倪政立：面向人类共同未来的世界教育革新思考
The Real Landscape of Global Education Amid Global Shifts
全球变局下的世界教育现实图景
The global landscape is undergoing profound restructuring, placing global education at a critical crossroads of paradigm transformation. The modern education system established over the past century centers on specialization, competition and instrumental rationality, continuously supplying technical and applied talents to society and greatly advancing the rapid progress of human material civilization. Nevertheless, structural flaws of this educational paradigm have become increasingly prominent: education systems across nations generally prioritize vocational skill training, yet neglect the cultivation of an underlying symbiotic mindset capable of reconciling multi-layered conflicts among individuals, families, organizations and civilizations to sustain long-term win-win outcomes for all parties.
时代格局深度调整，全球教育正站在范式转型的关键十字路口。近百年建立的现代教育体系，以专业化、竞争化、工具理性为核心导向，持续为社会输送技术、应用型人才，有力推动人类物质文明快速进步。但这套教育范式的结构性短板持续凸显：各国教育普遍侧重专业技能训练，缺少能够调和个体、家庭、组织、文明多重矛盾、维系多方长效共赢的底层共生思维培育。
Multiple sets of authoritative survey data directly verify the prevailing predicaments in education:
多组权威调研数据直观印证现存教育困境：
1. PISA 2022 Academic Psychology Survey: There is a steady negative correlation between students’ mathematics anxiety index and their math scores, a pattern consistent across all participating economies. For each one-point rise in the mathematics anxiety index, students’ average math scores drop by approximately 18 points. Meanwhile, the survey reveals divergent traits: among the six top-ranked economies in global mathematics performance, students in Singapore and South Korea experience mathematics anxiety levels close to or below the OECD average. By contrast, four East Asian regions — Hong Kong of China, Japan, Macao of China and Taiwan of China — universally exhibit the feature of “high academic achievement paired with high psychological anxiety”. Taiwan of China ranks third globally in overall mathematics scores, with student anxiety levels markedly higher than the average of all OECD member states.
1. PISA 2022 学业心理调研：学生数学焦虑指数与数学成绩呈稳定负相关，参测所有经济体均符合同一规律 —— 数学焦虑指数每提升 1 分，学生数学成绩平均下降约 18 分。同时调研呈现分化特征：全球数学成绩排名前六的经济体中，新加坡、韩国学生数学焦虑水平接近或低于 OECD 平均基准；而中国香港、日本、中国澳门、中国台湾四个东亚地区普遍呈现 “学业高成就、心理高焦虑” 特征，其中中国台湾数学总成绩位列全球第三，学生焦虑水平显著高于全部 OECD 成员国均值。
2. Authoritative Reports on Adolescent Mental Health: A 2024 study by the McGorry Committee at the Orygen Research Center, published in The Lancet Psychiatry, indicates that mental and behavioral health disorders among adolescents aged 10 to 24 account for 45% of the total disease burden within this age group. However, merely around 2% of global public health budgets are allocated to adolescent mental health services. World Health Organization (WHO) 2019 statistics show suicide ranks as the fourth leading cause of death for people aged 15 to 29.
2.《柳叶刀・精神病学》Orygen 研究中心 McGorry 委员会 2024 年研究显示，10—24 岁青少年群体心理与行为健康问题，占该年龄段疾病总负担的 45%，但全球公共卫生预算中，仅有约 2% 资源投入青少年心理健康保障；世界卫生组织（WHO）2019 年统计数据显示，自杀已成为 15—29 岁人群第四大死亡诱因。
3. A widespread disconnect exists in today’s society: humanity possesses cutting-edge science and technology, yet struggles to properly resolve internal mental friction, family interpersonal conflicts, organizational collaboration disputes, and even divisions and confrontations between distinct civilizations. Escalating geopolitical games, internal operational friction within enterprises, normalized mental anxiety among teenagers, and deepening cross-cultural estrangement have turned various imbalances from isolated incidents into a global norm. Having devoted many years to higher education management in Southeast Asia, I have engaged in in-depth reflection: global education is in urgent need of fundamental innovation. The ultimate mission of education is not merely to teach people how to compete and win, but to guide all mankind to live in harmonious coexistence.
