Famous saying: Former American President Roosevelt once said: "To educate a person's intellectuality without cultivating his virtue is to add a danger to society."
Schopenhauer said: "The most important and basic factor of happiness in our life is our personality. If there is no other reason, personality is a constant factor in any environment. "
Yu introduced that there is a saying in Hong Kong called "holistic education", which refers to the education of sound personality and is a compulsory course in universities. "We are now talking about quality education, and quality will eventually be integrated into personality. Therefore, educators must understand that personality inheritance is more important than knowledge inheritance. "
In addition, some information is provided: 9 1.7% parents of primary and middle school students want their children to obtain college education or above, and 54.9% parents want their children to obtain doctoral degrees; 65% of the parents interviewed have left homework for their children; 76.4% of primary school students' parents require their children's test scores to be above 90, of which 34.9% require above 95 and 9.3% require full marks ... The results of a series of surveys conducted by China Youth Research Center all over the country have repeatedly proved that although quality education has been implemented for many years, children's childhood learning burden has not been alleviated under the influence of parents' ambitions.
In the eyes of many people, today's China people seem to attach importance to their children's education to the highest level in history. But in fact, it is worthy of high vigilance from all walks of life that real education has been abandoned, because the core of education is not to impart knowledge, but to cultivate a healthy personality. Examination-oriented education centered on entrance examination has created too many childhood fears-children are under great pressure because they don't understand, resulting in strong and lasting anxiety. Under the pressure of exam-oriented education, education in many places has also been highly distorted.
After the Japanese government reflected on education in the mid-1980s, it put forward the viewpoint that "education was abandoned", arguing that due to fierce competition in examinations and employers' emphasis on academic qualifications, the whole education fell into a strange circle of exam-oriented education, and so-called problem teachers and students appeared. "Educational neglect" leads to the extreme distrust of the whole education department from all walks of life, including students. The Japanese authorities believe that there are two reasons for the phenomenon of "educational neglect": First, in order to catch up with the advanced countries in the world, the attention of the whole society is focused on material accumulation, while the attention to the spirit is ignored. Second, rigid, closed and fierce competition for further education and extreme management measures have aggravated children's psychological depression and hindered the formation of healthy personality. Because of the entrance examination, education gradually deviated from the original goal, divorced from society, neglected the object of education, and even ignored the children themselves.
Japan's reflection on education should arouse our great attention, and we should avoid repeating the same mistakes.
Besides, personality education is more important than knowledge education.
If we don't pay attention to the cultivation of personality, it is very likely that one day we will find that the college students, master students and doctoral students we have worked so hard to cultivate are actually people with imperfect personality, and people with imperfect personality can do anything terrible. Personality is the foundation of human beings. Without personality, no amount of education is futile, and no amount of knowledge is useless. Without personality, we are not complete. Personality education is very important to us, because personality education can correct our bad psychology; A good medicine to correct the crime we want to step into. Will not lead to the final loss of personality. Personality is a person's capital, especially in adolescence, personality education is extremely important and can never be ignored. Even if knowledge can make us stand in the society, what society values more is personality. Because criminals generally have personality deviations. "The first very important education in my mind is personality education." In Yu's view, the difference between people is the comparison of personality, not the comparison of professional knowledge. Because with the enrichment of knowledge, what one learns in school may soon be eliminated. In that case, why go to school? "Because of personality. So an important identity of the school is the melting pot of personality. " Yu introduced that there is a saying in Hong Kong called "holistic education", which refers to the education of sound personality and is a compulsory course in universities. "We are now talking about quality education, and quality will eventually be integrated into personality. Therefore, educators must understand that personality inheritance is more important than knowledge inheritance. "
The achievements of personality education directly determine whether people use knowledge to create good or evil, and whether personality is perfect or not affects whether individuals, society and even all mankind are heading for civilization or destruction. Mr. Cai Yuanpei once said that education is the cause of cultivating national personality, and a country with sound personality can't be blown down by any storm, even for the happiness of all mankind. On the other hand, a person or a nation with poor quality will bring disaster to the people and nations around him. Knowledge is like a robber holding a torch to a person with imperfect personality, which will only increase the harm!
