Generally speaking, people tend to have two biases in the specific life development and life process: one is know life who doesn't know his life and regards life as the whole of his life. For example, the increasingly serious suicide problem, which is a headache for modern society, often turns some setbacks, setbacks, pain and so on "unbearable weight in life" into unbearable weight in life, and then, from feeling bad about life to giving up life. Another example is drug abuse. People take drugs, of course, there are various accidental factors, but the same problem is: for the pleasure of life, damage their life function, cripple their life and ruin their life. Suicide people give up their lives because they don't like life, and drug addicts kill their own lives in order to like life. The nature of the two seems to be different. But in essence, they risked their lives for the feeling of life.
Another prejudice is that you only know life, but you don't know life. There are also some people who cling to the philosophy of saving their lives and deliberately control their desire for life, not knowing that life must be expressed by life. The feelings of life are colorful and endless, and tasting all kinds of life tastes is also an important and indispensable life goal in life. Therefore, their life motivation is not great, their sense of struggle is not enough, and their concept of enterprising is relatively weak, so their life color is of course single and dim.
Biology, chemistry and science classes in primary and secondary schools talk about life phenomena from different aspects, but it is mainly natural life, which is far from enough. If students only stay at this knowledge level, it may bring bad consequences. Because both suicides and murderers consciously or unconsciously regard human life as a pile of carbohydrates or just some DNA. In this way, they kill people without mercy; They ended their lives without a memorial. It can be seen that life education is to let the educated know the characteristics of human natural life, and then experience the interpersonal social life of self-blood, and realize that human life can only be nurtured and grown in society, so we must handle the relationship between ourselves and others and between ourselves and society. People should experience their own spiritual life and realize that the spiritual world of people is the essence different from animals. Therefore, it is very important and necessary to enrich their spiritual life, develop their knowledge level and improve their cultural accomplishment and moral quality of life. People should also realize the meaning and value beyond life. The so-called transcendence of life is essentially transcendence of death; The construction beyond the meaning of life is also the establishment of a correct view of life and death.
Therefore, in life education, "life" and "death" are the core issues, but talking about "death" in life education is because of better "life"; Talking about "life" in life education is to transcend "death" and make people get the greatest meaning and value of life existence, which is the essence of life education.
Second, the main content of life education
From the perspective of philosophy of life and death, the content of life education can be summarized as follows:
First, rebuild the sanctity of life on the level of scientific rationality.
The so-called sacredness, in essence, refers to the heartfelt awe and worship of an object by human beings; The sanctity of life refers to the awe and worship of human beings for their own lives. Looking back on human history, the more ancient times, the more sacred things around human beings. Not only the mysterious life phenomenon is sacred, but also some special stones, trees, eagles, tigers, the moon and the sun. It is sacred and has become the object of worship. With the development of society, human beings have gained more and more power to conquer nature and transform society by relying on self-rationality, so all kinds of sacred things are gradually "disenchanted"-dispelling the sacredness attached to them, so fewer and fewer people worship, fear and obey, and the sanctity of life is gradually dispelled in this disenchantment process. It is found that stone is just a mineral, plant is a fibrous body, animal is an organism, and the once sacred sun and moon are just a planet and a star. As for life, although it is more complicated, it is just a pile of carbohydrates and some DNA.
The life crisis caused by the dissolution of the sanctity of life is shocking. People either humiliate their own lives-suicide, or humiliate others' lives-kill others. All these phenomena tell us that although science has improved our ability to transform the world and rationality has provided us with a convenient way to look at everything, we human beings still have to keep an understanding of the sacredness of nature, the universe and especially life. Therefore, we should restore our understanding of the sanctity of life on a rational level and have awe and worship of life. We should not go against the nature of life, destroy the natural growth of life, and force life to develop only according to its own wishes. Although we are the holders of life, we can't do whatever we want in dealing with life. We should treat life with awe. Each of us should realize the sanctity of life and the value of life. It should be said that this is the basis for us modern people to get real happiness in life, and it is worth our efforts.
Second, we should change an unhealthy outlook on life among teenagers through life education, that is, "new and new mankind" said-"as long as I like it, why not?"
