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“AI正让信息的获取、整理和解释变得前所未有地高效。然而，人最深刻的学习往往来自那些与自己切身相关的真实经历。那些充满人性的成长过程，恰恰是人工智能最难复制的部分。”
——启明星《校董来信》
9月下旬，启明星在10年级启动了为期4天的实训项目，这是《校董来信》对体验式教学承诺的实现，也是启明星教育对AI浪潮的再次回应。
学生们分散在6家机构：
· 北京有机农夫市集
· 北京和睦家医院
· 声波残障社会服务中心
· 尤伦斯当代艺术中心
· HOPE⻢术康复公益中心
· 公众环境研究中心
他们实际参与这些机构的运营，同时锻炼管理、市场传播、社区服务、项目管理、研究分析、科技向善、公益创新的技能。
HOPE，是京郊的一家公益组织，在马的辅助下，为由孤独症、脑瘫等神经系统功能障碍的儿童和成年人士提供康复和干预活动，通称马术康复。
在HOPE，启明星学生得到了真实的体验和深刻的启发。就让我们把Hope当做了解整个实训的一扇窗吧：
孩子们在HOPE
分组
工作
文创组、调研组、宣传组
轮流做鞍侧员，协助特需儿童完成马术康复课程；
访谈HOPE志愿者，分析、挖掘马术公益带给他们的心理变化和疗愈价值；
帮助HOPE设计文创产品；
拍摄讲述HOPE实训项目的视频。
什么样的帮助，
才不会夺走他人的主权？
做鞍侧员，是每个学生都要完成的任务，也是带来最深感触的活动。
大家要帮助来参加康复训练的孩子上马，扶住他们的脚腕或腿，保障他们在马上的安全。
有个女孩得了罕见病，肌肉无力，从准备到坐上马背要10几分钟；还有的孩子情绪不稳定，先要在周围反复走圈、安静自己，才能走进围栏，做上马的准备。
上马，这个在一般人认知里就是“一下子”的动作，对这些孩子来说，却好像翻山一样难。
然而，一旦跨上马背，一切就变了。
之前的迟缓、不安没有了，他们会享受马儿走动带来的起伏，专注又开心。
实训期间，来过一个叫圆圆（化名）的小朋友，接受马术康复训练已经2年了。她坚持骑马、和教练互动，锻炼肌群和触感。如今的她，已经能在普通学校上学了。
这些改变和发展，让人惊讶。我们的学生也不禁在自己制作的记录实训的视频里感叹：
“我们从没想过，骑马会和坐在轮椅上的孩子产生关联，当然也没想到，这种属于健全人、代表速度和操控的运动，可以成为一种康复治疗的工具——直到我在这里（HOPE）成为了一名志愿者。”
了解到马术康复的价值，大家工作得更加认真。
他们小心保护每一个孩子，防止他们坠马，有时还要跟着马儿小跑起来。
对于和自己年龄差得不远的特殊儿童，我们的学生细腻地观察到他们的特点：
有的爱唱歌，有的爱说话，有的爱跳舞，有的对世界有好奇，喜欢捡叶子；对别人的善意，他们一样会扬起单纯、善良的笑脸。
“孤独症、脑瘫，不是他们的标签，他们也是活生生的人。他们和我们一样有挑战，只不过他们的更大一些，更难克服。”10年级的Faye说。
“看见了”特殊儿童和大家平等的本质，学生们开始开始思考：
“我们该怎样帮助，才不会夺走另一个人的主动权？”
答案是，那就必须尊重和接纳他们的个性和特点：
Cici帮助孩子稳定情绪，一直唱他喜欢听的儿歌，因为他爱听儿歌；
Vanessa照顾的孩子不爱说话，她就拉着他的手，有他感兴趣的话头，赶紧接上；
Lucas照看的男孩总得走来走去，Lucas就紧紧跟在他身旁，有时候会走出去兜很大一圈才能回到马场……
大家不急于帮助孩子们完成训练动作，而是用各自的方式，耐心地陪他们准备好、为参加康复“启动”自己。
几天下来，最初的不知所措和紧张一点点消散。
我们的学生带着十几个特殊少年成功体验了马术康复，没出现任何意外——这也让他们得到HOPE的老师们热情的认可。
真实世界，给出真实的题目
“学生最深刻的学习往往发生在课堂之外，发生在他们真正需要承担责任、解决问题的时候。当学习与真实世界建立联系时，教育才能产生最深远的影响。”
——摘自《校董来信》
真实的世界，当然不会只有温情和成就感，也给孩子们出了真实的题目。