3. 当下社会普遍存在一种割裂：人类掌握顶尖科学技术，却难以妥善处理自我身心内耗、家庭人际矛盾、组织协作冲突，乃至不同文明间的分歧对抗。地缘博弈加剧、企业内部协作损耗、青少年精神焦虑常态化、跨文化隔阂加深，各类失衡问题已从偶发个案演变为全球性常态。深耕东南亚高等教育多年，作为高校办学管理者，我持续深度思考：全球教育亟待一场根本性革新。教育的终极使命，不应仅教会人如何竞争取胜，更要教会全人类如何和谐共处。
PART 02
Three Structural Limitations of the Current Global Education System
现行全球教育体系三重结构性局限
The prevailing global educational framework carries three unavoidable fundamental flaws that jointly give rise to the aforementioned imbalances:
当前通行的全球教育框架存在三大无法回避的底层短板，共同催生上述失衡问题：
(1) Monolithic Value Orientation: Zero-sum Competition Suppresses Symbiotic Win-win Thinking
价值导向单一，零和竞争思维压制共生共赢思维
From basic to higher education, mainstream global curricula adopt “survival of the fittest” as their underlying logic, with assessment systems built around grades, performance and competitive outcomes. Rarely do they guide learners to develop inclusive, balanced, multi-stakeholder win-win values. PISA survey data reveals a long-overlooked educational paradox: the fiercer internal competition within an education system, the higher the overall anxiety level among students. As gross enrollment ratios for higher education rise worldwide, the positive correlation between intense competition and severe mental anxiety becomes more pronounced. With the popularization of higher education, competition is no longer limited to securing admission, but escalates into a scramble for premium educational resources and desirable jobs, intensifying individuals’ sense of relative deprivation. In short, pure competition based on survival of the fittest affects not only academic evaluation, but also inflicts long-term physical and mental harm on learners.
自基础教育延伸至高等教育，全球主流课程体系均以 “优胜劣汰” 作为底层逻辑，评价体系围绕分数、绩效、竞争成果搭建，极少引导学习者建立包容、平衡、多方共赢的价值认知。 PISA 调研数据揭示长期被忽视的教育悖论：教育体系内部竞争强度越高，学生群体整体焦虑水平越高；伴随各国高等教育毛入学率持续提升，“高强度竞争 — 高心理焦虑” 的正向关联进一步放大。当高等教育普及化后，竞争不再局限于 “获取入学资格”，而是升级为 “争夺优质教育资源、优质就业岗位”，个体相对剥夺感持续加剧。简言之，单纯的优胜劣汰式竞争，不仅作用于学业评价，更会给学习者留下长期身心损害。
(2) Fragmented Educational Perspective: Separation of Human Beings From Their Symbiotic Bonds With All Things 育人视角碎片化，割裂人与万物的共生关联
The traditional disciplinary segmentation model splits individual mind and body, families, corporate organizations, national governance and civilizational exchanges into isolated, disconnected modules. No complete theoretical framework has been formed to guide learners in systematically resolving problems arising from disharmony across all dimensions. Although the OECD has vigorously promoted interdisciplinary learning and Social and Emotional Learning (SEL) reforms in recent years, relevant practices mostly remain at the stage of simple curriculum stitching and supplementary mental skill training. A unified, comprehensive theoretical framework for conflict diagnosis that links individual mental state, family relations, social organizations and cross-civilizational exchanges has yet to be established.
