抵抗“电子瘾”，启明星推出《社区契约》

Please swipe left for English

小E，13岁，启明星学生。

接触电子游戏几年了，曾经把某个网游角色打到全国第一。

他享受游戏带来的成就感和社交，也知道长时间游戏会伤害身体、影响学习，可他很难自控。

“孩子对问题有清晰的认知，也明确说需要帮助，作为家长，我们也希望可以帮助约束和引导他。”小E妈妈说。

在启明星，小E不是孤例。从幼儿园到中学，电子产品使用引发的焦虑在很多家庭发酵。

家长一管，就被怼回来："别人能用，我不能用？"

跟家长答应的好好的，“知道了，知道了，下次不玩这么久了。”可下回照旧。

既然众多家庭都面临同样的问题，那么能否用社区的力量，一道寻找答案？

与此同时，围绕AI时代教育的思考也正在启明星展开——

虽然AI让信息的获取变得前所未有的容易，但人类最深刻的学习依然来自那些与自己切身相关的真实经历。

启明星选择不把答案交给算法，而是坚持回到"人"本身，回到真实的生活，去寻找面对技术时代的教育答案。

于是，回应家长的焦虑，也践行AI时代的教育理想，启明星决定：

围绕电子产品使用话题，制定一份社区契约——以最广泛的社区共识为基础，让不必要的电子产品使用“退潮”：

社区契约内容

这份契约的特别之处在于：它没有预设答案，而是在一次次讨论、质疑和调整中，形成了共识。

2025年11月 核心委员会成立

核心委员会包括中学设计课老师、同时也是启明星幼儿园家长Hennie Bronkhorst、小学家长张国防、中学家长段喜君、周文雯、李杨、李杰等

2026年1月 契约草案第一版出炉

开启全校区对话，确保每个人都有发声的机会

2026年3月 举行读书会

共读《焦虑的一代》、《大脑喜欢听你这样说》，从科学角度理解问题

2026年4月 团结日现场展示

上百家庭现场签署契约草案

2026年4月-6月 三场张力对话

小学和中学的家长、学生、老师共同讨论：家长可不可以查看孩子在社交媒体上公开发表的内容？

2026年6月 家长工作坊

家长们交流在家设置电子产品使用权限的经验，IT老师介绍学校管理学生电脑浏览互联网的措施

2026年8月 签订契约

从初稿到终版，修改了不下20次。所有启明星家庭在开学第一天开始签署！

1. 孩子们敢说真心话

围绕"家长能不能看孩子的社交账号"，学生们说出了真实的顾虑。

"我知道他们是关心我，但真的很困扰。有时作业压力大，发条朋友圈吐槽，家人看到就会追着问：是不是作业太多？身体不舒服？"一名7年级学生说。

张力对话现场，一名8年级学生直接喊出来："让学生过自己的生活！"底下一片支持声。

这是孩子对独立空间的渴望，也是他们敢在成人面前说真话的勇气。

更重要的是，这些声音没有被当作“孩子的任性”而忽略，而是得到了尊重和认真倾听，并最终推动契约条款作出调整——从“明确家长可以查看学生的社交账号”，改为更具弹性的设置。

1. 孩子们也在练习思考

契约不只在定规矩，也推着孩子想一想：我到底要什么？

讨论几年级能配手机时，一名3年级学生对家长说："我很想要（手机），但不代表现在就需要。"

家长很惊讶："他能分清'想要'和'需要'，能跳出来想问题。这份清醒，很难得。"

1. 尊重孩子，但不放任

尊重不等于撒手。家长既要听孩子说，也要一起扛问题。

一位8年级学生的家长带头立了家规：

• 吃饭不看屏幕

• 上卫生间不带手机

• 全家看电影、玩桌游时，大人也不碰手机

“这很关键，这让孩子知道，契约不是只针对他们，而是全家一起遵守。这样孩子不会觉得被孤立。”

尊重也意味着讲清为什么。

中学老师杨红娴在张力对话中告诉现场的学生："你们的手机号和社交账号，很多是用家长身份注册的。家长既然担了这份责任，就有监管的义务。"

