杜曼、七田真的孩子会带来社会问题吗？

enenen2009

今天我无意打开一些关于杜曼的文章看看，因为自己也在进行杜曼教育，一直也比较重视，但是这次了解让我非常震惊！以往没有太多的证据说明长大之后的杜曼孩子会怎样，但现在也就是上面发的英文文章写得就是一个杜曼宝宝成长之后遭遇的事情。他讲述了杜曼将引起的问题。

之前我看到大米写的文章,从中写到很有可能杜曼孩子将引起社会问题，现在终于明白了什么样的问题，一种社交、沟通及认知障碍，即： Asperger's Syndrome (艾斯伯格症候群)，这个什么意思我就不多说了，在百度上面搜索一下就知道了。

当然这个参与调查的杜曼baby现在已成人，而且以前是脑瘫患者，经历了这么多痛苦后，他也说了早期干预有一定效果，但这样的效果却是人们所不期望的，因为他的确为之付出很大的代价，直接导致了今后生活的质量问题。

我不经问自己：到底杜曼好吗？是否应该进行下去？如何进行？说实在话，我真的不知道，虽然问了大米一些问题，也得到了很多答案和支持，但现在还是蛮纠结的。如果坚持按照杜曼一丝不苟的进行显然是有问题的，因为他既缺少理论基础也缺少实际数据的支持，而且美国儿童教育组织多次警告并声明此方法无效。但现实中却又有很多例子证明他的正确。所以大家应该多看、多学才能形成自己的育儿理念，而又不受到别人的左右。

enenen2009

国外有关杜曼模式训练doman－patterning方法的评价


感谢网友linyd0804提供的这篇文章，本来试图翻译一下，但水平实在有限，翻的太差，大家还是自己看吧。

Psychomotor Patterning
Steven Novella, MD
In the 1960s, psychomotor patterning was proposed as a new treatment modality for people with mental retardation, brain injury, learning disabilities, and other cognitive maladies. The method was subjected to controlled trials and found to be of no value. It was debated in the scientific literature up until the early 1970s, when the scientific medical community arrived at the consensus that is should be discarded as a false concept with no therapeutic role. Its use, however, has not stopped.
精神运动模式

在20世纪60年代，精神运动模式被提议作为一种新的治疗方法用于有智力缺陷、脑损伤、学习障碍和其他认知病的患者的治疗。 该方法接受了受控试验，被发现是没有价值的。在科学文献中关于这种方法的辩论一直持续到70年代早期，当时医学科学界达成了共识，认为该方法是一个应该被放弃的错误概念，没有治疗作用。然而这种方法的使用并未停止。

The concept of patterning was invented by Glenn Doman and C. Delacato and is therefore often referred to as the Doman-Delacato technique [1]. Their theories are primarily an extension of the outdated concept that ontogeny (the stages through which organisms develop from single cell to maturity) recapitulates phylogeny (the evolutionary history of the species). Thus the neuron developmental stages of crawling, creeping, crude walking, and mature walking through which normal children develop is directly related to the amphibian, reptilian, and mammalian evolutionary human ancestors [2].

模式的概念是由Glenn Doman和C. Delacato发明的，因此经常被称作Doman-Delacato技术[1]。 他们的理论是对一个不再流行的概念――个体发生学――的一个扩展，（个体发生学研究有机体从单细胞发展到成熟物种所经过的各个时期，既种系演变历史中各阶段的概括）。这样正常小孩发育过程中的腹爬、立爬、未成熟的行走到成熟行走，其神经元的发展阶段直接对应于两栖动物、爬行动物、哺乳动物和人类的祖先的进化[2]。

Doman and Delacato postulated that mental retardation represents a failure of the individual to develop through the proper phylogenetic stages. Their treatment modality supposedly stimulates proper development of these stages, each of which must be mastered before progress can be made to the next stage. This stimulation is done through what they call "patterning," in which the patient moves repeatedly in the manner of the current stage. In the "homolateral crawling" stage, for instance, patients crawl by turning their head to one side while flexing the arm and leg of that side and extending the arm and leg of the opposite side. Patients who are unable to execute this exercise by themselves are passively moved in this manner by 4-5 adults, alternating back and forth in a smooth manner. This must be repeated for at least 5 minutes, 4 times per day. This exercise is intended to impose the proper "pattern" onto the central nervous system. In the full treatment program, the exercises are combined with sensory stimulation, breathing exercises intended to increase oxygen flow to the brain, and a program of restriction and facilitation intended to promote hemispheric dominance [3]. Advocates claim that patterning enables mentally retarded and brain injured children to achieve improved, and even normal, development in the areas of visuo-spatial tasks, motor coordination, social skills, and intellect. They also claim to promote superior development in a normal child [4].

