Teachers' Reflections on Emile 1 Rousseau advocated that children's education should conform to nature and take children as the standard in Emile. At the beginning of Emile, he said, "Everything is good for the creator of nature, but once it is held, it will go bad." Rousseau believes that education follows nature, conforms to children's nature, does not interfere with children, and imposes adult thinking on children, so that children should be allowed to grow freely. Any social interference with children will make them feel unfree, unequal and even sinful. Any way of education that goes against nature will lead to the abnormal development of children and have serious consequences. Therefore, Rousseau strongly advocated that children should be kept away from society, return to nature, see and listen in the natural environment and not accept secular influences before their understanding has developed.
Although three centuries of evil years alternate and times change, these views on children's education still have great practical significance and strength today. It is a truth that can stand the test of the times, which shows that Rousseau's naturalistic education view has amazing advanced consciousness and lasting connotation. His educational thoughts are closely related to his behavior and personality, especially his political opinions and philosophical views. He loves nature by nature and behaves in an informal way. He received only two years of formal education in his life, but he was good at learning and associating with some celebrities, which deeply influenced him and formed his own political opinions. He advocates humanitarianism, and the only way to alleviate human inequality is to return to nature, obey the laws of nature and get rid of social constraints. His education follows the famous natural thought, which is the concrete embodiment of his social, political and philosophical views.
Children are thoughtful, which we should always remember. When educating children, we should respect their wishes as much as possible, and let them run freely and have fun as much as possible on the Yuan Ye. Return to nature, let children adopt the aura of heaven and earth, collect the essence of the sun and the moon, and thus cultivate their spirituality and personality.
Rousseau believes that children are not containers that can be shaped and filled at will, not whiteboards, but "natural beings" with their fixed laws. Therefore, he advocates that education should follow children's natural nature and be carried out in stages according to the procedures of children's natural development. Locke, a great British philosopher before him, once thought that children are like a whiteboard, and educators can shape them in any way they want. In this view of children, education is repeated training, which treats children as a container and is filled by adults at will. This concept of children's education has a great influence on education. In today's preschool education practice, we can still see this influence. In fact, the above example of children's educational misunderstanding is also the poison of Locke's educational view. As a kindergarten teacher, I should clearly realize the importance of the concept of nature education, fully tap children's talents, make children's hearts close to nature, and let children grow up in free air.
Reflection on the teacher's Emily II. Emile is the work of Rousseau, a famous enlightenment thinker in French enlightenment thoughts. In view of the feudal autocracy in France at that time and its various corrupt social conditions in France, Rousseau mercilessly attacked and exposed it without fear. Emile is the first novel-style educational masterpiece in the world, and it is the representative of Rousseau's crusade against French feudal educational thought, and expounds the educational view of the new bourgeois naturalism educational thought. The whole book "Emily" is divided into five volumes according to the educational methods that children at different ages should have. Among them, his naturalistic view of educational purpose has a great influence on later generations, and it also reflects the interests and requirements of the French emerging bourgeoisie.
The first volume of Emile mainly discusses the natural education from birth to two years old, that is, infancy. The first sentence of this volume attracted me deeply. Everything that comes from the creator's hand is good, but when it comes to people's hands, it goes bad. I think this sentence is very philosophical, which just reflects Rousseau's thought of natural human rights, freedom and equality, and human nature is good. Then, he pointed out that the three different kinds of education we received from nature, people or things had an important influence on people in infancy. Education has given us the strength that we were born weak but can have, and the help that we were born with nothing but the ability to judge right and wrong. He advocates that human nature is good, emphasizes the value of education, respects human nature and pays attention to personal value and status. He pointed out that the purpose of education is to cultivate natural people, safeguard human nature through natural education, and prevent all kinds of evil thoughts with good thoughts, thus promoting a happy life. He believes that babies who can grow up physically and mentally should grow up in a state of unrestrained limbs, rather than giving them various growth postures. He strongly demanded to get rid of the damage and bondage brought by feudal education to children's physical and mental development, and demanded that education must follow the laws of children's physical and mental development, which reflected the reasonable requirements of the bourgeoisie for education. Mental health is closely related to physical health. Only a healthy body can have a sound spirit and resist the disasters it will inevitably suffer. Therefore, in the early childhood education period, we should pay attention to children's physical and mental health to adapt to the nature of children's development.
