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[Educational inquiry] children's self-education

[Educational inquiry] children's self-education

(Summary description)Ouradultshaveacertainresponsibilityfortheirchildrenandthechildrenoftheworld.Ourresponsibilityistocreateasafe,healthyandrespectfulenvironmentforchildrentodevelopin.Ourresponsibilitiesincludeensuringsuitablefood,freshair,anon-toxicplayenvironment,andmanyopportunitiestodealwithpeopleofallagesatwill.Wehavearesponsibilitytoleadbyexampleanddemonstratehumandignity.Butthereisonethingwedon'thavetoworryabout,thatishowtoeducatechildren.?Childrencanstillcompletetheirstudieswithoutgoingthroughschool.?WhenIsaythateducationistheresponsibilityofchildren,whentheyareborntobecompetent,Ihopethatyoucanfirmlybelievethis.Inourpresentworld,thistruthisnotasobviousasitusedtobe.Inourlives,almostallchildrenandadolescentsaresenttoschool,andtheageatwhichtheystartisgettingsmallerandsmaller,andtheageoftheendisgettingbiggerandbigger.The“school”hasastandardmeaning.Wemeasureeducationwithresultsandsuccessfulprogressiontoschool.Ofcourse,wealmostautomaticallythinkofeducationasanexpertintheschool,theyhavebeentrainedinprofessional,scientificandartisticaspects.Expertsknowhowtoturnthechild'soriginalpotentialintoeverystepofthefinishedproductofeducation.?Sohere,Iprovideevidenceofmyargument.Themostdirectevidencecomesfromthescenariowherechildreneducatethemselvesinanenvironmentwithoutanysimilarschool.?Alotofeducationhastakenplacebeforechildrengotoschool.?Themostobviousproofofthechild'sabilitytoself-educateisthatthefirstfourorfiveyearsofthechild'slifehavehappenedbeforeus,andnoonehastriedtosystematicallyteachthemanything.Thinkaboutwhattheylearnedduringthattime-theylearnedtowalk,run,jump,climb.Theylearnedthephysicalcharacteristicsofthevariousobjectstheycouldtouchandmanipulatedthem.Theyhavelearnedtheirmothertongue,whichisindeedthemostcomplexcognitivetaskthathumanshavemastered.Theylearnedtounderstandthepsychologyofothersbasically-howtopleaseothers,howtogetridofthem,howtogetwhattheywantfromothers.Allofthemlearn,notwhoarrangesthecoursestoteachthem,buttheylearnbythemselvesthroughfreeplay,unsatisfiedcuriosity,andtheirconcernfortheactionsofothers.Unlessweputtheminthekitchen,wecan'tstopthemfromlearning.?Inthehunting-collectingculture,childrendonotneedtogotoschool,andtheyaresuccessfuladults.?Forthevastmajorityofhumanexistence,weliveinsmall,nomadic,food-collectingteams.Ourbasichumanity—includingourloveofplay,curiosity,andourphysicaladaptationtolearning—hasevolvedinsuchalivingenvironment.Somehunting-collectiongroupshaveretainedtheiroriginalculturetothisday.Whenanthropologistsstudysuchgroups—inAfrica,Asia,NewZealand,SouthAmerica,andelsewhere—theyfindtheirattitudestowardchildrenverystriking.Inallthesecultures,childrenandadolescentscanplaywiththeirinterestsfrommorningtonight,withoutadultintervention.Thesepeople'sbeliefsaretheresultofthousandsofyearsofexperience.Theybelievethatyoungpeoplewillteachthemselvesbyplayingandexploring.Oncetheyareready,theywillnaturallyusewhattheyhavelearnedtoservetheentirecommunity.Throughtheirownefforts,thehunter-gatheringchildrenlearnedagreatdealoftechnologyandknowledgeandgrewintosuccessfuladultsintheirculture.?Insome“non-school”schools,childrenhavenotexperiencedtraditionalschooleducationandhavegrownverysuccessfully.?Formanyyears,IhavebeenobservingchildrenandadolescentsattheThurValleySchoolinMassachusetts.Thisschoolwasfounded40yearsago,andthepeoplewhocreatedtheschoolwerestrikinglysimilartothebeliefineducationandthepeopleofthehunting-collectionera.Theschool’sstudentsrangeinagefrom4tohighschool,butithasnoresemblancetoatypicalschool.Itisfirstandforemostademocraticsystem.Childrenandadultshaveequalpower,andstudents'learningisentirelytheirownactivities.Essentially,itisasafeenvironmentwhereyoungpeoplearefreetoplay,explore,dotheirpart,andcommunicatewithpeopleofallages.Therearenotestshere,noencouragementlikeXiaohongxing,nopassingorrepeatinggrades,nocompulsorycoursesorhomework,noforcedorinducedlearning,andschoolstaffarenotresponsibleforthechildren'slearning.Sofar,hundredsofyoungpeoplehaveeducatedthemselvesinsuchanenvironment.Moreover,theydidnotbecomehunting-gatherers.Theybecamecraftsmen,artists,chefs,doctors,engineers,entrepreneurs,lawyers,musicians,scientists,socialworkers,andsoftwaredesigners.Youcanfindtheminallwalksoflifethatourculturecherishes.?Childreninvesthugeamountsofenergyforself-directedlearning?Haveyoustoppedtothinkabouthowmanychildrenhavelearnedinthefirstfewyearsoftheirliveswhentheyhavenotbeensystematicallyeducatedbyanyone?Theirlearningisnatural,theresultoftheirinstinctsofplaying,exploring,andobservingpeoplearoundthem.Butthisisnaturalanddoesnotmeannoeffort.Babiesandyoungchildrenhaveinvestedagreatdealofenergyintheirstudies.Theirabilitytocontinuetopayattention,bothphysicallyandmentally,ortoovercomeobstaclesandsetbacks,isextraordinary.Nexttimeyouhavetheopportunitytoobserveachildundertheageoffive,sitdownandwatchforawhile.Trytoimaginetheexperienceinhismindwhenachildisdealingwiththeworld.Ifyouallowyourselfthisluxury,youwillenjoyalotofenjoyment.Thisexperiencewillleadyoutolookateducationwithanewperspective.Thislightcomesfromtheinnerofthechild,noton

