This booklet (Children's Education) published in 198 reveals the secrets of Waldorf education. Today, this booklet is still the clearest and most concise introduction to the core concept of Waldorf education, and it is Steiner's most essential and important work on Waldorf movement. -Martin Bakov, tutor of Gu Sheng College, a scholar of human intelligence.
? The first time I got the book "Children's Education" was when I auditioned the course of the seminar of Gusheng College during the epidemic in July last year. Teacher Martin gave me a profound and vivid explanation, which made me feel refreshed about education, so I fell in love with this book completely. Every sentence in the book is worth reading carefully. If you understand it word by word, you will find new discoveries and cognitions, and you will feel more and more how precious this book is for an educator or a child breeder.
The topic of people is mentioned at the beginning of this book.
p6 People often lack the means to solve some problems in real life. The reason is that people who want to reform don't really understand the root of life.
The lack of exploration of life has led to the failure of educational reform.
p7 The whole life of human beings, like the growth of plants, includes not only the state we see now but also the future state hidden in the depths.
p7 A person's life also contains the present state and the personality traits that will appear in the future. In order to find out a person's future, we need to study its secret essence.
p7 shows that plants are much simpler than researchers, because we already know that plants will blossom and bear fruit every year, but everyone's life is only once, and the flowers he wants to bloom in the future have never appeared in the past. Even so, these characteristics still exist in people, just as a plant with only leaves now also hides the essence of flowers.
p8 If we can see the essence of human nature, then we can explain a person's future. Only when we deeply study human life and find out the reform methods will it be practical and effective.
p8 psychiatry must undertake such a task, that is, to provide a realistic world view that includes an understanding of the essence of human life.
the root p> p8 psychiatry can only come from a true understanding of life. Only by studying the spirit deeply in human nature can we find the most practical and fruitful way to solve the main problems in modern life.
p9 This book is about the methods of education. This method is not a requirement or a plan, but only introduces the child's nature, and sees the ideal educational method and his necessity from the child's growth process. P1 To understand the nature of growing people, we must first understand the secret nature of people.
? ? Comparison is the best way to learn. Here we introduce four kingdoms to study human nature: people, minerals, plants and animals, and compare the differences between people and minerals, plants and animals.
Thus, the spirit science deciphers human beings, pointing out that human nature has four levels: material body, living body (etheric body, gas), mind-soul body (star-shaped body) and self-body.
On the material level, there is no difference between human beings and minerals, plants and animals. They are all composed of the same substance and basic elements. Under the same chemical and physical effects, existence follows the same material laws.
Life is the force that constitutes life.
p11 Although modern natural science and mental science have similar views on life, there are still great differences. The view of natural science is sensory, which is the basis for people to know everything. Without sensory as the basis, things can't be studied. For the research of mental science, the view of relying on the senses as the basis of cognition, just like a blind man touching an elephant, only admits a certain part that he can touch and judge, and does not admit that what cannot be felt through the senses is the truth.
There is something consistent with Professor Chen Jianxiang's formulation here. The external world we see is actually just like a blind man touching an elephant, and it is all part of a huge whole.
p12 can see the material level through the material senses (eyes, ears, nose, tongue, body and mind), while other higher levels can only feel the higher level through the development of advanced senses.
This passage makes an appropriate analogy. When we don't develop advanced senses, we can't see and understand life and see the higher level of people, just like the blind can't feel it in light and color, from which we can see that people in our eyes are very one-sided.
p13 The second level of human nature is life, which is possessed by people, animals and plants. It promotes the interaction between substances and forces in the material body to form various life phenomena, such as growth, reproduction, metabolism and so on. Material body is the body mapping or portrayal of life. As far as their shape and size are concerned, they are not exactly the same in people, but they are similar. However, for animals and plants, living things are greatly different from physical bodies in shape and size.
There are some questions here. The human life is just like the gas around the human body. Its shape is similar to that of the human body, but slightly larger. And what are the life forms of animals and plants?
p13 The third level of human nature is the soul body, which is the carrier of pain, desire, hobbies and so on. Besides people, only animals have the soul body.
The size and shape of the mind-soul body are different from those of the material body. The human mind-soul is like an oval, and the material body and the living body are wrapped in it. Mind-soul body transcends material body and living body, just like a form of light formed by light transcending from luminous body.
p14 -15 Everyone can only call himself me. A person says to himself that the existence of "I" is a world in itself.
p16 The fourth level of human nature is the ego, which is the carrier of human soul at a higher level. Because of him, talent is the highest among all things. But this "I" is by no means the simple essence of modern people. It is my responsibility to transform and evolve other aspects of human beings.
p17 the development of human civilization is the result of "I" transforming people's lower level.
If I become very powerful, I can transform my mind and body through my personal strength. The result of the transformation is called spiritual self. The perceptual mind corresponding to this process.
I can consciously transform my habits, temperament, personality and memory, and so on. As much as a person can deeply transform life in this way, the resulting life spirit will be there.
corresponding to this process is the rational mind.
people can also transform material bodies through themselves, such as the circulation of blood in the body and the beating of pulse. The result of the transformation of this material body is called a spiritual person.