A sound personality is conducive to the absorption and accumulation of knowledge and promotes a virtuous circle of personality and knowledge. A person with pure heart and consistent heart will naturally get twice the result with half the effort. Imagine how a person with a confused mind and bad thoughts can have the mood and motivation to learn. Once a sound personality is formed, people will form the habit of active learning and loving learning. In this way, a situation will be formed. People with sound personality and love to learn will be led by knowledge, while those with unsound personality will be dragged away by knowledge.
Finally, education pays more attention to personality cultivation than knowledge cultivation, which is more in line with social talent selection standards and national education policies. China's education has always advocated the cultivation of "qualified socialist talents with all-round development in morality, intelligence and physique". It can be seen that education puts morality first. It is undeniable that today's society is a knowledge-based economy era, and the demand for talents is hungry. However, we must know that a person without knowledge and morality will only become a waste of society at most, and a person without morality will have it.
For students and parents, basic knowledge and skills are always important. However, no matter how important knowledge and skills are, they are never the whole content of students' study. Teachers' mission, besides passing on knowledge, also has an important mission: to make students become people with independent personality.
We feel that knowledge, ability and personality should develop in harmony. The design of this ratio makes students need to have cultural knowledge, ability and sound personality. The key to a sound personality is to learn to be a man, then learn to learn, learn to get along with others, and learn to care about society. This purpose is very good. What we often say now should be that the ultimate quality education should focus on one word, that is, people-oriented and students-oriented, and students should finally follow the party's educational policy, that is, all-round development of morality, intelligence, physique and beauty. This is very important. Quality education cannot be achieved overnight. It should be well designed and implemented in the school's educational concept, educational concept and talent training plan, and all teachers and students should practice it in action. Students should also constantly push themselves to become better social useful talents. As a teacher, everyone should have educational ideas. In teaching and education activities, we should think about how to keep students in mind, think about their needs, guide them and solve problems for learning. This is what we call dispelling doubts. As a school, the same is true. We should pay attention to the needs of students' development and serve the idea of students' adult success. A school's educational ideas, educational concepts and personnel training should be matched, and should be implemented in action and in every link of learning and teaching. First of all, the achievements of university education in personality cultivation directly determine whether people create beauty or evil with knowledge, and whether personality is perfect or not affects whether individuals, society and even the whole mankind are heading for civilization or destruction. Mr. Cai Yuanpei also said that education is the cause of cultivating national personality. Citizens with sound personality in a country cannot be overwhelmed by any wind and rain, or even seek happiness for all mankind. On the contrary, a person or a nation with poor quality will bring disaster to the people and nations around him, and Japan is the best example. Knowledge is like icing on the cake for a person with a sound personality. Knowledge is like a robber holding a torch to a person with imperfect personality, which will only increase the harm!
In The Analects of Confucius, it is said that being a man before doing things is helpful to learn knowledge, which means that personality education is more important than knowledge education. Therefore, as a teacher, while imparting knowledge, we should pay more attention to the personality education of students.
The last one ~
Personality education is urgent.
In today's era, the implementation of personality education has become a top priority. As long as we observe the current social situation and reflect on our existing education system and methods, we can fully understand this point.
In the 20th century, the whole world has undergone earth-shaking changes. The achievements of modern science and technology have greatly improved the material living standards of mankind. With the development of transportation and communication technology, people's interaction is much easier than before; The achievements in the fields of medicine and health have brought many diseases that once ravaged mankind under control or eliminated. These extraordinary scientific and technological achievements are indeed achievements left by the 20th century in human history.
Unfortunately, however, the ability of human beings to learn to deal with interpersonal relationships has not kept pace with the development of science and technology in this century. Therefore, a large-scale bloody conflict outlined the dark side of the 20th century. In this century full of bloodshed, the number of people killed by war is more than that of all previous centuries combined.