If we analyze the cases of adolescent suicide and homicide, it is not difficult to find the direct reasons, such as: the psychological prevention mechanism of children is not perfect; Malignant external stimulus; Defective family, arbitrary or extreme indulgence of parents' educational methods; Strong pressure from society and schools; Mental disorder; Extreme negativity, disappointment, loneliness, anxiety, pain and so on. But is there a deeper reason? I should say yes. Generally speaking, suicide and murder of teenagers are mostly caused by external reasons. Their minds have not yet developed. Many people don't know the seriousness of suicide and murder, and don't know the true meaning of death. Therefore, sudden external factors in the course of life often lead to teenagers committing suicide or killing people. After all, they are too young to take full responsibility for their actions. In this way, parents, schools and society have more important responsibilities on the issue of juvenile suicide, and we should have a clear understanding in this regard.
At present, the only child in our country has occupied a considerable proportion among teenagers. These "favored children" have two or even three generations of elders who go all out to meet all their life requirements, and are completely addicted to emotional life. They have become accustomed to a life that is arbitrary, full of stars and everything. Once adults stop them from watching cartoons, stop them from buying what they want, stop them from getting what they want, and stop them from being embarrassed by teachers and parents, "I don't live well, I like to die, so I will die", which is probably the common thinking mode of teenagers who commit suicide; "He makes me uncomfortable, I'm unhappy, and I want to get rid of him", which is probably the general thinking mode of homicide teenagers. And all this comes from "as long as I like it, why not?"
Generally speaking, the self-destruction of teenagers is mostly due to a temporary impulse, and the destruction of life is often only in an instant. Therefore, we should vigorously advocate life education and let children know that in this world, you should learn to cherish life. Only when teenagers develop healthily in emotion, personality and humanity can they naturally experience the dignity of being a human being and consciously or unconsciously understand the value of life, so as to cherish and care for life and gain the meaning and value of life. Therefore, it is necessary to strengthen the education of teenagers' outlook on life and let them know what life is. How should a person live? How should we have a healthy and reasonable outlook on life? All these must be incorporated into the big system of life education.
Third, in life education, teenagers should know how to deal with the "tension between life" and keep it in a dynamic balance.
In life education, we should let teenagers move from personal life feeling to rational life, from physical life to life, to social life, to spiritual life, and finally to universal life. We should strive to eliminate the tension between life and life and move towards their affinity, that is, to maintain the dynamic balance between them. In other words, if life is to return to the foundation of life, life will become the natural expression of life. This requires people to move from individual life to universal life, and to understand the feelings of others and society from personal feelings, so as to construct a sense of concern and responsibility for others and society.
Generally speaking, adults have often moved from life to life. It is understandable that there is life besides human life. Therefore, to start a family, start a business, do something important, and so on. The intelligence of teenagers is not perfect, and it is difficult for them to realize the difference and connection between life and life. They even know life but don't know it, thinking that life is life, so that they give up life and kill other people's lives when they feel that life is not good. Because they regard the feelings of life as the whole of life, frustration, disappointment, unhappiness and so on. Everything in life can be a reason to commit suicide or kill. They didn't realize the serious consequences of losing their lives. Children often regard life problems as life problems, accidentally knocking over a light bulb, unable to handle it, scared to death and running away from home; With classmates, there is no way to solve it, and then fight or even kill people. Many teenagers often regard some unbearable "heaviness" in life as unbearable "heaviness" in life, and give up life if they feel bad. This is actually a way to solve their life problems by ending their lives. They don't realize that they have other social responsibilities in their lives, such as honoring their parents and making contributions.
If teenagers commit suicide by ending their own lives to solve the problem of feeling bad about life, then teenagers kill by ending other people's lives to feel good about life. Both of them have different performances, but they can't correctly handle the tension between life and life, and they all solve life problems by solving life problems. What we should pay special attention to here is how to educate teenagers to correctly treat setbacks, pains and adversity in life, which often lead them to commit suicide and murder.
Therefore, in life education, teenagers should be aware that people not only belong to themselves, but also to their families and society. There is only one life, and without it, there is no resurrection. Human life is composed of the blood of father and mother, which can only exist and develop in society. Only in this way can teenagers realize that my life and death is not a personal matter, but a matter for family, society and the public. In addition, we must tell them a truth in life education: it may be a relief for those who have committed suicide, but have they ever thought about the great pain of their loved ones and serious social problems? Therefore, in the education of schools and parents, every child should learn to communicate with others. While struggling for personal survival, he should also feel the role of his relatives, others and society, so as to make himself relevant to all people and society at the life level and construct a sense of life and social responsibility. Teenagers can only find the meaning and value of life from the perspective of life, learn to care about society and others, and transition from a "natural person" to a comprehensive "social person".
