Erenlai - Beacons of hope 亞洲的人文引擎
Beacons of hope 亞洲的人文引擎

Beacons of hope 亞洲的人文引擎

There are many local initiatives that deserve to be known and encouraged. Here we look at Asia's cultural innovation.

在地的人文引擎推動著亞洲的文化發展,這股動力充滿著創新的精神。

 

 

Tuesday, 14 November 2006

羊圈小學

作者右淳告訴我們羊圈小學的成長點滴……

附加的多媒體:
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Monday, 06 November 2006

教盲生煮汤

介绍蔬菜→切红萝卜→切马铃薯→切鸡丁→等待火侯→好菜上场→欢笑享用

这天,我们煮汤!

这天,我请三位盲孩子来煮汤,他们都是12岁的孩子,每个礼拜三,他们都来听我讲英语故事。这次我要讲的是石头汤(Stone Soup, by Marcia Brown, Aladdin, 1947)的故事,所以我请他们来煮汤。

就如照片所示,我们从认识蔬菜开始,孩子们摸一摸、闻一闻蔬菜,也急于分享自己的经验,然后我们就让孩子们动手切菜。在孩子们尝试与摸索之时,一旁大人们的手脚也没停过。菜切完,我们就在锅子里加水、把水煮开,水开了就让孩子们听水开的声音,然后一起把石头、蔬菜和鸡肉放进水里煮。在火炉工作的时候,我们就听故事,一边听故事,一边却闻到香味,好像故事里那一锅汤的香味真的从书里跑了出来!孩子们直喊「好香喔!我好想赶快吃!」故事听完,汤也好了,在香味四溢的厨房和餐厅里,孩子们来来去去帮忙摆碗盘,我们把一锅好汤端上桌,一句「感谢」加一声「耶!」我们就开动了。不需多说,我们过了一个美丽的下午、喝了一锅好汤,孩子们心满意足地回家了,留给我许多回忆与思考。

和明眼孩子一样,这三位盲孩子也大都很少做家事,当然也包括煮汤。因此,过程中除了探索声,还有许多惊呼声和求知心。高高的女孩对于洋葱会薰眼睛感到害怕,不断地问我们有关洋葱的「毒性」;个小的女孩对于蔬菜的「长相」很有看法,不断地对各种蔬菜的意见;班上唯一的男孩也很喜欢这样的摸索,尤其对于把嫩嫩的鸡肉切断的感觉特别感到有趣。

但是,除了来自孩子本身,大人们也似乎同样惊讶。

「再用力一点,对!这样才切得动。」妈妈跟女儿说。
原来,少做事的女儿,真的没什么力气切马铃薯条!
「对!就是要撕这么小片。」外婆跟孙女说。
原来,撕包心菜对她的孙女是多么有趣的一件事。
「好棒!可是,你摸摸看这块跟这块一不一样大?」妈妈跟儿子说。
原来,心细的孩子未必关心胡萝卜块一不一样大。

盲孩子和明眼孩子一样,可以为大人们带来课题与启示。当我们以为孩子有所不足而全力代劳的同时,孩子会让我们看到代劳的结果是他什么都不会做了;当我们以为课业是孩子的全部与未来时,孩子会让我们看到他的心到底在哪里。

大人们,你看见了吗?

附加的多媒体:
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Monday, 06 November 2006

教盲生煮湯

介紹蔬菜→切紅蘿蔔→切馬鈴薯→切雞丁→等待火侯→好菜上場→歡笑享用

這天,我們煮湯!

這天,我請三位盲孩子來煮湯,他們都是12歲的孩子,每個禮拜三,他們都來聽我講英語故事。這次我要講的是石頭湯(Stone Soup, by Marcia Brown, Aladdin, 1947)的故事,所以我請他們來煮湯。

