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TheAimsofEducation,TheAimsofEducationTherhythmofEducationTherhythmicClaimofFreedomandDiscipline,Nowadays,numerousparentslettheirchildrenstudyEnglishatquiteanearlyage.TheysendchildrentovariouskindsoftrainingschoolssuchastheNewOriental,ortheyletthemprepareforexamssuchasTrinityExamination,doyouthinkitisnecessaryandconformstotherhythmofeducation?,Question,TheAimsofEducation,Whatweshouldaimatproducingismenwhoprocessbothcultureandexpertknowledgeinsomespecialdirection.Theirexpertknowledgewillgivethemthegroundtostartfrom,andtheirculturewillleadthemasdeepasphilosophyandashighasart.(P1.L4),Educationistheacquisitionoftheartoftheutilizationofknowledge.(P4,Paragraph3),Educationistheguidanceoftheindividualtowardsacomprehensionoftheartoflife.(P39,L7),Thecentralproblemofalleducation:Tokeepknowledgealive,andpreventitfrombecominginert.(P5,L14),Theaimsofeducationisnottopassoninertknowledgebuttoenlightenwisdom.,Thepurposeofeducationistostimulateandguidestudentsself-development,andtheteachershouldbealivewithlivingthoughts.,TheRhythmofEducation,Theprincipleismerelythis-thatdifferentsubjectsandmodesofstudyshouldbeundertakenbypupilsatfittingtimeswhentheyhavereachedtheproperstageofmentaldevelopment.(P15,L13),1Thetaskofinfancy-Imerelyrestateitintheform,thatthepostponementofdifficultyisnosafeclueforthemazeofeducationpractice.(P16,Paragraph3),2Stagesofmentalgrowth-thestageofromancethestageofprecisionthestageofgeneralization,3Thecyclicprocesses-Educationshouldconsistinacontinualrepetitionofsuchcycles.(P19,Paragraph3),4Theromanceofadolescence1.afterthefirstcycleofinfancy2.openswiththegreateststageofromance3.characterisgraven,5Universityeducation-generalization,1.thefunctionofuniversityistoenablepeopletosheddetailsinfavorofprinciples2.thebusinessofuniversityistoconverttheknowledgeintopower,Cultivationofmentalpowertheoreticalinterest&mentalpower,Themasteryoflanguage&concentrationonscience,014yearsold,15yearsold,After15,precisioninlanguageRomanceinscience,romanceinlanguage,generalizationinlanguageprecisioninscience,Therhythmicclaimsoffreedomanddiscipline,ThoughknowledgeisonechiefaimofintellectualeducationYoucannotbewisewithoutsomebasicofknowledge,butyoumayeasilyacquireknowledgeandremainbareofwisdom(P30,L6)Wisdomisthewayinwhichknowledgeisheld.Toachievewisdomfreedomofknowledgebydiscipline,Therelationshipbetweenfreedomanddiscipline:DisciplinetheissueoffreechoiceFreedomgainanenrichmentbydiscipline,Anaturalswaybetweenfreedomanddisciplinetherhythmofeducation,Therhythmicclaimsoffreedomanddiscipline,Rhythmofmentalgrowth:Romance-precision-generalization,Interest-nointerestnoprogress,Barrenknowledge-unimportant,Overdiscipline+freedom=activethought,Importanceofknowledgeiswisdom,Therhythmicclaimsoffreedomanddiscipline,Rhythmofcravingsofhumanintelligencefreedomtoexploreandsatisfycuriositydiscipline(help)environment-suitableforchildrensdevelopment=eatfoodmuchstomachachelittlehungry,Precision14-18,Generalization18-22,+guidance,Romanceisbackground+Properguidance+Discipline,LearninginthetraditionalschemeofeducationagoodteachershouldbalancebetweenfreedomanddisciplineE.g.tocultivatechildrenasawellnotatub,+activeusewisdom,Frombeingtrainedactivefreedomofapplication,conclusion,Romance0-14,Withoutromanceinertknowledgewithoutknowledge,Thestageofromance-satisfyingcuriosityandcultivatinginterest,Thestageofprecision-thestageofgrowingintotheapprehensionofprinciplesbyacquisitionofapreciseknowledgeofdetails.(P37,para2),Thestageofgeneralization-thestageofsheddingdetailsinfavoroftheactiveapplicationofprinciples,thedetailsretreatingintosubconscioushabits.(P37,para2),Thankyou,
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