J*******p
发帖数: 1129 | 1 11. But we, believing that the normal child has powers of mind which fit him
to deal with all knowledge proper to him, give him a full and generous
curriculum; taking care only that all knowledge offered him is vital, that
is, that facts are not presented without their informing ideas. Out of this
conception comes our principle that,--
Instead, we believe that childrens' minds are capable of digesting real
knowledge, so we provide a rich, generous curriculum that exposes children
to many interesting, living ideas and concepts.
12. "Education is the Science of Relations"; that is, that a child has
natural relations with a vast number of things and thoughts: so we train him
upon physical exercises, nature lore, handicrafts, science and art, and
upon many living books, for we know that our business is not to teach him
all about anything, but to help him to make valid as many as may be of--
"Those first-born affinities
"That fit our new existence to existing things."
"Education is the science of relations" means that children have minds
capable of making their own connections with knowledge and experiences, so
we make sure the child learns about nature, science and art, knows how to
make things, reads many living books and that they are physically fit.
13. In devising a SYLLABUS for a normal child, of whatever social class,
three points must be considered:
(a) He requires much knowledge, for the mind needs sufficient food as
much as does the body.
(b) The knowledge should be various, for sameness in mental diet does
not create appetite (i.e., curiosity)
(c) Knowledge should be communicated in well-chosen language, because
his attention responds naturally to what is conveyed in literary form.
In devising a curriculum, we provide a vast amount of ideas to ensure that
the mind has enough brain food, knowledge about a variety of things to
prevent boredom, and subjects are taught with high-quality literary language
since that is what a child's attention responds to best.
14。As knowledge is not assimilated until it is reproduced, children should
'tell back' after a single reading or hearing: or should write on some part
of what they have read.
Since one doesn't really "own" knowledge until he can express it, children
are required to narrate, or tell back (or write down), what they have read
or heard.
15. A single reading is insisted on, because children have naturally great
power of attention; but this force is dissipated by the re-reading of
passages, and also, by questioning, summarising. and the like.
Acting upon these and some other points in the behaviour of mind, we find
that the educability of children is enormously greater than has hitherto
been supposed, and is but little dependent on such circumstances as heredity
and environment.
Nor is the accuracy of this statement limited to clever children or to
children of the educated classes: thousands of children in Elementary
Schools respond freely to this method, which is based on the behaviour of
mind.
Children must narrate after one reading or hearing. Children naturally have
good focus of attention, but allowing a second reading makes them lazy and
weakens their ability to pay attention the first time. Teachers summarizing
and asking comprehension questions are other ways of giving children a
second chance and making the need to focus the first time less urgent. By
getting it the first time, less time is wasted on repeated readings, and
more time is available during school hours for more knowledge. A child
educated this way learns more than children using other methods, and this is
true for all children regardless of their IQ or background.
16. There are two guides to moral and intellectual self-management to offer
to children, which we may call 'the way of the will' and 'the way of the
reason.'
Children have two guides to help them in their moral and intellectual growth
- "the way of the will," and "the way of reason."
17. The way of the will: Children should be taught,
(a) to distinguish between 'I want' and 'I will.'
(b) That the way to will effectively is to turn our thoughts from that which
we desire but do not will.
(c) That the best way to turn our thoughts is to think of or do some quite
different thing, entertaining or interesting.
(d) That after a little rest in this way, the will returns to its work with
new vigour. (This adjunct of the will is familiar to us as diversion, whose
office it is to ease us for a time from will effort, that we may 'will'
again with added power. The use of suggestion as an aid to the will is to be
deprecated, as tending to stultify and stereotype character, It would seem
that spontaneity is a condition of development, and that human nature needs
the discipline of failure as well as of success.)
Children must learn the difference between "I want" and "I will." They must
learn to distract their thoughts when tempted to do what they may want but
know is not right, and think of something else, or do something else,
interesting enough to occupy their mind. After a short diversion, their mind
will be refreshed and able to will with renewed strength.
18. The way of reason: We teach children, too, not to 'lean (too confidently
) to their own understanding'; because the function of reason is to give
logical demonstration (a) of mathematical truth, (b) of an initial idea,
accepted by the will. In the former case, reason is, practically, an
infallible guide, but in the latter, it is not always a safe one; for,
whether that idea be right or wrong, reason will confirm it by irrefragable
proofs.
Children must learn not to lean too heavily on their own reasoning.
Reasoning is good for logically demonstrating mathematical truth, but
unreliable when judging ideas because our reasoning will justify all kinds
of erroneous ideas if we really want to believe them.
19. Therefore, children should be taught, as they become mature enough to
understand such teaching, that the chief responsibility which rests on them
as persons is the acceptance or rejection of ideas. To help them in this
choice we give them principles of conduct, and a wide range of the knowledge
fitted to them. These principles should save children from some of the
loose thinking and heedless action which cause most of us to live at a lower
level than we need.
Knowing that reason is not to be trusted as the final authority in forming
opinions, children must learn that their greatest responsibility is choosing
which ideas to accept or reject. Good habits of behavior and lots of
knowledge will provide the discipline and experience to help them do this.
20. We allow no separation to grow up between the intellectual and '
spiritual' life of children, but teach them that the Divine Spirit has
constant access to their spirits, and is their Continual Helper in all the
interests, duties and joys of life.
