体验式培训师不得不知之库尔特·哈恩（Kurt Hahn）

Posted 2023-03-29

参考技术A 再次打开介绍库尔特·哈恩的网站(www.kurt Hahn.org)，引入眼帘的依旧是那张哈恩博士的演讲图，一个精神矍铄的老人和他“温和而坚定”的眼神。

主页关于哈恩博士的介绍，短短两段文字，足以引起你对他深入了解好奇心，原文如下：

Kurt Hahn was a key figure in the development of experiential education. He was the founder of the the Atlantic College, the first United World College, the Duke of Edinburgh’s Award, Gordonstoun, Outward Bound, and Salem. Many other institutions, such as the Atlantic Challenge, the Kurt Hahn Trust, and Round Square, were initiated by others who were inspired by his ideas. KurtHahn.org was founded in 1999 by Charles Costello and Liz Cunningham – with the generous assistance of the Kurt Hahn Archive and numerous staff from Hahn-inspired schools – to provide access to Hahn’s speeches and writings about him.

Kurt Hahn was born June 5th, 1886 and died December 14th, 1974. “There is more in you than you think” is an inscription found on the wall of a family home in Belgium before World War II. It became one of the leitmotivs of his philosophy: that each of us has more courage, strength and compassion than we would ever have fathomed. Kurt Hahn’s calling in life was to help people realize this truth about themselves. We hope you find similar inspiration here.

通过学习了解外展训练和它的创始人库尔特·哈恩的相关资料，尤其是关于哈恩本人所写的文章，可以了解在他的带动和倡议下，形成的一系列教育活动、教育思想和教育模型，包括大家熟知的爱丁堡公爵奖、联合世界学院、Trevelyan奖学金和圆形广场等。此外，体验教育协会（The Association for Experiential Education）也有大量可以找到的关于Kurt Hahn的各类研究资料。

在开启了解库尔特·哈恩教育思想的同时，向上世纪最具教育创意的库尔特·哈恩博士致敬。

关于库尔特·哈恩的教育思想，可以从他最早的三次演讲开始。1936年哈恩创立戈登斯顿学校后不久发表的演讲，被公认为他早期演讲的开篇之作，演讲的题目是《教育与和平:现代社会的基础》。

原文如下：

By Kurt Hahn

On his death bed my late chief, Prince Max of Baden, wrote a letter to a leading European statesman in which he uttered a grave warning - The League of Nations was a magnificent edifice, but it would break down because it was erected on the rotten foundation of the Versailles Treaty, that is to say, on hatred and distrust. Nothing would save the League and the peace of the world but the revision of the Treaty. That was in 1929. At this perilous moment of the world's history, Western civilisation is making frantic efforts to establish the peace of nations, but the building of class peace is a task no less compelling. We follow with faith and hope those healing movements meant to help the unemployed. We look forward to an ever-improving mechanism of arbitration and conciliation in the labour disputes of the future, but what will all these plans and structures avail if they are built on the unsafe foundation of class distrust and class strangeness.

To use a simile: A gigantic dam for water works was erected in the south of Germany. The best engineers had planned and supervised the building of this dam; the structure was flawless, but it was erected on crumbling stone, and with this stone the dam gave way. Nothing but goodwill between nations and classes can save this generation from wars and revolutions. And education can help to build this bedrock of goodwill as a foundation of the society to be.

I take liberty to mention in this context the Salem-Gordonstoun contribution. We have seventy boys in Gordonstoun, and of these, twenty percent are non-British, and among them are five different nationalities. The boy growing up in brotherhood with foreigners, cannot help but learn to care about the rights and the happiness of at least one other nation. A German boy would realise what sea power meant for your sense of security; and a British. boy would taste some of the German anxiety, when the Russian bear and French cock are beginning to growl and crow in unison round our unprotected frontiers.

Patriotism does not become diluted; on the contrary, it grows up stronger and nobler by including the love of humanity. I have no respect for the tribal fervour which extols one's own virtues and blinds one to the virtues of one's neighbours. I remember one of my German professors; he was a charming Jingo. He felt disturbed by the fact that our great philosopher, Kant, had a father of Aberdeenshire origin. He said in the lecture room: "Gentlemen, the man who has given the Categorical Imperative to the world, that is the supremacy of moral duty - this man cannot possibly have had a Scottish father, at least, as I imagine Scottish people to be." Probably the only Scottish characters he knew were some wild and shaggy Shetland ponies, which were, at that time, driven about in the parks of Berlin. I have no more sympathy with that nice English boy who settled a controversy of his younger brothers about what the Lord looked like, whether he had a beard or not. He settled it by saying, "What does it matter so long as he is an Englishman?"