就如照片所示,我們從認識蔬菜開始,孩子們摸一摸、聞一聞蔬菜,也急於分享自己的經驗,然後我們就讓孩子們動手切菜。在孩子們嘗試與摸索之時,一旁大人們的手腳也沒停過。菜切完,我們就在鍋子裡加水、把水煮開,水開了就讓孩子們聽水開的聲音,然後一起把石頭、蔬菜和雞肉放進水裡煮。在火爐工作的時候,我們就聽故事,一邊聽故事,一邊卻聞到香味,好像故事裡那一鍋湯的香味真的從書裡跑了出來!孩子們直喊「好香喔!我好想趕快吃!」故事聽完,湯也好了,在香味四溢的廚房和餐廳裡,孩子們來來去去幫忙擺碗盤,我們把一鍋好湯端上桌,一句「感謝」加一聲「耶!」我們就開動了。不需多說,我們過了一個美麗的下午、喝了一鍋好湯,孩子們心滿意足地回家了,留給我許多回憶與思考。

和明眼孩子一樣,這三位盲孩子也大都很少做家事,當然也包括煮湯。因此,過程中除了探索聲,還有許多驚呼聲和求知心。高高的女孩對於洋蔥會薰眼睛感到害怕,不斷地問我們有關洋蔥的「毒性」;個小的女孩對於蔬菜的「長相」很有看法,不斷地對各種蔬菜的意見;班上唯一的男孩也很喜歡這樣的摸索,尤其對於把嫩嫩的雞肉切斷的感覺特別感到有趣。

但是,除了來自孩子本身,大人們也似乎同樣驚訝。

「再用力一點,對!這樣才切得動。」媽媽跟女兒說。
原來,少做事的女兒,真的沒什麼力氣切馬鈴薯條!
「對!就是要撕這麼小片。」外婆跟孫女說。
原來,撕包心菜對她的孫女是多麼有趣的一件事。
「好棒!可是,你摸摸看這塊跟這塊一不一樣大?」媽媽跟兒子說。
原來,心細的孩子未必關心胡蘿蔔塊一不一樣大。

盲孩子和明眼孩子一樣,可以為大人們帶來課題與啟示。當我們以為孩子有所不足而全力代勞的同時,孩子會讓我們看到代勞的結果是他什麼都不會做了;當我們以為課業是孩子的全部與未來時,孩子會讓我們看到他的心到底在哪裡。

大人們,你看見了嗎?

附加的多媒體:
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Wednesday, 18 October 2006

Teaching English to blind kids

_________________________________
Continue tibo’s tour of favorites and hear a fabulous fable where u will hear about the rematch of the turtle and the hare...
_________________________________
Beijing University
Monday, October 24, 2005

There is something amazing in the fact that the international community has only very recently taken full conscience of the risks that the negligence of water issues could entail. We had to wait the Johannesburg Environment Summit of 2002, for instance, to decide to add the issue of sanitation to the list of the Millennium Development Goals. But, for the leaders of the world to decide to reduce by half, before 2015, the proportion of people in the world with access to water and to sanitation, is one thing - visionary and generous indeed. Another thing is to find the financing for it and to make sure that the proper resources are channelled properly where the real problems are.
To be continued here (pdf)

Attached media :
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Wednesday, 04 October 2006

二○○五年羊圈新夢想

作者 林右淳‧蔡婉湘

讀過《人籟》創刊號及週年紀念專書《從羊圈小村到地球村》的讀友,想必對「羊圈小村」並不陌生。二○○一年,《人籟》總編輯魏明德與華盛頓大學郝瑞(Stevan Harell)教授,在當地創立了一所「羊圈小學」…


二○○五年夏天,在發行人杜樂仁的帶領下,《人籟》團隊與讀者們再度出發前往羊圈。從台北、香港、成都至羊圈,歷經飛機、火車、巴士二十一個小時的長途跋涉才抵達目的地。

學童減少課程創新
首批畢業生盼升學

如同以往,今年我們也在羊圈開設了中文、英文、美術的暑期課程。然而,這次的學生卻出乎意料地較往年減少許多。原因在於外商到村裡招工,許多青年人到深圳、緬甸等地打工,家庭勞動的重擔便落到幼小的孩子們肩上,以致他們不僅無法前來上課,連玩耍的時間都減少了。
儘管如此,今年暑期的課程仍有突破:首先,華盛頓大學與四川大學的學生開辦了生物課,孩子們可以利用白天放羊、放馬的時間採集標本,學習在傳統文化與自然環境間建立連結;其次,我們首度走出羊圈,在步行一個鐘頭遠的白烏鎮開設英文課,受到鎮上學生與家長的熱烈支持。
對羊圈來說,今年更是別具意義的一年,因為學校的第一批畢業生即將踏出校園!畢業班共有三十二個孩子:劉馨云的志願是醫生、劉巫力想當語文老師、沈英覺得當警察最神氣、馬小包最愛畫畫…三十二個孩子,三十二個童稚的夢想。無論他們的夢想是什麼,幾乎所有的孩子都希望能繼續升學。然而在這樣一個物資匱乏的小村莊,要讓所有的孩子都能唸書已經不是一件容易的事,更何況是到外地升學呢?

