让孩子回到自然 ——对卢梭自然教育思想的评论外文翻译资料

让孩子回到自然

——对卢梭自然教育思想的评论

摘要: 让·雅克·卢梭是法国著名的启蒙思想家之一，《爱弥尔》是其伟大的代表作之一，他在其中强调了自己的研究对象。我研究了中世纪的宗教和封建教育，发现这阻碍了儿童自然个性的发展，他提倡实施符合儿童天性的自然教育，促进了儿童身心的和谐发展。卢梭的自然教育理论是他后期教育人类创新的教育理论的基础，因而被称为人类教育史上的哥白尼革命。自卢梭以来，人类教育理论开始进入一个新的重点研究儿童问题的时期。

关键词：顺应自然规律；自然发展规律

1. 介绍

《爱弥尔》是一部集哲学、教育、文学于一体的具有历史和实践价值的著作，是一部集哲学、教育、文学于一体的小说，在这本书中，卢梭提出了自然教育理论，主张培养自然人。

文章的观点如下：第二部分提供了自然教育思想的背景。第三部分介绍自然教育的“回归自然”理念。第四部分，从卢梭的自然教育思想看今天的教育启示。最后，第五部分，论述了自然教育思想的影响和启示。

2. 背景

18世纪是包括法国在内的欧洲主要封建国家的崩溃时期，影响深远的启蒙运动的兴起，为法国资产阶级革命奠定了基础。孟德斯鸠、伏尔泰和卢梭等伟大的启蒙思想家以封建贵族和天主教神职人员的特权，揭露并攻击专制君主制，提倡以理性思维取代盲目服从所说，并编纂百科全书作为传播新知识、新思想的工具，探索建立新萌芽的有效途径和方法。启蒙运动为自然教育思想的发展和最终形成铺平了道路，这标志着卢梭的《爱弥尔》的出版。

3. 回归自然的观点

卢梭主张的回归自然的思想，源于其教育自然哲学，其中，他认为人性本善，包括以下三个方面。

3.1. 顺应自然

卢梭认为，自然教育思想的核心是，我们必须遵从自然的要求，顺应人性。正如他在《爱弥儿》的开篇语中所提到的：“凡事皆好，自生自灭；凡事都在人的手中堕落”。根据卢梭的观点，“出生时我们所缺乏的，当我们来到人类的庄园时我们所需要的，就是教育的礼物。这种教育来自于自然，来自于人类，或者逃避现实。我们的器官和教师的内在成长是对自然的教育，我们学习如何利用这种成长是对人的教育，我们从周围环境的经验中得到的是对事物的教育。我们每个人都是由三位明师教导的”。卢梭则进一步详细，如果他们的教导有冲突，那学者是没有受过良好教育的人；如果他们的教导一致，他就永远不会与自己和睦相处，他就会直接达到自己的目标，因为他是受过良好教育的。教育本质中的三个因素，完全超出了我们的控制范围。人的教育是我们唯一控制的，甚至在我们的力量还很大程度上是社会、学校和家庭中的孩子的发展，尤其是在应试教育的环境中，孩子的片面发展，以及其他一些原因，使他们失去了上学的机会。因此，是时候正确看待我们的孩子，尊重他，他是一个“人”，他有自己的意识和情感，尽管他不是成人，也不是大人的宠物和玩具。作为父母，我们应该在某种程度上尊重我们的孩子，允许我们的孩子做他们喜欢做的事情。

卢梭关于儿童本质的思想，包括儿童的能动性、自由性、理性等积极因素，呼吁人们保护儿童的纯洁性，让儿童在卢梭生活的时代和今天都得到充分发展，都具有重要的借鉴意义。

另一方面，有句俗话说：“孩子就是知识”。我们应该正确对待那些有自己独特思维和感觉的孩子，因为我们有时对他们一无所知，也弄不懂他们。因此，我们不应该把我们认为是真理的东西强加给我们的孩子，他们可能认为这是荒谬和虚假的。因此，在许多情况下，如果对孩子的正面教育不起作用，我们可以根据一种叫做“逻辑后果”的教育方法来教育他们，这是卢梭教育思想的一种。但许多家长往往倾向于采取我们不喜欢的严厉的惩罚。因此，没有必要向儿童灌输道德观念、法律和规范，他们只有在从自己的行为中吸取教训之后才愿意改变他们的行为和思维。在一定程度上，“逻辑后果”的学科方法比耐心地对待孩子更为有效。今天，有许多孩子在家里长期被娇生惯养，生活在如此有限的环境中，他们无法把书本上的知识转化为自己的理解和想法，而且常常不能将所学到的知识融入其中。因此，迫切需要让孩子们接触大自然，以获得他们在书本和日常生活中找不到的知识。比如，能不能把那些住在城市里的孩子们，那些不懂得节衣缩食的孩子们，到贫困的地方去过暑假，去体验那里的穷孩子们的生活，这可以帮助城市里的孩子们培养正确的人生观和价值观，了解劳动价值观，然后去热爱劳动，同时学会父母挣钱，最终更多地爱父母。我认为，这对于虚幻的生活是非常重要的，因为谁能希望引导孩子所要做的每一个字和行动。

