Charlotte Mason: Education is an atmosphere, a discipline, a life# Parenting - 为人父母
n*3
1 楼
fidelity amex卡有人搞walmart 15 off 75 deal成功了吗？有人身先士卒了吗？成功
了给大伙只会一声哈，谢谢！
了给大伙只会一声哈，谢谢！
J*p
2 楼
Summary/Rewording of Charlotte Mason's 20 Principles
1. Children are born persons.
Children are born persons - they are not blank slates or embryonic oysters
who have the potential of becoming persons. They already are persons.
2. They are not born either good or bad, but with possibilities for good and
for evil.
Although children are born with a sin nature, they are neither all bad, nor
all good. Children from all walks of life and backgrounds may make choices
for good or evil.
3. The principles of authority on the one hand, and of obedience on the
other, are natural, necessary and fundamental; but--
The concepts of authority and obedience are true for all people whether they
accept it or not. Submission to authority is necessary for any society or
group or family to run smoothly.
4. These principles are limited by the respect due to the personality of
children, which must not be encroached upon whether by the direct use of
fear or love, suggestion or influence, or by undue play upon any one natural
desire.
Authority is not a license to abuse children, or to play upon their emotions
or other desires, and adults are not free to limit a child's education or
use fear, love, power of suggestion, or their own influence over a child to
make a child learn.
5. Therefore, we are limited to three educational instruments--the
atmosphere of environment, the discipline of habit, and the presentation of
living ideas. The P.N.E.U. Motto is: "Education is an atmosphere, a
discipline, and a life."
The only means a teacher may use to educate children are the child's natural
environment, the training of good habits and exposure to living ideas and
concepts. This is what CM's motto "Education is an atmosphere, a discipline,
a life" means.
6. When we say that "education is an atmosphere," we do not mean that a
child should be isolated in what may be called a 'child-environment'
especially adapted and prepared, but that we should take into account the
educational value of his natural home atmosphere, both as regards persons
and things, and should let him live freely among his proper conditions. It
stultifies a child to bring down his world to the child's' level.
"Education is an atmosphere" doesn't mean that we should create an
artificial environment for children, but that we use the opportunities in
the environment he already lives in to educate him. Children learn from real
things in the real world
7. By "education is a discipline," we mean the discipline of habits, formed
definitely and thoughtfully, whether habits of mind or body. Physiologists
tell us of the adaptation of brain structures to habitual lines of thought,
i.e., to our habits.
"Education is a discipline" means that we train a child to have good habits
and self-control.
8. In saying that "education is a life," the need of intellectual and moral
as well as of physical sustenance is implied. The mind feeds on ideas, and
therefore children should have a generous curriculum.
"Education is a life" means that education should apply to body, soul and
spirit. The mind needs ideas of all kinds, so the child's curriculum should
be varied and generous with many subjects included.
9. We hold that the child's mind is no mere sac to hold ideas; but is rather
, if the figure may be allowed, a spiritual organism, with an appetite for
all knowledge. This is its proper diet, with which it is prepared to deal;
and which it can digest and assimilate as the body does foodstuffs.
The child's mind is not a blank slate, or a bucket to be filled. It is a
living thing and needs knowledge to grow. As the stomach was designed to
digest food, the mind is designed to digest knowledge and needs no special
training or exercises to make it ready to learn.
10. Such a doctrine as e.g. the Herbartian, that the mind is a receptacle,
lays the stress of education (the preparation of knowledge in enticing
morsels duly ordered) upon the teacher. Children taught on this principle
are in danger of receiving much teaching with little knowledge; and the
teacher's axiom is,' what a child learns matters less than how he learns it."
Herbart's philosophy that the mind is like an empty stage waiting for bits
of information to be inserted puts too much responsibility on the teacher to
prepare detailed lessons that the children, for all the teacher's effort,
don't learn from anyway.
1. Children are born persons.
Children are born persons - they are not blank slates or embryonic oysters
who have the potential of becoming persons. They already are persons.
2. They are not born either good or bad, but with possibilities for good and
for evil.
Although children are born with a sin nature, they are neither all bad, nor
all good. Children from all walks of life and backgrounds may make choices
for good or evil.
3. The principles of authority on the one hand, and of obedience on the
other, are natural, necessary and fundamental; but--
The concepts of authority and obedience are true for all people whether they
accept it or not. Submission to authority is necessary for any society or
group or family to run smoothly.
4. These principles are limited by the respect due to the personality of
children, which must not be encroached upon whether by the direct use of
fear or love, suggestion or influence, or by undue play upon any one natural
desire.
Authority is not a license to abuse children, or to play upon their emotions
or other desires, and adults are not free to limit a child's education or
use fear, love, power of suggestion, or their own influence over a child to
make a child learn.
5. Therefore, we are limited to three educational instruments--the
atmosphere of environment, the discipline of habit, and the presentation of
living ideas. The P.N.E.U. Motto is: "Education is an atmosphere, a
discipline, and a life."
The only means a teacher may use to educate children are the child's natural
environment, the training of good habits and exposure to living ideas and
concepts. This is what CM's motto "Education is an atmosphere, a discipline,
a life" means.
