来自泽邸文化传播的周俊的反馈

泽邸文化传播 

去年泽邸徒步虎跳峡和哈巴雪山的活动,有幸得到慢动作团队的支持,让我们泽邸学员有了一个完美的户外体验。
整个行程设计的非常饱满,有多变的线路(溯江,登山,村落,雪地,),丰富的活动(徒步,露营,环保,游戏)。让我这个老驴和我的新驴学生们都体会到了户外的精彩。
最让人难忘的是在海拔3200的山顶上我们喝到了热腾腾额莲子羹。慢动作对行程的安全保障也让我们为之折服,从路线的安排,徒步及露营设备的专业性,对我们体能和身体状况的关怀,以及药品和急救设施的准备都让我们备感舒适和放心。
感谢慢动作团队给我们带来的美妙的户外体验。
周俊,泽邸文化。

www.gloryfamily.com

 

Feedback from Mike Zhou, from Glory Family

Glory Family had a trekking program for our students in the Tiger Leaping Gorge and Haba Snow Mountain in Yunnan, China, which was organized by Slow Motion in Jan 2011. It has brought us a perfect outdoor experience.

The program was designed in a very dynamic and diversified way: there were many different places on the way (crossing the river, trekking the mountain, staying in the ethnic village, passing by the snow mountain, etc.), and various activities (trekking, camping, ecological and other sports games), which have impressed me and our students that how fantastic the outdoor activities could be.

Among others, we also enjoyed very much the hot thick soup made of lotus seeds and other stuff up in the camp at 3,200 meters high. Slow Motion also had elaborate consideration and preparation for the design of the route, professional trekking and camping facilities, attention and knowledge about our physical conditions and limits, first-aid and medical products. We felt safe and comfortable when trekking and camping with them.

Thank Slow Motion Team for having brought us this splendid outdoor experience.

Mike Zhou, Glory Family.

www.gloryfamily.com

 

Children of tomorrow …

Create dependable children, not dependent children.
Give your children the basic values to face their own tomorrows, not be blinded by yours.
Make them proper personalities, not helpless puppets.
Position them for success; don’t paralyze them with the commotion of your emotions.

Yogi Bhajan – www.yoga-gaia.cn

琢玉少年行:领略高度,改变态度

琢玉少年行:领略高度,改变态度

如同很多其他社会一样,中国社会在过去十年经历了飞快的巨变。这种情况对正在承受不断增长的压力的年轻一代有相当大的影响,而在这个持续变化的环境中他们同时缺少稳定的支撑点。

人生第一个老师是妈妈,她给我们以安全感,让我们对自己的基本需求有所了解。然后爸爸教导我们如何变得人性化,社会化,也就是说如何和外界建立连接,以及进入各种社会关系。学校则提供给年轻一代一种均等而标准的基础教育环境。

这些年轻人需要在家庭和学校体系之外发掘他们作为个体的独特性来感觉圆满。他们也需要在年纪还小的时候就和那些使他们与众不同的事物以及让他们和别人类似的事物建立纽带,这样他们才能觉得平衡。这样的纽带会帮助他们一步步地形成他们自己的身份,他们独立的美好个体存在,也会帮他们带着信心、尊重和兼爱步入成年。

在云南纯净的山峦上,是最好的聆听他们内心的声音、探索他们创造力的源泉的所在。我们的项目在一个确保没有危险的环境中让您的孩子面对新的挑战,新的际遇,新的语言/文化,新的人际关系,从一个个体的角度同时也从一个群体的角度去体验。所有这些新的元素将是他们从自身体验中去学习和成长的机会。他们需要智慧,也需要和直觉、情感和天性建立一种新的纽带。他们必须学会如何学习。这些是通向快乐和健康的年轻一代的新大门的第一步。

Satmukh Singh, www.yoga-gaia.cn / blog.yoga-gaia.cn

Games by Kidaltitude programs

Among the various tools we use in the Kidaltitude programmes, games are some of the most important.  Individual or group-based, our games may be focused around cooperation, competition or some form of facing-off (by individual, team, etc.); they may require knowledge, imagination, creativity, sensory skills or some measure of physical strength.

Our games can be categorised into six groups: sports games, games of skill and balance, face-off/tag games, games of chance and strategy, games of communication and personal expression, games of observation and knowledge.  These are the same six categories of games offered by the UFCV (see note below).

Leading a youth camp or programme like Kidaltitude requires knowing how to manage relations among the players during the game and how to adapt the rules to fit the situation (overall difficulty, energy levels, etc.); it also involves knowing how to maintain player interest in the game and how to adjust the various kinds of games to meet educational objectives while keeping the experience fun and enjoyable for the players.

The programme leader has several choices: “to induce play”, where he acts as leader or referee of the game; “to suggest play”, where he organizes and encourages but doesn’t impose; “to let play”, where he makes no suggestions but merely supervises; and “to play along with”, where he assumes the same status as the players themselves.  He needs to be able to alternate among the above while maintaining his own impartiality and keeping a fair attitude in the organisation and refereeing of the game.

