祝孩子们天天健康快乐！

标题: 关于卡尔威特，你可能并不知道的故事 [打印本页]

作者: 老易 时间: 2009-4-13 00:37
标题: 关于卡尔威特，你可能并不知道的故事
.

当年《哈佛女孩》这本书红火的时候，敏锐的书商立刻发现了商机。
起因在于《哈佛女孩》提到的《早期教育和天才》这本书，

《早期教育和天才》介绍了几位神童和一些相关的作品。
包括《卡尔威特的教育》，斯特纳夫人的《自然教育》，
西迪斯博士的《俗物与天才》，还有巴尔博士的《家庭学校》等等。

上面这些书由于都是百年以上的书了，国内难以找到，
国外也比较难找，所以书商干脆一不做，二不休，剪刀，浆糊一通鼓捣，
把《早期教育和天才》这本书中提到的四五本书的内容杂糅在一起，
又从其他教育书里找了一些时髦的理论，就这么拼凑出了一本《卡尔威特的教育》。

所以，现在网上流传比较广的那本《卡尔威特的教育》实际上并不是原本，
是伪书。说到伪书，在我国还是颇有传统的。像流传到现在的《尚书》这本书
就是伪书，由于原本找不到了，所以学者也就无奈接受了这本伪书。

很多家长实际上是被愚弄了。

《早期教育和天才》这本书我仔细看过，非常薄的一本小册子，实际上是几本书的
概括介绍，同时还加入了木村久一本人的大段论述。所以，这本书是很难作为
早期教育的指导手册的。但是，你不得不佩服书商的是，他们能把这本小册子
不断掺水，掺水，最后变成了一个类似指导手册的东西，想象力实在惊人。

讲完这段故事，我请大家思考这样一个问题：

如果你只读过一本教育书，而这本教育书偏巧又是某位不知何许人的作者炮制的伪书，
然后你用这本书来指导自己的家庭教育，后果........说实话，如果我是这个人，我会有
一种不寒而栗的感觉。

如果.......................

如果炮制这本伪书的人根本不懂教育，为了掺水在书中加入大量自己的偏见和谬论，
如果书商为了赚钱大作夸张性的广告，就像记忆枕.........

你只读过这一本书，后果............

兼听则明，老易实际上在帮你，如果你连这个道理都不懂的话，
你来这个论坛只能是浪费时间。

附：本书的中英文原版目录（2006年，原版第一次被翻译，2006年以前的版本应该说都是伪书）

第1章这本书为谁而写
第2章我儿子天生就有非凡的才能吗？
第3章我的教育工作能成功地进行下去吗？
第4章我对儿子的教育完成了吗？
第5章每个普通孩子在适当的教育下都可能成优秀的人才
第6章我打算把儿子培养成早熟的学者吗？
第7章我儿是怎么样成为少年学者的？
第8章我自认为有把儿子培养学成的技巧吗？
第10章我儿子真的得益于他的早期教育吗？
第11章小孩子在7～8岁之前是否应该放任自流？
第12章我们如何保护卡尔免受别人的吹捧的影响
第13章卡尔的玩具和智力开发的第一步
第14章小孩子必须和其他多孩子一起玩耍吗？
第15章卡尔的饮食
第16章我们如何对卡尔进行道德教育
第17章卡尔怎么样学习阅读和书写
第18章把学习和玩耍分开
第19章怎样奖励孩子
第20章卡尔是如何学习补语的
第21章卡尔在科学方面的学习
第22章品位的培养
第23章卡尔步入大学