Doman和Delacato假定神经发育延迟代表个体在发育中通过某个阶段的失败。他们的治疗方式按照他们的想象可以激励这些阶段的发育，这些阶段必须在完全掌握后发育才会进化到下一阶段。 这种刺激是通过被他们成为“模式”的方法完成的，在模式训练中，患者重复当前阶段的移动模式。 比如，在“同侧爬行”阶段，患者通过转动他们的头到一边，同时弯曲这一侧的胳膊和腿，伸展另一侧的胳膊和腿。 无法独自进行这种锻炼的患者被动地由4-5个成人进行如此移动，以顺畅的方式反复交替。 这项运动必须持续至少5分钟，每天进行4次。 这种训练意在强加适当的运动“模式” 在中枢神经系统上。 在全套的治疗项目中，模式训练与感觉刺激，呼吸训练（意在增加大脑的氧流量），和一个意在限制和帮助促进半球优势的项目结合一起进行[3]。 倡导者声称模式可以使智力迟滞者和脑子受损害的孩子得到改善、甚至正常，在视觉空间任务、运动协调、甚而社会技能和智力方面得到发展。 他们也声称这种方法可以促进一个正常孩子的超常发展[4]。


The theoretical basis of psychomotor patterning is therefore based on two primary principles, the recapitulationist theory of ontogeny and phylogeny, and the belief that passive movements can influence the development and structure of the brain. As Delacato stated in 1963:

Man has evolved phylogenetically in a known pattern. The ontogenetic development of normal humans in general recapitulates that phylogenetic process. We have been able to take children who deviate from normal development (severe brain injured) and through the extrinsic imposition of normal patterns of movement and behavior have been able to neurologically organize them sufficiently so that they can be placed within a human developmental pattern of crawling, creeping, and walking [3].

Medical treatments are evaluated on two criteria, their theoretical basis and their empirical value. The scientific community has rejected patterning on both counts. By the 1960s, it became clear that recapitulation it is based on an incorrect linear concept of evolution. Evolutionary lines continuously branch and deviate, forming a complex bush of relationships, not a linear ladder of descent. Embryological development does not reflect the mature stages of other distant branches of this evolutionary bush. Studying the embryology of the developing fetus also does not reveal any evidence of successive stages reflecting past evolutionary ancestors.

医学治疗方法通过两个标准来评估：既他们的理论依据和他们的经验值。在这两方面科学界都拒绝模式。 在20世纪60年代，事情变得清晰，个体发生学是基于一种不正确的线性进化概念。 事实上进化进程中连续地出现分支和偏离，形成关系复杂的进化丛，它不是一个线性的世系阶梯。 胚胎学的发展也没有反映出进化丛中在远亲分支中存在这种成熟阶段。对发育中胎儿的胚胎学研究同样也没有揭示出任何证据，能反映过去祖先进化的渐进阶段的。

There is also no theoretical basis for the belief that patterns can be impressed upon the developing cortex. Brain development is genetically driven and involves a complex sequence of cell growth, migration, organization, and even programmed cell death. Abnormalities in this process can be caused by genetic flaws, toxic insults, infection, or biochemical abnormalities. There is no model by which any of these disparate causes can be influenced by passive, or even active, movement of the neck and limbs. Thirty years of subsequent neurological, embryological, and medical progress have failed to lend any theoretical or clinical support for Doman and Delacato's principles.

同样没有理论根据能让人相信模式可以对大脑皮层的发育产生影响。大脑发育是基因驱动的、包括一个复杂序列：细胞生长、迁移、组合、甚至细胞死亡，这个过程中异常可以由基因缺陷、中毒性侵害、传染、或者生物化学的畸变造成。 在这些异常原因中没有任何模型能说明通过被动的、或者主动的脖子和肢体运动可以影响脑发育。随后三十年中神经学，胚胎学和医学进展也没能为Doman和Delacato的方法提供理论或临床上支持。

Their use of breathing exercises to promote oxygen delivery to the brain also lacks an acceptable theoretical basis. The brain and the cardiovascular system are designed to give highest priority to oxygen flow to the brain cells. Elaborate and powerful feedback mechanisms ensure adequate delivery. It is true that carbon dioxide retention, in this case achieved through breathing techniques, does increase blood flow to the brain. There is absolutely no reason to believe, however, that this helps the developing brain.

