IB 理念與孔子教育思想的比較

近數十年來，國際文憑課程（IB）於全球迅速發展，深受學界和家長的歡迎。另一方面，以孔子為代表的中國傳統教育思想，它與環球時興的IB 教學理念，兩者有何異同？這個問題，在日趨全球化的現代社會，尤其值得關注。本文以IB 學習者培養目標，即積極探究、知識淵博、勤於思考、善於交流、堅持原則、胸襟開闊、懂得關愛、勇於嘗試、全面發展 、及時反思等為綱，與《論語》章句作對照研究。經比較分析後，我們發現，IB 的十大培養目標，在《論語》裡都可以找到很多共通之處。IB 著重「獨立思考」與「國際情懷」，讓學生「藉著跨文化的理解與尊重，建立更美好、更和平的世界」；而孔子擇善固執，周遊列國，冀才為世用，實現其政治理想，這種「知其不可而為之」的精神和「以天下為己任」的觀念，與IB 教學理念正是不謀而合。至於孔子制禮作樂，強調社會秩序，最終希望實現世界大同，這與IB 提倡的世界和平，其實也是殊途同歸的。
In recent decades, the International Baccalaureate (IB) has developed rapidly around the world and is well-received by the academia and parents. On the other hand, what are the similarities and differences between Chinese traditional educational thoughts represented by Confucius and the globally flourishing IB teaching philosophy? This issue is noteworthy in this increasingly globalized modern society. This article makes a contrast between the IB Learner Profile, namely inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced and reflective, and the philosophy in the Analects of Confucius. After a comparative analysis, it is discovered that the ten IB Learner Profile attributes share a lot in common with the philosophy in the Analects of Confucius. IB values ‘independent inquiry’ and ‘international-mindedness’, nurturing students to ‘create a better and more peaceful world through intercultural understanding and respect’; and Confucius chose what is good and held fast to it - he travelled around the world with the hope of fulfilling his talents to realize his political ambition. This spirit of ‘striving for the impossible’ and the concept of ‘assuming the responsibility of the world’ coincide with the IB teaching philosophy. As for Confucius’s emphases on rites and customs as well as social order, with an ultimate vision for cosmopolitanism, track with IB’s advocacy for world peace. Copyright © 2019 香港教育大學.