成人愿意陪孩子面对问题，也守住该守的底线。契约因此不是单方面管教，而是在安全、信任和独立之间找平衡。

1. 学校有慢下来的勇气

在一个崇尚效率的时代，启明星没有选择快刀斩乱麻，也没有用一纸规定迅速结束争议。

学校选择了最“慢”的方式：用将近一年时间组织交流、阅读、对话、工作坊和公开展示，让契约草案在不同意见中反复修改。

“学校全程保持克制和留白，只提供必要的支持，充分尊重大家的想法，让整个活动自主推进，因此拥有了很强的内生动力。”一名家长评价。

这份“慢”是一种勇气——相信教育不是速战速决，相信共识比单方面的规定更有力量。

这场持续近一年的社区行动，最终沉淀下来的不只是一纸契约，而是一种能力——

当AI和新的技术浪潮涌来时，启明星社区坐下来，倾听彼此，共同寻找答案。

这是我们相信的教育：

不是直接替孩子解决问题，

而是让孩子在真实的问题中学会思考，

在不同的声音中学会发声、判断，

在共同的规则中学会负责。

控制电子产品使用这样的Mission Impossible，完成了吗？

还没。

因为真正的任务从来不是放弃电子产品，而是让孩子们在这个过程中学会——用好工具，但不被工具左右，这是长期工程。

校董来信：直面AI时代的教育奥德赛

A Letter from the Board: Education’s Odyssey in the Age of AI

北皋校区 Beigao Campus

三里屯校区 Sanlitun Campus

泉发校区 Quanfa Campus

E, a 13-year-old Daystar student, has been gaming for some years. He once even ranked No. 1 in China with a particular online game character.

He enjoys the sense of achievement and social connection that gaming brings. He understands that excessive gaming can harm his health and affect his studies—but he simply cannot stop.

“He understands his problem clearly and has explicitly said that he needs help. As parents, we also hope to provide appropriate boundaries and guidance,” E’s mother said.

At Daystar, E is not an isolated case. From kindergarten through secondary school, concerns about digital devices have been growing in many families.

When parents try to set limits, they often hear: “If everyone else can use them, why can’t I?”

Some students promises their parents, “I know, I know. I won’t play for so long next time.” But the next time, they do exactly the same thing.

When so many families are facing the same challenge, wouldn’t it be easier to address it together as a community?

At the same time, Daystar has been engaging in deeper reflection on education in the age of AI.

Although AI has made access to information easier than ever, the most meaningful forms of learning still come from real experiences that are personally relevant to us.

Rather than handing the answers over to algorithms, Daystar has chosen to return to the human element—to real community life—and seek educational answers for navigating the age of technology.

To address families’ concerns and put its educational vision for the AI era into practice, Daystar made a decision:To create the Daystar Social Contract,a community-wide agreement governing the use of digital devices and built on the broadest possible community consensus, so that unnecessary screen use can gradually recede from daily life.

Daystar Social Contract

What makes the Social Contract distinctive is that it did not begin with a perfect answer.It took shape through discussion, questioning, and revision, eventually becoming a solution embraced by the community as a whole.

November 2025

Core Committee Established

Core Committee members: secondary school design teacher and kindergarten parent Hennie Bronkhorst, elementary school parent Zhang Guofang, and secondary school parents Duan Xijun, Zhou Wenwen, Li Yang and Li Jie.

January 2026

First Draft Completed

A school-wide dialogue began, ensuring that everyone had an opportunity to be heard.

March 2026Community Reading Groups Organized

Participants read and discussed The Anxious Generation and Stop Talking, Start Influencing to better understand the issue from a scientific perspective.

April 2026

Draft Presented at Unity Day

More than 100 families signed the draft Social Contract at the event.

April–June 2026“Dialogue Through Tension” Workshops

Parents, students and teachers discussed questions such as: “Should parents be allowed to view content their children post publicly on social media?”

June 2026

Parent Workshops

Parents shared their experiences with setting boundaries around digital device use at home, while the school’s IT teachers introduced how Daystar manages students’ internet access on school computers.

August 2026Final Version of the Community Social Contract

From the first draft to the final version, the contract was revised more than 20 times. All Daystar families have been signing since the first day of school.