他们使用的呼吸锻炼用来促进氧气传输到脑子的方法也缺乏一个可接受的理论依据。大脑和心血管系统被设计为优先为脑细胞供氧。精心制作的和强大的反馈机制保证充分的传送。二氧化碳的残留是真实的，在这种情况下通过呼吸技术来实现增加对大脑的供血。然而，没有绝对的理由相信这些能帮助大脑的发育。

In 1982, the American Academy of Pediatrics issued a position statement concluding that "patterning" has no special merit, that its proponents' claims are unproven, and that the demands on families are so great that in some cases there may be actual harm in its use. The National Down Syndrome Congress has endorsed this statement and published it on its Web site [5].

1982年美国小儿科学会发表了一个看法声明，结论是模式没有什么特别价值，它的拥护者的主张是无法证明的，

enenen2009

Of course, if clinical evidence could demonstrate that patterning improves neurological development, it would be still accepted and used. Many mainstream interventions lack a fully understood theoretical basis. Physicians are, at their heart, practical individuals, and if something works, it works. They require proof, however, that an intervention does indeed work and is safe.

On this score, patterning has just not delivered. Duringf approximately ten years in the late 60s and early 70s, dozens of clinical trials compared groups of developmentally delayed children given patterning treatment to comparable who received no treatment but similar amounts of attention [2,6-8]. None confirmed the claims of Doman and Delacato. Some found modest improvements in motor or visuo-spatial skills, but none showed improved intellectual development. The few positive studies were neither impressive nor reproducible. Eventually, such clinical trials stopped and the scientific community abandoned the technique as a blind alley.


The tragedy of this story does not stem from the fact that patterning is a failed theory. It is regrettable that patterning did not deliver as promised, for any legitimate treatment for brain injured and retarded children would be most welcome. The real tragedy began, however, when Doman and Delacato released their claims for a new dramatic treatment before their theories had been scientifically validated. This behavior, similar to the "cold fusion" fiasco, is more than just professionally irresponsible. In physics, such behavior is merely bad form; when dealing with the desperate parents of brain injured children, it should be considered cruel. Doman and Delacato were widely criticized for publicizing their unsubstantiated claims and giving false hope to vulnerable parents and their afflicted children.


The saga, however, did not end with the scientific death of patterning. Doman, Delacato, and their associates began incorporating the patterning technique into their Institutes for the Achievement of Human Potential (IAHP), which was established in Philadelphia in the 1950s and still operates today. A second facility, the National Academy of Child Development (NACD) in Huntsville, Utah, that offers patterning as part of their treatment program. The NACD is run by Robert Doman, the nephew of Glenn Doman, although both institutions state that there is no association between the two.


On August 8, 1996, NBC aired a program titled "Miracle Babies," hosted by Kathy Lee Gifford. The program included a segment portraying an apparent "miracle cure" of a child suffering from moderate mental retardation. As is typical of the lay media, Kathy Lee provided an emotionally appealing view of patterning without even a hint of skepticism. The segment did bring out the desperateness of the parents. They were clearly devastated, as any parents would be, by the need to finally accept that their child was not developing normally. In their desperation, they sought any possible hope, and it was offered to them by the IAHP. The hope that they purchased, however, came at a heavy price, both financial and emotional.


The IAHP and the NACD both rely heavily on the family as the primary deliverers of the patterning treatment. In order to even reach the stage where their child can be enrolled into the aggressive treatment program, they must first complete a training and evaluation course that begin with purchasing and listening to a set of audiotapes. The IAHP states in their literature that only the most dedicated and capable parents will make it to the final stage of treatment. The NACD appears less demanding, but follows the same principle. The program requires families to alter their lives to institute a daily program of patterning exercises, breathing exercises, and sensory stimulation. The mother interviewed by Kathy Lee stated that the program was so demanding that it dominated her life, resulting in emotional and physical exhaustion.