Of the various kinds of inter-player interactions possible, competition (preferably among teams) is an effective motivator for players, sparking an ambition to excel and challenge themselves.  But it is important to know how to select games, balancing choices that focus on team spirit, player complementarity, skill or physical strength, and so on.  It is essential that all players find their place in the game and that none are left out.

As an example, games of personal expression provide a great opportunity for players to express themselves, to get to know one another and to build trust.  Expression need not be verbal, it can also include physical expression (such as miming, etc.).  There are two golden rules: no spectators (everyone has to participate) and no value judgments. Respect for others is paramount.  The leader offers up examples, and then provides the opportunity and encouragement for each player to express themselves.  This is a chance for the child or adolescent to gain self-confidence and progressively enter the dangerous territory of being seen and viewed by the Other.

Sports games are often more traditional and follow the rules of those games played by adults (basketball, football, etc.).  These games enable the child or adolescent to develop not only physical skills (motivity/mobility, endurance, skill, spatial awareness, etc.) but also psychology skills (stress management, emotion control, etc.).  There are three essential stages to any sports game: (1) a physical warm-up to protect against accidents, along with a full explanation of the rules of the game, (2) the game itself, with rising intensity and, finally, (3) a cool-down that brings players back to normal/rest and provides a chance to think back over the game and consider any potential lessons to be learned from it.

For more in-depth information on our programmes, please contact us at contact (at) kidaltitude.com

 

Note: The UFCV is a French non-profit organisation involved in supporting and guiding minors and adults alike on the road to self-development. It offers certifications in counselling for children and young adults, and is the #1 organiser of youth summer camps in France.
Although we have no official connection with this organisation, we do use some of their publications, including their games guides, to help us plan and run our Kidaltitude programmes.

Education and creativity

One of the major debates over the last few years in the Anglo-Saxon world regarding education is whether schools are killing creativity.

England-born creativity expert Sir Ken Robinson believes most schools today are rather building good workers rather than creative thinkers. Instead of promoting their energy and curiosity, students are led to let aside other kind of intelligence that are though critical to their self-development. He believes creativity is as important as literacy and we should treat it with same status.

In a vibrant speech delivered in 2006, Sir Ken Robinson is explaining kids are “not frightened of being wrong”. By being so, they maintain their capacity to come up with anything original. Most of current public educational systems are bringing kids to become adults who are frightened of being wrong. In the business world, “we stigmatize mistakes”, same in the education world where “mistakes are the worst thing you can make”! As a result, “we are educating people OUT of their creative capacities”…

As an example, Sir Ken Robinson reminds us that most of public educational systems in the world are setting up a hierarchy within subjects being taught at school: mathematics and languages are seen as fundamental whereas Humanities and Arts and less considered, music having little recognition and dance nearly no recognition at all.

Focus is clearly given on our heads ; and eventually on one side only of our brain. “Education is disembodied”. Robinson makes the joke of some scholars seeing their body as just a form of transport to their heads. “Now our education system is predicated on the idea of academic ability”.

The educational system has been organised in the 19th century, first, to meet the needs of industrialism – only subjects and skills considered as relevant to this system will be promoted: forget then about music or dance! – and, second, this educational system has been designed by universities themselves for their own benefit: the whole educational process is designed to meet the needs of academic selection and university entrance.
Consequence: “many highly talented, brilliant, creative people think they’re not, because the thing they were good at at school wasn’t valued, or was actually stigmatized.”

A vicious phenomenon of “academic inflation” is at play: when you needed before a bachelor degree to get a specific position, you need now a master’s – and where a master’s was enough before you need now a PhD!

Robinson says: “We need to radically rethink our view of intelligence.” Intelligence is diverse – not only based on rationality and knowledge, it is based on all kind of experience – intelligence is dynamic – both sides of the brain are highly connected and it is all about interactions – intelligence is distinct – every single case is different and the ways to reach excellence will be as various as they are individuals. There is no “one box fits them all”.

Seen as “as the process of having original ideas that have value”, creativity “more often than not comes about through the interaction of different disciplinary ways of seeing things.” This is the discovery of new imaginative ideas or concepts, or new associations of existing ideas and concepts, that produces something new, generating unique approaches and solutions to issues or problems or opportunities.

We have to reintroduce creativity into intelligence to better comprehend and profit from experience. We have to reintegrate the mind and the body, so as adapt and function effectively within any given environment. We have to reestablish priorities and rebalance the mind/body/soul to give our children better or more aware and more diverse options for the future.

Kidaltitude: Take altitude, Change attitude

Kidaltitude: Take altitude, Change attitude

Chinese society, as for many others, has been facing fast and dramatic changes during the last decade. This situation has a considerable impact on the young generation, which experiences increasing stress and pressure, and also lacks of stable references within this constant changing environment.