Such sentiments do not thrive in a community where boys of different nations share the experiences of an enthralling school life. To what extent the sense of justice can be quickened in the young I should like to illustrate by the protest of a Salem boy, which,I am afraid, was directed against me and one of my statements on international affairs. I was explaining the Versailles Treaty to a Salem class, and had related that unforgettable incident in Versailles when the outraged sense of justice of one man achieved the changing of an important article. The Saar article in its original form not only stipulated a plebiscite after 15 years and the endorsement of a favorable plebiscite by the Council of the League, but also that even then the Saar River was not to return to Germany unless Germany had previously bought back the coal mines. Then Dr. Simons, the late Lord Chief Justice of Germany, flared up, and said, "For the first time in history men are treated as chattels of coal mines." This indignant outcry was transmitted to a note, and through the note to the English delegation, who saw to it that this outrage was ejected from the Treaty.

In the next lesson I spoke of the Eastern section of the Treaty. I was justly indignant about the Corridor and the Upper Silesia settlement, but, unfortunately, tribal fervour swept me along, and I also took objection to the cession of Posen, which was inhabited by an indisputably Polish population. I objected on the strength of the fact that Berlin had lost with Posen its chief potato base. Then a boy of 15 flared up like a Lord Chief Justice, and said, "Mr Hahn, you are treating Polish men as chattels of potato fields."

I am sure this healthy rebuke was only administered because there was an admixture of foreign boys exercising a salubrious influence on the spirit of equity throughout the school.

In the same way children should, during their adolescence, experience the brotherhood of classes. In Gordonstoun we are grading the fees according to the incomes of the parents. Before long we hope only to charge a nominal fee for our day boys, as we did in Salem. Distances should not deter. It takes as long to go in a motorbus from Burghead to Gordonstoun as it took me to walk in my Oxford days from my College to Worcester College, where I attended lectures.

All our boys learn a craft, not from artisans who come to us, but from artisans whom they seek out in their own workshops. They go to the boat-builder, to the smith, to the carpenter. They will go to the engineer and the sail-maker. I have the same experience as at home: your sterling artisans have a greater horror of half-finished work than the schoolmaster. Every one of our boys learns how to groom a horse; many of them learn gardening. In this way all sense the dignity of manual labour.

They try to serve this beautiful district. Our boys have built a coast-guard hut. The Board of Trade have installed a telephone and lent us a life-saving outfit. Whenever there is a summons from headquarters in Aberdeen they man the hut and watch day and night. When they come back in the morning they have an expression in their eyes such as you see in fishermen who are in the habit of looking out to the horizon.

They know they are never called out unless there is real anxiety: Life-saving requires soldierly drill, precise and brisk as any drill for martial purposes, but it is a good thought that mass discipline such as this aims at the saving, not the destruction, of lives. In the holidays the Gordonstoun duties are taken over by the Hopeman Rovers. Hopeman, indeed, has proved a good brother to us. They have lent us the beautiful voices of their boys for out Nativity Play. We hope next year to throw open our natural stadium to all the neighbourhood, so that every Morayshire boy, whether he goes to school in Gordonstoun or elsewhere, can train and be trained with us how to jump, to run, and to throw. Jumping develops decision; throwing, strength; running, the power to tap one's hidden reserves. We intend to present the Gordonstoun badge to all those who pass certain tests which are within the reach of every normal boy. We would add one condition, that during their training period, which extends over a year, they observe our rules of health. They have to take a cold shower, they have to abstain from drinking and smoking.

It is our duty to equip this growing generation, irrespective of class, with willing bodies. It is our duty also to train them in self-discipline. Freedom and discipline are not enemies, they are friends. If you throw a glance at the boys of any public or secondary school you find them up to the age of thirteen full of curiosity, courteous, animated by high and good spirits. Then they reach the awkward age. They often lose their freshness and their charm, sometimes forever. I belong to a secret society called the Anti-lout Society. The Salem system tries to preserve a child's strength intact through the difficult, the loutish years, and to hand it to the man as a life-long source of strength.