传统学科细分模式，将个体身心、家庭、企业组织、国家治理、文明交流拆解为彼此孤立的独立模块，尚未形成一套完整理论体系，指导学习者系统性化解各维度的 “失和” 难题。 即便 OECD 近年大力推行跨学科学习、社会情感能力（SEL）改革，相关实践大多停留在课程简单拼接、补充心理技能补丁层面，未能构建一套可统一串联 “个体身心 — 家庭关系 — 社会组织 — 跨文明交往” 的完整矛盾诊断理论框架。
(3) Disconnection Between Theoretical Practice and Real-world Governance: Lack of Standardized Universal Reconciliation Methodology
理论落地与现实治理脱节，缺少标准化通用调和方法论
Humanities education emphasizes pure theoretical speculation, while science, engineering and business disciplines focus on technical application and commercial profit. When confronted with complex real-world conflicts, learners lack unified, standardized criteria for value judgment and practical tools for conflict reconciliation. Global employer survey data clearly exposes this shortcoming:
人文类教育侧重纯理论思辨，理工、商科聚焦技术应用与商业盈利，面对现实复杂冲突时，学习者缺乏统一、标准化的价值判断标尺与矛盾调和实操工具。全球雇主调研数据清晰暴露这一短板：
1.UK ISE 2025 Student Development Survey: The survey covered 148 local corporate employers, revealing a marked deterioration compared with 2023 data. 54% of employers reported new graduates lack adequate self-awareness (up from 35% in 2023); 46% expressed concern over graduates’ insufficient stress resilience (up from 30% in 2023); the proportion of graduates failing basic workplace oral communication skills rose from 7% to 22% within three years.
1.英国 ISE《2025 学生发展调研》：调研覆盖 148 家本土企业雇主，对比 2023 年数据可见明显恶化：54% 雇主反馈应届毕业生自我认知能力不达标（2023 年占比 35%）；46% 雇主担忧毕业生抗压韧性不足（2023 年占比 30%）；职场基础口头沟通能力不合格毕业生占比，三年间由 7% 攀升至 22%。
2.CCF & Zhongguancun Talent Association of Beijing, Survey on Soft Skills of Frontline Staff in High-tech Enterprises in Beijing (January 2024): Researchers interviewed over 20 high-tech enterprises and 63 frontline managers, and assessed 13 soft skill dimensions including efficient execution, critical thinking, learning and innovation among more than 450 employees under 35. Results show that master’s degree holders scored lower on average than bachelor’s and junior college graduates in four core soft skills: efficient execution, verbal comprehension, learning & innovation, and critical thinking.
2.中国计算机学会 × 北京中关村人才协会《在京高技术企业一线员工软能力调研》（2024 年 1 月）：访谈 20 余家高新技术企业、63 名一线管理层，对 450 余名 35 岁以下在职员工开展 13 项软能力评估，覆盖高效执行、批判性思维、学习创新等维度。结果显示，硕士学历员工在高效执行、言语理解、学习创新、批判性思维四项核心软能力上，平均得分低于本科、大专学历员工。
3.These two cross-regional surveys point to the same conclusion: they completely overturn the ingrained assumption that higher academic attainment equates to stronger ability in conflict mediation and collaborative governance. Sufficient professional knowledge does not guarantee comprehensive competence in resolving disputes and conducting multi-stakeholder collaborative management.
3.两组跨地域调研数据具备统一指向：彻底打破 “学历层级越高，矛盾协调、协同治理能力越强” 的固有认知。专业知识储备充足，不代表具备化解冲突、多方协同共治的综合能力。
PART 03
Innovation Path: Leading Global Educational Transformation Centered on Hé Studies
革新路径：以和学为核心引领全球教育转型
The new-era theoretical system of Hé established by Professor Kou Beichen delivers an entirely new underlying paradigm for the systematic innovation of global education. Drawing on this theory, Héli University Malaysia has founded an independent Hé Institute, launched majors in Hé Studies, and developed a systematic Hé Studies education framework, filling the long-standing gap of symbiotic thinking in existing global education.