The second volume of "Emile" mainly discusses the natural education of people from 2 years old to 12 years old, that is, childhood. It is pointed out at the beginning of this volume that the transition from infancy to childhood is an important progress in life. At this stage, Rousseau came to a basic principle that a truly free man only wants what he can get and only does what he likes. In the article, he also called for applying this principle to children's nature education, so as to obtain various educational methods continuously. In the view of childhood education, Rousseau pays attention not to the words used by children, but to the meanings given to them by children. He strongly disapproves of parents teaching their children to say some hypocritical polite words, because these kind words will almost taste bad when they are said by children, and it is very likely that they will turn the tone of request into an order. In the way of children's daily education, Rousseau opposes both too strict education and too laissez-faire education. What he advocates is an important principle of Locke, that is, educating children with reason. Rousseau firmly believes that human nature is good, and we should respect children instead of rushing to judge their behavior. He insists on nature education and advocates that children should receive nature education for a period of time before we take over, so as to avoid the conflict between our education methods and nature's teaching methods. In childhood, children are still not rational, their intelligence is still in the perceptual stage, they can't accept ideas, they can only accept images, and they have no judgment ability, that is, they can't have real memories. Therefore, in childhood, we should pay attention to the exercise of children's senses to adapt to the nature of children's development.
The third volume of "Emile" mainly discusses the natural education of people aged 12 to 15, that is, adolescents. At this stage, children only feel that they have ideas from the beginning. From the beginning, they can only feel the current judgment with their senses, and their physical strength develops rapidly. With the development of intelligence, children have gradually realized the value of time. They know how to spend their time on useful things, and they ask some questions themselves. In this case, Rousseau pointed out that what we have to do is to see how to arouse children's curiosity and how to answer it, instead of blindly considering how to satisfy children's curiosity. When exploring the laws of nature, we should always start with the most common and remarkable phenomena. A child can't always do what others say, because everything is useless to him except what he thinks is really meaningful. Rousseau is very opposed to strict discipline and teaching methods that rely only on rote memorization. He believes that education is an activity that develops outward from internal nature. Education should adapt to children's personality and ability, develop people's talent and nature, and maximize everyone's inner potential. Therefore, in the period of juvenile education, we should pay attention to training children's intellectual education to adapt to the nature of children's development.
The fourth volume of "Emile" mainly discusses the natural education of people from 15 to 20 years old, that is, youth. At this stage, people are in a difficult rebellious period, and people's thoughts are slowly maturing. What people should learn is to restrain their imagination with their own emotions and overcome prejudice with their own reason. Rousseau firmly believes in the natural nature of human beings, and thinks that all human desires come from human sensibility, and their development tendency is determined by imagination. As long as we extend self-love to love others, we can turn self-love into virtue. People's thinking has finally begun to enter the field of morality. When conducting moral education, the content of moral education should not be purely theoretical, and empty moral preaching is completely on paper, but we can combine some fables or philosophical knowledge. Of course, the most important thing is practice, which is based on real life, which is conducive to the cultivation of good moral sentiments. In the last part of this volume, Rousseau also specifically mentioned his views on religion. He advocates natural religion, and the concept of God is very vague. He pointed out that especially on religious issues, people's prejudice is overwhelming. Rousseau criticized the obscurantism of religion on the issue of cultivating children's beliefs. He insisted that children should be allowed to use their reason correctly to choose. Therefore, in the period of adolescent education, we should pay attention to children's moral cultivation to adapt to the nature of children's development.
The fifth volume of Emile mainly discusses the education of Emile's fiancee Sophie, with special emphasis on the idea of women's education, that is, to cultivate a good wife and mother through natural education. Sophie has a kind nature in her ordinary heart, and what makes her better than other women is that she has received a good education. She is kind by nature, but her heart is often very sensitive, and it is this extremely sensitive heart that sometimes makes her uneasy imagination. However, she endures other people's mistakes patiently, and she is more willing to correct her own mistakes. Sophie attaches great importance to all rights except sacred and inviolable rights. She not only knows that she has this right, but also knows that she should use this right to judge a man's character. In the process of women's education, laziness and disobedience are the two most dangerous shortcomings of women. In order to prevent this from happening, if we only adopt general education methods, it will easily make them hate work and only know how to have fun. Therefore, women's behavior is always bound by public opinion, and it is precisely because they have developed the habit of being bound that women must form a quality that she must have all her life, that is, meekness. Women often decorate themselves with gorgeous clothes and cosmetics, but ignore that she can exercise her rights as long as she has virtue; As long as you have enthusiasm and talent, you can cultivate an aesthetic ability, and then appreciate beauty and related moral concepts.
