Rousseau's Thoughts on Emile 1 Rousseau wrote in the first volume of Emile: "A mother without a mother has no children."
Yes, if the mother is not a mother, then the child is not a child. As Rousseau said: "Their obligations are mutual. One party fails to perform its obligations well, and the other party will not perform its obligations well. " If a mother fails to fulfill her responsibilities as a mother, then her children will certainly not do what she should do.
Of course, we should add: "If the father is not the father, then the son is not the son."
An acquaintance, like me, is the mother of a senior three child. The child is very disobedient. He is already a senior three, but he spends all his time online. He even sleeps in a quilt and uses his mobile phone to surf the Internet. The teacher often asks her to take care of the children, but it doesn't work. One day, she asked my husband, "Your children are so obedient and conscious that they never need to be urged. How do you educate him? " The husband replied, "I can't make it clear at once, but one thing is certain." If parents only care about their own play, they will not educate their children well. "
In fact, this mother is a playful mother. On one occasion, her son, who was studying on campus, called her and said that there would be a school holiday this weekend and he would go home for dinner. But at the weekend, the mother played mahjong at her colleague's house for two days and let her son eat fast food by himself.
The reason why the son called her was that he hoped that his mother could stay with him on weekends, eat the meals cooked by his mother, and feel the affection that he didn't feel at school. But the mother's practice disappointed her son. I can imagine how the little guy went to school in a rage, and I can also imagine how he confidently refuted when his mother taught him a lesson. Because when a mother fails to do her duty, anything that sounds reasonable is unconvincing and can't convince her son.
"If the mother is not a mother, then the child is not a child." It also emphasizes the exemplary role of mothers. A mother should not only be competent as a mother, but also set an example for her children in dealing with people, life, career and work. It is hard to imagine how highly educated a shrew's mother will be, how irresponsible a mother will be to her work, how responsible her children will be when they grow up. As the saying goes, "He who goes near Zhu Zhechi is black".
Rousseau wrote: "According to the conclusion drawn from the simplest truth and the case that I have never seen anyone refute it, I dare to assure these respectable mothers that they will get the unfailing love of their husbands, the sincere filial piety of their children and the respect of all. Ensure that they give birth smoothly without pain and adverse consequences, ensure that they are healthy and energetic, and finally, ensure that they will be very happy one day to see their daughter follow their example and see other husbands ask their wives to follow her example. "
Reflections on Rousseau's Emile 2 Recently, I was reading Emile written by Rousseau, a famous French thinker. Some comments about children crying are very helpful for young parents to educate their children, which are summarized as follows.
First, the reason why children cry
Children feel a need, but they can't meet it. If you are hungry, thirsty, too cold, too hot and other natural reasons, you can express it by crying. Another example is the need for activities or rest, but adults insist that he rest or disturb him, and he cries.
When adults can't figure out what children need or can't meet their needs, children will continue to cry. When an adult is bored, shut him up and stop crying, or gently shake him or sing a song to urge him to sleep. If the child still cries and adults can't stand it, scare him or even beat him. Children may shut up and stop crying at once, but they will cry again later, and the crying contains resentment, anger and disappointment. After a long time, children will form an easily excited and angry temperament.
Second, the nature of children crying
The first few cries of a child are a request, and when an adult is not careful, it immediately becomes an order. Children's crying begins with asking adults for help and ends with ordering adults to serve. Children want to rely on at first, then they want to control and serve adults. However, the reason for this idea is not the needs of children, but the services of adults.
When a child knows that you have to pay for not crying, he won't just ask for a little price. In the end, the price he charged was too high for you to buy. In this way, if you can't achieve your goal after crying for a while, you will cry hard and cry exhausted.
If the child can't cry for a long time, the reason is neither bondage nor illness or lack of anything, then such crying is only because of habit or stubbornness.
When the child reached out silently, he thought he could reach that thing, because he could not estimate the distance between himself and what he wanted to take. However, when he was crying at the same time, it was not that he made a mistake in the distance, but that he was ordering that thing to go to him, or ordering you to take it to him.
Third, the countermeasures of adults
In the first case mentioned above, you take him to the place he wants step by step. In the second case, don't just pretend not to hear him. The more he cries, the more you ignore him. Children must get into the habit of not ordering others because he is nobody's master. He doesn't order things, because things don't obey his orders.
The only way to correct or stop a child from crying is to make him cry and adults ignore him. When a child begins to try, he is tenacious, but if an adult is more determined than his stubbornness, he will interrupt his thinking and stop doing so.