What happens in this process is conscious mind
p2, so the essence of human beings is material body, living body, mind-soul body and self-body. Through the transformation of self-body, we can perceive mind, rational mind and conscious mind from the product of mind-soul level, and spiritual self, life spirit and spiritual person from the higher level of spirit.
I can see different levels of people. This "person" has become bigger, not just the body we see with our naked eyes. Really knowing people is the beginning of correct education. If education doesn't touch the ego and let the ego realize its transformation, then the people we educate are either robots, vegetarians or higher animals at best.
p21 education should work at four basic levels.
The development of the four levels after birth is not simultaneous, but different levels develop in different periods through different methods. Only when we realize the development law of human nature at different levels can we have a proper foundation for truly doing education and designing courses.
the first seven years: after the physical body is born, P25 is between and 7 years old, and what he needs is the shaping of the physical organs.
Educators should provide children with a suitable material environment. Only a suitable material environment can play a suitable role in helping children in this period to make their physical organs into a suitable shape.
p26 Imitation and example
p26 Aristotle said: Man is the best animal to imitate.
children form the shape of material organs that will not change in the future by imitating everything that happens in the material environment.
These physical environments include physical activities around children, things that can be felt by children in the surrounding environment, everything and all aspects that work on children's spirit from the surrounding physical space.
Specifically, it can be understood as the layout of his family environment, the environment in which he lives, and everything in the whole nature enters the children's eyes, ears and sensory world; On the other hand, there are all the verbal activities of adults in children's families, moral or immoral, rational or stupid language behaviors, including the language or behavior in the adult world that children are exposed to, and the language or behavior of adults that children perceive when they participate in social activities outside the family. These things can shape children's material organs, and children will imitate these languages or behaviors and the order of the environment from the inside to form their own.
p26 teaching children to understand truth and morality by language is not effective for children at this time. Only when adults around children do moral things can they play a good role in demonstrating.
In particular, it emphasizes that children at this stage can't accept teaching, such as reasoning, because everything children learn is imitated, and language teaching has no effect on children.
For children at this stage, what is particularly instructive is his perception system. Children taste the world through his mouth, eyes, ears and nose. The more activities that can stimulate his senses, the more he can grow up.
p27 in this book <; levana oder Erziehlehre> What is written in the book is quite right: a person who travels around the world has learned much more in the first few years of his life than what she learned during her travels.
We can see how important the development of children is to their life when they are -7 years old.
p28 All toys composed only of dead teaching models play the role of hindering and killing children's physique. On the contrary, anything that can stimulate a living imagination will play a correct role.
What kind of toys are healthy are discussed here? What kind of toys are suitable for children?
In the era of great material development, there are all kinds of toys in the toy market, causing all kinds of anxiety. Children can't find themselves in such a toy world, so they keep asking for new toys. Parents can't guide and help their children from the perspective of education. I don't know what kind of toys are suitable for children and healthy for their development. More and more figurative and less textured (plastic, metal) Toys composed of dead mathematical models hinder and obliterate children's structural ability. On the contrary, those toys that look particularly simple and are composed of the most simple and authentic natural materials are healthier, such as sticks and pebbles that we played with when we were young, or dolls made of clothes. These simplest toys are particularly important in today's society, and they have a strong role in the construction of children's material organs.
In this article, I think about how toys like Transformers and Barbie dolls can become healthy toys. These solidified and shaped toys don't have much effect on the development of children's creativity, because there is no room for imagination and creation in their gestures and expressions. But if such toys can be accompanied by adults or created into role games by several small partners, they can still be used, not across the board. The key is to see how we use them in the process of using them.
p3 Happiness and pleasure are the most appropriate forces to stimulate the material shape of organs.
p31 please remember that there is a power that can mold material organs, that is, happiness, happiness to the environment, and happiness from the environment. The happy faces of the educators and the true heartfelt and unyielding love. It is its warm love in children's material environment that incubates the shape of children's material organs.
Here is a special emphasis on the heartfelt and unyielding love of the nurturers. Every nurturer has a love for his children, but the quality of this love is different. When you don't have love in your heart and don't feel it, you can't pass on real love to your children, especially children aged -7, so real love will make his body organs develop more healthily.
To sum up, firstly, children at this stage shape their material organs through good examples and learn through imitation.
Secondly, children's inner self can be stimulated through the perception system. What a child absorbs from the sensory world can change the child's inner self.
the third is that the soul needs to feel love, and the inner joy of the child can rise.
p32 nursery rhymes are particularly important for children to create an impression of beauty and rhythm in their senses. Beautiful voice is more important than the meaning of lyrics. The more vivid the impression these activities make on children's ears and eyes, the better.
From this, we understand that there will be many nursery rhymes in Waldorf's kindergartens, including when teachers call children's names or tell them instructions, they will also use music to soften the rigidity of instructions.
Free play is particularly important for children at this stage. Compared with games, free play is self-play, games have rules, and rules are designed to be dominated by others. Playing may be more free and more aimless. The so-called no purpose, there is more joy and satisfaction for children; The game may have some purposes, and some ideas appear, such as: I want to run first, and our group has to finish a job. Free play is the embodiment of children's autonomy.
Many of our parents are afraid that their children will be bored. They always want to give them something to do and always want to play with them. When they see their children bored there, they will say, "Come and read a book. Are you bored?" Come on, let's climb the mountain. " Looks like you're with the kids,