[Educational inquiry] children's self-education

(Summary description)Ouradultshaveacertainresponsibilityfortheirchildrenandthechildrenoftheworld.Ourresponsibilityistocreateasafe,healthyandrespectfulenvironmentforchildrentodevelopin.Ourresponsibilitiesincludeensuringsuitablefood,freshair,anon-toxicplayenvironment,andmanyopportunitiestodealwithpeopleofallagesatwill.Wehavearesponsibilitytoleadbyexampleanddemonstratehumandignity.Butthereisonethingwedon'thavetoworryabout,thatishowtoeducatechildren.?Childrencanstillcompletetheirstudieswithoutgoingthroughschool.?WhenIsaythateducationistheresponsibilityofchildren,whentheyareborntobecompetent,Ihopethatyoucanfirmlybelievethis.Inourpresentworld,thistruthisnotasobviousasitusedtobe.Inourlives,almostallchildrenandadolescentsaresenttoschool,andtheageatwhichtheystartisgettingsmallerandsmaller,andtheageoftheendisgettingbiggerandbigger.The“school”hasastandardmeaning.Wemeasureeducationwithresultsandsuccessfulprogressiontoschool.Ofcourse,wealmostautomaticallythinkofeducationasanexpertintheschool,theyhavebeentrainedinprofessional,scientificandartisticaspects.Expertsknowhowtoturnthechild'soriginalpotentialintoeverystepofthefinishedproductofeducation.?Sohere,Iprovideevidenceofmyargument.Themostdirectevidencecomesfromthescenariowherechildreneducatethemselvesinanenvironmentwithoutanysimilarschool.?Alotofeducationhastakenplacebeforechildrengotoschool.?Themostobviousproofofthechild'sabilitytoself-educateisthatthefirstfourorfiveyearsofthechild'slifehavehappenedbeforeus,andnoonehastriedtosystematicallyteachthemanything.Thinkaboutwhattheylearnedduringthattime-theylearnedtowalk,run,jump,climb.Theylearnedthephysicalcharacteristicsofthevariousobjectstheycouldtouchandmanipulatedthem.Theyhavelearnedtheirmothertongue,whichisindeedthemostcomplexcognitivetaskthathumanshavemastered.Theylearnedtounderstandthepsychologyofothersbasically-howtopleaseothers,howtogetridofthem,howtogetwhattheywantfromothers.Allofthemlearn,notwhoarrangesthecoursestoteachthem,buttheylearnbythemselvesthroughfreeplay,unsatisfiedcuriosity,andtheirconcernfortheactionsofothers.Unlessweputtheminthekitchen,wecan'tstopthemfromlearning.?Inthehunting-collectingculture,childrendonotneedtogotoschool,andtheyaresuccessfuladults.?Forthevastmajorityofhumanexistence,weliveinsmall,nomadic,food-collectingteams.Ourbasichumanity—includingourloveofplay,curiosity,andourphysicaladaptationtolearning—hasevolvedinsuchalivingenvironment.Somehunting-collectiongroupshaveretainedtheiroriginalculturetothisday.Whenanthropologistsstudysuchgroups—inAfrica,Asia,NewZealand,SouthAmerica,andelsewhere—theyfindtheirattitudestowardchildrenverystriking.Inallthesecultures,childrenandadolescentscanplaywiththeirinterestsfrommorningtonight,withoutadultintervention.Thesepeople'sbeliefsaretheresultofthousandsofyearsofexperience.Theybelievethatyoungpeoplewillteachthemselvesbyplayingandexploring.Oncetheyareready,theywillnaturallyusewhattheyhavelearnedtoservetheentirecommunity.Throughtheirownefforts,thehunter-gatheringchildrenlearnedagreatdealoftechnologyandknowledgeandgrewintosuccessfuladultsintheirculture.?Insome“non-school”schools,childrenhavenotexperiencedtraditionalschooleducationandhavegrownverysuccessfully.?Formanyyears,IhavebeenobservingchildrenandadolescentsattheThurValleySchoolinMassachusetts.Thisschoolwasfounded40yearsago,andthepeoplewhocreatedtheschoolwerestrikinglysimilartothebeliefineducationandthepeopleofthehunting-collectionera.Theschool’sstudentsrangeinagefrom4tohighschool,butithasnoresemblancetoatypicalschool.Itisfirstandforemostademocraticsystem.Childrenandadultshaveequalpower,andstudents'learningisentirelytheirownactivities.Essentially,itisasafeenvironmentwhereyoungpeoplearefreetoplay,explore,dotheirpart,andcommunicatewithpeopleofallages.Therearenotestshere,noencouragementlikeXiaohongxing,nopassingorrepeatinggrades,nocompulsorycoursesorhomework,noforcedorinducedlearning,andschoolstaffarenotresponsibleforthechildren'slearning.Sofar,hundredsofyoungpeoplehaveeducatedthemselvesinsuchanenvironment.Moreover,theydidnotbecomehunting-gatherers.Theybecamecraftsmen,artists,chefs,doctors,engineers,entrepreneurs,lawyers,musicians,scientists,socialworkers,andsoftwaredesigners.Youcanfindtheminallwalksoflifethatourculturecherishes.?Childreninvesthugeamountsofenergyforself-directedlearning?Haveyoustoppedtothinkabouthowmanychildrenhavelearnedinthefirstfewyearsoftheirliveswhentheyhavenotbeensystematicallyeducatedbyanyone?Theirlearningisnatural,theresultoftheirinstinctsofplaying,exploring,andobservingpeoplearoundthem.Butthisisnaturalanddoesnotmeannoeffort.Babiesandyoungchildrenhaveinvestedagreatdealofenergyintheirstudies.Theirabilitytocontinuetopayattention,bothphysicallyandmentally,ortoovercomeobstaclesandsetbacks,isextraordinary.Nexttimeyouhavetheopportunitytoobserveachildundertheageoffive,sitdownandwatchforawhile.Trytoimaginetheexperienceinhismindwhenachildisdealingwiththeworld.Ifyouallowyourselfthisluxury,youwillenjoyalotofenjoyment.Thisexperiencewillleadyoutolookateducationwithanewperspective.Thislightcomesfromtheinnerofthechild,noton