宣传组拍摄视频，需要采访在HOPE做康复的儿童的家长。
孩子们准备第一稿采访问题清单，一上来就被HOPE的老师坚决地“打了回来”。
老师指出，他们没能顾及家长的感受，一些问题提得太直接了。
孩子们心里委屈：这些问题也是他们认真准备的。
但冷静下来，他们也意识到不妥：“我们应该沉下心来，从别人的角度考虑，而不是急于沟通。”
在老师帮助下，他们做了大幅修改，最终形成了一份充分考虑到被访人感受的问题清单。
滢滢妈妈接受了采访，她温暖而耐心地回答了孩子们所有的问题。
这段采访也将提供给HOPE，作为宣传素材。
宣传组在采访
文创组的小伙伴一开始就想出了特别有趣的计划。
用HOPE自己的4匹马做形象周边，制作捏捏、贴纸、包挂……
文创组在设计
HOPE的老师很喜欢，可是一句“你们考虑过成本没有？”问住了她们。
作为公益机构，HOPE需要借文创弥补运营资金。第一版文创计划很吸引人，但是成本太高，售卖之后几乎没有利润沉淀下来。
意识到这个问题之后，Chloe和Lyndsey马上着手修改。
她们从产品和原料选择、模具设计等方面入手，把成本降了下来。
HOPE的老师听了最终汇报，很是高兴，产品计划非常可行。老师们还开心地问她们，能不能不只是完成设计，而是帮忙联系供应商，真的把产品做出来？
最后一天的报告会，孩子们对这些小小波折带来的成长都做了反思。
这就是实训项目的价值。项目最初的设计，本就不是简单的场景体验，而是让他们在真实组织里承担责任、发展解决问题的能力。
调查组采访志愿者
自己也被治愈
在HOPE，学生们意识到一种崇尚“效率”的现代社会很少奖励的生命形式：
不用那么快，不必那么急于证明自己；
一个小小的动作、一次回应、一个笑容，都被允许占用很长时间；
人们不催促，愿意等，世界并不只有一种速度。
HOPE 的老师说：“看，这样的慢孩子（特需儿童）都有人陪伴，那么我们自己慢下来，世界也会等我们。无论成长中遇到什么困难，照顾好自己。你是可以慢下来的，世界会等你的。”
这句话一下子把在场的孩子们触动了。他们原本以为自己是来帮助别人的，现在发现，自己也从中得到了安宁、治愈，甚至解脱。
“我希望自己今后可以慢一点，遵循自己的节奏，不再像之前那样急躁或者焦虑。” Ella说。
AI 时代，信息获得的越来越快，答案生成得越来越快，很多事情都在被推向“立刻完成”。
但人的成长，不能遵循同样的逻辑。
判断力不会瞬间拥有。
同理心不能一键生成。
责任感、韧性、对他人的理解，
也都需要时间。
慢下来，并不意味着落后。
有时候，它只是意味着：
你终于开始按照属于自己的节奏，真正地长大。
这是实训项目的启发，
是启明星对AI时代一日千里发展之势的回应。
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北皋校区 Beigao Campus
三里屯校区 Sanlitun Campus
泉发校区 Quanfa Campus
“AI is making it easier and faster than ever to access, organize, and interpret information.Yet some of our deepest learning comes from real experiences that matter personally to us.
These processes of growth are profoundly human experiences—and precisely what artificial intelligence finds most difficult to replicate.”
— A Letter from Daystar’s Board of Trustees
In late September, Daystar launched a four-day Apprenticeship for Change (AFC) program for tenth grade students.
