迫選擇：放棄未立案的雅歌或是放棄公職。當媒體報導出孫老師辭職的消息，來自各地的關切也湧進。這樣的舉動並未紓解雅歌在政府眼中不合法的地位，教育局組成委員會到雅歌審查，第一步測量樓梯的寬度後，雅歌就不合格。家長們試著說服委員：學校的課程使孩子如何進步，期望不要讓雅歌終止，但是上訴無效，縣府下令拆房子。

2000峨眉傳奇

評鑑之前，新竹市長蔡仁堅蒞臨雅歌，與孫老師長談四個多小時，對於雅歌的辦學理念與辦學成果深受感動，決定在新竹市為雅歌找一塊校地，讓雅歌遷校新竹市。遷校工程浩大，新竹市所能提供的場地不多亦不適用，而雅歌急需落腳之地。峨眉山莊主人挺身而出，讓雅歌在松林間蓋了幾棟小木屋，解決燃眉之急；雅歌團隊在45天之內蓋出校舍，寫下峨眉傳奇，迎接雅歌的新時代。除了小木屋的教室建築，雅歌人在教室外面鋪上綠草與磚塊，開出了一條美麗的步道，享受親師生一起參與創校的過程。

雅歌人相信：在哪裡有發現，在那裏就有學習，「教室」就是學習出現的地方。峨眉校地遼闊，孩子們有廣大的校地奔跑、探索、嬉戲，老師們被培訓如何善用任何空間取代教室靜態學習，讓學生們在學校任何空間都可以進行課程。

2001年，從小一就進入雅歌的孩子，這一年將要自國小畢業。為了瞭解畢業生是否已培養出足夠的能力進入下一階段的學習，學校要求孩子製作一個畢業光碟呈現過去11年生命的烙印。內容包含：他是如何被教養大的？他相信什麼？他的夢想是什麼？他發展出怎樣的品格？畢業典禮上，光碟被投影在舞台背面牆上，孩子一面演奏一個正式樂章，無聲的文字影像一面介紹孩子生命的蛻變。讓許多人感動的是：雅歌呈現給大眾的孩子畫面，都是常態，沒有經過篩選。

每一個危機，對雅歌也是轉機。當命運向雅歌扔出一個檸檬，雅歌就以信心接住，並且以感恩的心把它榨成一杯檸檬汁。每一次當艱難的考驗造成雅歌的實驗計畫不得不重來，雅歌便從內而外地更新成長，並在課程上跨出嶄新的一步！

雖然雅歌在峨眉時期被視為教育界的傳奇，教育部長聘孫老師為教育部委員，協助推動教改，當時新竹縣教育局長黃韻寧期盼雅歌分享課程與辦學經驗，協助新竹縣其他學校進行教改。局長以雅歌為新竹縣的驕傲，並得到縣長鄭永金的支持，願意讓新竹縣大坪國小試辦公辦民營，讓雅歌進入體制，順便解決雅歌缺乏校地的窘境。

大坪國小是一個偏遠學校，由於學生不斷流失，校長力挽局勢，親自到雅歌學習三年，引入多元智能理論，進行實驗計畫，並促成雅歌進入大坪。雅歌與大坪的合併讓在地居民憂喜參半，喜的是孩子將得到優質的教育、更多的資源，憂的是大坪校名恐將自此被雅歌取代。協談決定：雅歌僅能以基金會名義存在，雅歌校名消失。

2002大坪公辦民營時期

雅歌終於有合法校舍並且進入體制，更吸引家長的是雅歌變成公立學校，家長沒有義務額外付費，學生人數激增至106人--雅歌傾其所有，為的是讓大坪成為一所公立版的雅歌。
思量有一天大坪不再繼續實踐，雅歌名字可能永遠消失，許多深愛雅歌的學生、校友為此淚垂，孫老師以「一粒麥子不死，就不能結出更多子粒」來安慰大家，雅歌的成立是要對體制產生衝擊，雅歌願意冒這個險。

