文稿发布-第10卷-第49章
第821号 教育工作中的个人特征
文稿发布-第10卷-第49章
MR No. 821 - Individuality in Educational Work
文稿发布-第10卷-第49章
我在博尔德疗养院写作，准备前往丹佛。我要向你提供在1901年巴特尔克里克的总会之后所赐给我直接写下来的亮光。所发的问题是：我们的护士和助手们难道不要在工作的一个方面努力追求吗？他们的全部功课难道不是在那方面的工作中完善自己吗？我在这里说明所赐给我的亮光：紧急的情况往往要求从工作的一个方面转到另一个方面。在我们所有的学校里所提供的教育应该是统一中的多样化。不要教育任何人只从事疗养院或我们其他机构的常规工作，以致让手和脑继续不断地长时间用在某一门功课上，因为心思需要花在不同的学科上，不会让某一类器官一次性负担过久。{10MR302.1}[1]
文稿发布-第10卷-第49章
I am writing in Boulder Sanitarium and getting ready to start for Denver. I will present to you light given me and written directly after our [1901] General Conference in Battle Creek. The inquiry was made: Shall our nurses and helpers be set to pursue one line of work? Shall their whole study be to perfect themselves in that one line of work? I state here the light given me: Exigencies will oft require that there shall be a change from one line of work to another line of work, and it is important that the education given in all our institutions be one of diversity in unity. Not one is to be educated to pursue routine work in the sanitarium or in any of our institutions, so that hands and minds should be continually taxed with one long lesson of any order, because the mind needs to be worked on different lines of study which will not tax a certain class of organs too long at a time. {10MR 302.1}[1]
文稿发布-第10卷-第49章
在学校中各门功课之间的变化是非常必要的，知识需要智慧地增长。心思不可长时间地花在某一门功课上，这对教师和学生都没有好处，会变得单调乏味。有些人受得了这种全神贯注的努力。另一些人则会变得很紧张，却不知道原因。然而每天学习的多样化比单学一门功课更有利于大脑的休息。要对功课进行分解，转移人的思想，将之放到不同的学科上去，免得专注于某一门学科使人无法应付将会出现的紧急情况。{10MR302.2}[2]
文稿发布-第10卷-第49章
Change in lines of study in the schools is essential, and an intelligent growing knowledge. The mind must not be overtaxed with long application in one special lesson. It is not beneficial to the teacher, neither is it beneficial to the student. It becomes monotonous. Some can bear this concentrated effort: others become nervous, but do not understand the reason; but variety in daily studies is more restful to the brain than one monotonous line of study. Break it up: divert the mind: change it to different subjects, lest the monotony of one line of work disqualify the person for meeting the exigencies that will arise. {10MR 302.2}[2]
文稿发布-第10卷-第49章
我们在这里的博尔德疗养院看到，需要每一个人都站在自己的岗位和部门中。改变程序乃是上策。从事服务的人常常有怨言要发：他不愿意改变。但虽然有些人占有一切有利条件，另一些人则看到心思专注于一类学科的短处。一些人受不了长时间地专注于一件事情，直到心灰意懒。有些人的思维结构则是必须改变他们的学科。这些学生不知道是怎么回事，却不断地承受大脑的损伤。对于一些人来说，作用力需要改变，以学习工作的所有细节。否则学生的工作会非常枯燥单调，就像机器在运转。{10MR303.1}[3]
文稿发布-第10卷-第49章
We see here in the sanitarium at Boulder that there is a necessity of each one standing in his lot and in his place. It would be wisdom to change the program, and often the one in service has complaints to make: he does not want to change. But while some serve all advantages, others see disadvantages in confining the mind to one class of studies. Some minds cannot endure the matter of one thing carried over for hours until the interest flags. Some minds are so constituted that they must have change in their studies. These students do not know what the matter is, but they are receiving brain damage. For some, the working forces need to be changed around to learn all jots and tittles of the work. Otherwise the work of the students will be most dry and monotonous, like the turning of a machine. {10MR 303.1}[3]
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每天都需要劝导。不要让学生长时间地攻读某一门功课。要让他们有变化。这种单门功课的计划会损害一些人的体力、智力和脑力。在学科上要有变化。一位教师可能认为他看到了从中所获得的好处。他并没有确实地知道所需要实施的是精确的计划。教师们，你们要确知新计划的制定，不是要成为取代进步的障碍。你如果把学校交在其他没有经验的人手中，你就无法要求他们随从你背诵或学习的准确计划。一个人以为是最好的计划，不一定是最适合别人效仿的计划。……所以那些将要接替另一位教师的人不要以为自己头脑能适应学生的各门学科。{10MR303.2}[4]
文稿发布-第10卷-第49章