In this century, mankind has made many efforts to peacefully resolve conflicts, and the most remarkable achievement is the birth of the United Nations in 1945. The purpose of establishing the United Nations is to provide a place for all countries in the world to settle disputes and conflicts peacefully. However, despite the best efforts of the United Nations, it failed to stop the conflict and calm the war. Hatred and bloodshed continue: big and small conflicts occurred during the cold war; Ethnic and religious conflicts in the Middle East, South Africa and Northern Ireland, genocide in Africa and Central Europe, and so on. In fact, since the founding of the United Nations, the number of people who died in wars all over the world has far exceeded the sum of the two world wars.
Moreover, in the 20th century, the threat to mankind was more serious than war. At present, this threat is challenging every country in the world, which is the family crisis. In many parts of the world, a large number of families are in crisis: abuse, abandonment, betrayal, divorce, violence and so on. Judging from the situation in some western countries, with the rapid economic development, there has been an increasingly serious family crisis. In the United States, Sweden, France and Japan, the divorce rate rose sharply from 1960 to 1990.
Family breakdown has brought a series of serious social consequences. If children lose a healthy and warm family environment, they are likely to be troubled by crimes such as alcoholism, drug abuse, violence and sexual disorder. In this case, it is difficult for educational institutions to play their due functions. In other words, if families can't perform their duties soundly, society and schools can't remedy the harm suffered by the next generation no matter how expensive they pay. Only a stable family can provide the primary environment for children to grow up.
Social chaos caused by family disintegration has brought more and more problems to young people. Many teenagers have lost the necessary good family education during the critical period of their growth, coupled with the richness of life and freedom of behavior, so smoking, alcoholism, drug abuse and sexual promiscuity have become easy choices for teenagers. Therefore, the physical and mental health of many teenagers has been seriously damaged, and many teenagers have fallen into the abyss of crime. In the past 30 years, crime and violence among American young people have increased at an alarming rate. In the past 10 to 15 years, sexually transmitted diseases and AIDS spread among teenagers, and more and more teenagers fell into loneliness and depression, and even committed suicide because of despair of life. As for disrespect for elders, lack of self-respect, decline in academic performance, tiredness of learning and dropping out of school. It is not uncommon.
In the second half of the 20th century, the influence of the family on the younger generation is declining, which has become a common problem. The seriousness of this problem can be seen from a recent social survey conducted by the University of Michigan: from 1950 to 1990, American young people have undergone subversive changes in the arrangement of the biggest factors affecting their lives. In the 1950s, the most influential factors on young people's lives were their parents and family life, followed by schools, churches, friends and television. In the 1990s, friends and television became the most influential factors in young people's lives, followed by family, school and church.
During the period from 1960 to 1990, the US government's expenditure on solving social problems, especially youth problems, increased fivefold, reaching tens of billions of dollars, but with little effect. During this period, violent crimes increased fivefold, illegitimate children quadrupled, divorce rate quadrupled, single-parent families tripled, and the number of adolescent suicides tripled.
Facts have proved that economic development and scientific and technological progress can't help people solve their interpersonal problems. If used improperly, they will increase the complexity and severity of the problem.
To sum up, the relationship between countries and between people in the family is in crisis, which is a severe challenge facing mankind today. This kind of problem belongs to people's internal problems, that is, people's emotional and cognitive problems. We can say that "the center of people's problems lies in people's hearts". If we want to fundamentally change the world, we must start by changing people's minds. Individuals form families, families form societies, societies form countries, and countries form the world. Therefore, only when people's hearts turn to kindness and care can families be harmonious, society be peaceful and the world be peaceful.
There are two social systems that strongly influence the growth of individual personality. First of all, the family, building a beautiful family is the basis for solving social problems; The second is the school, which is the second home for students. The education of children in schools and families should be consistent in value orientation. In the family, parents should set an example; At school, teachers must strengthen the teaching that children have begun to receive at home, so that children's personality will continue to grow until it matures.
Dr. Thomas Rikner, an outstanding contemporary American educator, pointed out in his book Personality Education: "Throughout history, the goal pursued by education is twofold. One is to help young people open their wisdom, and the other is to help them develop a good character." However, it is a pity that the educational system in many modern countries ignores the educational goal of helping young people cultivate good character.
