Làm Giáo Dục: Đam Mê Là Không Đủ | Thầy Hoàng Tùng | The Educhangers EP2

Key Concepts

• Philosophy of Education: The underlying beliefs and principles guiding educational practices.
• Child-Centered Approach: Education that prioritizes the needs, interests, and development of the child.
• Holistic Education: Education that aims to develop the whole child, including intellectual, emotional, social, and physical aspects.
• Liberal Education (Khai phóng): An educational approach that emphasizes broad learning, critical thinking, and personal development over narrow specialization.
• Experiential Learning: Learning through direct experience and active participation.
• "Do Things That Don't Scale": A business strategy focusing on personalized, high-touch activities that may not be easily scalable but build strong customer relationships.
• "Tích Đức" (Accumulating Virtue): A traditional concept often associated with good deeds, contrasted with the speaker's emphasis on doing good work.
• "Thân Giáo" (Family Education/Influence): The impact of a parent's actions and values on their children.
• Respect, Adaptability, Responsibility: A core philosophy for the school.
• Emotional Intelligence: The ability to understand and manage one's own emotions and those of others.
• Multiple Intelligences: The theory that individuals possess different types of intelligence beyond traditional academic measures.

Summary

This podcast episode of "Edu Changers" features an interview with Mr. Hoang Tung, Chairman of the Board of Brandon School, who transitioned from a successful business career in large corporations like FPT and Viettel to the field of education. The conversation delves into his philosophy of education, his experiences in founding and managing a school, and his perspectives on child-rearing and leadership.

Transition from Business to Education

Mr. Tung's journey into education was serendipitous. After leaving FPT, he founded his own import-export company. A chance encounter with a PhD holder who was operating an unsuccessful school led Mr. Tung to impulsively offer to buy it. This marked his entry into education, a field he found himself passionate about due to his love for children and their unique approaches to learning. He has since dedicated 15 years to this sector, particularly focusing on primary education, which he finds most rewarding.

The "Do Things That Don't Scale" Philosophy in Education

Drawing a parallel to the business concept of "doing things that don't scale," Mr. Tung emphasizes that his approach to education has always prioritized personalized, impactful actions over rapid growth. He admits to still operating with a "naive" approach, focusing on what feels right and beneficial for the children rather than solely on efficiency or scalability. This is exemplified by his personal practices, such as his office being a shared meeting space and his deliberate efforts to create opportunities for students to interact with him, like having small openings in his office door so children can see him working and wave. He believes these small, seemingly insignificant actions foster a sense of connection and happiness in children.

The Unique Nature of Educational Services

Mr. Tung highlights that educational services are highly specialized. Unlike other services, educators are held to a higher standard by society, and their actions are scrutinized. While revenue is necessary for reinvestment in quality education (teacher training, facilities, curriculum), the primary "profit" in education is not financial but rather the respect of the community and the positive influence on families and society. He argues that a purely profit-driven mindset is detrimental to educational endeavors, which require deep passion and a clear educational philosophy. He rejects the notion of "tích đức" (accumulating virtue) as a primary motivation, instead stressing the importance of "doing good work" exceptionally well. The inherent risks in education are significant due to societal expectations, and a lack of patience can lead to failure.

Balancing Management and a Teacher's Heart

Mr. Tung acknowledges the potential conflict between his roles as a school administrator and a compassionate educator. He manages this by maintaining a clear distinction: at school, he is a professional working towards educational goals, and this professional approach extends to his care for students. He shares personal anecdotes, such as his children attending the same school, where he ensures they receive no special treatment. He recounts instances where his own children faced disciplinary actions, and he supported the teachers' decisions, emphasizing the importance of fairness and upholding the school's educational principles over personal feelings. He believes that transparency and integrity are crucial to maintaining the school's ideals and that compromising them would undermine the entire educational vision.

A Day in the Life and Core Values

Mr. Tung's typical day involves a structured plan, but he cherishes the mornings. He makes it a point to arrive early, not excessively so, to observe students entering the school and greet them. This practice, which he has maintained for over a decade, fosters a sense of warmth and trust among students and parents. He also instills this value in his staff, encouraging them to greet the security guards first, setting an example of respect for all members of the school community. His core philosophy for the school is built on a triangle of Respect, Adaptability, and Responsibility. He emphasizes that respect is paramount, even with evolving parent demographics.

