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The good mind is flexible
优秀的头脑是灵活的
1 For
many years we have talked about education in a
changing
society
but
have
done
littleto
educate
for
uncertainty.
Perhaps
the
best
insurance we can offer for this uncertainty isthe
presence of a
good mind. To develop a
good mind the student must learn how to
learnand develop a taste for learning.
The world of tomorrow needs
flexible
individuals,intelligently mobile individuals,
individuals who
can
land
on
their
feet
when
their
jobsbecome
technologically
obsolete, individuals who can cope with
the unexpected.
多年来,
我们一直在讨论日
新月异的社会中的教育问题,
却没有采取切实行动来教育人
们如
何应对变化。或许面对变化,我们的最佳保障足拥有优秀的头脑。要培养优秀的头脑,
学
生需要掌握学习方法,
培养学习兴趣。
未来的世界需要适应能力
强的人;
需要其智慧类型
为多面发展的人;
需要那种当其所从事的工作技术上落伍时,
依然能克服困境走向成功的人,
需要能应对意外局面的人。
2
To
educate
for
flexibility
we
must
distinguish
between
training and education. To train isto
emphasize fixed responded, to
stress
immediate goals to the neglect of long-termgrowth.
to educate,
however, is to foster
limitless growth, lifelong learning, to develop
thegood mind.
要培养灵活的头脑,
我们需要区别什么是训练,
什么是教育。
训练注重
培养一成不变的
反应,
注重短期目标而忽略长远发展。教育则旨
在促进无限的成长,鼓励终生的学习,
培养
优秀的头脑。
1
3
Mark Twain's story about the cat is in order here.
he said that
a cat that jumps onto a
hotstove will never jump on a hot stove again.
Nor,
he
added,
will
she
ever
jump
on
a
coldone.
The
cat
can
be
trained
but, contrary to what cat-lovers may say, cannot
be educated.
这里刚好可以用上马克?吐温讲的猫的故事。他说跳到热火
炉上的猫再也不会往热火炉
上跳。他还补充说,这猫甚至再也不会往冷的炉子上跳。猫可
以接受训练,不过,与爱猫人
士的说法相反,猫是无法被教育的。
4
The
person
educated
for
flexibility
will
see
the
world
in
a
fresh, inventive way. Such aperson is
not chained to the immediate,
the
customary,
the
habitual,
not
dependent
onsomeone
else
to
plan
the
route
and
how
to
get
there.
such
persons
will
chart
their
owncourse.
懂得应对变化的人看待世界的视角新颖
、
富有独创性。
这样的人不会受到眼前利益、
< br>传
统惯例、固定习惯等的束缚,他无需依赖外人为他设定路线,
< br>指明途径。这样的人懂得绘制
自己的行程。
5 To develop the flexible
person with the good mind we must
favor
those
learningexperiences
that
have
high
transfer
value
to
varied life situations, we must learn
how toteach skill, attitudes, and
concepts
so
that
they
not
only
meet
current
needs
but
can
begeneralized to future needs as well.
为了培养具备优秀头脑和良好适应力的人,
我们应该提倡那些能
够适用于不同人生境遇、
具有高“转移价值”的学习体验。我们必须学习如何传授技巧、
态度和理念,使它们不仅可
以满足目前的需要,还具有普适性,能够满足未来的需要。<
/p>
2
6 Education for flexibility will
certainly include guidance in the
fine
arts. If we acceptDewey's definition of art as
of
the
ordinary,
the
teacher's
task
isto
help
learners
turn
the
commonplace
into
the
creative.
Mel
Strawn
of
Antioch
Collegedescribed this approach to
learning as
individual's
perceptualawareness,
an
intensification
of
his
sense
of
form. he sees more and comprehends more
ofwhat he sees.
适应性教育无疑应该包含
艺术教育。
如果我们接受杜威的定义,
认为艺术是
“对平常事
物的强化”
,
那
么老师的职责应该是帮助学习者化平庸为独创。
安条克学院的梅尔?斯特朗将
这种学习的方法描述为
“提升个人的感性意识,
增
强对形式的领悟力。
接受这种教育的人会
于其所见之外有更多发
现,更多感悟。
”
7
In
Anne
Morrow
Lindbergh's
book,
Hour
of
Gold,
Hour
of
Lead:Diaries
and
Letters1929-1932,
she
says
that
experience
was
not finished until it was written or shared
inconversation.
also makes the point
that
adiary -is sterile.
lead
betransformed
or
transmuted
into
the
hour
of
gold.
The
good
mind is a sharing mind.
安?莫罗?林德伯格在她的著作《
黄金之时,领路之时,
1929
—
19
32
年日记
与信札》中说,
“一次经历
只有在写下来或对别人述说后才能算结束。
”她还说,
“深藏在
心中或日记里的真理是没有结果的。
”真理必须重返生活,
“领
路之时”
才可能被转换成黄金之时。优秀的头脑是善于分享的头脑。
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