Fourthly, construct the meaningful world of teenagers through moral education, ideological and political education and traditional culture education. In school education, besides life ability education, life ability education is particularly important. If teenagers only have knowledge and skills without building a correct world of meaning, they will easily become "empty shell people" with developed limbs and extremely smart but no spiritual world. Therefore, we should improve the existing systematic moral education and ideological and political education according to the actual situation, integrate the content of life education, and at the same time condense the source of value from traditional cultural resources, provide it to students, and internalize it into their meaningful world, so that their lives can be settled and their behaviors can be standardized. Really realize the harmony between man and himself, man and society, man and nature. This aspect mainly includes:
First, the biggest feature of life is endless. Therefore, in life education, we must first teach children to have a sense of awe in life and filial piety to their elders. In this regard, we should make special use of China's traditional cultural resources.
Secondly, another important feature of human life is that "people cannot be resurrected after death", so we must provide children with the concept of "life is priceless" and cherish the lives of ourselves and others in life education.
Thirdly, an important feature of human life is sociality, so we must pay attention to cultivating children's virtue and correct life direction in life education, so as to build good interpersonal and social relations and realize the prosperity and success of life.
Fourth, the process of life is bound to be ups and downs, so in life education, children should be trained to bear all kinds of setbacks and failures.
Fifth, the essence of life is to seek happiness and happiness, so the core of life education should be happiness and happiness education. Let children have happiness and happiness in life, let them pay attention to the value of life and avoid suicide and injury.
China Youth Daily published a reporter's special article on June 2, 2006, saying that 36% of middle school students were depressed, nervous, tired, bored, anxious and scared at the moment they entered the school. The proportion of middle school students who are interested in learning is less than 50%. Due to the fierce competition in the college entrance examination, more than 80% of the students have a "loser" mentality. According to the investigation of Commissioner Wang Yongyan, many students are not interested in learning. First they play truant, then they drop out of school. Addiction to virtual games has done serious harm to minors. They wander, fight, steal and finally commit crimes.
It can be seen that many teenagers lose their happiness and happiness in the process of learning, and they will inevitably regard learning as something outside their lives, which will inevitably lead to resistance. So it is difficult to determine what path their life will take. "Rites and Music" says: "Those who are happy are happy, and human feelings are inevitable." Pursuing happiness and happiness is human nature, and education should be the way and method to satisfy, promote and standardize human nature of pursuing happiness and happiness. But the current education has become a tool to stifle and suppress children's happiness and happiness to a certain extent. Generally speaking, happiness is the sensory experience in people's life, which is based on physical pleasure; Happiness is a rational feeling in life, based on the spirit of the soul. The two are both different and closely related. The theme of teenagers' life is growth and happiness; The life theme of young adults should be career and happiness; The life theme of the elderly is leisure and health. However, the main reason why teenagers are desperate or kill others is that they may be unhappy. Why are you unhappy? Because their wishes are not satisfied and their desires are not satisfied, they are dissatisfied and even have evil thoughts. Teenagers' rational ability is not strong, and they often pursue happiness in life experience. When they are not satisfied, they will go from uncomfortable to unhappy and take excessive actions. To educate teenagers, first, there is a limit to happiness. Excessive happiness will harm the body, so that there will be no happiness in the end. If you indulge in internet cafes or take drugs, it will do great harm to your health and study life. In both cases, happiness is not only a personal matter, but also the pursuit of happiness by oneself and others. Moderation and making everyone happy are the real happiness.
In middle schools in Britain, "happiness class" has been designed and set up. What is happiness? Those middle school students who have just bid farewell to their childhood may not have had time to think about this problem carefully. Wellington School in England will offer "Happy Class" in grades 10 and 1 1. In addition, the school will hold a seminar on happiness. The Happy Class is taught once a week by a religious teacher, and the content is designed by Nick Behles. Nick Behles is a psychologist and the dean of the newly established Happiness Institute in Cambridge University. He said. "We will let these young students think for themselves how to have happiness and happiness," Behles said. "Opening a bottle of red wine or swallowing ecstasy can make people feel happy, but the happiness from food, wine, drugs or TV will soon disappear, leaving you with a more painful feeling than before. I hope students understand that we should create happiness, not consume happiness. " Behles said that this "happy class" will also teach students how to succeed in adversity. "Happy class" will also teach students to deal with some practical personal problems, such as "What should you do if someone hits you on the court?" "What would you do if your father asked you to be his lawyer?" Wait a minute.