I. FOR WHOM THIS BOOK is WRITTEN . . 1
II. WAS MY SON BORN WITH EXTRAORDINARY APTITUDES? 8
III. DID MY EDUCATIONAL WORK. PROCEED SUCCESSFULLY? 15
IV. Is MY SON'S EDUCATION FINISHED? ... 21
V. EVERY ORDINARILY ORGANIZED CHILD MAY BECOME A SUPERIOR MAN, IF HE is PROPERLY EDUCATED 25
VI. DID I INTEND TO MAKE A PRECOCIOUS SCHOLAR OUT OF MY SON? .... 63
VII. How CAME MY SON TO BE A PRECOCIOUS SCHOLAR? 69
VIII. DID I PRETEND TO HAVE THE NECESSARY SKILL FOR MAKING A SCHOLAR OF MY SON? 87
IX. OBJECTIONS TO THE EARLY EDUCATION OF MY SON 104
X. DID MY SON PROFIT FROM HIS EARLY EDUCATION? . . 113
XI. SHOULD CHILDREN BE LEFT TO THEMSELVES UP TO THEIR SEVENTH OR EIGHTH YEAR? 123
XII. WHAT WE DID TO GUARD KARL AGAINST FLATTERY, OR, AT LEAST, TO WEAKEN ITS VENOM 135
XIII. KARL'S TOYS AND THE FIRST STEPS IN His MENTAL EDUCATION 158
XIV. MUST CHILDREN PLAY MUCH_WITH OTHER CHILDREN? 183
XV. KARL'S DIET 190
XVI. WHAT WE DID FOR KARL'S MORAL EDUCATION 213
XVII. How KARL LEARNED TO READ AND WRITE 223
XVIII. ON THE SEPARATION OF WORK AND PLAY 235
XIX. CONCERNING REWARDS 239
XX. How KARL LEARNED THE LANGUAGES . 247
XXI. KARL'S EDUCATION IN THE SCIENCES . . 280
XXII. THE CULTIVATION OF TASTE .... 284
XXIII. KARL GOES TO COLLEGE. . 287

[ 本帖最后由老易于 2009-4-13 13:24 编辑 ]

作者: 老易 时间: 2009-4-13 01:11

原帖由 hi5 于 2009-4-13 01:02 发表
这种由书商炮制的伪书，就像牛奶里掺三聚氰胺，开头还以为蛋白质含量高，喝了就得胆结石。都是商人利欲熏心的结果。

比喻很形象。这种东西，偶尔看看还行，就怕有些人“只读过这一本教育书”，
其可怕之处近似于只喝过三鹿奶粉。

作者: pianocrazy 时间: 2009-4-13 06:26
看了胡版主的帖子，
我决定不费时间去读卡尔了。

不过强烈建议老易研究一下原版的卡尔（假定老易没有读过原版），
因为你和大多数坛友不同，
这是老易的工作哈。

作者: 听语漫步 时间: 2009-4-13 07:44
一本都没读过
应该是庆幸还是悲哀

作者: 听语漫步 时间: 2009-4-13 09:39

原帖由 hi5 于 2009-4-13 09:17 发表
心雨妈，

我这两本伪书都买了，上下册，全！都是原价买的，要不我跳楼价卖给你

你别跳楼
我担当不起那责任
可能就是因为我没看过这么多书
才会保持自己的风格
我的成长环境，家庭环境
以及我接触的一些杂书和事物
对我教育孩子起到了很关键的作用
像经典
我没读过，心雨也没读过
但是在我的成长过程中
家中的长辈还有兄弟姐妹之间的言传身教
将论语道德经弟子规完全融入了生活的方方面面
潜移默化的对我本人起到了很大的作用
而我又在生活中无形的传给了心雨
所以我一直不主张背经典
祖辈父辈对我们家族的这种家庭教养
对我们的影响远远高于会背的境界

[ 本帖最后由听语漫步于 2009-4-13 09:42 编辑 ]

作者: qqyou 时间: 2009-4-13 10:01
中国的伪书很多，可以啦拉一个长长的名单。

作者: 老易 时间: 2009-4-13 10:01

原帖由 pianocrazy 于 2009-4-13 06:26 发表
看了胡版主的帖子，
我决定不费时间去读卡尔了。

不过强烈建议老易研究一下原版的卡尔（假定老易没有读过原版），
因为你和大多数坛友不同，
这是老易的工作哈。

不仅读过卡尔威特的原版，还读过斯特纳夫人的两本《自然教育》的书，
巴尔博士两本《家庭学校》的书，西迪斯的《俗物与天才》。

并且研究过卡尔威特、斯特纳夫人的孩子，西迪斯的孩子成年后的境况。

有些书已经给大家摘了片段了，比如连环漫画刊物所形成的危害这篇文章就是从斯特纳夫人的书中摘出来的。

还是建议有些朋友不要只读一本书。

作者: 老易 时间: 2009-4-13 10:02

原帖由 hi5 于 2009-4-13 07:13 发表
原版的卡尔刚查了一下，书太老了，印刷厂都不印了。不过看到google book 上倒是收了这本书，不过只是一部分，光目录就和咱们号称是英译本的中文版相差十万八千里。这要是不拿出一面照妖镜，那妖精就不显 ...

