托福口语素材积累——性格教育

今天小编向大家介绍一下关于托福考试的相关信息，希望能对大家的留学规划以及院校专业的选择有所帮助。跟大家分享英国哲学家，数学家罗素的这篇On Education of Character，供大家思考和积累话题素材：

　　On education of Character论性格的教育:

　　When it is sought to produce a certain kind of behavior in a child or animal, there are two different techniques which may be followed. We may, on the one hand, by means of rewards and punishmentscause the child or animal to perform or abstain from certain precise acts; or we may, on the other hand,seek to produce in the child or animal such emotions as will lead, on the whole, to acts of the kind desired.

　　如果想在儿童或动物身上产生某种行为，可以有两种不同的方法。一方面，我们可以用奖罚的方法来使儿童或动物执行或回避某种明确的行为;另外一方面，我们也可以努力在儿童或动物身上产生能够在整体上导向被期望行为的感情。

　　By a suitable distribution of rewards and punishments, it is possible to control a very large part of overt behavior. By this method boys who are naturally timid can acquire physical courage, and children who are sensitive to pain can be taught a stoical endurance. Good manners, if not imposed earlier, can be learnt in adolescence by means of no worse punishment than the contemptuous lifting of an eyebrow. What is called ‘good form’ is acquired by almost all who are exposed to it, merely from fear of the bad opinion incurred by infringing it. Those who have been taught from an early age to fear the displeasure of their group as the worst of misfortunes will die on the battlefield, in a war of which they understand nothing, rather than suffer the contempt of fools.

　　通过对奖励和惩罚的适当分配，大量外在的行为是可以被控制的。通过这种方法，生来胆小的男孩能够养成生理上的勇气，对疼痛敏感的孩子可以变得能仍受疼痛。好的举止如果在孩童时期没有灌输进去，青春期仍可以学到，而且只需轻蔑的一抬眉毛这样并不严重的惩罚手段。所谓‘好样的’行为，几乎每个耳濡目染的人都可以养成，因为他害怕违反它招来非议。 那些从小就被教导要把圈内的不悦视为最大不幸的人们，即使面对的是他们一点都不理解的战争，也宁愿战死沙场，而不愿受愚人的白眼。

　　As a social force, the behaviorist method of ‘conditioning’ is therefore very powerful and very successful. It can and does cause men to act in ways quite different from those in which they would otherwise have acted, and it is capable of producing an impressive uniformity of overt behavior. Nevertheless, it has its limitations. (之前全部是让步，这里Nevertheless 后面才开始进入文章要探讨的核心)

　　因此，作为一种社会力量，行为主义的‘条件作用’的方法是非常有力，非常成功的。它能够而且确实使人们的行为方式大不同于那些未经此法教育的人们的行为方式，它所能带来的外在行为的一致性也确实令人惊叹。不过，它也有它的局限。

　　It was through Freud that these limitations first became known in a scientific manner, though men of psychological insight had long ago perceived them in an intuitive way. For our purposes, the essential discovery of psycho-analysis is this: that an impulse which is prevented, by behaviorist methods, form finding overt expression in action, does not necessarily die, but is driven underground, and finds some new outlet which has not been inhibited by training. Often the new outlet will be more harmful than the one that has been prevented, and in any case the deflection involves emotional disturbance and unprofitable expenditure of energy. It is therefore necessary to pay more attention to emotion, as opposed to overt behavior, than is done by those who advocate conditioning as alone sufficient in the training of character. (文章主旨在这里：需要对情感给予更多的关注)

　　通过弗洛伊德，人们破天荒地可以用科学的态度来认识这些局限了，虽然它们在很久以前就被心理学家的直觉所洞察到了。就我们的目的而论，心理分析的发现的要点是：被行为主义的方法阻止而无法获得公开表现的冲动，并不一定会死去，而是转入了下意识，并会找到未在奖罚中受到禁止的新的发泄渠道。通常新的渠道比被堵住的渠道更加有害，而且总会带来情绪上的紊乱和精力上的浪费。因此，有必要对与外在行为相对的情感因素予以更多的关注，那些主张条件作用对培养性格就足够的人们在这方面是做的不够的。

　　I am not an advocate of absolute freedom, but I am an advocate of certain forms of freedom which most adults find unendurable. There should be no enforced respect for grow-ups, who should allow themselves to be called fools whenever children wish to call them so. We cannot prevent our children from thinking us fools by merely forbidding them to utter their thoughts; in fact, they are more likely to think ill of us if they dare not say so. Children should not be forbidden to swear—not because it is desirable that they should swear, but because it is desirable that they should think that it does not matter whether they do or not, since this is a true proposition. They should be free entirely from the sex taboo, and not checked when their conversation seems to inhibited adults to be indecent. If they express opinions on religion or politics or morals, they may be met with argument, provided it is genuine argument, but not if it is really dogma: the adult may, and should, suggest considerations to them, but should not impose conclusion.

　　我并不是绝对自由的倡导者，但我要倡导多数成人无法忍受的一些自由。不应该强迫小孩尊重大人;小孩应该允许他们说大人蠢，如果他们像这样说的话。仅仅通过禁止他们说出他们的想法，我们并不能阻止他们认为我们蠢;事实上，如果他们不敢这样说，他们更有可能把我们往坏处像。小孩骂人不应被禁止——这并不是因为让他们骂人是好事，而是因为让他们知道骂不骂人并不重要是件好事，因为事实就是如此。他们应该从性禁忌中完全解放出来，当他们表达关于宗教，政治或道德的意见时，大人可以与他们辩论，而不能只是教条：大人可以也应该向他们指出可供考虑的论点，单不能将结论强加给他们。

　　Given such conditions, children may grow up fearless and fundamentally happy, without the resentment that comes of thwarting or the excessive demands that are produced by an atmosphere of hothouse affection. Their intelligence will be untrammeled, and their views on human affairs will have the kindliness that comes of contentment.

　　(education and social order, 1932)

　　有了上面的条件，孩子们长大后，就会无所畏惧，就会由衷地感到幸福;他们未曾被横加干涉过，所以不会有怨恨，他们也不曾被溺爱过，所以不会有过度的要求。他们的智力没有被束缚住，他们的人生观有一种来自满足感的善良成分。

　　《教育和社会秩序》1932年

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