Counsel will be needed daily. Do not set students at work for hours on one lesson. Give them a change. The system, the mind, and the brain power of some will be injured by this kind of one-lesson plan. There should be change in the studies. Now, one teacher may think he sees a benefit to be derived. He does not know assuredly that the plans are the precise plans that must be followed. Be sure, teachers, that new plans are not invented to become a hindrance in the place of an advancement. And when you shall leave the school in other experienced hands you are not in any way to bind them to follow out your exact plan of recitations or of study. That which one mind will suppose to be the best plan may not be the best plan for others to follow. . . . Therefore those who shall serve in the place of another teacher should not suppose that his mind is to specify as to the studies of the students. {10MR 303.2}[4]
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上帝要求每一个要负起责任的人在工作中运用明智的、训练有素的才能，依照自己在学校中已有的知识和服务、本着良心提出自己的意见。主在教育上并未制定任何一个特别的、精确的计划。敬畏耶和华是智慧的开端。具有不同品格特性的人开始从事作为教师的指定工作，遵循与自己的能力相称的教学计划时，不要以为自己必须照般前任教师的做法，免得破坏自己的记录。一个多年担任教师的人，如果不了解规划和推进工作的最好方法，那就要进行充分的试验，虔诚地推断因果的关系，以便找到正确的方法，直到他满意为止。{10MR304.1}[5]
文稿发布-第10卷-第49章
The Lord requires every person who shall take up responsibility to carry into that work intelligent, trained capabilities and work out his ideas conscientiously according to his previous knowledge and service in schools. The Lord has not designed any one special, exact plan in education. It is the fear of the Lord that is the beginning of wisdom. When men with their varied traits of character shall take up their appointed work as teachers and follow a plan of teaching according to their own capabilities, they are not to suppose they must be a facsimile of those teachers who served before them, lest they spoil their own record. One who has been a teacher many years, if he has not become intelligent in regard to the best way to plan and to carry on the work, then let him thoroughly experiment until he is satisfied, after prayerfully reasoning from cause to effect, that he has the right way. {10MR 304.1}[5]
文稿发布-第10卷-第49章
我们所有的机构都要成为实施教育的学校。它们应该充分了解各种物质和精神的成果，引进智慧，和成熟、健康、勤勉的思想，决不要让一个人以为自己是别人的标准。大家都应增进创造力和知识宽度。决不要过于狭隘和斤斤计较，使教育的真正目标停滞在进步的过程之中。每一个人都根据他的禀赋被托付了才干。一个人可能拥有应予以运用的才干；如果他觉得他前面的人期待他按照那人为自己所归纳的方法做事，他就可能被放在无法显示优势的地方。不要进行这样的衡量。每一个人都要对上帝负责。不要以为一个人因为根据他的能力从事了一项善工而受到表扬，别人就要效法他的做法，完全照他的样子去做。未完成的工作需要机智和适应性。（《文稿》1901年170号1-3页，“教育工作中的个人特征”，1901年5月）怀爱伦著作托管委员会1980年10月3日发布于华盛顿{10MR304.2}[6]
文稿发布-第10卷-第49章
All our institutions are to be educating schools. They are to become fully acquainted with all kinds of physical and mental acquirements, to bring in tact, a ready, healthful, diligent mind, and never let one mind suppose he is to be a criterion for other minds. All should improve in ingenuity and breadth. Never become narrow and so very precise that the real object of education becomes clogged in its advancement. Each soul is entrusted with talents according to his several abilities. One may have talents to be put in exercise, and he may be placed where he cannot show to good advantage if he supposes [that the] one who was before him expects him to do just as he has outlined for himself. No such measurement is to take place. Every soul is responsible to God and we are not to suppose [that] because a man is commended for the doing of a good work according to his ability, that another must go over his track and follow his exact measurement. Unfinished work will call for tact and adaptability.--Ms 170, 1901, pp. 1-3. (Individuality in Educational Work," May, 1901.) White Estate Washington D. C. October 3, 1980 {10MR 304.2}[6]
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