我手里有英文原版的。如需要可上传。

作者: 老易 时间: 2009-4-13 10:34

原帖由 hi5 于 2009-4-13 10:17 发表
如果方便的话，就请麻烦传上来对比对比。谢谢。

整理起来有点麻烦，先传一章。

CHAPTER XIV MUST CHILDREN PLAY MUCH WITH OTHER CHILDREN?

SINCE I was repeatedly informed that Karl should have a playmate, for otherwise he
would not enjoy his childhood and would get tired, ill-humored, or even stubborn, I
finally gave in and, with the aid of my wife, chose, one after the other, two somewhat
grown girls who at that time were apparently the best-behaved children in the whole community.
They sang, danced, and played with him, and he naturally was happy.

But the same child that heretofore had never been stubborn and had never told an untruth, now learned both.
He also became accustomed to coarse expressions, and grew arbitrary and domineering, because these
girls, who came to us on account of some small advantage to them, did not oppose him.

Our assurances that we should be happy if they did not give in to his will, but let us know of his arbitrariness, did no good. Their years, their social standing, their education, and the prejudices which are inseparable from it made them deaf against it, and we had to banish them.

It is indeed a foolish and highly injurious idea that children cannot be merry without other children.
It is only natural for them to wish to be with children, for with them they need not be so careful about their thoughts, inclinations, talks, and actions, and they are not guarded and supervised so constantly. But one need only be a child with them, need only take part in merry jests, let the children now and then get the upper hand and be more
clever, by allowing them to occupy a place of greater dignity, and so forth, and they will
feel just as happy playing with older persons, will learn to avoid naughty things, and will not so easily take any harm.

Worst of all it is to make playmates out of uneducated children, especially without
any close observation. I have constantly found the troubles, which I mentioned in re-
gard to Karl, repeated in other families as well, and even worse troubles. The virtues
Playing with Other Children 185 of the well-brought-up child pass over less
readily to the ill-brought-up children than the faults of the latter infect the still unspoiled
child, for virtues demand, at least in the beginning, effort and self-control, because they
are contrary to our inclinations and passions.

But faults are more easily adopted, because our sensuousness naturally leans that way, and
the bad example of the little friend acts as an encouragement.
Most dangerous of all is the being together in an institution or public school. In regard
to the latter it has been a settled principle for more than thirty years, observed by every sensible father,
not to send his child, without the most urgent necessity, to the lower classes of
the same, because there are more ill-brought-up children there than in the upper classes.

So long as our schools are not at the same time schools of moral training, so long as the
pupils, from the first moment to the last (more especially in the recesses, as well as
before and after school), are not constantly under the supervision of a teacher, the expe-
rienced father would gladly sacrifice all attendance at school, if the mass of information,
which a large number of teachers can impart, did not make the instruction given by each of
them in his specialty so desirable.

One ought to take but a very few children, say two or three, under one's charge, when
the supervision could be made successful. If one, for financial reasons, wishes to take fif-
teen to twenty, one should keep enough teachers to have but two or three under the charge
of one.

If none of these precautions have been taken, the faults which have been brought together from all the corners of the world must soon become the common possession, to out-grow and crush the few virtues which are
present.

It is rank stupidity to imagine that children cannot be agreeable and sociable unless they all the time go around with other children. I have repeatedly found the very opposite to be the truth.

Karl and every child that was treated in the same way, were by that very treatment made more yielding, and it was, therefore, no hardship for them to have to yield. Other children tease what they want out of their
playmates in various ways, and so become accustomed to self-assertion.

From this there Playing with Other Children 187 grow shrewdness, simulation, untruth, quarreling, stubbornness, hatred, envy, haughtiness, aspersion, fighting, calumniation, etc. A child remains quite free from all these, so long as he plays only with his parents or with other sensible persons.

Naturally the opportunity for coming together with children is not excluded, but their
commingling should occur only now and then, and under supervision. Such an occasional
meeting, when all the reserve has not been thrown off, can do no harm. Karl has had
many a chance for meeting children under such circumstances during his longer or shorter journeys.