This was a fulfillment of Daystar’s commitment to experiential education articulated in A Letter from Daystar’s Board of Trustees, and another way Daystar is responding to the rapid development of AI.
Students were placed across six organizations:
· Beijing Farmers’ Market
· Beijing United Family Healthcare
· Shengbo Disability Social Service Center
· UCCA Center for Contemporary Art
· HOPE Horses Offering People Enrichment
· Institute of Public and Environmental Affairs
Students took part in the day-to-day operations of these organizations while developing skills in management, marketing and communications, community service, project management, research and analysis, technology for social good, and social innovation.
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HOPE is a nonprofit organization on the outskirts of Beijing that provides equine-assisted rehabilitation and intervention programs for children and adults with neurological and developmental conditions, including autism and cerebral palsy.
At HOPE, Daystar students had some of their most powerful experiences and insights. Let us take HOPE as a window into the four-day AFC experience as a whole.
Daystar Students at HOPE
Students worked in three groups: Creative Products, Research, and Communications.
Their responsibilities included:
Taking turns serving as sidewalkers, assisting children with special needs during equine-assisted therapy sessions;
Interviewing HOPE volunteers to explore and analyze the psychological changes they experience and the therapeutic value of their equine-assisted work;
Helping HOPE develop creative merchandise;
Filming a video documenting the AFC experience at HOPE.
Helping Without Taking Away Another Person’s Agency？
Serving as a sidewalker was a task every student had to complete, and it was also one of the activities that left the deepest impression on them.
Students helped children receiving therapy mount the horses, supported their legs and ankles, and stayed close throughout the session to keep them safe.
One girl had a rare condition that caused muscle weakness. The process of preparing and helping her onto the horse could take more than ten minutes.
Some children struggled to regulate their emotions. Before entering the riding arena, they needed to walk around repeatedly and calm themselves before preparing to mount.
Mounting a horse, which in most people’s minds is simply a movement that happens “in an instant,” could feel more like climbing a mountain for these children.
Yet once they were on the horse, something changed.
The hesitation and anxiety that had been visible moments earlier seemed to disappear. They became focused and joyful, enjoying the gentle rhythm of the horse’s movement.
During the AFC experience, the students met a child named Yuanyuan (a pseudonym). She had been receiving equine-assisted therapy for two years.
She continued riding, interacting with her instructors, building muscle strength and sensory awareness. Today, she attends a mainstream school.
Seeing these changes was deeply moving. In a video they made to document their AFC experience, the students reflected:
“We never imagined that horseback riding could have anything to do with children who use wheelchairs. And we certainly never imagined that a sport associated with speed, control, and able-bodied riders could become a form of therapy—until we became volunteers here at HOPE.”
As they came to understand the value of equine-assisted therapy, the students became even more attentive to their work.
They carefully watched over every child to prevent falls, sometimes running alongside the horses to keep up.
The children they accompanied were not much younger than the Daystar students themselves, and the students began to notice their personalities beyond their diagnoses.
Some loved singing. Some loved talking. Some loved dancing. Some were curious about the world and enjoyed picking up leaves.
When others showed them kindness, they responded with simple, genuine smiles—just like anyone else.
“Autism and cerebral palsy are not their identities,” Faye said. “They are people, just like us. They have challenges just as we do; theirs may simply be greater and more difficult to overcome.”
Once the students began to see these children as individuals first, recognizing the fundamental equality between these children and everyone else, they began asking a deeper question:
How can we help someone without taking away their agency?
The answer required respect—and a willingness to accept each child’s individuality and unique way of being.
Cici helped one child regulate his emotions by continuously singing the nursery songs he loved.
The child Vanessa worked with rarely spoke, so she held his hand and picked up on any topic that interested him, joining in whenever she could.
Lucas’s assigned child was constantly on the move, so Lucas stayed close beside him. Sometimes they would walk a long way around the grounds before eventually returning to the riding arena.
The students did not rush the children through their training.Instead, they patiently helped each child prepare at their own pace, allowing them to find their own rhythm and get ready to participate in therapy.
Over the course of the four days, the students’ initial uncertainty and nervousness gradually gave way to confidence.
