△从左至右依次为：深圳曼校董事会主席、首席服务官吕建军，原爱丁堡曼校学术副校长、现任深圳曼校校长Marion女士 ，爱丁堡曼校校长Huw Jones。

曼校八周年：一个目标，一个梦想，一条心，一家人。

今年，是深圳曼彻斯通城堡学校办学的第八年。
在这个重要的时间节点上，我们重返爱丁堡母校（MCS），再次走进这所近两百年历史的学府，在新与旧、东方与西方、深圳与爱丁堡的对望之间，曼校“一个目标、一个梦想、一条心、一个家庭”的愿景，被赋予了更加深刻的内涵。

△原爱丁堡曼校校长（在任时间1998-2008年）、现曼彻斯通城堡学校（中国区）总校长Andrew Hunter先生。

爱丁堡母校的老校长 Andrew Hunter，是一位真正把教育当作终身事业的教育家。
他形容自己在学校的幸福感，并不是来自宏大的口号，而是来自一个个具体瞬间：

· 清晨推开家门、走向校园时，对校园美丽环境、温馨氛围的由衷喜爱；

· 孩子们在走廊里、在操场上对他露出的微笑、送上的一声“早安”；

· 孩子们甚至会从爱丁堡城里穿过马路，只为跑过来和他打个招呼的那一刻。

在这些细碎而真实的画面中，他感受到的是“有爱、尊重与善意”带来的幸福感。

在他看来，教育最大的价值，在于培养对这个世界“有意义的人”。
爱丁堡这所近两百年历史的母校，一直坚持“全人教育”的价值观：

· 通过体育精神的培养，让孩子学会拼搏、坚韧与团队；

· 通过艺术气质的熏陶，让孩子学会审美、创造与表达；

· 通过人文精神的滋养，让孩子学会理解他人、尊重差异；

· 通过科学素养的培育，让孩子在理性中探索世界、面向未来。

正是在这样的校园里，一代又一代青年人成长为有担当、有温度、有力量的世界公民。

在与母校校长的交流中，MCS现任校长琼斯先生始终在强调一个核心理念：

“每个孩子都不同，我们要做的，是真正看见、听见和托举。”

这意味着：

· 看到不同：承认每个孩子在性格、能力、节奏、兴趣上的独特性；

· 倾听声音：愿意听他们真实的想法，而不是只看分数和结果；

· 挖掘潜质：找到每个孩子最适合自己的“生长支点”；

· 托举成长：帮助他们在这所学校完成高质量的学业，开启幸福的人生。

这不只是“教育理念”的表述，而是深圳曼校每天在真实发生的教育实践。

深圳，是一座仅40余年发展历程，却始终立于改革开放前沿、充满创新活力的城市——
一座创新之城、艺术之城、充满活力之城，也是改革开放的示范之城。

深圳曼校正是扎根于这样一座城市，在以下几个维度不断探索与突破：

· 在科学教育和创新发展上，积极拥抱新技术、新思维；

· 在人工智能与教育结合上，探索 AI 赋能教学的新路径；

· 在历史传承与未来创新之间，寻找平衡与交汇点；

· 让学校真正成为一所面向未来、支撑学生长远发展的学习共同体。

△爱丁堡曼彻斯通城堡学校

此次英国之行，不只是一次简单的访问，更是：

· 深圳曼校与爱丁堡母校之间的一次深度“对话”；

· 一次关于教育传承与创新的再确认；

· 一次面向未来、面向世界、面向下一代的共同展望。

在学生交流、教师交流、教学与教研互通等方面，双方达成了更多共识：

· 学生层面，将开展更多交流与互访，拓展孩子的全球视野；

· 教师层面，将通过教研共享与协同备课，共同提升学术质量；

· 教学层面，将在以人为本的教育目标上持续寻找更高的一致性与实践路径。

这种跨越大洋的互联，将强有力地推动：

· 学术质量的持续提升，

· 以学生为中心的教育实践不断深化。

同时，母校也对深圳曼校八周年“曼校日”送上了诚挚祝福，对尽快再回到深圳，与曼校的学生、家长、老师们深入互动，充满期待。

△从左至右依次为：爱丁堡母校校长Huw Jones，深圳曼校董事会主席、首席服务官吕建军，爱丁堡母校董事会主席Robert。

△吕先生在爱丁堡母校与董事会签订合作协议。

在和母校校长的交流中，有一个细节令人印象深刻：

他提到曾经遇到一个家庭，五代人都在这所学校就读。
这种跨越五代人的教育选择，是对一所学校的最高信任与最好证明——
证明了学校的卓越，也证明了其独特的“家文化”的熏陶。