6. When we say that "education is an atmosphere," we do not mean that a
child should be isolated in what may be called a 'child-environment'
especially adapted and prepared, but that we should take into account the
educational value of his natural home atmosphere, both as regards persons
and things, and should let him live freely among his proper conditions. It
stultifies a child to bring down his world to the child's' level.
"Education is an atmosphere" doesn't mean that we should create an
artificial environment for children, but that we use the opportunities in
the environment he already lives in to educate him. Children learn from real
things in the real world
7. By "education is a discipline," we mean the discipline of habits, formed
definitely and thoughtfully, whether habits of mind or body. Physiologists
tell us of the adaptation of brain structures to habitual lines of thought,
i.e., to our habits.
"Education is a discipline" means that we train a child to have good habits
and self-control.
8. In saying that "education is a life," the need of intellectual and moral
as well as of physical sustenance is implied. The mind feeds on ideas, and
therefore children should have a generous curriculum.
"Education is a life" means that education should apply to body, soul and
spirit. The mind needs ideas of all kinds, so the child's curriculum should
be varied and generous with many subjects included.
9. We hold that the child's mind is no mere sac to hold ideas; but is rather
, if the figure may be allowed, a spiritual organism, with an appetite for
all knowledge. This is its proper diet, with which it is prepared to deal;
and which it can digest and assimilate as the body does foodstuffs.
The child's mind is not a blank slate, or a bucket to be filled. It is a
living thing and needs knowledge to grow. As the stomach was designed to
digest food, the mind is designed to digest knowledge and needs no special
training or exercises to make it ready to learn.
10. Such a doctrine as e.g. the Herbartian, that the mind is a receptacle,
lays the stress of education (the preparation of knowledge in enticing
morsels duly ordered) upon the teacher. Children taught on this principle
are in danger of receiving much teaching with little knowledge; and the
teacher's axiom is,' what a child learns matters less than how he learns it."
Herbart's philosophy that the mind is like an empty stage waiting for bits
of information to be inserted puts too much responsibility on the teacher to
prepare detailed lessons that the children, for all the teacher's effort,
don't learn from anyway.
c*a
3 楼
中午刚下的单，收到了AE的conf email，具体返credit还未知
【在 n****3 的大作中提到】
: fidelity amex卡有人搞walmart 15 off 75 deal成功了吗？有人身先士卒了吗？成功
: 了给大伙只会一声哈，谢谢！
【在 n****3 的大作中提到】
: fidelity amex卡有人搞walmart 15 off 75 deal成功了吗？有人身先士卒了吗？成功
: 了给大伙只会一声哈，谢谢！
s*t
4 楼
讲了半天都是白讲。
and
nor
【在 J*******p 的大作中提到】
: Summary/Rewording of Charlotte Mason's 20 Principles
: 1. Children are born persons.
:
: Children are born persons - they are not blank slates or embryonic oysters
: who have the potential of becoming persons. They already are persons.
: 2. They are not born either good or bad, but with possibilities for good and
: for evil.
:
: Although children are born with a sin nature, they are neither all bad, nor
: all good. Children from all walks of life and backgrounds may make choices
and
nor
【在 J*******p 的大作中提到】
: Summary/Rewording of Charlotte Mason's 20 Principles
: 1. Children are born persons.
:
: Children are born persons - they are not blank slates or embryonic oysters
: who have the potential of becoming persons. They already are persons.
: 2. They are not born either good or bad, but with possibilities for good and
: for evil.
:
: Although children are born with a sin nature, they are neither all bad, nor
: all good. Children from all walks of life and backgrounds may make choices
c*y
5 楼
这个deal才出来几天，大概要8个星期才能知道是否给credit。
J*p
6 楼
我读了想了之后可是觉得受益匪浅。
【在 s******t 的大作中提到】
: 讲了半天都是白讲。
:
: and
: nor
m*n
7 楼
me too.
【在 c*****a 的大作中提到】
: 中午刚下的单，收到了AE的conf email，具体返credit还未知
【在 c*****a 的大作中提到】
: 中午刚下的单，收到了AE的conf email，具体返credit还未知
j*8
8 楼
要是和之前的bestbuy的offer一样的话，post出来的时候就知道有没有credit了
【在 c*********y 的大作中提到】
: 这个deal才出来几天，大概要8个星期才能知道是否给credit。
【在 c*********y 的大作中提到】
: 这个deal才出来几天，大概要8个星期才能知道是否给credit。
g*2
9 楼
我下三单三张amex卡，唯独fia amex被cancel,从新下单两次并给fia和walmart打电话
，结果一样。fia 客服的结论是walmart抽风。。。
，结果一样。fia 客服的结论是walmart抽风。。。
a*s
10 楼
周一下了一单，昨天查到，说已邮出来
m*i
11 楼
话说Walmart的网不是一般的烂呀。
b*i
12 楼
我用的AMEX不是FIA 3-4天credit就到账了 周一下单 收到amex email confirmation
今早$15 statement credit已经post到账上了
今早$15 statement credit已经post到账上了
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