In life education, children should be given a harmonious life. First of all, we must understand a truth: if we blindly pursue the beautiful feeling of life in our life, it will endanger the health and even existence of life. If life is hurt or even lost, how can life have a good feeling? Can it have the feeling of life? The key is to understand that life should not only be maintained, but also be healthy, so that the feeling of life can be sharp and rich, and a beautiful feeling can be produced. Therefore, our pursuit of a beautiful feeling of life must not harm the health and existence of life. This is one of them. Secondly, people living in modern society tend to put their senses first, so they often can't stand the pain in life. People should understand that the characteristics of feelings are present and fleeting. Pain, frustration, unhappiness, unhappiness, etc. It will pass soon. If people give up life because they feel bad at the moment, then life will always be fixed on pain; And if people grit their teeth, survive the past and transcend pain with the existence of life, they will definitely turn over a new page in life and get happiness and happiness. Thirdly, we should also realize that although the correct outlook on life is from perceptual life to rational life, life without perceptual life is shrinking, and life without perceptual life is undoubtedly in a state of withering like a flower without watering, and the tree of life needs perceptual life to nourish, cultivate and grow. Only by coordinating life with life can a person's life be truly happy.
Three, about the audience, methods and principles of life education.
In order to promote the healthy and rapid development of life education in China, let teenagers accept all kinds of useful knowledge of life and death, construct a reasonable view of life and death, reduce the suicide rate, especially among teenagers, avoid frequent killings, and thus greatly improve the quality of life and death of teenagers, it is necessary to explore the audience, methods and principles of life education.
Life education is essentially an education of life and death, which is not only needed by teenagers, but also the knowledge that all members of the whole society should have. Relatively speaking, China is in a relatively backward state in life education, but it is undeniable that life education has made great progress in recent years through the efforts of all parties. Especially, life education in Taiwan Province Province has been promoted for nearly ten years, and remarkable achievements have been made. With the improvement of people's wealth and social civilization, it can be predicted that China will make great progress in life education.
First, about the audience of life education.
The audience of life education should be all citizens, and some bad social atmosphere must be changed through life education for all. The object of life education is not only teenagers, but the whole public. Because, on the issue of teenagers' suicide, the guidance of some bad social atmosphere and some high expectations of parents have played a role in fueling the situation. For example, materialism and hedonism are rampant in society, and money, power and status have become the only things that many people pursue. These bad social customs lead many parents to regard academic performance as the only criterion to measure their children, and blindly believe that only when their children get good grades can they go to first-class primary schools, enter first-class middle schools and go to first-class universities, and then they will have a future and get ahead. According to the analysis of relevant data, many parents' crazy pursuit of their children's academic performance has become the first major cause of suicide among teenagers in China. Many teenagers often get poor grades, sometimes not at all, but they are reprimanded by their parents and dissatisfied with their teachers because they are far from their parents' expectations. Children themselves feel ashamed to see others, and those with poor psychological quality may have suicidal tendencies. However, we must see that the intimidation of exams and the oppression of scores are the common direct reasons for teenagers' suicide, while the deeper reasons are the social atmosphere of money first and status first and parents' distorted expectations of their children's grades. This is something that the whole society and parents should deeply reflect on, and it is also one of the problems to be solved in life education. Therefore, the object of life education must not only be placed on teenagers, but all parents should be included in the education system, that is to say, life education should be a kind of education for all. It should not be the usual education of imparting knowledge and checking whether the recipients have mastered it, but an education with the quality of life that people should have, an education of acquiring relevant knowledge and practicing it in life; It is not an education for some people, but an extensive social education process.
Teenagers often know things more emotionally than rationally, and their ability to distinguish right from wrong is not strong. If they are careless, they will "learn badly". Therefore, the focus of national life education should be simple folk customs, create a good social atmosphere, eliminate the bad habits of materialism, hedonism, money supremacy and power supremacy, and create a positive, healthy and lively environment for the growth of teenagers.
Second, the method of life education.
Life education must be based on problem consciousness, that is to say, knowledge transfer should be given to life and death problems encountered by ordinary people. Because life education is different from general knowledge education and has a strong practical character, we must have a sense of problems in teaching and carry out teaching activities with various problems in people's real life as the core.