He got along so well with them that they invariably became very fond of him and nearly
always parted from him with tears in their eyes. Having become accustomed to calm,
merriment, order, and sensible reasoning, even in his games, he observed these virtues
also when with other children. There was for him no ready cause for quarreling. On
the contrary, he frequently avoided it by clearing away misunderstandings, or put an end to
it by prayers, sensible arguments, and so forth.

Since he never quarreled at home with any one, such action appeared to him repulsive
and unseemly. He felt that quarreling put an end to playing, nor was his blood roused
by daily recurring quarrels. He consequently did not so easily become excited, nor did
his blood boil as easily as that of children constantly quarreling and fighting with one
another. He knew nothing of that anger which so frequently puts an end to children's
playing. He remained calm, while others grew excited. Not even the naughtiest of boys
could ever have brought him so far as to make him swear or fight.

Nearly all the children, boys and girls, who knew him more intimately became fond of
him. There was but one opinion about him, that he was very amiable and could get along
well with others. I do not know a single case, not even in his maturer years, of his having
quarreled with one of his many youthful friends, or of having fallen out with them,
although many an occasion offered itself for it during his investigation, and even lively dis-
cussion, of learned subjects. I may say there should have been such occasions, because his
opponents were usually considerably older than he.

He generally sided with his betters, and these betters knew him well, hence that intimate respect
and love which they still have for him. Their mutual relations have frequently moved me to tears.
My thanks are due to these worthy young men for having so tenderly and lastingly clung to him.
They are sure of my respect and of his.

People would, therefore, do well to drop that harmful prejudice that children can be
made happy and merry only by playing with other children. With the same right one may
say that they should be left much in the company of the servants, for they like to be in
their company for similar reasons, whereas, who would be so rash as to abandon them to
servants, except in a case of dire necessity?

作者: editorsome 时间: 2009-4-15 10:08
《卡尔威特的教育》和《哈佛女孩》这两本书都读了，幸亏没时间去折腾孩子，为此还一直耿耿于怀。《哈佛女孩》这本书价值几何啊，孩子学校的老师在每日晨会上经常读一小部分给孩子们听，孩子现在二年级，有段时间放学回来常说到。不知利弊各几成？

作者: shsma 时间: 2009-6-17 08:30
看老易的帖子，胜过读十本书。
我也买了斯特纳夫人的自然教育法和自然教育手册，刚看的时候吓了一跳，不知道她和卡尔维特到底是谁抄谁的，有些地方一模一样。这些奸商也太坏了，操的时候连底稿也不换一下，西迪斯的《俗物与天才》、铃木镇一的《神童作坊》我也都拜读过，当时我还没有结婚呢。
我对早期教育的兴趣就是被上面提到的这些书勾引起来的，目前，我也在做杜曼，宝宝才五个多月，一岁以前的孩子确实不知道该怎么教育，孩子的时间是一去不复返，完全不作为担心害了孩子，作为吧又不知道方法和效果对孩子的引导到底如何，有没有副作用。

好在我这人也比较爱看书，我深以为你所说的培养孩子的求知欲、引导式教育比灌输式教育更好，但引导式需要非常多的技巧和知识积累，一般父母很难做到。和灌输式相比，那似乎更是少数人的专利。这也是灌输式教育更受追捧的原因吧。

和智力方面的培养相比，我现在更担心孩子情商方面的教育，这方面可借鉴的经验很少，而小朋友的成长速度之快是不能等的，宝宝一点点就有情绪方面的反应，在喂养中到底该怎么做呢？比如母乳喂养，宝宝想吃就给，还是定点喂养？宝宝哭是哄，还是放任不管呢？（有时候是假哭，但是不管就变成真哭了）。这两方面（智商、情商）都希望老易能指点一二。推荐一些书籍也好啊，先谢谢老易了。

作者: 老易 时间: 2009-6-17 14:58

原帖由 shsma 于 2009-6-17 08:30 发表
看老易的帖子，胜过读十本书。
我也买了斯特纳夫人的自然教育法和自然教育手册，刚看的时候吓了一跳，不知道她和卡尔维特到底是谁抄谁的，有些地方一模一样。这些奸商也太坏了，操的时候连底稿也不换一下，西迪 ...

