History 历史
The Human Interdependence Paradigm (HIP) evolved from the original ideas of preparing creative and entrepreneurial talents by cultivating the unique strengths of individuals instead of mandating the same curriculum for all students discussed in Yong Zhao's 2012 book World Class Learners: Educating Creative and Entrepreneurial Students. The book proposed three basic principals of education: personalization of learning, problem-oriented learning, and collaboration based on individual strengths. The idea of personalized learning was further expanded in Zhao's 2018 book Reach for Greatness: Personalizable Education for All Children, which discussed the importance of giving students space and time to pursue their own interests, passions, and develop unique jagged profile of talents.
The basic ideas of HIP have been shared with numerous schools across the globe. Some schools took serious action and created innovative programs using the "school within a school" model. In 2018, YEE Education was established to systematically test the ideas with a number of schools in Australia, the United States, UK, and China. Chongqing #8 Secondary School has systematically implemented ideas since 2019 and further refined the ideas.
In September 2020, the HIP Program was officially launched during the COVID pandemic with the purpose to create an opportunity for students in different countries to explore how human beings have become interdependent and how they could create value for others with their own unique capabilities. The HIPster Certification Program was initiated so as to individual students to realize the value of their uniqueness to others in the world.
The first cohort of HIP schools consisted of nearly 50 students from 11 schools across four continents. Groups from around the world engaged with one another to find and solve problems that were meaningful to them, gain feedback for improvement from one another, and collaborate and build cross-cultural empathy and understanding, with an emphasis on human interdependence.
人类相互依存范式（HIP）源于通过培养个人独特优势来培养创造性和创业人才的理念，而非要求所有学生学习相同课程。这一理念在赵勇2012年的著作《世界级学习者：培养创造性和创业型学生》中有所阐述。该书提出了教育的三个基本原则：学习个性化、问题导向学习和基于个人优势的协作。个性化学习的理念在赵勇2018年的著作《追求卓越：为所有儿童提供个性化教育》中得到进一步拓展，讨论了给予学生空间和时间来追求自己兴趣、热情和发展独特多元才能的重要性。
HIP的基本理念已与全球众多学校分享。一些学校采取了认真行动，利用"校中校"模式创建了创新项目。2018年，YEE Education成立，旨在与澳大利亚、美国、英国和中国的多所学校系统地检验这些理念。重庆八中自2019年以来系统地实施了这些理念并进一步完善。
2020年9月，HIP项目在新冠疫情期间正式启动，目的是为不同国家的学生创造机会，探索人类如何变得相互依存，以及如何用自己独特的能力为他人创造价值。HIPster认证计划由此发起，使个别学生认识到自己独特性对世界他人的价值。
首批HIP学校由来自四大洲11所学校的近50名学生组成。来自世界各地的小组相互合作，发现和解决对他们有意义的问题，互相获取改进反馈，协作并建立跨文化的同理心和理解，强调人类的相互依存。
Milestones 里程碑
Videos 视频
HIP has seen a variety of implementation types in various schools according to the personalizable needs of the local learning environment, its learners, and constraints of relevant education systems. Despite differences in implementations, numbers of students and groups, and ages of learners, and more variables, all have been able to engage through the entrepreneurship process to identify problems that they are passionate about and come up with solutions to pursue value creation. HIP 在不同学校根据当地学习环境的个性化需求、学习者特点和相关教育体系的限制，进行了多种形式的实施。尽管在实施方式、学生人数和群体、学习者年龄等变量上存在差异，所有参与者都能够通过创业过程来识别他们热衷的问题，并提出解决方案以追求价值创造。