儒家: 《禮記》 – 《學記》 (公元前475年 – 公元前221年)
“Record on the subject of education“ (475-221 BC) English translation by James Legge
《學記》8 : — [教之興廢]
大學之法,禁於未發之謂豫,當其可之謂時,不陵節而施之謂孫,相觀而善之謂摩。此四者,教之所由興也。
發然後禁,則捍格而不勝;時過然後學,則勤苦而難成;雜施而不孫,則壞亂而不修;獨學而無友,則孤陋而寡聞;燕朋逆其師;燕辟廢其學。此六者,教之所由廢也。
The rules aimed at in the Great Learning were the prevention of evil before it was manifested; the timeliness of instruction just when it was required; the suitability of the lessons in adaptation to circumstances; and the good influence of example to parties observing one another. It was from these four things that the teaching was so effectual and flourishing.
Prohibition of evil after it has been manifested meets with opposition, and is not successful. Instruction given after the time for it is past is done with toil, and carried out with difficulty. The communication of lessons in an undiscriminating manner and without suitability produces injury and disorder, and fails in its object. Learning alone and without friends makes one feel solitary and uncultivated, with but little information. Friendships of festivity lead to opposition to one’s master. Friendships with the dissolute lead to the neglect of one’s learning. These six things all tend to make teaching vain.
【白话解】大學教人的方法,在一切邪惡的念頭未發生之前,就用禮來教育,來約束禁止,這就是預備、防備的意思(古德所謂防患於未然是也)。當學生可以教誨的時候才加以教導,就叫做合乎時宜。依據學生的程度,不跨越進度,不超出其能力來教導,就叫做循序漸進。使學生互相觀摩而學習他人的長處,就叫做切磋琢磨。這四種教學方法,是教育之所以興盛的原因。
邪惡的念頭已經發生,然後再來禁止,因為錯誤的觀念已經堅不可拔,教育亦難以勝任。適當的學習時期過了才去學,雖然努力苦學,也難有成就。東學一點西學一些,卻不按照進度學習,只是使頭腦混亂毫無條理而已。沒有同學在一起研討,切磋琢磨,便落得孤單落寞而少見聞。結交不正當的朋友,會導致違背師長的教訓,不良的習慣,會荒廢自己的學業。這六項,是導致教育失敗的原因。
【原文】大学之法:禁于未发之谓豫;当其可之谓时;不凌节而施之谓孙;相观而善之谓摩。此四者,教之所由兴也。
发然后禁,则扞格而不胜;时过然后学,则勤苦而难成;杂施而不孙,则坏乱而不修;独学而无友,则孤陋而寡闻;燕朋逆其师,燕辟废其学。此六者,教之所由废也。
【翻译】大学施教的方法:在学生的错误没有发生时就加以防止,叫做预防;在适当的时机进行教育,叫做及时;不超越受教育者的才能和年龄特征而进行教育,叫做合乎顺序;互相取长补短,叫做观摩。这四点,是教学成功的经验。
错误出现了再去禁止,就有坚固不易攻破的趋势;放过了学习时机,事后补救,尽管勤苦努力,也较难成功;施教者杂乱无章而不按规律办事,打乱了条理,就不可收拾;自己一个人瞑思苦想,不与友人讨论,就会形成学识浅薄,见闻不广;与不正派的朋友来往,必然会违逆老师的教导;从事一些不正经的交谈,必然荒废正课学习。这六点,是教学失败的原因。