The first chapter, I think, is the author's understanding and proposition on education. The two words "cultural environment necessary for human beings" and "necessity" point out the importance of education, that is, the educational environment can affect a person's life value orientation and the formation of the way of love. However, the reality of education is increasingly lacking in love, which hinders the exchange of love. Educators ignore students' situation and are self-centered. Seeing these contents, I thought of myself as an educator. I also lack spiritual communication with students. This class has been closed for almost a year. I really often feel there is a huge gap between us. I often think that students are too individualistic to listen to guidance and advice. In the eyes of students, I should also be a teacher who doesn't understand them.
"Understanding love is an important factor in the sublimation of the value of both teachers and students." Education needs activities of love. What is the connotation of this kind of love? With the help of teacher Mi's annotation, I understand that love here is not a love between teachers and students in the general sense (generally speaking, love is simplified as a concern for daily life and study, although it is also very important), and the meaning of love here should be rich. Love is first of all an ability, not only the ability to activate one's own life password, but also the ability to activate the life password of others. Secondly, the love of knowledge (truth) is the basis of teacher-student love. Without love for knowledge (truth), the love between teachers and students will be reduced to a transaction. Loving knowledge also means paying attention to the primitive existence behind knowledge. Love or relationship, relationship is harmony but difference. Any attempt to be tactful to fulfill oneself is called selfishness rather than true love. Love that is harmonious but different means creation and transcendence, which means freedom.
After teacher Mi's explanation, I also have a further understanding of the love between teachers and students. Teachers should first have the ability to love, not only to care about students, but also to guide students, inspire students and stimulate their inner potential. Teachers and students love knowledge (truth). As Socrates advocated, education does not mean that the knower drives the ignorant casually, but enables teachers and students to seek truth together.
Last night, Mr. Wang Xiaolong introduced the question guide: Did you make it clear about the "triple resistance" in the first chapter? The triple resistance is essentially unchangeable, internally plastic and original self-existence. I also have this question: how to understand invariance and internal plasticity? Teacher Mi said that absolute resistance is human existence (body), internal plasticity is spirit, and the original self-existence is the possibility of self-existence in daily life, which is Jaspers' view of existence: existence, spirit and existence. The triple resistance corresponds to three different educational methods: training, education and existential communication. I don't understand the relationship between educational methods and resistance, and how to correspond.
Afternoon reading: "only the self-compulsion that leads to education will have an effect on education, and all other external compulsions have no educational effect." On the contrary, it will cause great harm to students' spirit, which will eventually lead to their pursuit of usefulness and secularity. " In this sentence, "self-compulsion" and "external compulsion" correspond. Linked to the last one, the key to all education is to guide the origin of things. "Educational activities focus on how to mobilize and realize people's potential to the maximum extent, and how to fully generate people's inner spirituality and possibilities. In a word, education is the education of human soul, not the accumulation of rational knowledge and understanding. "I understand the' self-compulsion' of education as internal potential and consciousness. Today, most students' study is utilitarian, that is, getting a good grade and getting into a good school. Not to mention students, teachers also put grades and further studies first. Education should focus on making students gain their sense of accomplishment in the process of seeking knowledge, be seen, ignite their inner motivation, and actively seek the value and significance of existence. The new teacher's study is a kind of self-compulsion. Without external coercion, you can keep learning and be full of passion.
I wonder if this understanding makes sense.