The first chapter is the observation of British students on how the cultural environment necessary for human beings integrates the cultural function of education with the casting function of soul, which has become the source of people's reflection on human education.
The so-called education is nothing more than communication between people (especially between the older generation and the younger generation), including imparting knowledge content, understanding the connotation of life, standardizing will and behavior, and imparting cultural inheritance to the younger generation through cultural transmission function, which is their own generation and enlightens their free nature. Therefore, the principle of education is to guide the origin and foundation of people's soul awakening through all cultures in the existing world, rather than things that originate from original and mediocre knowledge (except, of course, the ability, language and memory content as the basis of education).
Real education never allows rote memorization, nor does it expect everyone to become a thoughtful thinker. The process of education is to let the educated practice, learn and grow themselves in practice, which is characterized by free play and constant trial.
The key to all education is to choose the perfect educational content, and strive to make students' "thinking" not go astray, but lead to the source of things. Educational activities focus on how to mobilize and realize human potential to the maximum extent, and how to fully generate human inner spirituality and possibility. In a word, education is the education of many souls, not the accumulation of rational knowledge and understanding.
Through education, talented people can choose and decide what kind of person they are and grasp the root of their lives. Anyone who simply limits himself to learning and cognition, even if his learning ability is very strong, is deficient and imperfect in terms of his own soul.
If a person wants to change from emotional life to spiritual life, he must study and learn, but in terms of loving wisdom and finding spiritual roots, all learning and knowledge are secondary to him. The view that the function of education is to force students to learn often dominates, because people believe that the educated have acquired knowledge that they didn't understand at that time, but one day he will understand this knowledge and make it full of spirituality, gradually approaching the essence behind knowledge, just as people didn't understand its profound meaning when they first read Luther's religious pamphlets, but over time, they became fascinated and unconsciously transformed.
But this blind trust in coercion is a self-deception statement. Only the self-compulsion that leads to education can have an effect on education, and all other external compulsions have no educational effect. On the contrary, it is extremely harmful to students' spirit, which will eventually lead students to pursue usefulness and secularity.
In learning, only what is accepted by the soul will become a spiritual treasure, and other vague things can't enter the soul at all and can't be understood. But we should also pay attention to another wrong view, that is, overemphasizing spirituality and ignoring students' experience. We believe that people express their meaning of existence through their own history, and only in books, books and schools can they grow.
Control is not love. Control sticks to the understanding distance and communication isolation between people, which makes people feel that the controller is not out of public interest, but is using cunning and has been lost by the controller's personality. Love is liberated from the bondage of human freedom.
It is precisely because of the existence of people with lost personality that the communication between people through education and other functions is the most favorable form to expel ignorance and shape personality. The form of love and communication is an important dimension in human nature.
Cowardice is the opposite of human love, but cowardice will only encourage others to control themselves. Love and communication under people's conscience and conscience rules is an important way to gradually reduce cowardice. People should be alert to the most extreme tendency, that is, control becomes the constraint of people's behavior and makes the love of education invalid.
Chapter II Basic Types of Education First of all, Socrates believes that truth will be revealed in correct questions. Self-knowledge and ignorance will not lead to ignorance, but will produce knowledge that determines the meaning of life. Secondly, Socrates' piety is manifested in his belief in the gods of ancient Greek city-states.
Finally, Socrates' piety is also manifested in his respect for the patron saint. Socrates never gives students ready-made answers, but lets students draw their own conclusions through exploration.
He made those self-righteous people realize their ignorance and discovered real knowledge, so people got the knowledge they thought they didn't know but actually had. Therefore, it can be said that knowledge must have self-knowledge, and self-knowledge can only be awakened, unlike transferring goods.
Once a person has self-knowledge, he will recall what he knew a long time ago. Epiphany is a concept related to human reason.
He will not appear on the sensory level of giving or touching. On the contrary, it is the soul's eyes that pull back to itself and see through its spiritual body from the inside, and knowledge must also rotate around the field of existence with the whole soul.
Therefore, education is the art of guiding "turning back" or epiphany. Because of this sacred source of education, there has always been spiritual wealth in its hidden power, but education can only save the whole life through epiphany, otherwise this wealth will lose its utility.
Chapter III Direct Communication and Indirect Communication Plato regards the question of how to make truth self-perfect as the basic question of philosophical discussion, but he never answered it himself. Chapter IV Education-Those who are limited by the plan can only change themselves and awaken others with their own changes.
But if there is any compulsion in this process, the effect will be lost. The abilities and knowledge that children should acquire are only provided to us through science in pure situations.
Therefore, there is a plan to teach content and scientific methods to young people, and science has shown its availability in life. History is not based on critical historical science as the teacher taught, but precedes historical science.
In the classical language course, acquiring the connotation of one's own language is confused with phonetics knowledge, so the Bible course has become a religious history. But for children, the most important thing is not to master science, but to enrich their spiritual world with intuitive pictures and images.
Therefore, teachers are required to convey concise content so that children can be tempered by clear thinking and thorough understanding.