The program also illuminated another important feature of the patterning phenomenon, the difference between anecdotal and scientific evaluation of its effectiveness. Most children, even severely mentally retarded children, still grow and develop, although more slowly than average. Therefore, any child admitted into any treatment program will make some progress as an inevitable consequence of time and their natural development, even if that treatment program is completely worthless. Without adequate controls, it is therefore impossible to evaluate any such treatment. Of course, Kathy Lee and the parents of the child on the program reported remarkable progress. Whether or not the treatments played any role, however, cannot be known. The viewers, however, were encouraged to believe that they had witnessed a miracle cure.

NACD and IAHP literature both caution that individual results will vary. It also implies that if the patient fails to make significant progress, the parents are to blame. The NACD also embraces other scientifically questionable practices. Its Web site offers the following screening test for "food sensitivieis":


Check the following list. If three or more apply to your child, food sensitivity may be a problem:

Sometimes congested
History of ear infections
Behavior: frequent ups and downs
Poor attention span at times
Night or morning coughing spells
Variable hearing, sometimes good, sometimes poor
Post-nasal drip
Headaches
Periods of restlessness
Although the problems listed above undoubtedly have a number of possible causes, food sensitivities must be considered as one of the most likely [9].



Food sensitivies have no proven relationship to behavior, and most of the above symptoms are not related to food sensitivity. The NACD also offers a consultation with an "orthomolecular physician." Such practitioners are clearly outside of the scientific mainstream.

Conclusion
The Doman-Delacato patterning technique is premised on a bankrupt and discarded theory and has failed when tested under controlled conditions. Its promotion with unsubstantiated claims can cause significant financial and emotional damage. Such claims can instill false hope in many people who are already plagued by guilt and depression, setting them up for a futher disappointment, guilt, and feelings of inadequacy. The process can also waste their time, energy, emotion, and money. These resources may be taken away from their children. Parents can also be distracted from dealing with the situation in other practical ways and coping psychologically as a family with the reality of having a brain-injured or mentally retarded child. Parents are encouraged, in fact, to remain in a state of denial while they are pursuing a false cure.

References:
Doman RJ, Spitz EB, Zucman E, Delacato CH, Doman G. Children with severe brain injuries: Neurologic organization in terms of mobility. JAMA 174:257, 1960.
Cohen HJ, Birch HG, Taft LT. Some considerations for evaluating the Doman-Delacato "Patterning" method. Pediatrics 45:302- 14, 1970.
Delacato CH. The Diagnosis and Treatment of Speech and Reading Problems. Springfield, Illinois: Charles C Thomas, 1963.
Doman G, Delacato CH. Train your baby to be a genius. McCall's magazine, March 1965, p 65.
American Academy of Pediatrics. Policy statement: The Doman-Delacato treatment of neurologically handicapped children. Pediatrics 70:810-812, 1982.
Neman R and others. Experimental experimental evaluation of sensorimotor patterning used with mentally retarded children. American Journal of Mental Deficiency 79:372-84, 1975.
Ziegler E, Victoria S. On "An experimental evaluation of sensorimotor patterning": A Critique. American Journal of Mental Deficiency 79:483-92, 1975.
Freeman RD. Controversy over "patterning" as a treatment for brain damage in children. JAMA 202:83-86, 1967.
Doman G. Food sensitivities: The hidden problems

enenen2009

I probably should just go ahead and create a single file on this, since I
think I end up posting it about yearly or so.

Glenn Doman, a physical therapist, got the idea after working with WWII
veterans, that children with brain injuries should be able to recover from
these injuries as well, by going through a forced 'patterning' of body
movements. He tried this on a few children, and it seemed to work, which led
to the Institute for the Advancement of Human Potential. The theories were
refined through the work of Carl Delacato, who believed that this could have
application to children with Downs, Autism, and similar conditions. This was
later applied to students with learning disabilities, students who were
'slow learners', and, eventually, to just plain normal kids who the parents
wanted to make smarter.

Later on, in response to his book 'How to Help Your Brain Injured Child',
Doman wrote several other books, which still exist in pretty much their
original form, including 'How to teach your baby to read', 'How to teach
your baby math' and'Give your child universal intelligence'. Summaries of
these books were printed in Women's magazines, and many of the reviews seem
to almost have the attitude that 'if you don't do this, you're a bad
parent'.

