教育论-第5章
第04章 教育与救赎的关系
教育论-第5章
Chap. 04 - Relation of Education to Redemption
教育论-第5章
“叫我们得知上帝荣耀的光，显在耶稣基督的面上”（林后4:6）。
人因罪而与上帝隔绝，若没有救赎的计划，将永远与上帝分离，留在无穷的黑夜之中。藉着救主的牺牲，人可以与上帝恢复交流。我们也许不能亲自来到上帝面前，在自己的罪中瞻仰祂的圣面。但在救主耶稣里，我们可以见祂并与祂交往。“上帝荣耀的光显在耶稣基督的面上”（林后4:6）。上帝“在基督里叫世人与自己和好”（林后5:19）。{Ed 28.1}[1]
教育论-第5章
By sin man was shut out from God. Except for the plan of redemption, eternal separation from God, the darkness of unending night, would have been his. Through the Saviour's sacrifice, communion with God is again made possible. We may not in person approach into His presence; in our sin we may not look upon His face; but we can behold Him and commune with Him in Jesus, the Saviour. "The light of the knowledge of the glory of God" is revealed "in the face of Jesus Christ." God is "in Christ, reconciling the world unto Himself." 2 Corinthians 4:6; 5:19. {Ed 28.1}[1]
教育论-第5章
“道成了肉身，住在我们中间，充充满满地有恩典、有真理。”“生命在祂里头，这生命就是人的光”（约1:14，4）。我们救赎的代价——基督的生和死，不仅是我们生命的应许和保证，不仅是为我们重新打开智慧宝库的工具，也是上帝品格更广泛、更高尚的启示，超过伊甸乐园中未犯罪的人所知道的。{Ed 28.2}[2]
教育论-第5章
The Word became flesh, and dwelt among us, . . . full of grace and truth. "In Him was life; and the life was the light of men." John 1:14, R.V.; 1:4. The life and the death of Christ, the price of our redemption, are not only to us the promise and pledge of life, not only the means of opening again to us the treasures of wisdom: they are a broader, higher revelation of His character than even the holy ones of Eden knew. {Ed 28.2}[2]
教育论-第5章
基督既为人敞开了天门，祂所赐的生命就将天国向人心展示。罪不仅使我们与上帝隔绝，而且摧毁了人心灵中认识上帝的愿望和能力。基督的使命就是要除灭这一切罪恶的作为。祂有能力激发并恢复因罪而麻痹的良知，昏暗的心灵和堕落的意志。祂向我们展示宇宙的一切财富，并藉着祂赐给我们识别和使用这些财宝的能力。{Ed 28.3}[3]
教育论-第5章
And while Christ opens heaven to man, the life which He imparts opens the heart of man to heaven. Sin not only shuts us away from God, but destroys in the human soul both the desire and the capacity for knowing Him. All this work of evil it is Christ's mission to undo. The faculties of the soul, paralyzed by sin, the darkened mind, the perverted will, He has power to invigorate and to restore. He opens to us the riches of the universe, and by Him the power to discern and to appropriate these treasures is imparted. {Ed 28.3}[3]
教育论-第5章
基督是“真光，照亮一切生在世上的人”（约1:9）。正如每一个人都藉着基督获得生命，照样，每一颗心也藉着祂获得上帝的光照。在每一个人的心里，不仅存在智力，也存在灵力，即一种正义感，一种向善的愿望。但也有一种敌对的势力在抵制这些原则。在每一个人的经验中，都表显出吃分别善恶树果子的后果。在他的本性上有一种行恶的倾向，一种不借外援就无法抵挡的势力。唯有一种能力可以帮助他抵御这股势力，实现他内心所认为惟一有价值的理想。这种能力就是基督。人的最大需要就是与这种能力合作。在一切教育工作中，难道不应该以这种合作为最高的目的吗? {Ed 29.1}[4]
教育论-第5章
Christ is the "Light, which lighteth every man that cometh into the world." John 1:9. As through Christ every human being has life, so also through Him every soul receives some ray of divine light. Not only intellectual but spiritual power, a perception of right, a desire for goodness, exists in every heart. But against these principles there is struggling an antagonistic power. The result of the eating of the tree of knowledge of good and evil is manifest in every man's experience. There is in his nature a bent to evil, a force which, unaided, he cannot resist. To withstand this force, to attain that ideal which in his inmost soul he accepts as alone worthy, he can find help in but one power. That power is Christ. Co-operation with that power is man's greatest need. In all educational effort should not this co-operation be the highest aim? {Ed 29.1}[4]