Here, let's take the United States as an example to investigate how modern education gives up the important educational goal of moral value; Secondly, we should explore how to arrange the order of educational goals; Finally, we will talk about how to implement a balanced education, and how schools and families can work together to cultivate children into people with excellent academic performance, so that they can use what they have learned wisely and benefit mankind in the future.
First, the crisis facing education.
American educational institutions were originally founded by religious enthusiasts who were committed to teaching moral values to young people. In the United States, the initial educational concept was to integrate moral education into school curriculum. At that time, the textbooks that taught three basic learning methods, namely speaking, writing and calculating, were full of moral connotations. For example, in the19th century, students learned to write by copying philosophical maxims, such as "industrious people have no time to do evil", "diligence wins praise" and "justice is everyone's right". Students memorize the content when copying, so these moral maxims are naturally integrated into their thoughts.
At that time, people knew that knowledge and morality were equally important to society, and the mission of the school was to cultivate people who paid equal attention to knowledge and morality. American universities with a long history and outstanding reputation, such as Harvard, Yale and Georgetown, all emphasize that a good personality is the foundation of a good individual and a good society.
However, since the 1960s, the mission of education has been gradually divorced from moral values, and the traditional value system has been obviously weakened. The youth rebellion movement in 1960s held high the banner of social and cultural revolution and had far-reaching influence. When the "subculture" of the younger generation is promoted, the moral authority in the mainstream culture is degraded and the ideas of the elders are no longer respected. For a time, selfish individualism prevailed, and people put the pursuit of personal satisfaction and self-realization above the responsibility to family and society; All kinds of weird and absurd behaviors are tolerated, protected, even encouraged and commended under the banner of "freedom". Therefore, the moral relativism defending this theory spread.
On the urgency of personality education.
Since then, all kinds of sabotage activities have been increasing among young people. Comparing the problems existing in the behavior of schools and students with those 40 years ago, we can clearly see the consequences of this "revolution". In the 1940s, the main problems in American campus were: speaking out of order, chewing gum in class, restless in class, chasing each other in the classroom, scrambling to queue up, improper clothes, littering and so on. However, in the 1990s, the problems on campus were staggering: smoking, drinking, taking drugs, promiscuity, female students getting pregnant, sexually transmitted diseases, rape, robbery, violence, suicide and so on. This shows how great changes have taken place in the educational environment of the school.
It is conceivable that this corrupt moral condition will inevitably lead to the decline of academic level. In fact, from 1965 to 1990, the average score of the sat for American high school graduates dropped from 980 to below 900.
If American educational circles can stick to its purpose and remain firm on the fundamental issues of educational theory, then the social and cultural changes initiated by young people will not cause such strong damage to the entire educational system. However, in the 1960s, in order to find progressive and effective educational methods, reformers in American education began to implement the teaching method of "non-directional education". The prelude to the disaster began. The original intention of this kind of non-oriented education stems from the new trend of thought of psychological school, and advocates that the methods with certain curative effect in psychotherapy room should be moved to school classroom for application.
Psychotherapist Carl rogers introduced the concept of "undirected" or "patient-centered" clinical psychotherapy into counseling practice, which brought great innovation in psychological counseling. When using this non-directional therapy to treat diseases, therapists only reflect the thoughts and feelings of patients as objectively as possible, and do not guide and teach patients in any way. The purpose is to let patients clearly understand their deep values, desires and goals, and find a solution to the problem through self-awareness. This method of guiding patients to discover themselves was really effective at that time in encouraging adult mental patients to change their attitudes and behaviors. So some people began to propose to apply this psychotherapy technology to the school classroom to teach students. In his works such as Free Learning, Mr. Rogers strongly advocates the implementation of non-oriented education in the education system. Is this treatment technique used to help adults with mental illness know themselves really applicable to children in the classroom? It should be noted that these children's values and life goals are only in the process of formation.
The characteristic of non-oriented education is to replace the traditional learning method under the guidance with the process of self-discovery In this way, the teaching content has to be subject to an educational method that takes students' emotions as the transfer. Moreover, non-oriented education advocates the standard of self-determination and self-choice. This is tantamount to telling students that they are the only deciders of moral values, and the socially recognized standard of right and wrong is only reference value. In this way, the status of educators as moral authorities in the past was degraded, and the role of teachers was only a helper.