在曼校社区里，三代人都在这所学校学习与生活，已不再是稀罕事。
这背后，是一种“代际传承”的力量：

· 传承的是价值观，

· 是教育方式和生活方式的选择，

· 更是对一所学校的认同和情感连接。

今天，深圳曼校走过八年，我们也在憧憬：

· 当这所学校走到十八年、八十年，甚至更长的时光，

· 当越来越多中国学生、大湾区学生、来自世界各地的学生在这里学习、生活、成长，

· 曼校也能成为一个代际传承的教育共同体——
在这里，孩子们不仅获得高质量的学习，更收获幸福的人生起点。

在英国期间，我们有机会看到：
爱丁堡母校与圣安德鲁斯大学为了纪念一位学生而举办的英式橄榄球比赛。

在比赛现场：

· 家庭广泛参与，

· 氛围热烈而温情，

· 每个人都在用自己的方式纪念这位学生。

这种集体性的怀念，让我们深受触动——
这不仅仅是一场比赛，而是教育深刻理解的一种呈现：

一个孩子的价值，不止在于他曾取得怎样的学术成绩，
更在于他成为了一个什么样的人，
对家庭、对社会、对世界产生了怎样的影响。

于是，我们开始不断追问：

· 他将成为一个什么样的自己？

· 将成为一个什么样的丈夫、妻子或父母？

· 将成为一个什么样的员工、同事与公民？

这正是母校校长在面对面交流中不断强调的：
教育的终极问题，不是“分数有多高”，而是“人生将走向何处”。

△吕先生在伦敦唐人街与在英国留学的曼校毕业生相聚。

在谈到教师与家长时，他用到了两个关键词：
“严峻的责任”和“严肃的责任”。

对于每一位教育参与者——

· 从学校管理层、校长团队，

· 到每一位一线教师、青年导师，

· 再到每一位家长与监护人——

教育不是一份普通的工作，而是一份：

· 要倾注时间的事业，

· 要倾注心血的承诺，

· 要持续关注、耐心守护每一个孩子成长的长期行动。

孩子就像一棵幼苗，
需要的是——
十年树木，百年树人般的长期陪伴和潜移默化的影响。

我们希望孩子：

· 眼里有光，

· 脸上有笑，

· 心中有爱，

· 肩上有担，

· 手中有艺，

· 脚下有印，

成为能够认识世界、热爱世界、服务世界的优秀世界公民。

这既是理想，更是需要长期坚守才能完成的时代使命。

在这样的背景下，曼校提出了清晰而坚定的共同愿景：

· One Target · 一个目标

· One Dream · 一个梦想

· One Heart · 一条心

· One Family · 一个家庭

这个“Family”，既包括深圳曼校这个大家庭，也包括与爱丁堡母校、与 MCS 等伙伴学校跨越大洋构成的更大教育共同体。

我们共同追求的，是：

· 把这所学校打造成一所快乐的学校，

· 一所塑造灵魂与品格的学校，

· 一所学术卓越、最具温暖的学校，

· 一所根植大湾区、面向世界、拥抱未来的英式寄宿制国际学校。

△AI&爱 身心健康教育论坛

在深圳这座高速发展的创新之城，我们提出了一个极具时代感的表达：

“爱与 AI，心与‘芯’的结合。”