教育论-第5章
真教师决不满足于第二流的工作。他如果不让学生尽可能达到最高的标准，就决不罢休。仅将技术知识传授给他们，使他们成为精明的会计，熟练的技工或成功的商人，他觉得是不够的。他立志以真理、顺从、尊贵、正直和纯洁的原则鼓舞他们。这些原则会使他们成为巩固和提高社会的积极力量。他所最希望他们的，是学习无私服务的人生伟大教训。{Ed 29.2}[5]
教育论-第5章
The true teacher is not satisfied with second-rate work. He is not satisfied with directing his students to a standard lower than the highest which it is possible for them to attain. He cannot be content with imparting to them only technical knowledge, with making them merely clever accountants, skillful artisans, successful tradesmen. It is his ambition to inspire them with principles of truth, obedience, honor, integrity, and purity--principles that will make them a positive force for the stability and uplifting of society. He desires them, above all else, to learn life's great lesson of unselfish service. {Ed 29.2}[5]
教育论-第5章
通过心灵与基督相交，接受祂的智慧为向导，以祂的大能为内心与生活的力量，这些原则就成了造就品格的活泼能力。一旦形成这种结合，学生就找到了智慧的源泉，能在自己身上实现最高的理想。他获得了今世生活最高教育的机会，在今生的训练中，学习那包含永生的课程。{Ed 30.1}[6]
教育论-第5章
These principles become a living power to shape the character, through the acquaintance of the soul with Christ, through an acceptance of His wisdom as the guide, His power as the strength, of heart and life. This union formed, the student has found the Source of wisdom. He has within his reach the power to realize in himself his noblest ideals. The opportunities of the highest education for life in this world are his. And in the training here gained, he is entering upon that course which embraces eternity. {Ed 30.1}[6]
教育论-第5章
从最高的意义上说，教育工作与救赎工作是一致的，因为在教育与救赎工作中，“那已经立好的根基，就是耶稣基督，此外没有人能立别的根基”（林前3:11）。“父喜欢叫一切的丰盛在祂里面居住”（西1:19）。{Ed 30.2}[7]
教育论-第5章
In the highest sense the work of education and the work of redemption are one, for in education, as in redemption, "other foundation can no man lay than that is laid, which is Jesus Christ." "It was the good pleasure of the Father that in Him should all the fullness dwell." 1 Corinthians 3:11; Colossians 1:19, R.V. {Ed 30.2}[7]
教育论-第5章
虽然条件改变了，但真教育依然遵循创造主的计划，就是伊甸学校的计划。亚当和夏娃曾通过直接与上帝交往而得到教诲；我们则从基督的面上瞻仰“上帝荣耀的光。”{Ed 30.3}[8]
教育论-第5章
Under changed conditions, true education is still conformed to the Creator's plan, the plan of the Eden school. Adam and Eve received instruction through direct communion with God; we behold the light of the knowledge of His glory in the face of Christ. {Ed 30.3}[8]
教育论-第5章
教育的伟大原则是不变的，“永永远远坚定”（诗111:8），因为这是上帝品格的原则。教师的首要工作与恒久目的，就是帮助学生理解这些原则，与基督交往，使这些原则成为控制人生的力量。树立这种目标的教师，才是真正与基督合作、与上帝同工的人。{Ed 30.4}[9]
教育论-第5章
The great principles of education are unchanged. "They stand fast for ever and ever" (Psalm III:8); for they are the principles of the character of God. To aid the student in comprehending these principles, and in entering into that relation with Christ which will make them a controlling power in the life, should be the teacher's first effort and his constant aim. The teacher who accepts this aim is in truth a co-worker with Christ, a laborer together with God. {Ed 30.4}[9]
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