教育学专业英语复习材料.doc

一、My Pedagogic creed我的教育信条 约翰·杜越
I believe that all education proceeds by the participation of the individual in the social consciousness of the race. This process begins unconsciously almost at birth, and is continually shaping the individual's powers, saturating his consciousness, forming his habits, training his ideas, and arousing his feelings and emotions.
我相信，一切教育都是通过个人参与人类的社会意识而进行的。这个过程几乎是在出生时就在无意识中开始了，它不断塑造个人的能力，熏染他的意识，培养他的习惯，训练他的思维，并激发他的感觉和情绪。
I believe that the school is primarily a social institution. Education being a social process, the school is simply that form of community life in which all those agencies are concentrated that will be most effective in bringing the child to share in the inherited resources of the race, and to use his own powers for social ends.
我相信，学校是一个最主要的社会机构。教育是一种社会性的过程，学校仅仅是社会生活的一种形式；在社会生活中所有的这些机构都致力于高效的让孩子们去分享传承下来的民族资源，并且使用自己的力量去实现社会目的。
I believe that this educational process has two sides - one psychological and one sociological; and that neither can be subordinated to the other or neglected without evil results following.
我认为，这个教育过程有两方面：一个是心理方面，另一个是社会方面。它们是平行并重的，哪一方面也不能偏废。否则，随之而来结果是可怕的。
In order to know what a power really is we must know what its end, use, or function is; and this we cannot know save as we conceive of the individual as active in social relationships.
我们为了知道能力究竟是什么，我们就必须知道它的目的，用途或功能是什么，而这些，是无法知道的，除非我们认为个人是在社会关系中活动的。
To prepare him for the future life means to give him command of himself; it means so to train him that he will have the full and ready use of all his capacities; that his eye and ear and hand may be tools ready to command, that his judgment may be capable of grasping the conditions under which it has to work, and the executive forces be trained to act economically and efficiently.
准备儿童使其适应未来生活，那意思便是要使他能管理自己，要训练他能充分并随时运用他的各种能力，这些能力由他的眼、耳和手去掌控，他的判断要能抓住那些那些能帮助他作出判断的条件，他的执行力要被训练的节省而富有效率。
In sum, I believe that the individual who is to be educated is a social individual and that society is an organic union of individuals.
总之我信受教育的个人是社会人，社会是许多个人的有机结合。
Education, therefore, must begin with a psychological insight into the child's capacities, interests, and habits. It must be controlled at every point by reference to these same considerations.
因此，教育必须从心理学上探索儿童的能量，兴趣和习惯开始，它的每个方面，教育的每一个方面都必须被控制在这些考虑之中。
二、The secret of childhood童年的秘密 玛利亚·蒙台梭利
In fact in every educational ideal, in all pedagogy up to our own time, the word education has been almost always synonymous with the word punishment. The end was always to subject the child to the adult, who substituted himself for nature, and set his reasoning and his will in the place of the laws of life.
事实上，在每一个理想的教育中，在迄今为止所有的教育理论中，教育这个词差不多总是和惩罚这个词是同义词，目的总是要儿童服从成人，成人替代了自然，并且用他的理由和意志替代了生活的法则。
In the midst of a continual progress in favor of the adult they have remained as beings not belonging to human society, extra-social, without any means of communication that would allow society to become aware of their condition. They might be victims without society's being aware.
在成年人的支持下，这个观点不断的发展成主流，他们仍然被认为不属于人类社会，独立于社会之外，没有一种交流方式能让社会意识到他们的情况。没有被社会意识到，这让很可能让他们成为牺牲品。
They were shut up there, exposed to the enforced torments of society. The narrow chest that brought an acquired predisposition to tuberculosis, came from long hours spent bending over desks, learning to read and write.
他们被关在学校里，暴露在社会强加的痛苦中。儿童长时间伏案读书写字，使他们的胸膛受到挤压而变得狭小，容易患肺病。
Before going to school some of them had walked miles to distribute milk, or had gone running and shouting through the streets, selling newspapers, or had been working at home. They reached school hungry, sleepy, with the sole wish to rest.
在他们上学之前，有些儿童已经步行好几英里给住户送牛奶，或在街头奔走呼喊出售报纸，或在家里劳动，因此，他们到学校时又累又饿，昏昏欲睡，他们最大的愿望就是休息。

The child who is punished in school must consign his sentence to his father, so that the father may join with the teacher in punishing him and scolding him. He is then forced to take back to school a writing from his father, as a proof that he has accused himself to his other executioner, who associated himself, at least in principle, with the persecution of his own son. Thus the child is condemned to carry his own cross.
一个孩子ZQ在学校受了惩罚，必须把出发转告给他的父亲，使父亲可以和老师一起惩罚和责骂孩子。然后孩子被迫把他父亲的字条送回学校，证明他已经向另一个刽子手投案，这另一个刽子手至少在原则上参与了对自己儿子的迫害。因此孩子被谴责而去背负他自己的十字架。
The energy that moves it emanates from the outer world, like an immense impersonal power coming from society as a whole, and functioning inexorably. Forward! Ever forward!
推动这个问题的能量是从外部世界出发的，好像从整个社会来的一股巨大的非人格的力量无情的作用着。前进！永远前进！
三、General Education大众教育 罗伯特·赫钦斯
It means having a common stock of fundamental ideas . this becomes more important as empirical science advances and accumulate more and more date
它是指对基本思想有一定的认识。这是很重要的对于经验科学的进步， 并且积累了越来越多的数据。
The scheme that I advance is based on the notion that general education is education for everybody , whether he goes on to the university or not. It will be useful to him in the university ,it will be equally useful if he never goes there.
我的计划是根据这个想法提出的，即大众教育是对每一个人的教育，不论他是上大学还是不上大学。这对他是有用的在大学里，如果他从来没有去上大学，这也是同样有用得。
Material prosperity and adjustment to the environment are good more or less ,but they are not good in themselves and there are other goods beyond them。
物质上的成功和对环境的适应或多或少是有益的，但是它们本身不是有益的，而是在它们之外还有许多益处。
we renounce our intellectual heritage ,read only the most recent books, discuss only current events, try to keep the schools abreast or even ahead of the times, and write elaborate addresses on education and Social Change.
我们抛弃理智的传统，只阅读最近代的书，只讨论当前的时事，试图使学校与时代并肩前进，甚至超越时代，并写下关于教育社会变迁的精心制作的论述。
Education implies teaching. Teaching implies knowledge. Knowledge is truth. the truth is everywhere the same . Hence education should be everywhere the same
教育意味着教学。教学意味着知识。知识即是真理。真理在任何地方都是相同的。因此，教育在任何地方也应当是相同的。
In recent years this attitude has been accentuated by the world-wide depression and the highly advertised political , social, and economic changes resulting from it.
近年来，这种看法已经由于世界范围的不景气和大肆宣扬由此引发的政治、社会和经济的变化而更为加强。
In general education we are interested in drawing out the elements of our common human nature ; we are interested in the attributes of the race , not the accidents of individuals.
在大众教育中，我们所关心的是引出我们共同的人性中种种因素；我们所关心的是民族的价值，而不是个人的命运。