All of Doman's methods have the same basic features in common. They all are
very rigid and segmented, and take a huge amount of parent/adult time. The
physical patterning requires five people to move the child's body for him
for some of the activities. The child has no choice, no volition, and no
control. Since at the time this was started, students with disabilities
weren't welcome in many public school classrooms, the goal was to
'normalize' the child and hide the disability. It was a high stress activity
both for the parents and the child, and the term 'plateau panic' was coined
to describe the situation where the child stops improving. The parents were
cautioned not to stop the program if the child fought it, because, like
eating vegetables, it was to help the child.

Two accounts written of Doman families are
'A boy called hopeless' and 'No time for Jello'
Both have positive outcomes, but show the stress this placed on the family.

In the 60's and 70's, thousands of children went through the IAHP, first
those who had definite disabilities, and later, those who had parents who
just were willing to spend a lot of money and time to make their child
'better.' Doman only took those who he considered able to be helped, with
the result that the deck was stacked to children who had developmental
disabilities which would improve with time, or just plain intelligent
children who already were above average and would be a success for the
program.

By the mid/late 80's, there were starting to be long-term studies of the
'Doman Babies'. These children were now in their teens and college years,
and certain commonalities had begun to emerge.

1. Most of these children had a very low tolerance for personal failure, and
were generally unable to accept that any situation did not have its roots in
them personally-a very high internal locus of control. While some of this is
desirable, these children, as teens and adults tend to be very prone to
severe depression and suicide attempts, because when they run into things
they can't control, they simply can't deal with the situation. A bad work
situation or a just plain unfair situation is next to impossible for one of
these individuals to handle emotionally, because they automatically accept
blame.

Girls, especially, who went through the Doman programs, have a high
frequency of ending up in abusive relationships and not getting out of them,
because this self-blame and internal locus of control feeds the tendencies
of an abusive personality.

This has been attributed to both the lack of control in the early years and
the high level of parental stress. Other studies have shown similar effects
in children who have experienced extreme situations, such as severe abuse by
a parent, living in a war zone, etc.

2. Many of these students were later diagnosed with some rather unusual
learning disabilities, especially those related to spacial perception and
perceptual motor skills, and usually only found in children who were unable
to develop movements naturally. This is believed to be because, while the
patterning attempted to create a normal development cycle, it effectively
meant that the child didn't develop at the time the child needed to develop.
While the child was being taught to crawl, he/she missed out on what he
would have been doing at the time. While the child was being given eye
exercises to speed reading, he/she wasn't developing the visual skills
naturally.

3. Many of these individuals have significant difficulties socially, and, as
children, were unable to interact with other children. In adulthood, these
individuals have difficulty making social relationships, and often seem
rather 'cold' or 'aloof'. This is probably a combination of a lack of social
interaction with children and also a body language issue, because the body
movements taught tend to come off as hostile.

4. Some of the Doman covering techniques, designed to make a disability less
obvious, actually cause physical damage in the long term. Other children,
especially children with Downs, were subjected to facial plastic surgery,
which, because of their young age at the time, has sometimes caused problems
and required further surgeries later. In addition, the child was sometimes
forced to lie and hear their parents lying about their abilities and
disabilities for years at a time, which wasn't exactly good psychologically
for the child.

I, unfortunately, know too well these traits. I was a Doman baby (born with
cerebral palsy). While the Doman methods may have increased my physical
abilities, and made me 'acceptable' to enter school, I have also paid the
price. I was fortunate in that one of my college psychology professors (Dr.
Michael Shaugnessy, who has done some of the long-term studies on Doman
Babies) recognized the traits in me and asked about my history, which let me
both have access to the data and see that I wasn't alone, and led me to get
therapy to help with the emotional and social ramifestations.

Nothing makes up for the physical, though. I have a severe visual-spacial
cognitive disorder, which basically gives me very little depth perception,
and tends to scramble things which have both a vertical and horizontal
component. Driving, or even riding in a car, is terrifying for me, although
I've learned to judge it, because I can't judge the amount of space around
me as well, and even when my intellectual mind knows that I'm safe, my
visual senses tell me otherwise. I don't handle crowds of humans well for
the same reason.

I also have wearing of my joints and arthritis, which has been attributed to
my being taught to keep a rigid posture and closed in body position to hide
the muscle movements typical of CP. This didn't stop the movements, but what
it did do was put the strain on my body. As a result, my bones and joints
are aging at about 2 times my chronological age, and I will be much less
mobile over the long term because of this. I also deal with pain daily
because of this.