雅歌進入大坪比起當年初進山湖，教改已行之多年，多元智能的理念已經較為大眾所接受，預估應該較容易推展。然而，外界對課程的嚮往抵不住校內教師的質疑。部分老師考量學生家長社經地位的差異性，不自覺地將孩子分為兩部分：雅歌的孩子被視為天之驕子因而常受到雅歌時期從未有的指責。來自雅歌的教師面對兩種文化的融合，需要加倍辛苦地處理原校教師的感受並且拉拔在地孩子落後的功課。雖然人人都認為自己很支持公辦民營計畫，為達到族群融和，所消耗掉的巨大能量與時間是令人難以想像。

公辦民營的簽約計畫中，主要就是讓雅歌在大坪實踐雅歌的精神，因此賦與計畫主持人主導權，並將雅歌全校師生併入大坪。最讓人震撼的是在合併後縣政府未依約定將原有校長調走，讓計畫主持人置身度外。霎時間整個計畫變得複雜，騎虎難下。
有責無權的公辦民營，對計畫主持人是千鈞重擔；走不成的留任校長，那份無奈更令孫老師深深虧欠。長期的積勞在這一年急遽惡化，心臟醫生警告必須完全休息，孫老師於2003年暑假赴美休養，僅在寒暑假返國作師資培訓。

2005美國雅歌私塾

大坪國小委託雅歌公辦民營，一直只是試辦，無法可循，家長們喜歡大坪的自然環境，有人感謝公立學校也可以有雅歌的精神，有人渴望回歸雅歌的原貌。
聽聞有孩子不再快樂，想念貓頭鷹媽媽，孫老師心動了，決定在美國為這樣的孩子辦雅歌私塾。她以師徒制學習環境陪伴七位雅歌校友就讀美國中小學，並觀摩明尼蘇達州的中學課程，研究紐約州的生命教育課程。
2006年，台灣幾所體制外學校提議合作辦學，將多年心得貢獻給社會。孫德珍與李雅卿、楊文貴、陳木城組溪口計畫小組，研擬在新竹縣竹東合作辦學，網上討論對話半年之久，校歌「歌中之歌」也於此時完成譜曲。兩年後，溪口計畫化為一聲嘆息。

2007在基督書院推動品格教育

孫德珍接受基督書院院長邀請，返台協助發展品格教育，將雅歌的精神在大學推展。對孩子們念念不忘的孫老師於週末返回新竹，同步為他們開授「品格教育」課程。

孫德珍曾經承諾孩子：有生之年，一定要讓雅歌復校。在健康不濟的狀況下，她想讓雅歌復校的念頭日漸急切。2008年，她辭去基督書院學務長暨教職，積極籌備雅歌復校。借用新竹道禾小學「天空班」教室，指導四位中小學生混齡學習，並協助道禾師資培訓。歲末，孫德珍被診斷出罹患癌症，在眾人規勸之下停止授課。

2009 雅歌於梅竹復校

四月，雅歌文教基金會辦公室在新竹開張，開始招募教師培訓。九月，雅歌中小學籌備處於梅竹山莊成立，積極尋覓新竹市可能校地。此段時間與苗栗縣教育處接洽廢校，處長彭富源全力相助，在四季山莊力邀之下，雅歌離開新竹，進駐四季會館，開始準備申請在頭份設校。

2010 雅歌遷校頭份
暑假期間，雅歌正式進入四季山莊，雅歌交響樂團終於有一個家。孫老師以最深刻的師徒制方式培訓老師，學習如何透過愛與榜樣，讓孩子學得會、願意學。這一年，雅歌發展新課程，雅歌數學讓全校孩子沒有人怕數學，練琴系統讓孩子以有效的方式學習音樂，語文浸潤的環境讓孩子習慣原文--英文或古文，品格課開始正式出現，研究課也重新統整。16年來所研發的心血開始凝聚出嶄新的面貌。

當五色鳥再來              2008/02/15 02:21

生性淡泊名利，不喜爭競，只因年輕時結識了一群有志之士，參與台灣的教育改革，締造了「雅歌傳奇」，被視為「另類教育」的代表之一。回顧走過的半個世紀，雖然談不上什麼成就，卻也看到生命開出的每一朵花都不是偶然，滿溢著神的恩典。我感謝為我的生命灑種的人，也不得不承認我的一生其實也很另類。

