“You can’t connect the dots looking forward; you can only connect them looking backwards.”

——Steve Jobs

乔布斯在斯坦福毕业典礼致辞中说了这样一句话：

我们无法在当下预见每一段经历的意义，但回头看时，会发现所有看似不相关的点，早已被悄悄连接起来。

当Cyrus收到伦敦大学学院（UCL）教育学专业的录取通知时，他没有狂喜，只有一种“意料之内”的平静。回望在新哲的四年，那些看似散落的经历：主持校内各大活动和比赛、创办演讲比赛、担任助教、管理社团、深夜帮同学改稿……此刻，终于连成了一条清晰而坚定的线：他要成为一名教育者。

从舞台中央到讲台背后，他用四年时间把热爱、行动与共情，锻造成一条通往教育本质的路。

本期【新少年Vol.69】，让我们走近新哲2026届毕业生洪思桁Cyrus —— 一位以温暖为底色、以行动为笔、正在书写未来教育图景的少年。

Steve Jobs noted in his Stanford commencement speech:

“You can’t connect the dots looking forward; you can only connect them looking backwards.”

Cyrus felt calm rather than overjoyed upon receiving his UCL Education offer, for the result had long been expected. Over his four years at Sendelta, his varied pursuits — hosting campus events, founding a speech contest, working as a teaching assistant, running student clubs and staying up late polishing classmates’ drafts — have converged into a clear calling: to become an educator.

Across four years, he has forged a path toward authentic education with passion, dedication and empathy, moving from the spotlight to behind the lectern.

In this issue of Young Talk Vol.69, meet Cyrus Hong, Sendelta’s Class of 2026 graduate: a young builder of tomorrow’s education, guided by kindness and driven by action.

9年级入读新哲

曾获新哲学者奖（GPA全年级**）

自9年级起担任各大校园活动主持人

曾任学生会理事部副部长、社团部部长、舞蹈社社长

校级演讲比赛Youth Orator发起人

新哲读书会Tutor、辩论课助教、西班牙语课助教

01 / 起点：一个想帮同学学好英语的INFJ少年

9年级从香港来到深圳，入读新哲，Cyrus很快发现，许多同学对英语学习充满焦虑。“他们问我怎么学的，但我从小在沉浸式环境中长大，并没有所谓的方法。”他坦诚道。

于是他建议大家“多听多看”，但发现这个建议效果有限。直到他接触到二语习得理论（Second Language Acquisition），才真正理解：语言学习不只是输入量的问题，更关乎动机、自信、焦虑与师生关系。

“有些同学不是不努力，而是害怕犯错，不敢开口。老师一句鼓励，可能就打破那个恶性循环。”

那一刻，他意识到：教育，是心理支持，是营造安全空间，是点燃内在动力。

作为一个典型的INFJ——MBTI中被称为“倡导者”的人格类型——这种顿悟几乎像是一种本能。INFJ天生擅长洞察他人未言说的情绪，渴望通过深层联结促成积极改变。Cyrus没有止步于“教方法”，而是开始思考：“怎样让学习者相信自己值得被听见？”

这份对人心的敏锐与关怀，悄然为他未来的教育之路埋下了**颗种子。

01 The Start of His Educational Aspiration

Arriving at Sendelta from Hong Kong in Grade 9, Cyrus soon noticed many classmates struggled with English anxiety. “They asked for my learning tips, yet I grew up in an immersive English setting with no set formula,” he admits candidly.

He initially advised more listening and reading, only to see little progress. It was not until he studied Second Language Acquisition that he realized language learning hinges not merely on input, but on motivation, confidence, anxiety and teacher-student rapport.

“Some students work hard yet stay silent for fear of mistakes; a single encouraging remark from teachers can break this vicious cycle.”

It was then he understood education stands for emotional support, a safe learning environment and the ignition of inner motivation.

A typical INFJ, the Advocate personality in MBTI, such insight came naturally to him. INFJs are born to perceive unspoken feelings and create positive shifts through genuine bonds. Moving past mere skill tutoring, Cyrus pondered: how to help learners believe their voices matter?

His innate sensitivity and care for others planted the very first seed for his future career in education.

02 / 成长：在新哲，每一份热爱都被认真对待

在新哲，Cyrus的“助人”天性没有被当作“课外琐事”，反而被系统支持、放大、转化为成长资源。

他标化成绩近乎满分、大考******率， 获“新哲学者奖”（GPA全年级**）——这是学术深度；

他创办校级演讲赛“Youth Orator”，设计工作坊，引导同学从“批判”走向“建设性思考”——这是思辨领导力；

他连续三年带领舞蹈社排练编舞，在文艺汇演中点燃全场——这是艺术表达与团队凝聚；

他担任社团部部长，制定至今沿用的工作流程；做西班牙语课、辩论课助教；组织读书会跨社团分享——这是服务精神与组织能力。

▲学生会换届选举，Cyrus作为评审进行候选人答辩

▲12年级的Cyrus在校园演讲比赛决赛担任评委

▲高中四年，Cyrus和舞蹈社活跃在各个校园舞台

“新哲从不限制你‘该做什么’，而是问你‘想做什么’。”Cyrus说，“当我提出办演讲赛，活动中心的老师立刻支持我组建委员会；当我对希望做教育学方向的深入研究，升学老师帮我匹配UCL教授和牛津教授的暑期项目，带领着我培养专业知识储备。”

