1、 唐山师范学院本科毕业论文 外文文献及翻译 题 目 初中后进生家庭教育方法存在问题的探析 学 生 张晶 指导教师 牛文君 副教授 年 级 2008 级 专 业 小学 教育 系 别 教育学院 唐山师范学院 教育学院 2012 年 5 月 My pedagogic creed John Dewey I believe that all education proceeds by the participation of the individual in the social consciousness of the race. This process begins unconsciously
2、almost at birth, and is continually shaping the individuals powers, saturating his consciousness, forming his habits, training his ideas, and comes to share in the intellectual and moral resources which humanity has succeeded in getting together. He becomes an inheritor of the funded capital of civi
3、lization. The most formal and technical education in the world cannot safely depart from this general process. It can only organize it； or differentiate it in some particular direction. I believe that the only true education comes through the stimulation of the childs powers by the demands of the so
4、cial situations in which he finds himself. Through these demands he is stimulated to act as a member of a unity, to emerge from his original narrowness of action and feeling, and to conceive of himself from the standpoint of the welfare of the group to which he belongs. Through the responses which o
5、thers make to his own activities he comes to know what these mean in social terms. The value which they have is reflected back into them. For instance, through the response which is made to the childs instinctive babblings the child comes to know what those babblings mean； they are transformed into
6、articulate language and thus the child is introduced into the consolidated wealth of ideas and emotions which are now summed up in language. I believe that this educational process has two sides-one psychological and one sociological； and that neither can be subordinated to the other nor neglected w
7、ithout evil results following. Of these two sides, the psychological is the basis. The childs own instincts and powers furnish the material and give the starting point for all education. Save as the efforts of the educator connect with some activity which the child is carrying on of his own initiati
8、ve independent of the educator, education becomes reduced to a pressure from without. It may, indeed, give certain external results, but cannot truly be called educative. Without insight into the psychological structure and activities of the individual, the educative process will, therefore, be haph
9、azard and arbitrary. If it chances to coincide with the childs activity it will get leverage； if it does not, it will result in friction, or disintegration, or arrest of the child nature. I believe that knowledge of social conditions, of the present state of civilization, is necessary in order prope
10、rly to interpret the childs powers. The child has his own instincts and tendencies, but we do not know what these mean until we can translate them into their social equivalents. We must be able to carry them back into a social past and see them as the inheritance of previous race activities. We must
11、 also be able to project them into the future to see what their outcome and end will be. In the illustration just used, it is the ability to see in the childs babblings the promise and potency of a future social intercourse and conversation which enables one to deal in the proper way with that insti
12、nct. I believe that the psychological and social sides are organically related and that education cannot be regarded as a compromise between the two, or a superimposition of one upon the other. We are told that the psychological definition of education is barren and formal-that it gives us only the
13、idea of a development of all the mental powers without giving us any idea of the use to which these powers are put. On the other hand, it is urged that the social definition of education, as getting adjusted to civilization, makes of it a forced and external process, and results in subordinating the
14、 freedom of the individual to a preconceived social and political status. I believe that each of these objections is true when urged against one side isolated from the other. In order to know what a power really is we must know what its end, use, or function is； and this we cannot know save as we co
15、nceive of the individual as active in social relationships. But, on the other hand, the only possible adjustment which we can give to the child under existing conditions, is that which arises through putting him in complete possession of all his powers. With the advent of democracy and modern indust
16、rial conditions, it is impossible to foretell definitely just what civilization will be twenty years from now. Hence it is impossible to prepare the child for any precise set of conditions. To prepare him for the future life means to give him command of himself； it means so to train him that he will
17、 have the full and ready use of all his capacities； that his eye and ear and hand may be tools ready to command, that his judgment may be capable of grasping the conditions under which it has to work, and the executive forces be trained to act economically and efficiently. It is impossible to reach
18、this sort of adjustment save as constant regard is had to the individuals own powers, tastes, and interests-say, that is, as education is continually converted into psychological terms. In sum, I believe that the individual who is to be educated is a social individual and that society is an organic
19、union of individuals. If we eliminate the social factor from the child we are left only with an abstraction； if we eliminate the individual factor from society, we are left only with an inert and lifeless mass. Education, therefore, must begin with a psychological insight into the childs capacities,
20、 interests, and habits. It must be controlled at every point by reference to these same considerations. These powers, interests, and habits must be continually interpreted-we must know what they mean. They must be translated into terms of their social equivalents-into terms of what they are capable of in the way of social service.