我的童年坎坷，唯一的夢想是將來進大學(現在回想起來有點可笑)。我愛音樂，也數次被老師發現音樂的天份，得到一些額外的栽培，但是沒有想過有一天成為一個指揮家，更沒有料到最後走上教育改革的路。

1978年是我生命的轉捩點，一位美國指揮家發現我的恩賜，鼓勵我出國深造。上帝奇妙的作為，讓所有不可能都化為可能，我憑信心踏上異邦，實現第一個夢—進入大學。

初到美國，我對音樂系老師們的熱忱印象深刻。鋼琴老師除了教會生活，我們五個學生大概就是她的生活中心；指揮老師刻意地協商其他老師一起為我設計課程。在那個還沒有「協同教學」概念的時代，一群老師居然可以「和諧同工」地教導一個年輕人，我深深體認到一種特質—對音樂的崇敬與對學生的愛，我以此自許。

大三那年，我獲得全額獎學金進入西佛羅里達大學，在那裡遇到兩位大師級的外系教授，喚醒我的學習。一位引我透過數學的語言發現音樂中的秩序；另一位帶我進入歷史的時空交錯細品困境中的人倫。他們以熱忱傳承畢生的發現，教導我避開膚淺的「人云亦云」，深入地「洞見智慧」。面對大師的崇敬使我謙卑、專注，許多嚴厲的操練與深情的分享，教會我「學習如何學習」，為我後來研究所的治學舖下良好根基。

研究所兩年，隨摩西老師習指揮，驚嘆於他完美的指揮技巧，忍受他無情的操練。常常，學長的挫折與淚水令我心疼，更感動於之前的恩師為我打下良好的基礎。為此，我要求自己超越老師所訂的標準，不斷尋找有效的練習方法。在多方涉獵、印證與統整後，我參悟了許多訣竅，發展出一套學習指揮的理論。

多年後，當我教導家長與老師們如何「陪孩子學習」，我想到培養指揮的理論也適用於培育「未來的領袖」。我以它為架構，融入「多元智能的教與學」，以「品格教育」為核心，「藝術教育」為手段，人文教育為目標，孕育雅歌的課程。

有一年，我應邀到香港演講。一群學者問我：「知不知道多元智能理論有什麼缺點？」我無法回答，才發現自己個性中找機會不找藉口的特質。這群學者隨後赴台研究雅歌，在完成觀察準備返港之前，他們已經在雅歌找到答案。原來，迦納博士曾經承認：多元智能可以使孩子學得更好，但不能保證他們有好品格，而沒有好品格的「高手」有時會對社會造成更大的威脅。香港人一直遲遲不敢實現這個理論，直到他們在雅歌找到答案。他們說：「雅歌不但實現了多元智能的理想，也解決了迦納的問題。」我問：「何以見得？」他們說：「我們不但在雅歌的課程看到品格教育，而且你的品格教育是整個課程的核心。」

那年夏天，雅歌的畢業典禮也很另類--五位畢業生在典禮上逐一播放他們的畢業光碟，並且演奏一個完整的樂章。孩子們不是音樂班的學生，然氣度毫不遜色；他們不是語文班的學生，但每個人完成一本小小傳記，有系統地呈現他們的生命成長與轉變。所有觀眾深深地受到感動，許多人問：這樣的孩子是怎麼教出來的？

然而，不管雅歌得到多好的名聲，沒有校地，沒有補助，每個學期都因為經費不足，面臨是否關閉的抉擇。

2002年，新竹縣政府委託雅歌接手大坪國小的公辦民營，這是台灣教改史上重要的一頁，同時還有宜蘭的兩所國小--不幸的是唯有雅歌沒有得到經費及人事自主權，並且必須同意放棄雅歌的校名。人事的合併變成一場惡夢，雅歌教師一直被視為外來者，長期感受寄人籬下的不安，終至覺悟忍痛離去。另一方面，我沒有權堅持完整的實驗條件，營造不出原有的學習環境，而不能落實實驗精神的課程設計，產生更多的混亂，讓在地的老師更是據理質疑。