Childhood Experiences and Educational Philosophy

Mr. Tung's childhood in a French villa neighborhood profoundly shaped his views on education. He witnessed firsthand the harsh disciplinary methods prevalent at the time, often stemming from parental stress and a lack of awareness. This experience fueled his desire to create a school where children are treated with love, listened to, and given opportunities to express themselves. He contrasts this with the one-sided communication he experienced as a child. His observations of different educational systems abroad further solidified his commitment to a child-centered, empathetic approach. He notes that the trauma from harsh childhood discipline can have lasting negative impacts on individuals and their parenting styles.

Evolving Vision for an Ideal School

While Mr. Tung's core vision for an ideal school has remained consistent, he acknowledges the challenges posed by Vietnam's deeply ingrained "khoa bảng" (academic achievement-focused) culture and lingering feudalistic influences. He finds that societal pressures for academic success often overshadow the benefits of a more liberal, experiential approach. Despite these challenges, he believes his efforts, though small, contribute to positive change, akin to picking up trash on a beach. He desires a community that shares his vision for child-rearing but recognizes the persistent pressure for academic results and the parents' struggle to embrace a more liberal educational model, which they perceive as risky.

The Philosophy of "Love" in Education

Mr. Tung defines "love" in an educational context not as mere affection or indulgence but as a combination of respect, listening, transparency, and responsibility. He criticizes the common misconception of love as simply pampering children, which can lead to entitlement and a lack of gratitude. True love, he argues, requires wisdom and understanding of each individual's role and needs. He extends this concept of love to his staff, fostering a supportive and respectful work environment. He shares a poignant story of a teacher who became blind after an accident, highlighting the school's unwavering support and commitment to her well-being.

Building a Harmonious Team

Mr. Tung believes in a pragmatic approach to managing a predominantly female staff. He shares a quote from "Gone with the Wind" about women being their own enemies, which he uses to encourage self-awareness and discourage gossip. He emphasizes focusing on work, personal time, and family, and avoiding discussions about colleagues' personal lives. He promotes transparency in all matters, including compensation, and encourages mutual support within the team. He actively helps staff members facing personal difficulties, offering guidance and support without being intrusive. He recounts the story of a teacher who suffered a severe accident, and how the school community rallied around her, demonstrating a deep sense of care and solidarity.

The Role of a Male Educator

Mr. Tung sees his role as a father figure in the school, with teachers acting as mothers. He believes this dynamic creates a nurturing environment. He has learned valuable lessons in meticulousness and resilience from his female colleagues. He acknowledges the strengths of women in leadership, particularly their patience and sacrifice, which he finds essential in education. He consistently addresses teachers with respect, using the term "cô giáo" (teacher) rather than more informal terms, signifying his deep respect for the profession. He also recognizes the importance of male teachers in higher grades, but maintains that female teachers' patience is invaluable for student interaction.

Memorable Anecdotes and Parent Interactions

Mr. Tung shares several memorable anecdotes, including a time he took over an English class for a struggling teacher, using storytelling to engage the students. He also recounts advising a student on how to approach a classmate he admired, emphasizing the importance of academic and athletic improvement over superficial gestures. He highlights the challenges of working with parents, especially those who have experienced personal difficulties or have different perspectives on education. He emphasizes that parenting is a continuous learning process for both parents and children, and that understanding each child's unique personality is key to effective guidance.

Balancing Academic Rigor and Experiential Learning

Mr. Tung acknowledges the societal pressure for academic achievement in Vietnam. However, he advocates for a balanced approach that includes experiential learning and caters to diverse intelligences. His school aims to provide opportunities for students to discover their strengths and passions, whether in academics, sports, arts, or other areas. He implements differentiated instruction, grouping students based on their learning styles and needs, ensuring that those who excel academically have opportunities for further challenge, while others receive tailored support and engaging experiences. The ultimate goal is to provide a foundation of love, knowledge, and character development, fostering well-rounded and confident individuals.

Conclusion and Final Thoughts

Mr. Tung concludes by emphasizing that being an adult and a parent is a continuous learning journey. He encourages parents to embrace their children's unique personalities and to provide them with love and support to help them thrive. In an era of easily accessible knowledge through AI, he stresses that love and companionship are the most crucial elements in guiding children to effectively engage with information and develop their potential. He hopes his insights will resonate with parents and educators, reinforcing the importance of "thân giáo" (family influence) and lifelong learning.