3.2.培养自然人

卢梭认为，自然教育的目的在于发展“天生的自然人”。自然人为自己而活，他是整体的单位，只依赖自己和类似的人。卢梭自幼就认为自己能够独立生活，不是养成向别人求助的习惯，也不是自吹自擂的习惯，而是能够通过观察、判断、思考和分析从自然中得到的一切而获得许多经验，同时能够在身心两方面得到发展。而自然人就是生活在社会中，有能力履行其社会责任的人，而不是不现实地以文盲或野蛮人的身份重返原始社会的人。我们应该知道，自然人具有以下特征：首先，必须摆脱传统的束缚，根据儿童的本性发展；其次，他必须是独立的，生活自食其力。第三，他必须变得更具社会适应能力，对他作为社会成员所做的事情负责；最后，他必须身心健康，以便进行批判性的思考。

3.3.考虑幼儿年龄

卢梭在“顺应自然的教育规律”的指导下，强调要根据儿童的年龄特征，引导他们的教育成为一个自然人。卢梭是最早倡导发展性教育的人之一，他对儿童发展阶段的描述反映了文化演变的概念。他把童年划分为四个阶段：第一阶段在扇形赛，儿童应接受身体训练；第二阶段在大约12岁时，儿童受其情绪和冲动的影响，并应接受理性教育；第三阶段，从12岁到大约16岁，理性开始发展。儿童应何时从教育的角度和劳动的角度进行教育；最后，从16岁起，儿童成长为成人，并应接受道德教育的第四阶段。

4.自然教育思想的启示

一方面，当前我国教育改革中存在着一些有待解决的问题，如体育教育的改革、教育制度的变革、教育思想理论的创新等，这些问题的本质并没有得到深入的探讨和研究，尽管有些教育问题似乎已经得到解决。例如，儿童的科学观念尚未成为教育观念更新的重要内容，因为儿童观念问题似乎已经解决，但我们还没有做足够的工作来研究其基本理论，因为人们往往把违反儿童规律的东西当作参与此类社会活动的手段，我们应该让他们“回归自然”，以获得更多的收益。因此，卢梭的“自然教育思想”为当今的教育提供了启示。

5.影响和局限

卢梭的自然主义教育虽然没有为儿童发展理论的发展铺平道路，但对当时的教育产生了重要的影响，促进了新的教育时代的诞生，也为后人所继承和发扬光大，对未来的教育产生了重要的影响。卢梭的批评者指责他在他们所谓的现代“以儿童为中心”的教育中做了他们不喜欢的事。约翰·达林1994年出版的书 “以教育为中心”及其批判者认为，现代教育理论的历史是对卢梭的一系列注脚，是他认为不好的发展。不管是好是坏，教育家的理论，如卢梭的当代人Pestalozzi Mmede Genliss和后来的Maria Montessori和Dewey，这些理论都直接影响到现代教育的实践，与卢梭的实践有许多共同之处。然而，应该注意的是，卢梭的自然教育思想不可避免地存在着主观假设的因素，或者存在着过于偏激的观点，外资教育缺乏基础，教育的所有实践和科学理论。例如，卢梭理想化的是对儿童本质的看法，过分夸大了儿童自然在教育中的作用。而且他更充分地否定了系统知识在儿童教育中的教学和学习作用。因此，我们应该从历史和客观的角度对卢梭的自然教育思想进行评价。

外文文献出处：《中国校外教育》，2010,24-25

附外文文献原文

Return Children to Nature

——A Critique of Rousseau`s Natural Education Thought

许和平 周心红

(浙江师范大学外语学院)

Abstract

Jean Jacques Rousseau was one of the famous French Enlightenment thinkers, and Emile was one of his great master pieces, in which he emphasized his object. I onto the medieval religious and feudal education that was a hindrance for the development of childrens natural individuality, and he advocated implementing the natural education that was conformity to the children s nature, and fostered the harmonious development of childrens body and mind. Rousseau s natural education theory was an education rationale for human innovation of its education posterior to his time, which thus was called 'Copernican revolution ' in human education history.

From Rousseau onwards, the human education theory has begun to enter a new period of emphasis on research of children.

Key Words:

conformity- to- nature rule;

Natural Man ; law of development

1. Introduction

Emile was a book having historical and practical value and shivering the dimmedieval society, which integrated philosophy, education and literature, on which Rousseau spent almost h is twenty years, and in which he rendered the natural education theory and advocated nurturing te natural man.