原有雅歌的孩子漸漸地畢業了，參與創校全力支持的家長跟著離開了，新的家長一方面慶幸能享有公立學校的資源，不必付費，卻對於實驗計畫的變調無能為力，只希望我妥協。雅歌不見了，孩子們含淚問我：我們不是要幫助大坪嗎？為什麼雅歌要放棄自己的名字？我給了他們一個理由，擦乾他們的眼淚，卻把這些淚埋在我心中。十多年來的雨雪風霜至此心 力交瘁，引發心臟痼疾。

為了療養，也許也是為了驗證雅歌理念，我帶著兩個孩子再回美國，送他們進入高中，利用寒暑假回國培訓師資。孩子在美國的適應與發展讓我驚異，我發現雅歌的理念在這裡被驗收，雅歌孩子的品格與成就都受到肯定。當地不少華人常常驚奇：「這樣的孩子是怎麼教出來的？」多年後，當我教孩子「品格教育」，談到優質管理的兩個關鍵：「正直integrity就是完整wholeness與合一one」，「感恩Gratitude就是感謝Thank與恩慈Grace」。孩子們與我都同意，當年在雅歌所播種的，現在正在開花結果。如果我們能夠像美國的社會一樣尊重專業，理念能夠完全持守，現在受惠的孩子會更多。

雅歌給孩子兩個舞台：「智能舞台」讓他們學得會，「生命舞台」讓他們願意學。ARCO在音樂上意思是「用弓」，拉琴用弓，琴聲變得悠揚；生命有弓，才能實現夢想。許多人納悶：當年那場另類畢業典禮的孩子們，離校後如何適應體制的學校？能有怎樣的競爭力？是否真能實現夢想？

今年秋天，留在台灣的，都按自己的目標志願進了台大、 師大、交大、成大；連到美國讀高中的都還得到大學提供四年全額獎學金。我一向不是一個看重分數的人，然而這樣的一張成績單，是一個讓我非常欣慰的奇蹟，我感謝神。

只是，我還是不能忘記還沒有成功的台灣教改。看到還有那麼多家長焦慮的眼神，孩子疲憊的身影，還有對未來不知何去何從的迷惘，我心疼。教改多年，勞師動眾，耗費甚鉅，雅歌等另類學校竟不能得到扶植，令人扼腕。

五色鳥是雅歌的校鳥，總在春天花開時高唱。「當五色鳥再來」這首詩完成於前年秋天，紀錄著我參與教改的心路歷程，埋著我在公辦民營時期的憂傷，也托著我的一個還未實現的夢想。歌中之歌，雅歌何時再響？我期待五色鳥再來，喚醒我所摯愛的音符，讓雅歌吐蕊枝頭，讓每一朵音符乘著生命的弓遠揚，去實現夢想。

  當五色鳥再來

寂靜的橘林
五色鳥絕響
春天瑟瑟縮縮躲在枝頭
不敢入場

藍色的天空
鳳凰木泣血
蟬兒抗拒熱浪捂住耳朵
知了他說

連綿的遠山
木棉花斷腸
秋風鞠躬邀舞締結奇緣
葉子不想

當秋葉拒絕變色
當夏蟲不解冰雪
當青春失落笑顏
沒有冬天的故鄉
等不到一片花海
錯失了許多獎牌

當五色鳥再來的時候
請喚醒我的青苔
給春天一個舞台
讓夏蟲雙手張開
擁油桐飛雪入懷
使山泉映照虹彩
許一個繽紛未來

雅歌中小學校歌         孫德珍   2009

五色鳥敲著鼓

喚醒沉睡的音符

桐花撫慰山泉水

招來好奇的青苔

寶山立竿  山湖澆灌

芎林扶植  峨眉展翅

吐蕊雅歌  天地人和

乘弓遠颺  實現夢想

當愛夠深沒有不可能

生命的弓展翅上騰

當愛夠深沒有不可能

乘著生命的弓展翅上騰

森林中的小學，雅歌--亞洲第一所多元智能實驗學校

上學的路很遠，但是心情很甜。

每天早晚搭一小時的交通車，忍受山路顛簸，就是要上學。
在這裡，最嚴重的處罰就是回家休息一天不能上學。

雅歌不給孩子花花世界，只給孩子彩虹童年

把孩子的舞台還給孩子
1.智能舞台
2.生命舞台

教育改革在台灣已經從草莽中走出一條路…
披荊斬棘的日子，雅歌人懂。我們曾經從零開始。

房子蓋起來之前，很多事要先做，教育改革亦然…
教改需要先問對問題，才能找到答案。
1.我們想教出怎樣的孩子?
2.孩子要怎樣才學得會?
3.孩子要怎樣才願意學?
4.我們怎樣評量孩子學到了?