你孩子这个年龄，建议读一读《劳拉育儿经》。
这本书是美国教育部、农业部、卫生部联合编的，我力主引进，并做了这本书的译审。

这本书对于这个年龄孩子的教育，尤其情商方面，有比较详细的指导。

你也可以搜一搜，网上有这本书的摘要。

补充一下，推荐这本书不代表排斥其他育儿书，像斯波克育儿经，还有日本的松田道雄编的那本《育儿百科》，
都比较经典。这些书不直接讲早教，不过早教的思想渗透在里面。你可以仔细体会。

那些乱七八糟的神童培养大法，当故事书看看就行了。

作者: 学而妈妈 时间: 2009-6-17 20:47
不管看哪本书，都不能照单全收，需要吸收内化才能转为自己的东西。

《卡尔威特的教育》一书我是在孩子3岁时读的，那时看教育的书少，觉得书中的观点很新颖，也不乏高妙之处。正好和一个同龄孩子的妈妈聊天，她说：”卡尔威特长大后表示，他一定不会按照父亲的方法教育自己的孩子。而且卡尔威特虽然小小年纪就当了教授，但一生并无创造性的成就。虽然我们的孩子长大后可能没什么造就，会远远不如卡尔威特取得的成绩，但是让孩子成为一个完全按照父亲的想法长大的人，也是一件非常痛苦的事。”这位妈妈不是教育家，就是一个普通的主妇，但是她用生活的智慧看清了卡尔威特父亲教育的问题。所以说“人民的眼睛是雪亮的，群众的智慧是无穷的”

这件事对我的影响挺大，使我经常从不同的视角来看待书中所写的内容。即不能一棍子打死，也不能迷信。

作者: v320 时间: 2009-6-18 22:11
一直反对照搬哈佛女孩，孩子这样，有意思吗？

作者: josholily 时间: 2009-6-25 15:13
卡尔维特如果真是本伪书，我实在佩服其作者。内容不仅符合老卡尔的背景，更是符合200年前的时代背景，而且有其应有的历史局限性。网上有很多伪书的说法。只要自己好好研读以下即可，是不是本值得读的书一目了然。

作者: josholily 时间: 2009-6-25 15:21
卡尔维特的教育还有其他文字版本的。
日本的家庭保育园，这是在日本拥有最大会员人数的早教方法，其口碑超过七田式和巧虎，在国内可能没有什么名气。家庭保育园，有部分就是源自于卡尔奇维的教育。

所以，只通过google就认为卡尔维特的教育是伪书，没什么价值，就值得商榷了。

作者: lilyniu 时间: 2009-11-3 23:22
我也在看这本卡尔维特，里面的许多教育方法还是不错哦，吸取精华，摒弃糟粕嘛。

作者: yangyh0326 时间: 2009-11-4 16:42
卡尔维特这本书，朋友刚送我一本，还没来及时间读

作者: 呱呱鸟妈妈 时间: 2010-3-15 13:28
标题: 奥,我明白了,
我今天终于知道这个流传的经典,怎么又那么多漏洞,在书里讲他儿子天生是个低智商的孩子,但是好像在三个月的时候就能坐起来了,我但当时就觉的前后矛盾的,在说,对于成功的标准是认为早早上大学,学会几国语言,但是在其他方面并没有形成什么建树,我觉得这种标准很庸俗,就将书扔到一边了,

作者: anitaxzz 时间: 2010-3-15 19:40
现在不敢轻易的买书，标题换一换，内容大致雷同！谁抄谁的谁也说不清！现在只能想办法找原版书的翻译版来看，还有点真实性！

作者: sveika 时间: 2010-10-14 19:10
哈佛女孩也是乱来的，一派胡言，吹嘘应试教育的书怎么就成了素质教育了，我一边看一边笑。

作者: dragonfly_re 时间: 2011-11-3 16:40
标题: 回复 #1 老易的帖子
我在图书馆借阅了这本书，应该是原版的，很老的，我不会把一本书当成自己的指导。我会用自己的经历和感受来作为指导孩子的依据。

作者: shwyyan 时间: 2012-3-28 13:13
在去看看卡尔威特成年后的表现吧。

作者: 乐子腾 时间: 2012-4-1 13:25
看来就像不能光喝一个牌子的奶一样，书也不能光读一本。

欢迎光临祝孩子们天天健康快乐！ (http://www.xetjy.com/)