首页
外语
计算机
考研
公务员
职业资格
财经
工程
司法
医学
专升本
自考
实用职业技能
登录
外语
The principle of the social character of the school as the basic factor in the moral education given may be also applied to the
The principle of the social character of the school as the basic factor in the moral education given may be also applied to the
admin
2013-03-27
45
问题
The principle of the social character of the school as the basic factor in the moral education given may be also applied to the question of methods of instruction, not in their details, but in their general spirit. The emphasis then fells upon instruction and giving out, rather than upon absorption and mere learning. We fail to recognize how essentially individualistic the latter methods are, and how unconsciously, yet certainly and effectively, they react into the child’s ways of judging and of acting. Imagine forty children all engaged in reading the same books, and in preparing and reciting the same lessons day after day. Suppose this process constitutes by far the larger part of their work, and that they are continually judged from the standpoint of what they are able to take in a study hour and reproduce in a recitation hour. There is next to no opportunity for any social division of labor. There is no opportunity for each child to work out something specifically his own, which he may contribute to the common stock, while he participates in the productions of others. All are set to do exactly the same work and turn out the same products. The social spirit is not cultivated, in fact, in so far as the purely individualistic method gets in its work, it atrophies for lack of use. The child is born with a natural desire to give out, to do, to serve. When this tendency is not used, when conditions are such that other motives are substituted, the accumulation of an influence working against the social spirit is much larger than we have any idea of, especially when the burden of work, week after week, and year after year, falls upon this side.
But lack of cultivation of the social spirit is not all. Positively individualistic motives and standards are inculcated. Some stimulus must be found to keep the child at his studies. At the best this will be his affection for his teacher, together with a feeling that he is not violating school rules, and thus negatively, if not positively, is contributing to the good of the school. I have nothing to say against these motives so far as they go, but they are inadequate. The relation between the piece of work to be done and affection for a third person is external, not intrinsic It is therefore liable to break down whenever the external conditions are changed. Moreover, this attachment to a particular person may become so isolated and exclusive as to be selfish in quality. In any case, the child should gradually grow out of this relatively external motive into an appreciation, for its own sake, of the social value of what he has to do, because of its larger relations to life, not pinned down to two or three persons.
But, unfortunately, the motive is not always at this relative best, but mixed with lower motives which are distinctly egoistic. Fear is a motive which is almost sure to enter in, not necessarily physical fear, or fear of punishment, but fear of losing the approbation of others; or fear of failure, so extreme as to be morbid and paralyzing. On the other side, emulation and rivalry enter in. Just because all are doing the same work, and are judged(either in recitation or examination with reference to grading and to promotion)not from the standpoint of their personal contribution, but from that of comparative success, the feeling of superiority over others is unduly appealed to, while timid children are depressed. Children are judged with reference to their capacity to realize the same external standard. The weaker gradually lose their sense of power, and accept a position of continuous and persistent inferiority. The effect upon both self-respect and respect for work need not be dwelt upon. The strong learn to glory, not in their strength, but in the fact that they are stronger.
The author criticizes______.
选项
A、teachers’ focus on absorption
B、the focus of pedagogy
C、unconscious judging by children
D、lack of individualistic training
答案
B
解析
第一段提到,作为道德教育中的基本因素,学校的社会角色规范或许也适用于教学方法问题,不在于其细节,而在于其总体精神。因而,强调的重点就落在了教与施上,而非吸取和单纯的学习。我们没有认识到后几种方法在本质上的个人主义程度。实际上,我们也未认识到它们无意识地、但肯定地、有效地反映在儿童的判断和行为方式中。据此可知,作者批评的是教学的主要方法。
转载请注明原文地址:https://kaotiyun.com/show/pjmO777K
0
考博英语
相关试题推荐
PitythosewhoaspiretoputtheinitialsPh.Daftertheirnames.After16yearsofcloselysupervisededucation,prospectivedo
Criticismofresearchlaysasignificantfoundationforfutureinvestigativework,butwhenstudentsbegintheirownprojects,t
Lovecan’tconquerall.So,beforecouplestietheknot,theyshouldknowwhatthey’regettinginto.Thetabooagainstcouplesl
AfterWorldWar11theglorificationofaneverlargerGNPformedthebasisofanewmaterialism,whichbecameasacredobligati
OnApril20,2000,inAccra,Ghana,theleadersofsixWestAfricancountriesdeclaredtheirintentiontoproceedtomonetaryun
Manythingsmakepeoplethinkartistsareweird—theoddhours,thenonconformity,theclovecigarettes.However,theweirdestma
Overthepastfewyears,outcriesfromfoodactivistshavechangedmanyAmericans’eatinghabits:Criticismofwidespreadpestici
Tomcouldhardly_____hisexcitementasheknewthathehadmadearealdiscovery.
Anumberofarticleshavebeenpublishedbypsychologistsinfavoroftheirprocessionbeingpermittedtoprescribepsychotropic
TheforeignministerwouldrevealnothingabouthisrecenttouroftheMiddleEastbeyondwhathadalreadybeenannouncedatthe
随机试题
生活中几乎人人都懂得不能削足适履这个道理,然而,为了职业改变性格的人却__________。职业这双鞋,难道就真的需要用改变性格的巨大代价来适应吗?这是典型的__________。填入画横线部分最恰当的一项是:
设(t,t2+1)为曲线段y=χ2+1上的点.(1)试求出由该曲线段与曲线在此点处的切线,以及χ=0,χ=α所同成图形的而积A(t);(2)当t取何值时,A(f)最小?
从信息论的观点看,神经纤维所传导的信号是
糖酵解的关键酶是
治疗湿浊蒙闭清窍神昏,常以石菖蒲与何药配伍
下列除哪项外均为大黄的主治病证( )。
扶助病人翻身侧卧,下述正确的是()。
下列双代号网络计划时间参数计算式,正确的有( )。
下列关于可转换公司债券的说法中,正确的是()。
America’sFederalReservecutinterestratesbyanotherquarter-point,to3.75%.WallStreet,whichhadbeen【51】forasixthhal
最新回复
(
0
)