雅歌小學弦樂團參與「為老樹找家「活動，
演出令人淚垂的短劇「愛心樹」。

發明展，三個臭皮匠一個諸葛亮，
透過發現、發明與利用，每個人都可以當發明家。


學習做父母，當我必須為一個生命負責，
我在一夜之間長大成熟。

語文課談到彩帶舞的力與美，
我們用體能課的方式上語文。

藝術教育是一種覺知的眼光，
幫助我們探索世界，看見自己。
語文課做面具，互相服務，和諧同工。

數學課為大家做一餐飯，
我們做預算、到市場買菜、將理論付諸驗證，
在雅歌，我們找到數學，並與數學做精確的對話。

研究課，紙筆測驗以外，應該有一種方式可以告訴別人

我不知道什麼，我是怎麼學會的過程。

兩個孩子協同發表，介紹夏威夷的文化，

教會大家，沒有文字的民族如何傳遞文化？

讀偉人傳記，研究生命教育的三把鑰匙

1.追求真理？

2.實現夢想？

3.完成品格？

宣教士到台灣，

是怎樣的異象支持他們

使他們的生命發光發熱，一生不悔?

好小的學校，實現了好大的夢想

匱乏的資源，就是我們教育的機會，

孩子們用藝術的眼光，看出校園的不完美，

用慷慨的胸懷，付諸行動，以品格畫校園。

我們放棄買一張新的課桌椅的權利，

選擇領養報廢的課桌椅，享受刷洗、磨平、上漆…

雅歌為我們誕生，雅歌將以我們為榮。

教室的定義

在哪裡有發現，在那裏就有學習，

教室就是學習出現的地方。

與自然和諧同工 ，需要透過所有感官

發現、發明與利用

我們把課本藏在生活中。

花草是我們種的，

紅磚道都是我們自己鋪的。

這是一個花錢很少的校園，卻是美得令人驚豔。

在這裡，每一樣物資都是恩典，大家一起珍惜。

我們沒有冷氣，沒有廳堂，沒有遊樂場，

我們的競爭力不在這裡，

我們的競爭力在孩子身上，

他們畢業時，乘著生命的弓遠颺。

雅歌的人間

創辦人是雅歌的貓頭鷹媽媽--大孫老師。

混齡編班是特色，堅持老師面對每一個孩子的個別差異。

這是峨眉時期的太陽班(四、五、六年級)

雅歌的校規：尊重老師、尊重自己、尊重環境。

違反校規回家休息一天，是孩子們最怕的處罰。

月亮班(一、二、三年級)

畢業典禮

第三屆畢業生是小一就入學的雅歌人。

他們代表純雅歌理念培養出來的孩子。

畢業典禮時每個人演奏一個完整樂章，

並在台上播放他們的畢業光碟，分享生命的改變。

當年畢業典禮時，來賓問了兩個問題：

這樣的孩子是怎麼教出來的？

這樣的畢業生到了體制可以適應嗎？

過去這些年，他們得到體制內學校的肯定，

今年的大學入學，他們交出一張讓人讚嘆的成績單。

主動的孩子

高手的習慣--事前準備、事後收尾。

每一隻高舉的手，告訴老師：我準備好了。

歌中之歌(校歌)

五色鳥唱出聲聲讚美

喚醒沉睡的花蕾

油桐飛雪灑下了默默關懷

山泉激勵石上的青苔

雅歌雅歌

生命的弓

射向天空

護衛彩虹

歌中之歌

生命樂章

琴聲悠揚

實現夢想

你說過當愛夠深

沒有什麼不可能

乘著生命的弓

如鷹展翅上騰

你說過當愛夠深

沒有什麼不可能

乘著生命的弓

展翅上騰