In this way, unguided education improves students' autonomy and enables them to choose their own values at will. At the same time, traditional moral wisdom and experience have been abandoned. No matter how experienced and mature a teacher is, it is forbidden to give moral guidance to his students. Those moral heritages that have been proved to be the essence of human civilization for thousands of years have been abandoned and forgotten, and even the role of parents in education has been denied. Students are told at school that parents' teaching is imposed by the outside world, not what students need internally, so that kind of values are only parents' and may not be applicable to children, and children have the right to choose their own values.
Traditional education is oriented education. Teachers are elders and wise men, and have the responsibility to spread knowledge to students. Comparing the traditional directional education with this new type of non-directional education, we can clearly know the difference between them. Guided education is to guide students with objective standards and universal principles, while non-guided education is to let students focus on their own values and desires; Directional education emphasizes the content of learning, while non-directional education focuses on the process of learning; Directional education pays attention to social content and always helps students understand their responsibilities as family members or social members. Undirected education only teaches students to be loyal to themselves, and rarely mentions family and society.
There are several reasons why non-directional education is attractive to educators. First of all, this kind of education is welcomed by adolescent students. Young people have learned the spirit of democracy and equality from social and cultural thoughts, but their misinterpretation and abuse of democracy and equality lead them to doubt authority, advocate extreme individualism and moral relativism, and so on. Students are generally interested in this kind of education and some incidental activities, because these practices are in line with the characteristics of students' adolescence, such as self-discovery, rebellious tradition and expressing their opinions, and their desire for independence is encouraged and satisfied. Secondly, this kind of education makes teachers feel that their work is easier, because the requirements for academic performance are usually not high, and teachers don't have to take pains to correct students' values and attitudes. The logical result is that teachers no longer need to set an example and become moral role models and life mentors for students. In this way, the teacher's own personality level and behavior are irrelevant. The third reason for the popularity of non-directional education is that it does not exclude any values, so it embodies the spirit of inclusive coexistence, which is very necessary in such a multicultural environment as American society.
Unsupervised education appears in the field of education in various ways. When it was first applied to school teaching, it was called value clarification, followed by self-esteem training and result-based education. No matter what form it takes, this non-oriented education method has brought great impact and harm to the American education system and society. What is particularly worrying is that this concept and method of non-directional education is being imitated by other countries, resulting in serious consequences similar to those in the United States.
There are obvious defects in non-oriented education methods such as value clarification education. First of all, value clarification education does not teach the standard of judging right or wrong, but only seeks to explain students' existing values. In this way, those inexperienced and immature teenagers are allowed to choose their own values, and the necessary moral guidance is not provided, so that students cannot obtain the necessary basis for making wise judgments and choices. Secondly, unguided education unconsciously encourages students to be content with mediocrity and not seek perfection. Because everyone's idea should be equally respected, it does not support people's aversion to goodness and the will to pursue perfection.
In a word, the value clarification education method can't help students to establish good character, because its basic proposition is that the function of moral education is only to help students understand their own values. For adults whose personality has been formed, this method may help to stimulate their greater motivation in life; But for children who are still growing, this method is not constructive. Children who are in the learning stage in all aspects need educators' clear words and deeds to help them form values beneficial to physical and mental development, cultivate self-discipline and responsible willpower and habits, and lay a solid foundation for a happy life in the future.
"Self-esteem training" is another form of non-oriented education. Because non-directional education generally attaches importance to personal feelings, self-esteem training education believes that self-esteem is good for individuals and society, and people with high self-esteem will better adjust themselves and become excellent citizens. Therefore, this form especially emphasizes that young people should maintain good self-esteem.