與婦女開發傳統工藝
偕同村民掘水井設水管

除了孩童的暑期課程,為延續傳統技藝,並為當地婦女開啟另外的謀生管道,來自嘉義的《人籟》讀者──陶藝家蔡婉湘,一方面教導年輕女孩傳統的刺繡工藝,另一方面偕同婦女製作傳統飾品,並嘗試將彝族傳統紋樣融合現代素材,創作別具特色的現代服飾。
從二○○三年開始,「無國界水利協會」也協助規劃村莊的水利工程。羊圈並不缺水,但是水資源的分配極不平均:雨季時溪水暴漲,沖刷農地;旱季時河床卻幾近乾涸。協會除了指導村民,在河床上架設防止土石沖刷的籠筐之外,還與居民合力挖掘一口水井。今年在第四隊村民的主動提議下,決定在靠近溪水的源頭處,修築一座可調節水量的儲水室,並在地底埋設五百公尺長的水管,將水源處較乾淨的河水引到村裡。在眾人的齊心協力下,從構思、評估到執行,僅花費不到三週的時間,就完成了這項艱難的任務。

藉教育力量防止罪惡
以學校帶動地方發展

從二○○一年建校至今,不免有人會問:「外來的接觸與協助,難道不會對少數民族的傳統造成衝擊?」「在帶來機會的同時,是否也同時敞開了罪惡與誘惑之門?」像羊圈這樣一個生活傳統、物資缺乏的邊陲小村,受到地理環境與鐵路交通的相互影響,其實是隨時籠罩於販毒陰影下的。因此我們認為,與其消極地在旁觀望、束手無策,反而更應該積極地在毒品滲入之前,搶先一步以教育的力量介入。
教育是唯一的出路,除了完成小學教育之外,我們還希望幫助孩子繼續升學;對於不想升學或失學的孩子,我們也計畫讓他們學習一技之長。這樣的計畫所需的時間難以估計,但是我們很清楚,計畫絕對不能中斷…
如何讓「貧困」不再是夢想的絆腳石?如何引導他們有能力實現更美好的夢想?這都是刻不容緩的工作。從學校到小村,從孩子到全村居民,羊圈小學儼然成為村民的精神依歸,學校能否成為發展中心,進而帶動地方的發展?「羊圈小學」的計畫才正要開始…

【人籟論辨月刊第20期,2005年10月】

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Wednesday, 04 October 2006

巴黎‧成都‧涼山:羊圈攝影繪畫展

從《人籟》創刊號、週年紀念專書,到今年十月的羊圈報導,
讀友應不難發現:一個原本與外界隔絕的世界,因著一群人、一項行動計畫,
不僅讓當地人與外人得以心靈互動,且成為文化交流的矚目活動。

中法文化年的重要活動

初秋某日,成都的詩婢家美術館聚集了不少國內外人士,熱熱鬧鬧地為中法文化年的重頭戲「巴黎‧成都‧涼山——羊圈攝影繪畫作品展」揭開序幕。這項為期一週的展覽,展出內容主要是羊圈孩童的繪畫作品、村民的刺繡與木雕工藝品,以及參與羊圈小村發展的各國友人,反映四川涼山彝族生活的創作。

