【全人文教網】標章採用的這圖案，是全人教育學之父Froebel的紀念碑，紀念碑造型則取材自他設計的教具“恩物”。這標章，在象徵智慧的海洋背景中全觀Froebel恩物紀念碑，表示【智觀恩物】，表示全面自我實現與超越。
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以下轉自http://wisdomofhands.blogspot.com/2007_01_01_archive.html
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Freidrich Froebel (April 21, 1782 – June 21, 1852) could rightly be called the father of holistic education as well as being the inventor of Kindergarten.The following is from Froebel and Education through Self-Activity, H. Courtright Bowen, M.A. Charles Scribner's Sons, New York 1897.

"...to the young child, as to primitive man, all knowledge does, as a matter of fact, come as one whole ...the subdivisions into subjects and departments is a very gradually evolved plan, for the most part wholly artificial and only adopted for the sake of convenience...the very nature of knowledge itself teaches the necessity of connectedness. Facts in isolation, and unrelated to one another do not form knowledge. Facts have to be compared, classified, organized, connected, before they become what we call knowledge...since education has largely to do with inducing the right acquirement of knowledge and the right use of knowledge, the task of the educator must largely consist in making clear and maintaining the connectedness of facts and things."

But for Froebel, the acquisition or assimilation of knowledge was only one part of the educational balance. The other part was "doing" or "giving out."

"...observation and discovery are not enough for our purpose--especially in the earlier years. Something must be added to them--something which renders more of the human being active, and which has to do with giving out or expression...this work, ...doing, will call into activity more of the mind; will require the co-operation of some of the physical powers; readily takes the form of giving outward definite expression to ideas and mental images; and it is easily united to observation and discovery, and is immensely improved by being so united. This making of new forms and combinations (rising from the merest imitation of models up to the most original inventions), this giving of definite expression to ideas and mental images, ...is the great Froebelian doctrine of creativeness. It is the pactical application of the priniciple of self activity, and together with (Froebel's) doctrines of continuity and connectedness, it forms the heart of Froebel's system."

I think you can probably understand from this, how an activity like woodworking in schools (or outside of school) can fit a system of education. Having the school resources to bring abstract knowledge to concrete exploration and expression are essential to the development of each child.

The photo above is of Froebel's grave monument which was built in the shape of his second "gift."
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以下轉自http://www.geocities.com/athens/Forum/7905/gifts/second.html
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second gift
sphere, cube and cylinder
The soft ball of the first gift becomes the hard wooden sphere of the second gift.

The cube presents a complete contrast with its faces and edges.

The cylinder is a transitional form between the other two.

String and rods enable these solids to spin in different ways to expore the properties of each. In this way the transformation of these shapes and their interrelatedness can be demonstrated. Handling, observing and imitating actions arising from these forms inspired symbolical and meaningful play. The conceptual understanding of geometrical cubic forms occurred through a metaphorical dance in which the child became acquainted with surfaces, sides, edges and lines which Froebel called dance forms.

The sphere and the cube together represented Knowledge, Beauty and Life. The sphere predominantly corresponds with the feelings or heart, (affective) and the cube to thought and intellect (cognitive).

This gift expresses in concrete form such profound aspects of Froebel's insights that it was erected in granite over his tomb. The cylinder placed on the cube, with the sphere on the top. This presentation is shown on the cover of Inventing Kindergarten
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恩物(德語:Spielgabe; 英語:Froebel Gifts)是由現代學前教育的鼻祖福祿貝爾(Friedrich Froebel)所設計的一套教育材料。它們首次使用於勃蘭根堡(Bad Blankenburg)那所世界最早的幼兒園中。

福祿貝爾強調在童年進行自由遊戲(free play)的重要性。每種恩物都是上天設計恩賜給兒童進行自主活動的材料。

1844年，Ottilie de Liagre 在給福祿貝爾的一封信中說，他觀察到玩恩物使兒童變得活潑、自由，但人們對它的認識卻降低到一種機械的方式。

“要認識到，恩物最終是如何被追隨福祿貝爾的幼兒園教師所誤用了。弄清楚福祿貝爾期望恩物所要達到的教育目標非常重要：首先，恩物被兒童用來學習使用環境；其次，它們給兒童指出人類生活和自然之間的聯系；最後，它們使玩恩物的成人和兒童之間達成一種契約(bond)”——Joachim Liebschner。

今天，恩物在韓國和日本的早期教育中還在普遍使用。