We teach children that all truths are God's truths, and that secular
subjects are just as divine as religious ones. Children don't go back and
forth between two worlds when they focus on God and then their school
subjects; there is unity among both because both are of God and, whatever
children study or do, God is always with them. | J*******p
发帖数: 1129 | 2 11. But we, believing that the normal child has powers of mind which fit him
to deal with all knowledge proper to him, give him a full and generous
curriculum; taking care only that all knowledge offered him is vital, that
is, that facts are not presented without their informing ideas. Out of this
conception comes our principle that,--
Instead, we believe that childrens' minds are capable of digesting real
knowledge, so we provide a rich, generous curriculum that exposes children
to many interesting, living ideas and concepts.
12. "Education is the Science of Relations"; that is, that a child has
natural relations with a vast number of things and thoughts: so we train him
upon physical exercises, nature lore, handicrafts, science and art, and
upon many living books, for we know that our business is not to teach him
all about anything, but to help him to make valid as many as may be of--
"Those first-born affinities
"That fit our new existence to existing things."
"Education is the science of relations" means that children have minds
capable of making their own connections with knowledge and experiences, so
we make sure the child learns about nature, science and art, knows how to
make things, reads many living books and that they are physically fit.
13. In devising a SYLLABUS for a normal child, of whatever social class,
three points must be considered:
(a) He requires much knowledge, for the mind needs sufficient food as
much as does the body.
(b) The knowledge should be various, for sameness in mental diet does
not create appetite (i.e., curiosity)
(c) Knowledge should be communicated in well-chosen language, because
his attention responds naturally to what is conveyed in literary form.
In devising a curriculum, we provide a vast amount of ideas to ensure that
the mind has enough brain food, knowledge about a variety of things to
prevent boredom, and subjects are taught with high-quality literary language
since that is what a child's attention responds to best.
14。As knowledge is not assimilated until it is reproduced, children should
'tell back' after a single reading or hearing: or should write on some part
of what they have read.
Since one doesn't really "own" knowledge until he can express it, children
are required to narrate, or tell back (or write down), what they have read
or heard.
15. A single reading is insisted on, because children have naturally great
power of attention; but this force is dissipated by the re-reading of
passages, and also, by questioning, summarising. and the like.
Acting upon these and some other points in the behaviour of mind, we find
that the educability of children is enormously greater than has hitherto
been supposed, and is but little dependent on such circumstances as heredity
and environment.
Nor is the accuracy of this statement limited to clever children or to
children of the educated classes: thousands of children in Elementary
Schools respond freely to this method, which is based on the behaviour of
mind.
Children must narrate after one reading or hearing. Children naturally have
good focus of attention, but allowing a second reading makes them lazy and
weakens their ability to pay attention the first time. Teachers summarizing
and asking comprehension questions are other ways of giving children a
second chance and making the need to focus the first time less urgent. By
getting it the first time, less time is wasted on repeated readings, and
more time is available during school hours for more knowledge. A child
educated this way learns more than children using other methods, and this is
true for all children regardless of their IQ or background.
16. There are two guides to moral and intellectual self-management to offer
to children, which we may call 'the way of the will' and 'the way of the
reason.'
Children have two guides to help them in their moral and intellectual growth
- "the way of the will," and "the way of reason."
17. The way of the will: Children should be taught,
(a) to distinguish between 'I want' and 'I will.'
(b) That the way to will effectively is to turn our thoughts from that which
we desire but do not will.
(c) That the best way to turn our thoughts is to think of or do some quite
different thing, entertaining or interesting.
(d) That after a little rest in this way, the will returns to its work with
new vigour. (This adjunct of the will is familiar to us as diversion, whose
office it is to ease us for a time from will effort, that we may 'will'
again with added power. The use of suggestion as an aid to the will is to be
deprecated, as tending to stultify and stereotype character, It would seem
that spontaneity is a condition of development, and that human nature needs
the discipline of failure as well as of success.)
Children must learn the difference between "I want" and "I will." They must
learn to distract their thoughts when tempted to do what they may want but
know is not right, and think of something else, or do something else,
interesting enough to occupy their mind. After a short diversion, their mind
will be refreshed and able to will with renewed strength.
18. The way of reason: We teach children, too, not to 'lean (too confidently
) to their own understanding'; because the function of reason is to give
logical demonstration (a) of mathematical truth, (b) of an initial idea,
accepted by the will. In the former case, reason is, practically, an
infallible guide, but in the latter, it is not always a safe one; for,
whether that idea be right or wrong, reason will confirm it by irrefragable
proofs.
Children must learn not to lean too heavily on their own reasoning.
Reasoning is good for logically demonstrating mathematical truth, but
unreliable when judging ideas because our reasoning will justify all kinds
of erroneous ideas if we really want to believe them.
19. Therefore, children should be taught, as they become mature enough to
understand such teaching, that the chief responsibility which rests on them
as persons is the acceptance or rejection of ideas. To help them in this
choice we give them principles of conduct, and a wide range of the knowledge
fitted to them. These principles should save children from some of the
loose thinking and heedless action which cause most of us to live at a lower
level than we need.
Knowing that reason is not to be trusted as the final authority in forming
opinions, children must learn that their greatest responsibility is choosing
which ideas to accept or reject. Good habits of behavior and lots of
knowledge will provide the discipline and experience to help them do this.
20. We allow no separation to grow up between the intellectual and '
spiritual' life of children, but teach them that the Divine Spirit has
constant access to their spirits, and is their Continual Helper in all the
interests, duties and joys of life.
We teach children that all truths are God's truths, and that secular
subjects are just as divine as religious ones. Children don't go back and
forth between two worlds when they focus on God and then their school
subjects; there is unity among both because both are of God and, whatever
children study or do, God is always with them. | s**********1
发帖数: 4651 | |
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