这意味着：

· 一方面，用爱与人心构建温暖的校园文化：

· 爱是软实力，是情感连接，是教育的初心；

· 用爱点亮每一个孩子的生命之灯。

· 另一方面，用AI 与数字化提升教育质量与效率：

· 人工智能与“芯片之心”的共鸣。

· 通过数据与技术，让学习更加个性化、精准化、即时化。

我们既重视“心与爱”的人文关怀，又重视“AI与数字化”的教育赋能。
两者相互交织，成为曼校未来发展的双引擎。

△灯塔学堂

曼校当前的整体教育布局，围绕着三大中心展开：

1. 学生成长中心

· 关注每一位学生的学习、身心发展与个性化路径；

2. 教师发展中心

· 支持教师持续专业成长，成为有理论高度、课堂温度和实践深度的教育者；

3. 家校共育中心

· 打造成熟的家校合作机制，让家长成为教育共同体中的重要一员。

在此之上，我们建设了若干“副中心”，作为重要支撑：

· 学习支持中心：帮助不同学习节奏和学习风格的学生，提供差异化支持；

· 对外交流中心：统筹国内外合作、交换项目、跨文化交流等。

数字化赋能贯穿其中，我们努力：

· 缩短学生与老师之间信息沟通的距离；

· 用快速反应提升教育服务的质量；

· 让孩子们真正爱上这所学校，并愿意在未来回馈这所学校。

曼校有自己清晰的十大价值观，并且将其与十个月的教学节奏紧密融合，让价值观不只停留在墙上与口号里，而是渗透于日常教学与校园生活的方方面面。

此次回访母校，我们也与校方探讨了更进一步的构想：

· 如何在两所学校之间共同打磨一个“大课表”；

· 如何在相同的时间点同步开学，建立共同的教学节奏；

· 如何构建一个面向全球的市场招生共享机制；

· 如何在全球国际教育市场中，持续稳定地输出正向价值与教育能量。

未来，无论曼校的孩子在英国、澳大利亚、加拿大、还是美国……

他们都将带着在曼校获得的责任感与使命感，走向更广阔的世界。

曼校的办学历程离不开灯塔教育集团的引领。

“灯塔”的象征意义在于：

· 给人光明：在迷茫中看见方向；

· 给人目标：在成长中明确追求；

· 给人信心：在挑战面前不轻言放弃；

· 给人力量：在关键时刻勇敢前行。

对于曼校的老师而言：

“用爱点亮生命之灯”，
既是使命，也是每天真实在做的事情。

不论是在中国，还是在英国，亦或世界各地，“灯塔”的价值都在持续传递正能量。
在它的引领下，曼校希望在全球教育版图中，
为推动人类文明进步、为世界教育事业的发展，
做出自己长期而踏实的贡献。

回望这次英国之行，我们收获了：

· 信任，

· 友谊，

· 代际传承的故事，

· 跨越大洋的教育共同体，

· 对未来发展的无限信心。

更加坚定了我们的目标：

把深圳曼校，
打造成一所——
快乐的学校、
塑造灵魂与品格的学校、
学术卓越且最具温暖的学校、
根植湾区、面向世界、拥抱未来的英式课程国际学校。

在曼校八周年之际，
我们愿与所有学生、家长、老师与合作伙伴一起，
继续朝着这样一个愿景前行：

一个目标 One Target
一个梦想 One Dream
一条心 One Heart
一家人 One Family

愿每一位在曼校学习与生活的孩子：

· 因爱而自信，

· 因 AI 而更具未来竞争力，

· 因这段教育旅程，而成为真正认识世界、热爱世界、服务世界的优秀世界公民。

这，就是曼校八周年的意义。
也是从深圳出发、连接爱丁堡、走向世界的教育初心与承诺。

——本文作者系深圳曼校董事会主席、首席服务官吕建军

△From left to right: Mr. Lyu, Chairman of the Board and Chief Service Officer of MIS (Merchiston International School, Shenzhen); Marion, former Academic Vice Principal of Merchiston Castle School, Edinburgh and current Principal of MIS; and Huw Jones, Principal of Merchiston Castle School, Edinburgh.

MIS 8th Anniversary: One Goal, One Dream, One Heart, One Family.

This year marks the eighth year since Shenzhen Merchiston International School (MIS) was founded.

At this meaningful milestone, we returned to our alma mater in Edinburgh—stepping once again into this nearly 200-year-old institution. Between the dialogue of the new and the old, the East and the West, Shenzhen and Edinburgh, MIS’s vision of “One Goal, One Dream, One Heart, One Family” now carries a deeper and richer meaning.

△Mr. Andrew Hunter, Headmaster of Merchiston Castle School (China Region).

Andrew Hunter, former Head of the Edinburgh Merchiston Castle School, is a true lifelong educator.

He describes his happiness at school not as deriving from grand slogans, but from small, tangible moments:

• The genuine joy he feels each morning as he steps out of his home and walks toward the beautiful campus.

• The smiles and cheerful “Good morning!” he receives from students in the hallways and on the playground.

• The moments when children would even cross the street from Edinburgh city center just to wave and greet him.

In these simple, authentic scenes, he feels a happiness that originates from love, respect, and kindness.

To him, the greatest power of education lies in nurturing “people of meaning” for the world.

For nearly two centuries, the Edinburgh mother school has upheld the philosophy of holistic education:

• Through sports, students learn resilience, teamwork, and the spirit of striving.

• Through the arts, they learn aesthetics, creativity, and self-expression.

• Through the humanities, they learn empathy and respect for differences.

• Through science, they learn to explore the world with reason and face the future with curiosity and courage.