The paper proceeds as follows. The next section provides the background for natural education thought. Section 3．describes the ideas of 'Back to Nature' of natural education. Section 4．presents todays educational inspiration from Rousseau s natural education thought 11. Finally, Section5. discusses the influence and l imitations of natural education thought.

1. Background

The 18th century saw the collapse of main feudal countries in Europe including France, in which the rise of the far- reaching influential Enlightenment campaigns set the stage for the French bourgeois revolution, and the great Enlightenment thinkers such as Montesquieu, Voltaire and Rousseau uncovered and attacked the absolute monarchy with feudal privileges for the aristocracy and Catholic clergy, advocated the substitution of rational thoughts for the blind obedience to wh

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外文文献出处：《中国校外教育》，2010,24-25

附外文文献原文

Return Children to Nature

——A Critique of Rousseau`s Natural Education Thought

Abstract

Jean Jacques Rousseau was one of the famous French Enlightenment thinkers, and Emile was one of his great master pieces, in which he emphasized his object. I onto the medieval religious and feudal education that was a hindrance for the development of childrens natural individuality, and he advocated implementing the natural education that was conformity to the children s nature, and fostered the harmonious development of childrens body and mind. Rousseau s natural education theory was an education rationale for human innovation of its education posterior to his time, which thus was called 'Copernican revolution ' in human education history.

From Rousseau onwards, the human education theory has begun to enter a new period of emphasis on research of children.

Key Words:

conformity- to- nature rule;

Natural Man ; law of development

1. Introduction

Emile was a book having historical and practical value and shivering the dimmedieval society, which integrated philosophy, education and literature, on which Rousseau spent almost h is twenty years, and in which he rendered the natural education theory and advocated nurturing te natural man.

The paper proceeds as follows. The next section provides the background for natural education thought. Section 3．describes the ideas of 'Back to Nature' of natural education. Section 4．presents todays educational inspiration from Rousseau s natural education thought 11. Finally, Section5. discusses the influence and l imitations of natural education thought.

1. Background

The 18th century saw the collapse of main feudal countries in Europe including France, in which the rise of the far- reaching influential Enlightenment campaigns set the stage for the French bourgeois revolution, and the great Enlightenment thinkers such as Montesquieu, Voltaire and Rousseau uncovered and attacked the absolute monarchy with feudal privileges for the aristocracy and Catholic clergy, advocated the substitution of rational thoughts for the blind obedience to what was said, and compiled an encyclopedia as tool to disseminate the new knowledge and the new ideas and to explore effective ways and methods to found the bourgeo is system. The Enlightenment paved the way for the development and eventual formation of the natural education thought which was marked with the publication of Rousseau s Emile.

1. Ideas of Back to Nature

Rousseau advocated the ideas of Back to Nature which originated from his pedagogical philosophy of nature, in which he believed that human nature is good, and which included the following three aspects.

3.1. Conforming to nature

Rousseau thought that the heart of the natural education thought is that we must follow the request of nature and conform to the human nature, as he cited in the opening line in Emile 'Everything is good as it leaves the hand s of the Author of things; everything degenerates in the hands of man. ' According to Rousseau s view, 'All that we lack at birth, all that we need when we come to mans estate, is the gift of education. This education comes to us from nature, from men, or

from things. The inner growth of our organs and faculties is the education of nature, the use we learn to make of this growth is the education of men, what we gain by our experience of our surroundings is the education of things. Thus we are each taught by three masters. ' And Rousseau further detailed, ' If their teaching conflicts, the scholar is ill- educated and will never be at peace with himself if their teaching agrees, he goes straight to his goal he lives at peace with himself he is well- educated. Now of these three factors in education nature is wholly beyond our control things are only partly in our power; the education of men is the only one controlled by us; and even h ere our power is largely development of children in society, in school and at home, and because especially in the environment of ' examination- oriented education ', childrens one sided development and some other reasons made them lose the opportunity of schooling. So it is time to have a correct view of our kid and respect him who first is a 'person ' who has his own consciousness and emotions, and who although is not an adult nor is adults pets and playthings. And as parents, we should to some extent respect our children and allow our children to do what they like.

Rousseau s ideas of the children s nature which includes children s initiative, freedom, reason and some other good factors, of appealing to people to protect the children s pure nature, and of letting children get the full development of their personality have an important referential significance both at the time when Rousseau lived and today.

On the other hand as a saying goes 'Kids are k ids ', we should treat children correctly who have their own special thinking and feelings which we sometimes have no knowledge of and fail to figure out So, we should not inflict to our children something that we think a truth, and that they may think to be an absurdity and falseness. Therefore in many cases, if a positive education of children doesnt work, we may educate them according to a kind of education a method called ' logical consequence' which is one of Rousseau s education ideas, but lots of parents usually prefer to take severe penalty which we do not favor. So it is unnecessary to instill in children the moral sense, law and norms and they are willing to change their conduc

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