Information
Our adults have a certain responsibility for their children and the children of the world. Our responsibility is to create a safe, healthy and respectful environment for children to develop in. Our responsibilities include ensuring suitable food, fresh air, a non-toxic play environment, and many opportunities to deal with people of all ages at will. We have a responsibility to lead by example and demonstrate human dignity. But there is one thing we don't have to worry about, that is how to educate children.
 
Children can still complete their studies without going through school.
 
When I say that education is the responsibility of children, when they are born to be competent, I hope that you can firmly believe this. In our present world, this truth is not as obvious as it used to be. In our lives, almost all children and adolescents are sent to school, and the age at which they start is getting smaller and smaller, and the age of the end is getting bigger and bigger. The “school” has a standard meaning. We measure education with results and successful progression to school. Of course, we almost automatically think of education as an expert in the school, they have been trained in professional, scientific and artistic aspects. Experts know how to turn the child's original potential into every step of the finished product of education.
 
So here, I provide evidence of my argument. The most direct evidence comes from the scenario where children educate themselves in an environment without any similar school.
 
A lot of education has taken place before children go to school.
 
The most obvious proof of the child's ability to self-educate is that the first four or five years of the child's life have happened before us, and no one has tried to systematically teach them anything. Think about what they learned during that time - they learned to walk, run, jump, climb. They learned the physical characteristics of the various objects they could touch and manipulated them. They have learned their mother tongue, which is indeed the most complex cognitive task that humans have mastered. They learned to understand the psychology of others basically - how to please others, how to get rid of them, how to get what they want from others. All of them learn, not who arranges the courses to teach them, but they learn by themselves through free play, unsatisfied curiosity, and their concern for the actions of others. Unless we put them in the kitchen, we can't stop them from learning.
 
In the hunting-collecting culture, children do not need to go to school, and they are successful adults.
 
For the vast majority of human existence, we live in small, nomadic, food-collecting teams. Our basic humanity—including our love of play, curiosity, and our physical adaptation to learning—has evolved in such a living environment. Some hunting-collection groups have retained their original culture to this day. When anthropologists study such groups—in Africa, Asia, New Zealand, South America, and elsewhere—they find their attitudes toward children very striking. In all these cultures, children and adolescents can play with their interests from morning to night, without adult intervention. These people's beliefs are the result of thousands of years of experience. They believe that young people will teach themselves by playing and exploring. Once they are ready, they will naturally use what they have learned to serve the entire community. Through their own efforts, the hunter-gathering children learned a great deal of technology and knowledge and grew into successful adults in their culture.
 
In some “non-school” schools, children have not experienced traditional school education and have grown very successfully.
 
For many years, I have been observing children and adolescents at the Thur Valley School in Massachusetts. This school was founded 40 years ago, and the people who created the school were strikingly similar to the belief in education and the people of the hunting-collection era. The school’s students range in age from 4 to high school, but it has no resemblance to a typical school. It is first and foremost a democratic system. Children and adults have equal power, and students' learning is entirely their own activities. Essentially, it is a safe environment where young people are free to play, explore, do their part, and communicate with people of all ages. There are no tests here, no encouragement like Xiaohongxing, no passing or repeating grades, no compulsory courses or homework, no forced or induced learning, and school staff are not responsible for the children's learning. So far, hundreds of young people have educated themselves in such an environment. Moreover, they did not become hunting-gatherers. They became craftsmen, artists, chefs, doctors, engineers, entrepreneurs, lawyers, musicians, scientists, social workers, and software designers. You can find them in all walks of life that our culture cherishes.
 