The first teacher is the mother, who gives us a sense of security and a sense of awareness of our basic needs, then come the father who teaches us how to become “human”, “social”, which means how to connect to others and get into relationships. The school offers a basic standard education to give a equal educational background to this young generation.

To feel complete, these young people need to find who they are as unique individuals beyond the family and the school systems. To feel balance, they need to connect at an early age to what makes them special, and also to what makes them similar to others. This connection will help them to design, step by step, their own identity, their own beautiful being, and will also prepare them to step into adulthood with confidence, respect and love for themselves and others.

Being in a pure, unspoiled nature as the Yunnan mountains offer, is the best condition to be able to listen to their inner voice, source of their creative energy. Our program offers a secure environment, in which your child or your teen will face new challenges, new situations, new languages/cultures, new form of relationships, as a group as well as an individual… All these new inputs are opportunities to learn and to grow from their own experience. In this new age/period, intellect is not enough. Neither is knowledge. They need wisdom. They need a new relationship to intuition, emotion and instinct. They must learn how to learn. These are the first steps to open new doors for a happy and healthy young generation.

Satmukh Singh, www.yoga-gaia.cn / blog.yoga-gaia.cn

为什么琢玉少年行对我来说意义非凡…

无论是在中国或是世界其他地方,我觉得少年和儿童的教育环境里缺乏提高觉知和跨文化 的交流这些东西。在中国大陆尤其严重。慢动作小组很乐意在云南来推广这些拓展的方法 和项目,并很荣幸得到教师们和家长们的信任。

教育很多时候在于教育的技巧,传授相关的内容,更广泛的是给出暗示或方法让人能够更 好地思考。“如何思考”是最关键的问题之一。它还跟语言能力,教学礼仪(还有何时用何 时不用这些礼仪!)等等有关。

很多中国父母热衷于“打造”他们的孩子将来能成功、富足或有实力… 但我们应当如何定义 “成功”、“富足”或“有实力”呢? 我觉得更值得来谈修养 — 一种思维上、身体上和精神上的 综合表现出来的卓越。一个有修养的人是开明的,负得起责任的,能在不同场合、不同社 会阶层和不同的文化之间(如中西方文化之间,同时也包含中国内部不同文化之间–汉文 化与少数民族文化之间)积极而得体地应对的,这样的人同时也应该有能力付出和接纳, 了解他自己的长处和弱点,与自己和大自然重新建立起纽带。如此我们将能超越成功而获 得修养带给我们的妙处。

琢玉少年行: 针对少年和儿童的课外自我历练的旅行项目

它给您的孩子带来:
最好的获得成功的机会,
并带着全球性的理念一起成长。

本项目中的主要熏陶内容:

敞开自己心扉,适应周围的环境

让自己置身于国外的文化和语言氛围
正视新环境带来的挑战
超越自己的局限同时学会尊重自己
在不同方面学会独立能力和建立自主的意识

培养人文品质
和别人建立纽带,在团队中找到自己的位置
培养团队意识和在团队里共事的能力
找到自己内心的领导力
学习如何倾听他人并保持不偏不倚的心态(开启心智)

锤炼你的技能和创造力
培养全神贯注的能力和耐心
更全面地了解自己以及自己的潜力
学习如何处理和化解压力和焦虑
找到自己独一无二之处,让创造力来到你身边!

通过体验如下内容来让你更健康…
每日体能锻炼(徒步,瑜伽,运动等)
置身于一个纯净而无污染的环境中
常规户外活动(游戏、体育运动等)
一个健康的饮食(新鲜、天然并且平衡的饮食)

Why Kidaltitude is meaningful to me…

Being in China or in the rest of the world, my belief is that kids and teenagers are lacking educational environment promoting ’awareness’ and cross-cultural exchanges. The stakes at play in Mainland China are huge and the Slow Motion team is glad to promote development tools and programs in the Yunnan province (South-West of China) and honoured to receive the trust of teachers and parents.

Education is a lot about teaching skills, delivering relevant content, and more generally giving hints or tools to better think , ”how to think?” being one of the most crucial question. It goes also to language skills, teaching etiquette (and when to use or not!)…

Lots of Chinese parents are obsessed with the objective of ‘making’ their kids successfull children, prosperous people or powerful managers in the future… But what definition of ‘success’, ‘power’ or ‘prosperity’ should we use? I’d rather talk about accomplishment - a combination of excellence of mind, body and spirit. An accomplished person would be open and responsible, able to interact positively in different contexts, different social levels, different cultures (western/Chinese but also within Chinese ethnic groups called ‘minorities’ that are significantly different from the main Han Chinese culture), being able to give and to receive, understanding one’s strengths and accepting one’s weaknesses, reconnecting to Nature and to oneself. This goes beyond sucess to reach accomplishment.