Throughout the book, Rousseau's naturalistic education view is vividly reflected between the lines of Emile, which has extremely rich internal meaning and great historical and practical value. As an educator, my task is not only to impart knowledge, but also to extinguish children's curiosity. What I should do is to try my best to create a suitable environmental condition that can promote children's free and healthy growth, and then make appropriate observations on their inappropriate behaviors through careful observation. In addition, we should actively encourage children to stay in nature to reflect the natural beauty of nature, so as to exercise their independence, cultivate their perseverance in overcoming difficulties and help them grow up healthily.
Reflections on the teacher's Emily 3 "Some people say that nature is just a habit. What does this mean? Aren't there some compulsory habits that can never destroy nature? For example, there are some plants that we prevent from growing vertically. They have this habit. The natural growth of plants, although people force it to tilt the direction of growth, but their juice does not change the original direction, and, if this plant continues to develop, he can keep the habits generated by habits, although these habits are the most unnatural for us; However, when the situation changes, the habit disappears and the nature comes back. Education is really just a habit. Don't some people forget their academic qualifications, while others keep them? Where does this difference come from? If it is necessary to use the word nature only for habits that are suitable for nature, then we can omit unnecessary words. " -Excerpt from Emily
In my eyes, nature is nature and habit is habit, which are two different concepts. Nature is innate and unchangeable from a certain point of view. Just like the example in Emile, when a plant refuses all the constraints, it will still return to its original growth habits and will not be permanently changed because of changes at a certain stage, or even if a child is abandoned, his blood will always flow from his biological father and mother. This blood relationship will not be lost because of environmental or other changes. What is a habit? Habit is a long-term lifestyle. It's just a way of life that has naturally formed over time. To some extent, it is included in nature, because time makes habits natural, but habits are not natural, habits can be changed, and nature cannot. We are not born to know everything. We know the world around us through education, so education is not innate to us, not the blood flowing in our bodies, but a habit acquired. If we must equate nature with habit, we must add a qualifier in front of habit, that is, it is suitable for nature. Nature follows nature and conforms to the law of human growth. People are born without acquired knowledge, and the habit that suits nature naturally becomes nature.
In Emile, we should receive three kinds of education in life, one is from nature, and the other is from people or things. In fact, the inner development of our talents and organs is a natural education. How to make use of this development is a kind of human education, and the experience we have gained is a kind of physical education. Everyone has received three kinds of education. Obviously, these three kinds of education play an important role in us. If these three kinds of education cooperate well and guide us forward, then we will receive a good education, but if the three kinds of education are inconsistent and conflict with each other, then his education will never reach his own wishes. Of the three kinds of education, only human education is completely under our control, but there are contradictions from time to time, and everything is contradictory. Who can control the words and actions of everyone around a child? So Rousseau has always emphasized letting nature take its course, which suddenly makes me feel that this thought has some similarities with the inaction of China Taoism. For example, when children fail, we are always worried about comforting them, and even comforting them with gifts ... There are many examples, from which we always get temporary warmth, but from a macro and long-term perspective, it is always the smart people themselves who learn the lesson. Therefore, all parents and teachers need to let go of the form of care and love. When children encounter pain and trouble in natural life, don't think that care is love. Sometimes "watching" or even "watching coldly" is true love, because only in this way can children understand the truth of nature, learn to obey the will of nature and become a person who obeys the laws of nature.
Emile is the most admired book of all the books I have read in college at present, but I personally feel that my understanding of Emile is still between the lines and has not gone deep into it. It is a book worth studying seriously, especially for us who are about to become teachers. As teachers, we can't take care of all aspects of family education and social education. We only hope to do a good job in our school education as teachers, so as to live up to our conscience as teachers.