In the past two years, "inner volume" has become a popular word, especially in the field of education, in this era of material abundance, each of us is a participant in the current education inner volume, a witness to educational anxiety.
The description of the problem of education in the hit drama "Little Shede" is very graphic -
Fractional theory, only teaching infertility, "teaching" and "education" are separated, this is the current social situation, over time, not only is it difficult to achieve real education, but also makes students more tired, parents are more anxious.
So what is true education? Today, let's understand education in the eyes of the top ten educators.
01
Confucius (teaching according to aptitude, teaching without class)
Confucius was the first in Chinese history to propose that people's natural qualities are similar, and the difference in personality is mainly due to the acquired education and social environment ("sex is similar, and habit is far away"). Thus everyone can be educated, and everyone should be educated.
He advocated "teaching without class", founded private schools, recruited students widely, broke the monopoly of slave owners and aristocrats on school education, and expanded the scope of education to the common people, conforming to the trend of social development at that time.
02
Socrates (virtue as knowledge, question-and-answer education)
On the content of education, Socrates advocated that first of all, human virtue should be cultivated, and people should be taught to learn to be human beings and become virtuous people.
The second is to teach people to learn a wide range of practical knowledge. He believed that the ruler must have extensive knowledge. He said that in all things, those who are respected and praised are those who are the most knowledgeable, and those who are condemned and despised are those who are the most ignorant.
Finally, he advocated teaching people to exercise. He believes that a healthy body is very important for physical activity and mental activity, both in peacetime and in wartime. And a healthy body is not born, only through exercise can make the body strong.
03
Plato (Complete Preschool Thought)
Plato was also the first person in the history of Western education to put forward a complete preschool education idea and establish a complete education system, starting from the philosophical idea that ideas existed before matter, and emphasized the exercise of reason in his education system.
He demanded that children between the ages of 3 and 6 be supervised by nannies and gathered in village temples to play games, listen to stories and fairy tales, which Plato considered to be of great educational significance.
04
Aristotle (Soul Theory, Emphasis on Moral Education)
Aristotle, in On the Soul and The Ethics of Nicomach, distinguishes the human soul into two parts: the rational part and the irrational part.
The irrational part consists of two components, so the human soul is composed of three parts, namely, the nourishing soul, the sensory soul, and the rational soul. These three parts correspond to the soul of the plant, the soul of the animal, and the life of man.
In the three parts of the soul, the soul of the plant is irrelevant to reason, the soul of the animal is the feeling, and the soul of desire is rational to a certain extent, but it has a certain tendency in nature to oppose and fight with reason, but it may also be rational, especially for people who can control themselves.
Let the three parts of the soul coexist harmoniously under the leadership of reason, and man becomes man.
05
Froebels (adapted to nature, adapted to the nature of children)
Froebel is widely regarded as one of the most important educators in Europe in the 19th century, and the originator of modern preschool education.
On the basis of human nature education, Fluke Bell emphasized the bud of religious heart and morality, and he believed that the feelings of early childhood, especially the smile of young children, were the initial manifestations of common feelings.
This social feeling is linked to the spirit of parents, brothers, and sisters, that is, the common feeling is the first germ and beginning of a new religion of truth, nurtured by the mother.
06
Dewey (Education is the transformation of growth, life, experience)
On the basis of criticizing traditional school education, Dewey proposed the basic principle of "learning from doing".
Since people's initial knowledge and the most firmly maintained knowledge is about how to do it. Therefore, the teaching process should be the process of "doing".
In his view, if children do not have the opportunity to "do", it will inevitably hinder the natural development of children. Children are born with a desire to do things and to work, have a strong interest in activities, and pay special attention to this.
Dewey believed that "learning from doing" means "learning from activities" and learning from experience, so that the acquisition of knowledge in schools is linked to activities in the process of life.
07
Victorino (Happy Nature School)
The educational purpose proposed by Victorino is to produce young people who are mentally, physically, morally developed and serve the country. He not only attaches importance to moral education, but also attaches importance to physical exercise, and attaches importance to the cultivation of intellectual education and aesthetic education.
This view of education reflects the characteristics of humanistic educational thought. He linked physical education with intellectual education, believing that a healthy body is the basic condition for students' intellectual development. He often had students practice horseback riding, fencing, wrestling, archery, swimming, and various games.
In terms of teaching methods, Victoriano opposes mechanical recitation, pays attention to inspiring children's interest and initiative in learning, advocates the use of intuitive teaching aids, and strengthens exercises in order to make learning vivid and interesting, which is conducive to the development of students' personality.
08
Va A. Sukhomlinsky (comprehensive and harmonious development)
Sukhomlinsky expounded the purpose of education from many angles, proposing "training communist builders", "cultivating well-rounded people", "intelligent people", "happy people", "qualified citizens" and so on.
One of the most concentrated and profound views is to cultivate young people to become "people with all-round and harmonious development and active participants in social progress." ”
The cultivation of such people requires the educational task of achieving all-round development, that is, to make "intellectual education, physical education, moral education, labor education and aesthetic education penetrate deeply into each other, so that the education in these aspects presents a unified and complete process."
09
Adolf Tystowe
(Automatic, following the principles of nature and culture)
The Tystolhui view of education is based on three principles: automatic, nature-oriented and cultural. He declared: "Man's own characteristics are man's automatics." Everything that is human, free, and original is based on this automaticity. "
The task of education is mainly to discover the automatic, and the purpose of the automatic, that is, the purpose of education, is "the idea of truth, goodness, and beauty, that is, the ultimate purpose of life." Automatic awareness has the goal of truth, automatic feeling has the goal of beauty, and automatic will has the goal of goodness.
To follow the principle of nature is to follow the natural development process of human beings, that is, to consider the age characteristics and personality characteristics of students.
10
John Henry Henrih Pestalozzi
(Natural Adaptability of Education)
John Henrih Pestalozzi believed that education must be an asset for all, and that schools were one of the most important levers for transforming society. The main principles of education are "following nature" and "mastering the laws of development of the physical and spiritual nature of the child".
The family, especially the mother, plays an important role in education. The education of children must begin in the family and continue in school.
He believes that sport is the primary form of adults' reasonable influence on children's development. He insisted on the combination of education and productive labor, believing that labor could "teach people to despise language that is out of touch with facts", help to form qualities such as precision and honesty, and that rationally organized labor can promote the development of children's wisdom and moral strength.
Steim, the leader of quality education, believes that good education is to guide, awaken and inquire, to obtain the power to create life, and to have the ability to be happy.
As the educator Dewey said: "Learning from doing" means "learning from activity", learning from experience, so that the acquisition of knowledge in school is linked to activities in the process of life.
Steem has been adhering to this educational concept, so that children in the process of hands-on mastery of the way to understand the world, the formation of independent, brave, confident, responsible and sound personality; let the children in play in the middle school, learning in thinking, thinking in the creation.