How do we give our children these abilities?
Learn for Yourselves
We develop Hua Wen's children to become "comprehensive interdisciplinary critical thinking talented individuals". We use the "Ten Abilities" to deeply nurture "strength", change students' learning methods, speed, and content, and build adaptability and competitiveness for their futures.
Ability of Character
Confucius believed that the purpose of education is for one to become “benevolent." Character education should come first followed by pedagogical knowledge because strength of character is a person’s foundation. The cultivation of character education can be carried out through learning by example, intellectual stimulus, encouragement and motivation, environmental shaping, experiential reflection, and positive self-expectation, etc. Hua Wen’s ability of character includes ten main themes which allow children to experience and discover the environment of their daily lives, promote the development of "man and themselves," practice "man and others" innovative life management, carry out concern for "man and the environment," and inspire good and honest virtues and sentiments to develop their personality and behavior.
Leadership Ability
Leadership is not merely the skill of guiding a team but the practice of responsibility. We emphasize self-leadership—“Leader in Me”—helping students cultivate self-awareness and self-management. Within teams, they learn to act with a strong sense of responsibility, combining communication and coordination to inspire others and foster collective growth. Instead of relying on traditional authoritarian models, we encourage leadership rooted in empathy and respect, building mutual trust and uniting around shared visions. Through experiences of responsibility, guidance, and service, students gradually develop the capacity not only to lead themselves but also to inspire others—emerging as modern citizens who can positively influence the world.
Academic Ability
"The Analects of Confucius" repeatedly said that "A gentleman is erudite in literature" and "erudite and devoted to his ambition," all of which suggest that a gentleman should learn extensively. Dr. Casper Shih believed that it is necessary to train children to become people who know how to "learn how to learn." He quoted "The Analects of Confucius: Yong Ye Eighteen" “Knowledge is not equal to devotion. Devotion is not equal to joy." This is the true meaning of self-directed learning, and his desire to train children to transform learning into a part of life and become lifelong learners.
Critical Thinking Ability
Critical thinking is inherently complex, involving rational, skeptical, unbiased analysis, and evaluation of factual evidence. The Master said: "A gentleman thinks a lot: he sees clearly, he listens wisely, he looks gentle, he is respectful, he speaks sincerely, he is careful in doing things, asks questions when in doubt, he thinks of the difficulties when he is angry, and he thinks of righteousness when he sees gain to be got." (The Analects of Confucius‧The articles of Ji Shi). We cultivate this into a child's thinking program for them to habitually make judgments or take action after thinking, and become independent thinkers.
Creative Ability
Dr. Casper Shih believed that maintaining curiosity and concern for things around you is the motivation for learning. “No one is born omniscient” but "those who are fond of antiquity are quick to seek it.” There are two driving forces for innovation, one is "concern about things"; the other is "learning from the past." The purpose is to be able to be conscious of forward-looking scenarios, adapt and generate solutions to problems, so as to develop children's ability to show sensitivity, fluency, originality, flexibility, risk-taking, and sophistication for them to come up with "different and better ideas" or " new and useful ideas."
Technological Ability
Technological ability begins with everyday observation and experience. By engaging with diverse tools, materials, and resources, students strengthen their skills in hands-on creation, design, and innovation. At the same time, they develop essential capacities such as curiosity, creative and logical thinking, computational reasoning, critical analysis, and problem-solving. Dr. Shih Tzu-Yi reminds us that the true advantage of digitalization lies not in the technology itself but in human-centered thinking. Therefore, we encourage students to broaden both vision and mindset, transforming information into meaningful knowledge—an empowering force for growth and innovation.
Aesthetic Sensitivity
Plato believed that beauty is eternal, a state of harmony between mind and body. Beauty exists in our everyday lives, and aesthetic sensitivity allows children to experience and perceive the truth, love, and beauty within the people, things, and events around them. Cultivating and expressing aesthetic sensitivity is an emotional refinement that triggers and enriches children's aesthetic experiences. It builds aesthetic abilities such as sensation, intuition, imagination, understanding, emotion, and creativity, thereby fostering children's aesthetic literacy.
Practical Implementation Ability
Practice is a vital pathway for learning and exploration. The American educational philosopher John Dewey emphasized “Learning by Doing.” We encourage students to form habits of active participation, applying knowledge and reflection flexibly in real-life contexts. Through authentic experiences, they learn to find the most suitable approaches, accumulate practice-based wisdom, and achieve the unity of knowing and doing. Dr. Shih Tzu-Yi further reminds us that “traveling ten thousand miles is more valuable than reading ten thousand books.” Thus, we highlight the courage to step outside of one’s comfort zone, nurturing self-reliance, adaptability, and the ability to cross boundaries. Through intercultural learning and exchange, students cultivate open-mindedness and appreciation of diversity. They are not only learners but also doers—willing to take action, embrace challenges, and translate experiences into deeply held values, thereby strengthening their long-term competitiveness for the future.
Cooperative Ability
Cooperation is a way of engaging with others grounded in communication, with “sharing” and “building consensus” at its core. We encourage students to continuously practice open listening, self-expression, situational awareness, and empathetic response in their interactions. By distributing resources, sharing responsibilities, and balancing decision-making, students learn to leverage diverse strengths and specialties. Teams thus inspire one another and complement each other in pursuit of common goals. In the process of collaboration and communication, students learn to understand different perspectives with respect and openness. Through ongoing refinement, they strengthen their cooperative and communicative skills, ultimately building strong relationships and cohesive teamwork.
Adaptability
Adaptability is the ability to respond flexibly in rapidly changing and uncertain environments, and it is recognized by the OECD as a core competency for 21st-century education. We guide students to build psychological resilience so that, when faced with challenges and uncertainty, they remain calm, make active adjustments, and keep moving forward. Through intercultural understanding and exchange, they learn to respect diverse values, adopt open attitudes, and think with flexibility. This nurtures their capacity to transfer knowledge and adapt across contexts. Students not only learn to find appropriate ways to respond in different settings but also grow continuously through challenges, gradually internalizing the confidence and competence needed to thrive in the future.