1. Students Find the Courage to Speak Honestly

When the community discussed whether parents should be allowed to view their children’s social media accounts, students expressed many genuine concerns.

“I know they care about me, but sometimes it can feel frustrating. For example, when I am under a lot of pressure from homework, I might vent on WeChat Moments. As soon as my family sees it, they immediately start asking whether I have too much homework or whether I am feeling unwell,” said one seventh grade student.

During a Dialogue Through Tension session, one eighth grade student said candidly: “Let students live their own lives!” The statement received strong support from many of the students present.

These comments reflect adolescents’ need for independence and personal space, as well as their courage to speak honestly about what they really think, even in front of adults.

More importantly,their voices were not dismissed as simply childish or unreasonable. Their concerns were respected and taken seriously, ultimately leading to changes in the Social Contract—from an explicit provision allowing parents to view their children’s social media accounts to a more flexible arrangement.

1. Students Learn to Think Through the Issues

Another purpose of developing the Daystar Social Contract was to encourage students to look beyond their immediate desires and consider what they genuinely need.

During a discussion about what grade students should be in before they can have a phone, one third grade student told a parent: “Although I’m looking forward to having one, that doesn’t mean I need one right now.”

Her response surprised the parent:

“She was able to clearly distinguish between what she wanted and what she actually needed. She learned to step back from the situation, look at it more rationally, and think about what she wanted and what she should do. That clarity of thought is rare and valuable.”

1. Adults Respect Children While Maintaining Necessary Boundaries

Respecting children does not mean abandoning adult responsibility. It means being willing both to listen and to face challenges together.

One eighth grade student’s parent proposed establishing “screen-free times” and “screen-free spaces” for the whole family: “No digital devices at the dining table or in the bathroom. When the whole family is watching a movie or playing a board game, the adults put their phones away too.”

“This is very important. It helps children understand that the Social Contract does not apply only to them; it is a set of principles that everyone is expected to follow together. That way, children don’t feel that they are the only ones being restricted, or that they are facing it alone.”

Respecting children also means helping them understand the reasons behind the rules. From the perspective of parental responsibility, secondary school Chinese teacher Sandy Yang explained: “Many of the phone numbers and social media accounts that children use are registered using their parents’ identification information.Since parents use their own information to enable their children to access these platforms, they should also take responsibility for supervising them.”

Adults are willing to change alongside their children while maintaining essential boundaries of care and supervision. The Social Contract therefore becomes more than a one-sided set of restrictions: it is an effort to find a balance among safety, trust and independence.

1. Choosing to Slow Down Takes Courage

In an era that prizes efficiency, Daystar did not attempt to cut through the complexity with a quick solution, nor did it try to end the debate with a single set of rules.

Instead, the school chose the “slowest” approach. Over nearly a year, it organized discussions, reading groups, dialogue sessions, workshops and public presentations, allowing the draft Social Contract to be repeatedly revised in response to different perspectives.

“Throughout the process, the school exercised restraint and left room for the community to take the lead,” one parent said.“It provided only the support that was necessary while fully respecting everyone’s ideas. As a result, the initiative developed a strong momentum of its own.”

This willingness to slow down takes courage. It reflects a belief that education cannot be rushed, that consensus can be more powerful than rules imposed from above, and that the community itself possesses the wisdom to face problems and find answers together.

This community initiative, which continued for nearly a year, produced more than a written Social Contract. It also developed a shared capacity to face challenges together.

When AI and new waves of technology emerge again, the Daystar community can sit down together, listen to one another and seek answers collectively.

This is the kind of education we believe in:not shielding children from problems, but helping them learn to think through real challenges; to find their voices and make judgments amid different perspectives; and to take responsibility within rules created and upheld together.

So, has this mission impossible been accomplished? Not yet.

The real task was never to give up digital devices altogether.

It is to help children learn— to use technology well, without being controlled by it.

That is the answer we are seeking.

校董来信：直面AI时代的教育奥德赛

A Letter from the Board: Education’s Odyssey in the Age of AI

北皋校区 Beigao Campus

三里屯校区 Sanlitun Campus

泉发校区 Quanfa Campus