▲10年级，Cyrus作为校级演讲赛“Youth Orator”发起人与选手们合影

正是在由伦敦大学学院的Prof. Ana Guinote指导的社会心理学研究项目和由牛津大学的Prof. Victoria Murphy指导的双语教育研究项目中，他深入理解了维果茨基的社会文化理论（Sociocultural Theory）：认知发展依赖社会互动。

这让他确信——好的课堂，必须是互动的、包容的、让学生敢说“我不知道”的地方。

02 At Sendelta, Every Passion Is Valued.

At Sendelta, Cyrus’s innate drive to help others was never dismissed as trivial extracurricular work; instead, it was nurtured and channeled into catalysts for his personal growth.

His academic prowess shone with near-perfect standardized test scores and straight top marks in finals, earning him the Sendelta Scholar Award for the highest GPA across his grade.

He founded the school-wide Youth Orator Speech Contest and hosted workshops to steer peers from pure criticism to constructive critical thinking, showcasing his thoughtful leadership.

For three consecutive years, he choreographed and led the dance club to electrifying performances at annual galas, embodying artistic expression and team building.

As Student Union Club Director, he established enduring operational rules. He also worked as a teaching assistant for Spanish and debate classes and hosted cross-club book-sharing sessions, demonstrating strong service awareness and organizational skills.

“Sendelta never dictates what you must do, but asks what you aspire to accomplish,” Cyrus shares. “When I proposed the speech competition, activity supervisors helped me set up an organizing committee right away. When I aimed for in-depth education research, my college counselor connected me with summer programs supervised by professors from UCL and Oxford to build my expertise.”

Under the mentorship of UCL’s Prof. Ana Guinote on social psychology research and Oxford’s Prof. Victoria Murphy on bilingual education studies, he delved into Vygotsky’s Sociocultural Theory, which states cognitive development originates from social interaction. 

This solidified his conviction: an ideal classroom should be interactive, inclusive, and a safe space where students feel free to admit “I don’t know.”

03 / 成线：教育，是他内心早已选定的答案

Cyrus的申请文书里没有宏大口号，只有真实观察：

“学生若感受不到归属感，就会陷入自我怀疑；而教师的一个关注眼神，可能就是打破焦虑的钥匙。”

他想开发的，是融合心理学与教学法的教育模式——帮助学习者建立成长型思维，尤其在高压环境下守护他们的内在动力。

这条路，早在他9年级**次站在主持台、10年级熬夜修改Youth Orator演讲比赛选手讲稿、11年级自己拆解学习舞蹈视频然后教社员时，就已悄然铺就。

▲Cyrus（左）自9年级起在各类校园活动担任主持人

▲2023年春季学期返校典礼，9年级的Cyrus作为学生代表发言，号召大家在责任意识、兴趣发掘、思想品德、学习计划等方面发展自我。

▲2026年毕业生座谈会，12年级的Cyrus作为毕业生代表分享选课、GPA管理、课外活动、大学申请经验。

“回头看，所有经历都在指向同一件事：我想站在讲台后，而不是聚光灯下。”

03 Education: His Preordained Calling

Cyrus’s college application essay contains no grand slogans, only genuine observations:

“When students lack a sense of belonging, they fall into self-doubt; a caring glance from a teacher can be the key to easing their anxiety.”

He aims to create an educational framework blending psychology and pedagogy to foster learners’ growth mindsets and preserve their inner motivation amid high-pressure settings.

This career path was quietly paved early on: hosting events in Grade 9, staying up to polish contestants’ scripts for Youth Orator in Grade 10, and breaking down dance tutorials to coach club members in Grade 11.

“Looking back, every experience has led me to one clear goal: I belong behind the lectern, not under the spotlight.”

04 / 未来：带着新哲的底色，走向世界教育前沿

如今，Cyrus手握专业排名全球**的UCL教育学与全美文理前十的卡尔顿学院录取，但他最珍视的，是在新哲养成的踏实与温度。

“新哲教会我：**不是独善其身，而是带动他人一起成长。”

而新哲，也因有如Cyrus这样的学生，证明了真正的国际化教育，不止于名校录取，更在于培养有思想、有同理心、有行动力的世界公民。

正如他所说：“教育不是填满，而是点燃。”未来，愿Cyrus带着母校赋予的温度与信念，走向世界的讲台，启发更多头脑，温暖更多心灵。