暑期課程帶來新意

從二○○一年羊圈小學創立至今,每年暑假皆有來自各地的學者、藝術家或各個領域的專業人士,齊聚於羊圈小村,為孩童們開辦暑期課程,或教導當地婦女開發傳統工藝。
繪畫課是每年最受歡迎的暑期課程。從幼童到少年,甚至學校的老師,不論是水彩、素描、貼畫、粉彩、水墨、版畫…,每個人都躍躍欲試。來自成都的張煒、謝仁仲與周科老師,總是絞盡腦汁,為孩子們構想多元豐富的繪畫素材,開發他們源源不絕的創造力;而孩子們則以鮮明的色彩、活潑的筆觸,將他們的日常生活:餵豬、放馬、割草、節慶等等,或是家鄉的山水景色,一一繪入作品中。對於被現代文明逐漸入侵的少數族裔而言,這些作品不僅將成為他們日後的美好回憶與紀錄,同時也為外人了解其生活風貌開啟了一扇特別的窗,這也是舉辦這項展覽的目的之一。
除了繪畫課,陶藝課程也相當受到孩童的喜愛。從採土、培土到捏陶,孩子們與這項他們生活中相當密切的素材,有了新一層的認識,而作品的完成也象徵著他們與其地土更親密的融合。另外,為婦女及孩童開設的拼布課程,則為當地的傳統工藝提供了延續與發展的新管道。

因羊圈小學計畫相互受益

此項展覽的主辦單位之一,法語聯盟成都法語培訓中心的主任塞熱‧勒克萊表示:「如果沒有羊圈小學,他們不會在作品中如此幸福地表現自己。」而參展的攝影家張煒則表示:儘管生活並非皆如人意,他們仍盡量對著鏡頭展露笑容。
是的,因著羊圈小學計畫,當地人與外來人在溝通交流中認識了解,在相互施與受中心靈得飽足。正如小學創辦人之一、《人籟》總編輯魏明德所言:「進入羊圈的世界,應用心靈的眼睛去看,和羊圈的人一樣,你將看到的是一個不完美的世界;但正是這個不完美的世界,使人們彼此給予與接納那使世界臻於完美的愛。」

【人籟論辨月刊第22期,2005年12月】

附加的多媒體:
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Sunday, 27 August 2006

Swimmers need only apply

Words and photographs by Moeun Nhean
IPS Mekong Fellowship 2005-06

Early each morning, a group of children leaves their home in a small boat and rows from house to house collecting friends. They’re on their way to the local floating school on the other side of Kompong Loung village. The village is divided in two and sits on the banks of the mighty Tonle Sap Lake in Pursat province, about 170km northwest of Phnom Penh. Floating schools operate differently from their counterparts on the mainland, and for very legitimate reasons.

Kompong Loung primary school principal Ban Son, 55, says that according to the Cambodian Government, every child must attend school until the 9th grade.

"It is a very different reality for Kompong Loung children. More than 50 percent of my students leave school at the end of the 6th grade … The local secondary school is very far from here, it’s about 15km away," Ban says. "Most of the students’ families can’t afford the one spare means of transportation they have for their children to go to secondary school; girls especially are excluded."

"But compared with a decade ago, there are now more children attending primary school, they’re just not able to move on to higher levels," he says. "Now we have four classes as a floating school and the big mainland school has seven classes."

Floating schools have two prerequisites for attendance: first, the children must be six or over, and secondly, they must be able to swim.

"This second condition is a very serious matter for our school, because we’re afraid that if children fall into the water and cannot swim, they may drown," Ban says.

Kompong Khlaing is a densely populated floating commune on the northwestern edge of the Tonle Sap, in Siem Reap province. Prinicipal of the local primary school, Sar Bun Chamrong, says the school term on the lake is very different from that set by the Ministry of Education, Youth and Sports.

"We begin our school term in August, at the start of the rainy season, as most of the children who attend school have to help their families fish. During the dry season, at the beginning of February when the term ends, the villagers move their homes closer to the lower level of the lake," Sar says. "This has been the tradition since the school opened in 1938. Normally people living here move their houses at least three times per year, sometimes up to a distance of 5km.

"About 70 percent of school-age children in this commune attend primary school, but more than half of that number drops out before secondary school."

"In Koh Chi Vaing commune, Battambang, only 60 percent of the village children go to school; that’s 1,938 students who go to primary school. But only 54 students attend secondary school and just 10 students are studying at high school," local newspaper Rasmei Kampuchea Daily said. It went on to say that the reason why fewer students in Koh Chi Vaing are going to school is because their families are very poor, and that rather than send their children to class every day, parents need them to assist with farming or fishing.