I should like to tell you of an episode which took place a few months ago. I told a Professor of a London hospital that Ernst Hofmann, the Professor of Education in, Heidelberg, once said in a lecture, "If I travel through the length and breadth of Germany and meet young people between the ages of 15 and 20, with a radiance in their eyes reflecting the unbroken strength of childhood, I ask them, `Are you from Salem?' And they generally are." The London Professor looked .rather incredulous. Some weeks . after this a young German entered his office to apply for permission to work in this London hospital. The Professor saw a certain light in his face, and asked him, "Are you from Salem?" The answer was in the affirmative.

Morayshire is a training centre district, receiving health from the district, and one day, we hope to give it out. Jean Jaures said, “Nations are treasure-houses of humanity.”

I believe he is right, and I add, “Counties are treasure-houses of nations.”

注：文章引自库尔特·哈恩官方网站，原文自因弗内斯信使，1936年3月24日

哈恩做这次演讲时，他是英国莫雷郡戈登斯顿学校的校长。在此之前，他已经开始了自己的教育理念，在瑞士、奥地利和德国交界处的博登湖，也就是康斯坦斯湖畔建立了著名的塞勒姆学校，演讲中可以看出库尔特·哈恩的教育理念和教育格局，值得所有从事相关教育同仁学习。

李新海：培训师培训之故事的应用技巧

大家好，今天李老师分享一个非常重要的内容，是我原创课程《五步成师》中的第二步培训素材中的故事的应用技巧。

在分享技巧之前，先分享一个观点，那就是培训故事，到底是真的，还是假的。

市场中，培训师讲的故事，真真假假分不清楚，不知道哪个是原始版本，那个是改编的内容，而我从业这些年，我的总结是，黑猫白猫抓住耗子就是好猫，所以培训课程中使用的故事，不管是真的还是假的，只要能起到作用，可以触动学员的心灵，引发学员的共鸣，那就是一个可以用的好故事。

好，接下来，开始详细的介绍应用技巧。

技巧1，经典的故事

培训行业发展多年，有一些课程沉淀已久，课程中使用过的故事很多，而这么多故事,有一部分就变成了经典之作。可是，如果你作为培训师，在培训课程现场再讲这样的故事，可能客户会听过，所以你自己会担心，客户会听了比较厌烦。

但是，请不要这么想，记住一个原则，经典就是经典，经典的案例，不怕重复讲，为什么它会成为经典，因为它重点，重要的事情还说三遍呢，所以当你作为培训师，决定讲经典的故事，一定要大声的，有激情的去讲述这个故事。

技巧2，故事的改编

当然了如果想更好的表现自己的水平，可以将原来的案例，进行重新的改编，比如大家都知道龟兔赛跑的故事，那你就可以编写一个2016年的新版龟兔赛跑，讲的时候，可以给大家熟悉的感觉，又有新的故事情节，有会给学员很多惊喜，很多收获。而表现出的效果，一定要有画面感，活灵活现。

举例

今天李老师给大家讲一个故事，叫龟兔赛跑，你们大家听过吗？

学员说听过。

可惜了，你们都没有听过，因为是2016年新版龟兔赛跑，话说啊，乌龟和兔子见面了，他们决定要在2016年进行一次赛跑，一声枪响，兔子很快的就跑没有影了，而乌龟依然慢慢的爬，兔子跑的很快，又到了一个一颗大树下，这时候兔子拿起了苹果手机，用手机发了一个朋友圈。。。。。

就是这样的故事改编，具体看你主讲什么主题，什么主题配什么故事。

技巧3，自己的故事

最后，你思前想后，怕经典故事的大家都听过了，改编的故事自己又没有把握，也可以用自己的切身经历的故事来讲述，因为用第一人称，讲述自己的故事，更会有人喜欢听，而且更有说服力。

所以，一名优秀的培训师，要在平时多搜集素材，尤其是自己经历的故事。李老师我，平时用word写日记，记录公司每天发生的故事，我自己每天发生的故事，时间长了，就会沉淀非常多的故事，那在培训的时候，就都可以应用了。

好了。今天就先讲到这吧，希望大家未来能成为优秀的培训师。