寇北辰教授构建的新时代 “和” 理论体系，为全球教育系统性革新提供全新底层范式。马来西亚和立大学依托该理论创办独立 “和” 学院、开设和学专业，研发系统化和学教育体系，填补全球现有教育长期缺失的共生思维维度。
Rooted in the fundamental operational law of Hé Shēng, Bùhé Kè, Hé Studies adopts the Five Non-harm and Five Benefit principles as universal value evaluation criteria applicable to all scenarios. It modernizes, systematizes and internationalizes traditional Chinese harmony thought, forming a complete, independent academic system spanning philosophy, Hé Management, economics and consulting. The core positioning of Hé Studies education lies in reshaping the ultimate educational goal: cultivating global interdisciplinary talents equipped with comprehensive capabilities in full-spectrum conflict diagnosis, multi-party interest reconciliation and long-term symbiotic governance. This is the core feature that distinguishes Hé Studies from traditional disciplinary education worldwide.
和学以 “和则生，不和则克” 为底层运行规律，以 “五个不损害、五个有利于” 作为全场景通用价值评判标尺，对中华传统和合思想完成现代化、系统化、国际化重构，形成覆盖哲学、和管理学、经济学、咨询学的完整独立学术体系。 和学教育的核心定位，是重构教育终极育人目标：培育具备全域矛盾诊断、多方利益调和、长效共生治理综合能力的全球化复合型人才，这也是和学区别于全球传统分科教育的核心特质。
Educational innovation driven by Hé Studies fundamentally reshapes three layers of underlying logic:
和学驱动的教育革新，核心完成三层底层逻辑重塑：
(1) Reshaping the Origin of Educational Values: Replacing Zero-sum Competition With Symbiotic Win-win Outcomes
重塑教育价值原点：以共生共赢替代零和竞争
The core educational objective shifts from training “single-minded competitors” to nurturing “lifelong symbiotic practitioners”. Four tiers of goals — harmony of mind and body, harmonious families, concordant organizations and peaceful civilizations — run through all stages of education, establishing a brand-new multi-dimensional talent evaluation framework. The UK ISE and China CCF employer surveys fully demonstrate the practical necessity of this shift: over half of enterprises express dissatisfaction with graduates’ self-awareness, and highly educated groups show deficiencies in comprehensive soft skills. This reminds us that professional expertise is foundational, yet technical competence alone cannot meet the demands of complex modern social governance. Hé Studies does not reject professional knowledge instruction; instead, it supplements the core values of symbiosis and reconciliation.
教育核心目标从培养 “单一竞争者” 转向塑造 “终身共生者”，将身心和合、家庭和美、组织和顺、文明和平四层目标贯穿全学段育人全过程，搭建全新多元人才评价坐标系。 英国 ISE、中国 CCF 两份雇主调研数据充分印证该转型的现实必要性：超半数企业不满毕业生自我认知，高学历人群综合软能力反而出现短板，这提醒我们，专业技能是基础，但仅有专业能力无法适配当下复杂社会治理需求。和学并非否定专业知识教学，而是补足共生调和的价值内核。
(2) Reshaping Progressive Teaching Logic: Establishing a Three-in-One Educational Path of Problem Orientation, Principle Instruction and Practical Application
重塑教学递进逻辑：搭建 “问题导向 — 原理教学 — 应用转化” 三合育人路径
It subverts the traditional one-way teaching model of “theory first, practice later”, taking real global imbalances as entry points for instruction. Micro-level issues include school bullying and workplace collaborative friction; macro-level challenges involve regional civilizational divides and geopolitical development contests. Drawing on the unified theoretical benchmarks of Hé Studies to unpack the root causes of all conflicts, the curriculum culminates in hands-on training applicable to all scenarios: personal growth, corporate management and international exchanges, creating a two-way bridge between theoretical learning and real-world governance.
