英语学习资料：罗素经典英语散文：EducationandDiscipline
罗素经典英语散文：Education and Discipline 数学与计算机
Any rious educational theory must consist of two parts: a conception of the ends of life, and a science of psychological dynamics, i.e., of the laws of mental change. Two men who differ as to the ends of life cannot hope to agree about education. The educational machine, throughout Western civilization, is dominated by two ethical theories: that of Christianity, and that of nationali *** . The two, when taken riously, are inpatible, as is being evident in Germany. For my part, I hold that where they differ, Christianity is preferable, but where they agree, both are mistaken. The conception which I should substitute as the purpo of education is civilization, a term which, as I meant it, has a definition which is partly individual, partly social. It consists, in the individual, of both intellectual and moral qualities: intellectually, a certain minimum of general knowledge, technical skill in one's own profession, and a habit of forming opinions on evidence; morally, of impartiality, kindliness, and a modicum of lf-control. I should add a quality which is neit
her moral nor intellectual, but perhaps physiological: zest and joy of life. In munities, civilization demands respect for law, justice as between man and man, purpos not involving permanent injury to any ction of the human race, and intelligent adaptation of means to ends.
If the are to be the purpo of education, it is a question for the science of psychology to consider what can be done towards realizing them, and, in particular, what degree of freedom is likely to prove most effective.
On the question of freedom in education there are at prent three main schools of thought, deriving partly from differences as to ends and partly from differences in psychological theory. There are tho who say that children should be pletely free, however bad they may be; there are tho who say they should be pletely subject to authority, however good they may be; and there are tho who say they should be free, but in spite of freedom they should be always good. This last party is larger than it has any logical right to be; Children, like *** s, will not all be virtuous if they are all free. The b
elief that liberty will insure moral perfection is a relic of Rousaui *** , and would not survive a study of animals and babies. Tho who hold this belief think that education should have no positive purpo, but should merely offer an environment suitable for spontaneous development. I cannot agree with this school, which ems too individualistic, and unduly indifferent to the importance of knowledge. We live in munities which require cooperation, and it would be utopian to expect all the necessary cooperation to result from spontaneous impul. The existence of a large population on a limited area is only possible owing to science and technique; education must, therefore, hand on the necessary minimum of the. The educators who allow most freedom are men who success depends upon a degree of benevolence, lf-control, and trained intelligence which can hardly be generated where every impul is left unchecked; their merits, therefore, are not likely to be perpetuated if their methods are undiluted. Education, viewed from a social standpoint, must be something more positive than a mere opportunity for growth. It must, of cour, provide this, but it must also provide a mental and moral equipment which children cannot acquire entirely for themlves.
The arguments in favor of a great degree of freedom in education are derived not from man's natural goodness, but from the effects of authority, both on tho who suffer it and on tho who exerci it. Tho who are subject to authority bee either submissive or rebellious, and each attitude has its drawbacks.派乐天
The submissive lo initiative, both in thought and action; moreover, the anger generated by the feeling of being thwarted tends to find an outlet in bullying tho who are weaker. That is why tyrannical institutions are lf-perpetuating: what a man has suffered from his father he inflicts upon his son, and the humiliations which he remembers having endured at his public school he pass on to "natives" when he bees an empire-builder. Thus an unduly authoritative education turns the pupils into timid tyrants, incapable of either claiming or tolerating originality in word or deed. The effect upon the educators is even wor: they tend to bee sadistic disciplinarians, glad to inspire terror, and content to inspire nothing el. As the men reprent knowledge, the pupils acquire a horror of knowledge, which, among the English upper class, is suppod to be part of human nature, but is really part of the well-grounded hatred of the authoritarian pedagogue.
中药止咳Rebels, on the other hand, though they may be necessary, can hardly be just to what exists. Moreover, there are many ways of rebelling, and only a *** all minority of the are wi. Galileo was a rebel and was wi; believers in the flat-earth theory are equally rebels, but are foolish. There is a great danger in the tendency to suppo that opposition to authority is esntially meritorious and that unconventional opinions are bound to be correct: no uful purpo is rved by *** ashing lamp-posts or maintaining Shakespeare to be no poet. Yet this excessive rebelliousness is often the effect that too much authority has on spirited pupils. And when rebels bee educators, they sometimes encourage defiance in their pupils, for whom at the same time they are trying to produce a perfect environment, although the two aims are scarcely patible.
What is wanted is neither submissiveness nor rebellion, but good nature, and general friendliness both to people and to new ideas. The qualities are due in part to physical caus, to which old-fashioned educators paid too little attention; but they are due still more to freedom from the feeling of baffled impotence which aris when vital impuls are thwarted. If the young are to grow into friendly *** s, it is necessary, in most cas, th
托福有什么用>薄扶林水塘at they should feel their environment friendly. This requires that there should be a certain sympathy with the child's important desires, and not merely an attempt to u him for some abstract end such as the glory of God or the greatness of one's country. And, in teaching, every attempt should be made to cau the pupil to feel that it is worth his while to know what is being taught--at least when this is true. When the pupil cooperates willingly, he learns twice as fast and with half the fatigue. All the are valid reasons for a very great degree of freedom.
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