The myth of self-esteem is deeply rooted in contemporary American education. The first misunderstanding is that self-esteem is everyone's innate human right, so educators and even the whole society have the obligation to protect and stimulate people's sense of self-esteem. Therefore, there is a trend that any opinion or evaluation that may endanger personal self-esteem must be suppressed. However, in fact, self-esteem is not a person's birthright, but a feeling won through hard work and achievement. Educators should not lower the standards of requirements and expectations in order to maintain children's self-esteem. On the contrary, we should be strict with the heart of true love, set high standards through caring, and promote students to study hard and acquire all kinds of abilities needed for future life achievements. Only in this way can students gain real self-esteem.
The second myth is that high self-esteem can prevent moral and social problems. This myth tries to convince people that when a person has enough self-esteem, he will be able to resist bad behaviors such as drugs and sexual promiscuity. When educators encourage students to have self-esteem unrelated to good and evil, they actually reduce students' moral consciousness and motivation. We can see that most criminals can do evil without changing their face because they first find self-righteous reasons, rationalize selfish behavior, convince themselves to be numb and feel at ease to do bad things.
The third misunderstanding is that guilt will destroy self-esteem, and the damage to self-esteem will make it difficult for people to adjust themselves and cause maladjustment, so we should do everything possible to protect people's self-esteem from guilt. In fact, the normal sense of guilt and shame is just a great power to restrict and correct behavior, which can awaken conscience and keep people away from evil deeds. Therefore, negative emotions such as guilt and shame are necessary to assist various positive emotions and guide people to be good.
The kind of unguided education that tries to help young people explore their potential and make them feel satisfied with themselves, although well-intentioned, fails to get enough training for students, resulting in young people's lack of self-discipline. After years of implementation of non-directional education, we have seen that students' moral level and academic level have generally declined, which has also affected social order.
The original advocates of the unguided education method, including carl rogers, Caulsen and abraham maslow, have to declare that this method is not suitable for students in the classroom after observing the actual effect of the unguided education method for many years. In the late 1960s, Maslow had already denied his previous views. He declared: young people can't develop their potential in this way ... they haven't learned how to endure it, they haven't been able to distinguish good from evil in themselves and others ... they don't have enough knowledge and literacy to make wise actions, and they generally lack the moral will and courage not to go with the flow, push others, and choose good and stubborn. Rogers tasted the bitter fruit of the experiment for the first time: a large-scale Catholic school in Los Angeles became a mess after adopting his non-oriented education law. Rogers summed up bitterly in his later years: "It is never appropriate to use this psychotherapy method to educate students in class." As for Rogers' former colleague Caulsen, today he is actively opposing any school to pass the non-oriented education law with regret.
The abuse of non-oriented education has caused serious consequences in the field of education. As a correction to this situation, another American education expert, lawrence kohlberg, put forward the viewpoint of "developing moral rationality", which became a hot spot for a time. Kohlberg believes that putting students in a "moral dilemma" can motivate them to establish higher moral standards. The so-called moral dilemma refers to a morally more complicated hypothetical situation, that is, it is not easy to make judgments and choices at the ethical level. Students must explain the reasons and basis for making a certain choice through rational thinking (after comprehensive consideration). Through this kind of training, students can learn how to weigh all levels of comparative morality, so as to obtain the best judgment ability. One advantage of this kind of education method to cultivate moral rationality is to admit that there are differences between moral motivation and behavior. For example, the moral standards of law-abiding citizens are higher than those of non-law-abiding citizens. However, it also allows moral choices in some special circumstances. For example, when a legal rule violates social justice, it is more moral and rational to choose not to abide by this rule than to choose to abide by it. Another advantage of moral rational education method is that it recognizes that people's moral ability can be cultivated and developed, and provides a practical method to measure the development level of moral ability. However, this kind of education law also has some shortcomings. For example, the moral problems it assumes are not common in real life, and students may not face such a situation all their lives. This kind of education law holds that morality is complex and requires a fairly developed level of intelligence to distinguish good from evil; However, in fact, anyone can follow his conscience and choose ethical behavior, regardless of his intellectual level. The more fundamental mistake of this educational method is that it only sees the relationship between intellectuality and morality, but ignores the other two functions of human mind-the role of emotion and meaning on morality. It seems that when people rationally know what is right and wrong, or can cope with some false moral dilemmas.
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