Children invest huge amounts of energy for self-directed learning
 
Have you stopped to think about how many children have learned in the first few years of their lives when they have not been systematically educated by anyone? Their learning is natural, the result of their instincts of playing, exploring, and observing people around them. But this is natural and does not mean no effort. Babies and young children have invested a great deal of energy in their studies. Their ability to continue to pay attention, both physically and mentally, or to overcome obstacles and setbacks, is extraordinary. Next time you have the opportunity to observe a child under the age of five, sit down and watch for a while. Try to imagine the experience in his mind when a child is dealing with the world. If you allow yourself this luxury, you will enjoy a lot of enjoyment. This experience will lead you to look at education with a new perspective. This light comes from the inner of the child, not on the child.
Hunting – The children of the collector must learn a great deal of knowledge to become successful adults.
If you think that education is not a big deal for hunting-gatherers, because they don't need to learn anything, then you are wrong. In fact, they have to learn a lot of knowledge.
To be an effective hunter, boys must learn the habits of two or three hundred species of animals that the tribe often hunts. They must track their prey from the most hidden clues. They must make perfect hunting tools, such as bows and arrows, air guns. Hair, snares, nets, and use these tools with high skill.
To be an efficient collector, girls must learn to recognize a variety of edible, nutritious roots, nuts, seeds, fruits and leaves, know where to find them in any season, how to dig, how Take out the edible parts, and sometimes know how to treat them to make them edible or more nutritious. These abilities also include years of physical skills, as well as memories of the vast amount of oral culture-transmitted information, the ability to add, modify, and make use of.
In addition, children of hunter-gatherers must learn to recognize roads, build grass houses, help to have children, take care of babies, play music, and a variety of dance and cultural ceremonies in their vast collection areas. Because there is no division of labor in the tribe, at most it is the hunting of men and the collection of women. Everyone must master most of the knowledge and skills of their own culture.
The children are self-taught. Although the hunt-gatherer's children must learn a lot of knowledge, the hunt-gatherer has no school.
Adults also don't set up classes, or try to encourage children, give them classes, or monitor their progress. When asked how the children learn the knowledge they need, the adults' answers are basically: “They teach themselves by watching, playing and exploring.” Occasionally, adults may give a little advice or a demonstration. How to do better, such as how to make arrows, but this kind of help is only when the children explicitly ask for it. Adults do not organize, lead, or interfere with children's activities. They have no concerns about the education of their children. Thousands of years of experience have proven that children are experts in educating themselves.
 
Children spend a lot of time playing and exploring.
 
Hunting – The children of the collectors play with them all the time almost every day.
- Children are free to play at any time, and they don't have to do any work until they are 15 years old.
- Whether boys and girls are playing freely every day, almost every day.
- Boys can always play freely until 15 to 17 years old; girls, sometimes do some chores, or look at children, but also play.
- Children play from early to late.
Hunting – the children of the collectors have such a broad freedom to pursue their hobbies, for the most part because adults fully understand that these pursuits are the most reliable way to educate. Another part of the reason is the spirit of equal autonomy prevailing in the hunting-gatherer culture, both for adults and for children. Hunting – The collector sees the child as a complete adult and has the same rights. They assume that once the children develop to contribute to the tribal group, the children will voluntarily do it. There is no need to force the children, or anyone else, to do what they don't want to do. The sigh is that the instinct we learn and the instinct to contribute to our team are evolved in a world we believe in our instinct.
 
Children observe adult activities and imitate them in their own play.
 
The children of hunter-gatherers are never isolated from adult activities. They directly observe what is happening in the camp: preparing for migration, building thatched cottages, making and repairing tools, preparing food and cooking, caring for babies, precautions against carnivores and diseases, gossip and discussion, controversy and politics, dance and festivals . Sometimes they will go with the adults to collect, and boys over the age of 10 will sometimes go hunting with men.
Children not only observe all the activities, but also imitate them in play and become more and more mature through play. As they grow older, their play is getting closer and closer to actual activity. There is no big gap between the participation of the play and the participation of the real people in the activities that the children love.
Children often imitate the important activities of adults: dig the roots of plants, fish, smoke the thorns from the holes, cook, take care of babies, climb trees, weave rattan ladders, use knives and other tools, make tools, Back heavy things, do rafts, make fires, resist carnivore attacks, imitate animals (a means of identifying animals and learning their habits), playing music, dancing, telling stories, arguing. Because children of different ages always play together, children can learn from older children.
No one needs to order or encourage the children to do this. They all do it naturally, because like the children around the world, what they want most is to grow up to be as successful as the adults they see. The desire to grow up is a powerful motivation, coupled with the motivation of play and exploration, to ensure that once given the opportunity, the children will continue to practice technology and become effective adults.
 