It is in such an environment that generation after generation has grown into responsible, warm-hearted, and capable global citizens.

During conversations with the mother school’s leadership, MIS Headmaster Mr. Jones emphasized one core belief:

“Every child is different. What we must do is truly see them, hear them, and lift them up.”

This means:

• Seeing differences: Recognizing each child’s unique personality, abilities, pace, and interests.

• Listening deeply: Understanding their true thoughts—not only focusing on scores or results.

• Discovering potential: Finding each student’s personal “growth fulcrum.”

• Lifting them up: Supporting them to achieve high-quality academic growth and begin a happy life.

This is not just a slogan—it is what happens every day at Shenzhen MIS.

Shenzhen is a city with only 40 years of development, yet it stands at the forefront of China’s reform and innovation:

a city of creativity, of art, of vitality, and a model of openness.

Rooted in this environment, Shenzhen MIS continuously explores and innovates in several dimensions:

• Embracing new technologies and new ways of thinking in science and innovation education.

• Exploring AI-empowered teaching and the integration of artificial intelligence in education.

• Balancing heritage with future innovation.

• Becoming a true future-oriented learning community that supports students’ long-term development.

△Merchiston Castle School, Edinburgh.

This visit to the UK was more than a simple exchange. It was:

• A deep “conversation” between Shenzhen MIS and its Edinburgh mother school.

• A reaffirmation of educational inheritance and innovation.

• A shared vision for the future—for the world—for the next generation.

Both sides reached stronger agreements in student exchanges, teacher collaboration, and academic communication:

• Student level: More exchanges and visits to broaden global horizons.

• Teacher level: Shared research and co-teaching to enhance academic quality together.

• Teaching level: Continued alignment in student-centered educational goals and practices.

This cross-ocean connection will continue to strengthen:

• Academic excellence, and

• Student-centered education.

The mother school also sent warm congratulations for MIS’s 8th Anniversary “MIS Day,” expressing their eagerness to return to Shenzhen soon and engage more deeply with MIS students, parents, and teachers.

△From left to right: Huw Jones, Principal of Merchiston Castle School, Edinburgh; Mr. Lyu, Chairman of the Board and Chief Service Officer of MIS; and Robert, Chairman of the Board of Merchiston Castle School, Edinburgh.

△Mr. Lyu signed a cooperation agreement with the Board at Merchiston Castle School, Edinburgh.

One detail from conversations with the mother school’s headmaster left a deep impression:

He once met a family in which five generations had studied at the school.

Such a generational choice is the highest form of trust—

a testament to the school’s excellence and the power of its unique “family culture.”

At MIS, families with three generations studying and living together within the community are no longer uncommon.

This reflects the strength of intergenerational inheritance:

• the inheritance of values,

• of educational and lifestyle choices,

• and of emotional connection to a school.

Now, as Shenzhen MIS completes its eighth year, we look forward to the future:

• When MIS reaches 18 years, 80 years, or even longer—

• When more students from China, the Greater Bay Area, and around the world grow up here—

MIS will also become a community of generational educational heritage—

a place where children receive not only excellent academics, but also a beautiful starting point in life.

During our time in the UK, we watched a commemorative rugby match between the Edinburgh mother school and the University of St Andrews—held in memory of a former student.

At the match:

• Families participated widely,

• The atmosphere was warm and heartfelt,

• Everyone honored the student in their own way.

This collective memory deeply moved us.

It showed that education is not only about competition or results.

A child’s worth is not defined solely by academic achievement,

but by the kind of person they become—

and the influence they leave on family, society, and the world.

We found ourselves reflecting:

• What kind of person will he or she become?

• What kind of husband, wife, or parent?

• What kind of colleague, employee, or citizen?

This is precisely what the headmaster emphasized repeatedly:

The ultimate question of education is not “How high are the scores?” but “Where is this life heading?”

△Mr. Lyu met with MIS graduates studying in the UK at London's Chinatown.

When speaking about teachers and parents, he used two key phrases:

“a grave responsibility” and “a solemn responsibility.”

For every participant in education—

• from the school leadership and headmaster team,

• to every frontline teacher and youth mentor,

• to every parent and guardian—

Education is not an ordinary job. It is:

• a lifelong undertaking that requires time,

• a commitment that requires heart,

• a long-term mission that demands continuous attention, patience, and care for every child’s growth.

Children are like young seedlings.

What they need is—

the long-term companionship and subtle influence that cultivate trees in ten years and nurture people in a hundred.