At present, political, ideological and moral courses have been generally offered in primary and secondary schools in China. Moral and social lessons in primary schools, ideological and moral lessons in junior high schools and ideological and political lessons in senior high schools all attach great importance to cultivating students into people with lofty ideals and serving the people wholeheartedly; Highlight the collectivism of self-sacrifice, life as righteousness and family as everyone; It is very important to systematically educate teenagers on materialistic ideals, socialist morality, social morality and civilized behavior habits. We must stick to it. At the same time, we should also see that cultivating students' personality and morality is a systematic project, involving a wide range and quite complicated. It is an important part of the ideological and moral course to include children's various life problems and solutions.
According to the analysis of the causes of many suicides and homicides among teenagers, we can find that teenagers at school will encounter at least four major problems, which should be included in the teaching content as soon as possible: First, how to deal with interpersonal relationships. Including how teenagers treat classmates, teachers and students, parents and children, friends, strangers and so on. When teaching these contents in ideological and moral courses, we should highlight the problem consciousness and use problems to guide classroom teaching. Don't start from the truth, use examples to prove the truth; But take the problem as the core and then sublimate the corresponding universal truth. For example, what if you disagree with your classmates? What should I do if I disagree with others or even quarrel? How to better communicate with teachers and parents? How do boys correctly express their love for girls they like? How can girls accept or reject each other's courtship in a friendly way without hurting each other's self-esteem? How to deal with an abnormal state in society? How to establish a relationship of mutual trust with strangers? Wait a minute. The second is how to treat material desires correctly. Human nature is endless material desires, but people are rational and literate, and can restrain excessive and excessive desires. But children are different. They are still immature and often do not have a restraint mechanism in their minds. If left unchecked, many problems will arise, and even suicide and murder will occur. Some questions should be taught in class: What if parents don't allow watching cartoons and playing games? What if adults don't give money to buy what they really want? There are also problems such as comparing with each other under competitive pressure; How to treat desire correctly and adopt those reasonable restraint measures; Jealousy, etc Third, the problem of study pressure. Tell children: how and how to treat the senior high school entrance examination and the college entrance examination correctly? How to develop good study habits and find good study methods to reduce study pressure? How to treat the score and ranking order correctly? How to construct a correct concept of success and avoid crazy pursuit of scores and disregard for life? It is necessary to teach children the concept that "nothing is happiness" and tell them that not everyone can become a social elite. There are many ways to succeed, and there are many ways to live, and so on. Fourth, social relations. Teach children how to integrate into society. How to treat the dark side of society? How to communicate with people in society? How to read horror novels and movies correctly? How to play online games reasonably? Wait a minute. problem In class, teachers should ask one question after another, let children compare, discuss and choose, and finally reach a certain agreement, which will be internalized into teenagers' morality and habits. Dealing with these four problems can prevent teenagers from committing suicide or using violence to a certain extent.
Third, in the specific process of life education, in addition to having a sense of problems, we should also implement the following principles:
(1) spiral propulsion principle. In terms of content setting, we should start with the most basic content and gradually deepen the educational content according to the laws of teenagers' physical and mental development and acceptance. For example, the school's life education for students is mainly about happiness and happiness; Young people's life education lies in successful education and vocational education; Life education for the elderly lies in leisure, health and health education. According to the different characteristics of urban and rural areas, according to regional planning, we will promote it in layers and comprehensively one by one.
(2) the principle of unity of knowing and doing. We should not only impart scientific knowledge to students, let them understand the connotation of life education, but also guide students to get close to life and experience life, and integrate knowledge, emotion, will and action in life practice, so that students can enrich life experience, gain life experience and have a healthy life.
(3) The principle of interaction and combination. It is necessary to receive education through the teaching of school teachers and to internalize the content of life education into the conscious actions of teenagers through the help of parents, communities, hospitals and other institutions and groups; It is also necessary to advocate the interaction between students, teachers and students, parents and children, guide students to pay attention to self-help, self-discipline and self-education, and enhance their coping skills and awareness of seeking help from difficulties.
(4) It conforms to the principle of teenagers' physical and mental development. To carry out life education in primary and secondary schools, according to the basic laws of physical and mental development of primary and secondary school students, we should choose the content that is close to the life and reality of teenagers and closely related to their growth, development, study and communication, and make scientific organization and arrangement, which is not only conducive to their learning and acceptance, but also convenient for the development of school education and teaching.
(5) The principle of combining school, family and society. Life education should not only play the positive guiding role of school education, but also actively develop and utilize the educational resources of family and society. While implementing life education in school curriculum teaching and comprehensive practical activities, we should also actively guide families and society to cultivate teenagers' healthy living habits, skills of getting along with nature and positive attitude towards life through parents' schools and community activities, so as to form a joint force of life education.