Together, they successfully supported more than a dozen children with special needs through equine-assisted therapy sessions, without a single accident.
Their efforts earned sincere recognition from the HOPE instructors.
The Real World Brings Real Problems
“Some of the most profound learning happens outside the classroom, when students are called upon to take responsibility and solve real problems.
When learning connects with the real world, education can have its most lasting impact.”
— A Letter from Daystar’s Board of Trustees
The real world, of course, is not made up only of warmth and a sense of accomplishment.It also brings real problems for students to address.
The Communications Group needed to film a video and interview the parents of children receiving therapy at HOPE.
The students carefully prepared their first draft of interview questions.But when they showed it to their HOPE mentors, they were told revision was needed.
The mentors pointed out that some of the questions were too direct and did not sufficiently consider how the parents might feel.
The students felt frustrated. They had worked hard on those questions. But after taking a step back, they began to understand the value of the feedback.
“We need to slow down and put ourselves in someone else’s position, rather than rushing to communicate.”
With guidance from their mentor, they substantially revised the questions, eventually producing a version that was much more thoughtful and sensitive to the interviewee’s feelings.
Yingying’s mother agreed to the interview and warmly shared the stories the students had hoped to learn about.
The interview will also be provided to HOPE as promotional material.
The communications group conducts interview
The Creative Products Group, meanwhile, came up with an exciting idea almost immediately.
Inspired by HOPE’s four horses, they wanted to turn them into characters for merchandise such as squishy toys, stickers and bag charms.
The creative products group works on designs
The HOPE teachers loved the idea, but one question stopped the students in their tracks:“Have you thought about the cost?”
As a nonprofit organization, HOPE needs revenue from merchandise to help cover its operating costs.
The students’ initial idea was appealing, but the production costs were so high that almost no profit would remain after sales.
Once they understood the problem, Chloe and Lyndsey immediately began revising their plan. They looked for ways to reduce costs, considering everything from material selection to mold design.
When they presented the revised proposal, the HOPE teachers were delighted. The product plan was now genuinely viable.
Then came an even more exciting question:“Could you do more than design the products? Could you actually help us find suppliers and make them?”
On the final day, during the student presentations, the students reflected on what they had learned from these small setbacks and revisions.
That is the value of the AFC program. The program was never designed to be a simple change of scenery or a four-day experience outside the classroom.
Rather, it was designed to place students inside real organizations, give them real responsibilities, and challenge them to develop the ability to solve real problems.
The research group interviews volunteers
Slow Down, and the World Will Wait for Us
At HOPE, students encountered a different pace of living—one that modern society, with its constant emphasis on efficiency, rarely rewards:
There is no need to be so fast.
There is no need to rush to prove yourself.
A small movement, a response, a smile—each is allowed to take as long as needed.
No one rushes you.
People are willing to wait.
The world does not move at only one speed.
One of the HOPE teachers put it beautifully:“Look, these children, who move more slowly, have people willing to accompany them. So perhaps we can slow down too, and the world will wait for us. Whatever difficulties you encounter as you grow, take care of yourself. You are allowed to slow down. The world will wait for you.”
These words deeply touched the students. They had arrived thinking they were there to help someone else.
But they discovered that they, too, were receiving something from the experience: a sense of calm, healing, and even relief.
“I hope I can slow down a little in the future, pay more attention to the present, and follow my own rhythm,” Ella said.
In the age of AI, information is arriving faster, answers are being generated faster, and more and more things are being pushed toward “instant completion.”
But human growth does not follow the same logic.
Judgment cannot be acquired in an instant.
Empathy cannot be generated with a click.
Responsibility, resilience, and understanding of other people all take time.
Slowing down does not mean falling behind.
Sometimes, it simply means: You have finally begun to grow at a pace that belongs to you.
That may be one of the most important lessons of the AFC program.
And it is Daystar’s response to an AI era moving forward at extraordinary speed: The world may be getting faster. But human beings still need time to grow.
北皋校区 Beigao Campus
三里屯校区 Sanlitun Campus
泉发校区 Quanfa Campus
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