Deputy Secretary of State for the Ministry of Education, Youth and Sports Nat Bun Roeun agrees: "... We know the children living in seven remote regions, including the floating villages, have a low rate of school attendance."

One young villager, 13-year-old Ouch Chhay says: "I do not know anything. I only know how to row a boat and go fishing with my parents."

Kompong Khlaing primary school principal Sar Bun Chamrong says families in the region are completely reliant upon the lake for their livelihood and for this reason children are unable to attend school. "Because they are fishermen … they are totally dependent on the water-level of the lake. Many children living in this commune do not go to school because their family situation is so difficult."

There are nine floating schools in Cambodia, all of which are found on the Tonle Sap Lake. They are Chnok Troo, Kompong Chhnang; Kompong Loung and Raing Thil in Pursat; Koh Chi Vaing, Battambang; Chong Khneas, Kompong Phluk and Kompong Khlaing in Siem Reap; and Peam Bang and Phat Sanday in Kompong Thom.

The situation for thousands of children living on floating villages around the Great Tonle Sap lake and along the Mekong in Cambodia is not so different from that in the floating villages of Vietnam.

Tran Van Than lives on the Mekong River, just behind a section of late-night bars in Vinh Long town. All of the people here including the children of their father Tran Van Thanh are fishermen.

Tran Bé,18, is Tran Van’s second eldest son. "I do not know anything. I just know how to go fishing with my father and brother. I don’t even know what the school does," Tran Bé says. His father sobs while his son speaks.

"Even if I have a chance to change my life, how can I change it if I don’t even know how to ride a bicycle? I never even go for a walk on the road side. Everything I’m doing here is because I want to help my parents," Tran Bé says. "I know cars, motorbikes and bicycles when I see them driving across the bridge above us, but I don’t know about television and radio."

The youngest son is almost 12. He is walking with his dog on the river beach when he suddenly leaps on to the boat, looking bewildered at the sight of a journalist with camera and microphone. Like his older brother, he doesn’t know what the school, or learning, is about. When asked: "Did you go to school to learn how to read?" He just shrugs and says, "I don’t know."

Tran Van’s daughter, 16-year-old Tran Thi My Loan is shy and hides her face on the other side of the boat. She is uncomfortable with the newcomer and says that she just wants to live on the mainland like the "shore people" do.

Tran Van Luc, the oldest brother is 23. "In living here we lack everything we need to change and improve our lives," Van Luc says. "The only way I can change is because I am a man; I can work as a laborer. I have good health and hope that people on the mainland can hire me to do something with my energy."

Doan Thi Hao, 38, lives on a boat on a small channel that links the Tien River east of Vinh Long town. She says: "... When I sent our kids to go to school we had to accompany them, because we were scared of the traffic. But now we can’t send them anymore because we are very poor and need to spend the time concentrating on working to feed ourselves."

Doan has two daughters, the first, 16, left school in the 5th grade, and the second, 14, is now studying in the 7th grade. Doan’s family gets some work on the mainland as lottery ticket sellers, also washing laundry for mainlanders so she can send her children to school. Her family earns approximately $2 per day.

Most Vietnamese people who live in floating villages do not have an identity card of Vietnamese nationality. At Vinh Long province, they are no different from those in Chov Dok of Ang Yang province where many people also do not have an identity card.

They’re all Vietnamese, but seemingly they do not have the same rights as those on the mainland.

What these families have in common on both sides of this watery border is their simple wish for betterment—an education for their children and a future.

--END—


PHOTO CAPTION:

File: Banka-TempleXXX.jpg
Caption: Mr. Moeun Nhean, Publisher of The Cambodian Scene on first right seating in front of the dragon head of Bakan temple (Preah Khan Kampong Svay temple).

File: KompongLoung1.jpg
Caption: More than 50% of Kompong Loung’s students leave school at the end of 5th grade.

File: KampongLoung4.jpg
Caption: The lucky ones students in Kompong Khlaing return home after school.

File: KompongLoung3.jpf
Caption: The student of Koh Chivaing commune collect them friend, then they go to school.
Link to "The Cambodian Scene"

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