Secrets of Thur Valley School: Children educate themselves
 
Of course, our current culture and hunter-gathering culture are far apart. You naturally doubt whether the experience of education gained from the hunter-gathering culture can be effectively used in our culture today. First of all, hunting – collectors do not need to read, write, or count, and perhaps natural, autonomous learning methods do not apply to these three basic skills. In our culture, unlike hunter-gathering culture, we have countless different ways of making a living, countless different skills and knowledge, and children can't observe all activities in their daily lives. The children are mostly Separate from the working environment of adults, which makes it difficult for them to have the opportunity to imitate adults in play.
For the past 40 years, the most hidden secret of the American education system is the Tsemiya School. Most students in the education department have never heard of it. The teachers of the education department ignore it. This is not because of malice, but because they do not Ways to include it in the framework of their existing educational thinking. The education model of Thur Valley School is not a variant of standard education. It is not a progressive version of traditional schools, not a Montessori school, a Dewey school, or even a Piaget school. To understand this school, you must completely abandon the way of thinking about mainstream educational thinking. You must start from this idea: adults can't control the children's education, and children educate themselves. But now this secret has been leaked, mainly because students and people who have personally experienced the Tez Valley school spread. I expect that after 50 years, most educators will regard today's education as a brutal residue of the past. People will wonder why the world has spent such a long time to understand this simple and self-evident truth, which is the principle of the establishment of the Tsemiya School: the children themselves educate themselves and do not need us to educate them. Let's talk about a few different ways of running schools.
 
School democracy
 
Thur Valley School is first and foremost a community where children and adolescents directly experience the rights and responsibilities of democratic management. The main administrative body of the school is the school assembly, which consists of all students and adult staff. Once a week, the school meets all the regulations of the school by one person, one vote, decides the procurement of the school, establishes a committee to manage the daily affairs of the school, and decides to hire or dismiss the school staff. The four-year-old child has the same voting rights as all other students and staff in the school.
The school has no staff tenure, all of whom are one-year contracts, and must be renewed each year by secret ballot. Because the number of votes for the staff is 20:1, the staff who are able to survive this process and are re-elected are especially loved by the students. They are very kind, ethical, capable people who have made significant contributions to the environment of the entire school. They are role models that some students think can be learned.
The school's regulations are enforced by the Judicial Council, and its members change regularly, but always include an adult staff member and students representing different ages of the school. When a student or employee is prosecuted for violation by other members of the school, the plaintiff and the defendant must face the Judiciary Committee and accept the ruling of the committee. If they are found guilty, they must also receive appropriate punishment. All of this, staff and students are treated the same, no one can override the law.
 
The school does not interfere with the activities of the students
 
Every day, the students are free and free all day, they can do whatever they want, as long as they do not violate the rules of the school. These rules were developed by the school conference to protect the school and protect students' opportunities to pursue their interests and hobbies. Members of the school must remain quiet in a special quiet house, not to damage the instrument or use it to return, to graffiti on the school's property, to take drugs on campus, or to infringe others. These acts are handled by the Judicial Council.
All regulations are not related to learning. The school does not conduct any tests and does not assess the student's progress. There are no courses in the school and no attempt to encourage students to learn. Only when the students spontaneously organize will have classes, and once the students no longer need them, the class will stop. Many students never go to class, and the school does not think there is any problem with this. The school staff does not consider themselves to be teachers. They consider themselves to be adult members of the school and provide a wide range of services to the school, one of which is teaching. Most of their teaching activities belong to everyday human activities: answering questions and providing advice in a sincere conversation.
 
School is a playful and explored environment
 
At Thurlow School, learn

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