颠覆传统 “先理论、后实践” 的单向授课模式，以全球各类真实失衡难题作为教学切入点：微观覆盖校园欺凌、职场协作内耗，宏观涵盖区域文明分歧、地缘发展博弈。依托和学统一理论标尺拆解各类矛盾根源，最终落地个人成长、企业管理、国际交往全场景实操训练，打通理论学习与现实治理的双向通道。
(3) Reshaping the Boundaries of Talent Cultivation: Building a Lifelong, Multi-level All-inclusive Educational Channel
重塑人才培育边界：构建终身化、多层次全覆盖育人通道
It balances two tracks: formal academic degree programs and inclusive general public training. On one hand, systematic master’s and doctoral degree programs in Hé Studies are offered for researchers and public governance practitioners; our university’s Hé Institute has launched part-time master’s and doctoral majors in Hé Studies. On the other hand, symbiotic reconciliation thinking is popularized among government agencies and civil society organizations across nations, delivering balanced education accessible to all populations throughout their lifespans.
兼顾学历化学术深造与社会普惠通识培训双赛道：一方面面向研究人员、公共治理从业者开设系统化和学硕博学历教育，我校 “和” 学院现已落地和学在职硕博士专业；另一方面面向各国政府机构、民间社会组织普及共生调和思维，实现全人群、全生命周期的均衡教育覆盖。
Conclusion结语
Education serves as the core vehicle for addressing the central propositions of the times. The core issue of human coexistence and development in the 21st century lies in realizing harmonious coexistence among diverse entities. The traditional educational paradigm centered on competition and instrumentalization can no longer adapt to the needs of contemporary development, making the innovation of global educational paradigms an inevitable trend.
教育是回应时代核心命题的核心载体。21 世纪人类共同生存发展的核心议题，是实现多元主体和谐共存。传统以竞争、工具化为核心的教育范式，已无法适配时代发展需求，全球教育范式革新已是必然趋势。
Hé Studies does not negate the existing global education system; it delivers a vital supplement to the missing dimension of symbiotic reconciliation within current education. It does not eliminate professional knowledge teaching, but builds a complete underlying thinking framework for conflict mediation and win-win development on top of skill training, enabling talents to master solid professional capabilities while possessing comprehensive governance wisdom to balance diverse demands and resolve intricate conflicts.
和学并非对现有全球教育体系的否定，而是对当前教育缺失的共生调和维度做关键补充。它不剥离专业知识传授，而是在技能教育之上搭建一套完整的矛盾调和、共赢发展底层思维框架，让人才既掌握过硬专业本领，同时拥有平衡多方诉求、化解复杂冲突的综合治理智慧。
Héli University Malaysia holds the long-term vision of building a world benchmark for Hé Studies education, with its core institutional mission to cultivate high-level interdisciplinary talents dedicated to the symbiotic development of all mankind. We firmly believe institutions of higher learning are more than venues for knowledge transmission; they ought to be cutting-edge academic hubs for exploring humanity’s path of symbiosis and disseminating innovative global governance thinking. Moving forward, Hé Studies education will continuously advance cross-border academic exchanges and cooperation, export symbiotic educational concepts to educational institutions of all levels worldwide, and provide brand-new feasible approaches for educational transformation across all civilizations and nations.
马来西亚和立大学以打造世界级和学教育标杆为长期发展愿景，以培育服务全人类共生发展的高层次复合型人才为办学核心使命。我们始终认为，高等院校不能仅作为知识传授场所，更应成为探索人类共生之道、输出新型全球治理思维的前沿学术阵地。未来，和学教育将持续推进跨国学术交流合作，向全球各级院校输出共生教育理念，为不同文明、不同国家的教育转型提供全新可行思路。
The ultimate destination of education lies in the lasting peaceful coexistence of humanity. This global educational innovation for the shared future of all mankind requires joint, sustained exploration by educators worldwide. Only by reshaping the core of education with the symbiotic thinking of Hé Studies and filling the gap of balance and reconciliation absent from modern education can education truly shoulder the epochal mission of humanity’s shared long-term development.
教育的终极归宿，是人类长久和平共生。这场面向全人类共同未来的世界教育革新，需要全球教育从业者携手持续探索。依托和学共生思维重塑育人内核，补齐现代教育缺失的平衡调和维度，才能让教育真正承载人类共同长远发展的时代使命。