We hope every child will:

• have light in their eyes,

• a smile on their face,

• love in their heart,

• responsibility on their shoulders,

• skills in their hands,

• and a meaningful path under their feet—

Becoming outstanding global citizens who understand the world, cherish the world, and contribute to the world.

This is not only an ideal, but also a mission of our time—one that can only be fulfilled through long-term dedication.

With this understanding, MIS has formed a clear and steadfast shared vision:

• One Target

• One Dream

• One Heart

• One Family

This “Family” includes not only the large community of MIS Shenzhen, but also the broader educational community formed with our Edinburgh mother school, MCS, and other partner schools across the ocean.

Together, we are striving to build:

• a joyful school,

• a school that shapes souls and character,

• a school of academic excellence with warmth at its core,

• a British-style boarding international school rooted in the Greater Bay Area, facing the world, and embracing the future.

△AI & Love Forum on Holistic Wellness Education

In Shenzhen—a rapidly developing and innovative city—we propose a concept that fits the spirit of the times:

“Love + AI: the union of heart and chip.”

This means:

On one hand, building a warm school culture through love and humanity:

• Love is soft power.

• It is emotional connection and the original intention of education.

• With love, we illuminate the lamp of life in every child.

On the other hand, enhancing education through AI and digitalization:

• The resonance between artificial intelligence and the “heart of the chip,”

• Using data and technology to make learning more personalized, precise, and immediate.

We value both humanistic care and technological empowerment.

Together, they form the dual engines of MIS’s future development.

MIS’s current educational structure revolves around three main centers:

1. Student Growth Center

• Focused on each student’s learning, well-being, and individualized pathways.

2. Teacher Development Center

• Supporting teachers’ continuous professional growth, helping them become educators with academic depth, classroom warmth, and practical insight.

3. Home–School Partnership Center

• Building a mature collaboration mechanism where parents become important partners in the educational community.

On top of these, several supporting “sub-centers” have been established:

• Learning Support Center: provides differentiated support for diverse learning paces and styles.

• External Exchange Center: coordinates domestic and international cooperation, exchange programs, and cross-cultural learning.

Digital empowerment runs throughout, as we strive to:

• shorten the communication distance between students and teachers,

• improve the quality and responsiveness of educational services,

• create a school that students truly love—and will one day give back to.

MIS has a clear set of ten core values, woven into a ten-month teaching rhythm—

ensuring that values are not just words on a wall, but a living part of daily learning and campus life.

During this visit, we explored further possibilities with the mother school:

• how to co-design a unified Grand Timetable,

• how to align academic calendars and teaching rhythms,

• how to build a global market-sharing admissions mechanism,

• how to continuously and steadily deliver positive educational impact worldwide.

In the future, whether MIS students study in:

• the UK,

• Australia,

• Canada,

• or the United States…

They will carry with them the sense of responsibility and mission cultivated at MIS—toward a wider world.

The growth of MIS is inseparable from the guidance of the Lighthouse Education Group.

The lighthouse symbolizes:

• Light: seeing direction in uncertainty;

• Purpose: clarity of pursuit during growth;

• Confidence: not giving up when facing challenges;

• Strength: moving forward bravely at critical moments.

For MIS teachers,

“lighting the lamp of life with love”

is both a mission and a daily practice.

Whether in China, the UK, or anywhere in the world,

the lighthouse continues to radiate positive energy.

Under its guidance, MIS hopes to contribute long-term and steadily to:

• the advancement of human civilization,

• and the development of global education.

Looking back at this journey to the UK, we gained:

• trust,

• friendship,

• stories of generational legacy,

• a cross-ocean educational community,

• and unshakable confidence in the future.

Our conviction grows stronger:

To build MIS Shenzhen into—

• a joyful school,

• a school that shapes souls and character,

• a school of academic excellence and heartfelt warmth,

• a British-curriculum international school rooted in the Greater Bay Area, embracing the world and the future.

On MIS’s 8th anniversary,

together with all students, parents, teachers, and partner schools,

we continue moving toward this shared vision:

One Target

One Dream

One Heart

One Family

May every child who learns and lives at MIS—

• gain confidence through love,

• gain future-ready competitiveness through AI,

• and through this educational journey, become

Outstanding global citizens who understand the world, cherish the world, and serve the world.

This is the meaning of MIS’s 8th anniversary—

and the educational aspiration and promise that begins in Shenzhen, connects to Edinburgh, and opens to the world.

——Author: Mr. Lyu, Chairman of the Board and Chief Service Officer of MIS