In addition, when a child cries because of nonsense or stubbornness, use an attractive toy to distract his heart and make him forget to cry. But it's important not to let your child find out that you are deliberately distracting him, and don't let him feel that you are paying attention to him when you are playing.
In short, give children more real freedom, less let them develop the idea of controlling adults, more let them do it themselves, and less let others do things for them.
Reflections on Rousseau's Emile 3 Rousseau has always been most familiar with his On the Social Contract written during the Enlightenment, which provided a theoretical basis for the bourgeois people's democratic revolution in France and the United States, but this great enlightenment thinker also had a far-reaching impact in the education sector.
His educational work "Emile" is a philosophical novel, but its teaching theory with advanced significance in any era makes it a novel with far-reaching influence in the field of education, and some of its ideas are still the goals that educators are striving for.
In college, although I knew something about this book in class, I never had a chance to study it in depth. I have read Emile several times, but I only skimmed it. But since I took up my post in education, I found that some educational theories in this book still have a lot of progressive significance today.
Emile is an unusual educational book. The first sentence at the beginning makes people feel that it is a cultural crystallization with profound philosophy and boiling feelings. "Everything that comes from the creator's hand is good, but when it comes to people's hands, it goes bad."
Unabashedly expressed his belief that human nature is good, the purpose of education is to cultivate natural people, and the content and methods of education should be reformed to conform to children's nature and let children develop freely physically and mentally.
Rousseau's nature education is to follow the eternal laws of nature and let people develop freely physically and mentally. He believes that the means of this kind of education is life and practice, so that children can obtain the knowledge they need from their personal experience of life and practice and through sensory feelings. He advocates the use of physical teaching and intuitive teaching methods, and opposes abstract book learning.
This kind of natural education is eager for "personality liberation", which also has certain educational significance for today's educators, so that children can gain knowledge from personal activities.
Bing Xin once said: Let children grow naturally like wild flowers. Cai Zhizhong once said: Let the child be himself happily. Caring for the sprout of students' personality, so that every child can be himself happily.
It may be difficult to do this in reality, but I will always remind myself to hold the compass of education in my hand and work hard in this direction! Even if the theory that human nature is good is noble, it is unscientific from the standpoint of the times and evolutionary history. Education cannot only cultivate natural persons. Education does not make people develop arbitrarily regardless of the development of society and the times, but relies on education as a bridge to lead children to society.
Of course, it is wrong if our modern education insists on instilling what adults need into children regardless of the development of nature; But as Rousseau said, it is also a utopia that indulges nature and forgets social needs.
In addition, Emily also emphasized the importance of family education. I agree with this with both hands. Modern society has put too much pressure on us school educators, blaming teachers for the merits and demerits of cultivating people. As the saying goes, "success is Xiao He, and failure is me". Educators are not only teachers in schools, but also parents and elders in families.
Even if the teachers in our school should take full responsibility for education, we are only one of the three kinds of teachers mentioned by Rousseau, and we can't be all-round teachers in the trinity.
Society should attach importance to family education as much as school education. Parents can't give up the education of their children psychologically. Some parents can't educate their children, so they put all their hopes on their teachers, hoping that teachers can help them cultivate their children's success.
In fact, when a child is handed over from parents to teachers, the child has basically taken shape. For example, when we meet a child who has not been exposed to school education, we can basically judge the child's personality from his behavior;
The job of being a teacher is only to transform him. Good retention encourages development, and bad ones are eliminated through various educational methods. I think the teacher's job is a remedial reproduction job, and the raw materials have been decided. Teachers can only make this material more perfect through some works of art.
There is a passage in the book that is worth learning: "The problem is not to teach him all kinds of knowledge, but to cultivate his interest in learning. When this interest grows fully, teach him the methods of learning knowledge.
During this time, it happened that he gradually developed the habit of paying attention to the same thing for a long time. "This reminds us that while imparting knowledge to students, we should pay attention to stimulating students' interest, making them interested in learning, making them love learning and take the initiative to learn.
As a kindergarten teacher, I pay special attention to the growth of children in this period. When they are in the transitional period, their learning ability and cognitive ability are changing, but how to turn this change into an improvement rather than a weakening of their ability, teachers should adapt to children's physical and mental development, formulate effective teaching plans, and let children better accept knowledge and better adapt to this process of role change.
It can be said that "Emily" has given me a lot of inspiration in education and teaching, and made me start to think deeply about whether my teaching methods can make these children who know nothing better adapt to study and campus. Maybe I still need to work hard in this respect.