背誦為王第四冊第59課
- 聽力原文
- 參考譯文
打倒學(xué)校！
學(xué)校是建立在學(xué)習(xí)是教學(xué)的結(jié)果這一理念基礎(chǔ)上的機構(gòu)。學(xué)院理論繼續(xù)接受這一理念，盡管有壓倒性的證據(jù)證明事實剛好相反。
大多數(shù)知識是在不經(jīng)意間學(xué)來的。即便是有意的學(xué)習(xí)，大多也不是有組織教導(dǎo)的結(jié)果。正常的孩子隨意地就學(xué)會了他們的母語，雖然如果父母用心的話，他們會學(xué)得更快些。大多數(shù)第二語言學(xué)得好的人是在特殊的環(huán)境下學(xué)成的，而不是系統(tǒng)教學(xué)所致。他們?nèi)ズ妥娓改敢黄鹕?，去旅行，或者愛上一個外國人。閱讀流暢也經(jīng)常是課外閱讀活動的結(jié)果，大多數(shù)人們在課外廣泛地閱讀，并且得到很多樂趣。
每個人都是在校外學(xué)會如何生活的。我們在沒有老師干預(yù)的情況下，學(xué)會說話、思考、去愛、感受、玩、罵人、談?wù)撜魏凸ぷ?。即使是日夜處于老師照料下的孩子也無一例外地適用該規(guī)則。孤兒、白癡和老師的孩子學(xué)到的東西大多是從為他們設(shè)置的“教育”過程之外得來的。教師嘗試提高窮人知識水平的努力乏善可陳。沒錢的父母把他們的孩子送到學(xué)校，他們更關(guān)心孩子將來取得的證書和報酬，而不是孩子能學(xué)到什么。中產(chǎn)階級的父母把孩子托付給老師，是為了不讓他們學(xué)到窮人在街上學(xué)到的東西。教育研究日益顯示，孩子們是從同齡人、漫畫、偶爾的觀察，及更重要的是學(xué)校的活動，學(xué)到了教師假裝要教給他們的大多數(shù)東西。
Lesson59 Down with School!
School is an institution built on the axiom that learning is the result of teaching. And institutional wisdom continues to accept this axiom, despite overwhelming evidence to the contrary.
Most learning happens casually, and even most intentional learning is not the result of programmed instruction. Normal children learn their first language casually, although faster if their parents pay attention to them. Most people who learn a second language well do so as a result of odd circumstances and not of sequential teaching. They go to live with their grandparents, they travel, or they fall in love with a foreigner. Fluency in reading is also more often than not a result of such extra-curricular activities. Most people read widely, and with pleasure out of school.
Everyone learns how to live outside school. We learn to speak, to think, to love, to feel, to play, to curse, to politick and to work without interference from a teacher. Even children who are under a teacher's care day and night are no exception to the rule. Orphans, idiots and schoolteachers' sons learn most of what they learn outside the "educational" process planned for them. Teachers have made a poor showing in their attempt at increasing learning among the poor. Poor parents who want their children to go to school are less concerned about what they will learn than about the certificate and money they will earn. And middle-class parents entrust their children to a teacher's care to keep them from learning what the poor learn on the streets. Increasingly, educational research demonstrates that children learn most of what teachers pretend to teach them from peer groups, from comics, from chance observations, and above all from mere participation in the ritual of school.
axiom 原理, 原則
orphan 孤兒
peer group 同年齡組，同年齡群體
School is an institution built on the axiom that learning is the result of teaching. And institutional wisdom continues to accept this axiom, despite overwhelming evidence to the contrary.
Most learning happens casually, and even most intentional learning is not the result of programmed instruction. Normal children learn their first language casually, although faster if their parents pay attention to them. Most people who learn a second language well do so as a result of odd circumstances and not of sequential teaching. They go to live with their grandparents, they travel, or they fall in love with a foreigner. Fluency in reading is also more often than not a result of such extra-curricular activities. Most people read widely, and with pleasure out of school.
Everyone learns how to live outside school. We learn to speak, to think, to love, to feel, to play, to curse, to politick and to work without interference from a teacher. Even children who are under a teacher's care day and night are no exception to the rule. Orphans, idiots and schoolteachers' sons learn most of what they learn outside the "educational" process planned for them. Teachers have made a poor showing in their attempt at increasing learning among the poor. Poor parents who want their children to go to school are less concerned about what they will learn than about the certificate and money they will earn. And middle-class parents entrust their children to a teacher's care to keep them from learning what the poor learn on the streets. Increasingly, educational research demonstrates that children learn most of what teachers pretend to teach them from peer groups, from comics, from chance observations, and above all from mere participation in the ritual of school.
axiom 原理, 原則
orphan 孤兒
peer group 同年齡組，同年齡群體
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