I am actually better off than many of the Doman children, because I only
went through the program for 2 years. Some children went through this for as
long as 10, and often were homeschooled or tutored to allow time for the
program, which meant that the child had almost no social interaction.

While it is much harder to study children who were exposed to the Doman
methods at home, since for several years the books were extremely popular,
teens and adults who appear with similar symptoms can often recollect the
activities which were listed there, when asked about their pre-school years.
While the newer editions of the books look to be a bit 'softer'-they give
time limits and talk of the importance of social interaction with other
children, the original umpteen printings are still on library shelves all
over the world.

Robert Doman (Glenn's son) is still continuing to work with developmental
disabilities, however the methods are now much softer and more
developmentally appropriate, and the therapies are now limited only to
disabled children. Many of the techniques pioneered by Doman and Delacato
are still used in early intervention programs-just in less stringent and
structured ways. There is no denying that this work really pushed early
intervention, but like many experiments, it had consequences not expected.

I don't blame my parents for deciding to do the program-at the time, it was
the best option out there for helping a child with a disability. I do hope
that my experiences have helped make it better for children now.




'toto' wrote in message
news:8ibaiuc6j7pkre7jaf796pl8mattjccl8b@4ax.com...
> On Thu, 04 Jul 2002 21:33:12 -0400, Rosalie B.
> wrote:
>
> >cppfister@aol.com (CPPfister) wrote:
> >
> >>From: Rosalie B. gmbeasley@mindspring.com
> >>>She may also be of an age to remember a time when reading problems were
> >>>linked to lack of crawling. Those studies are (I'm told) discredited now,
> >>>but people in our day sometimes made heroic efforts to 'reprogram' kids
> >>>that were considered not to have crawling time.
> >>
> >>Which brings up a question I have. I overheard an acquaintance talking about
> >>his baby to another member of the choir. He said the baby will pull up and
> >>then walk wherever they want to go. The dad said that they would take the
> >>baby back and make him crawl instead. The other choir member (an older
> >>woman) nodded understandingly. When I asked why on earth they would
> >>do that, the woman turned to me and said, 'Babies need to crawl to get
> >>the left-right motion down. It makes them more coordinated.' Now, I had
> >>never heard that a baby who can already walk should be forced to crawl,
> >>but I didn't say anything because I thought maybe they knew something
> >>I didn't.
> >>
> >>How about it? Is there a problem with babies that don't crawl before
> >>walking?
> >
> >It used to be thought that kids with (I think) reading problems had the
> >problem because they did not crawl, and never got that alternate hand foot
> >thing ingrained into their coordination memory. Someone who was a victim
> >of that program posted a lot of information about it but I no longer
> >remember who. If I have time I'll do a google search.
> >
> >grandma Rosalie
>
> The key word is Doman and he is still practicing, but not sure if he
> changed the patterning component.
>
> Glenn Doman is the *Teach your Baby to Read* guy.
>
> Dorothy
>
>
> There is no sound, no cry in all the world
> that can be heard unless someone listens ..
> source unknown

enenen2009

其实以上的文章在论坛中有很多了，之前一直没有很好的拜读，这几天好好的读了一些，感触很多，打击很大！！为了让更多人了解，所以将很多文章黏贴上来了，其实还找到了一些国外的文章，有空再放上去好了，让更多的家长能多多了解。

   另外想说明的是：本人很多言论还没有形成一定的理论，特别对于大脑的形成，这些天看的文章还没有让我完全吸收，所以今后的几天可能在此基础之上再拜读一些关于大脑的学术理论，以此来武装自己！说这个并不是要将我们家长带入到一个学术的或者机械的理论之中，只是希望大家：特别是一些早教的家长和我一样能练就一双火眼晶晶，让那些该死的、充斥着谎言的、虚假的、夸大的早教机构或者伪科学露出原形，让可爱的孩子找到自己的发展之路。

     这几天也在看一些有关discovery探索频道和国家地理杂志关于婴儿的一些比较权威的调查研究，现在我也只想谈谈看后的感觉，当然可能存在不合理之处。就我看到的而言，有理由相信目前大脑研究和婴儿行为研究都并未处于先进水平（说这个源于很多已知的事实才刚刚有了实验或者数据支持），他们在探索婴儿行为的过程中也是充满了不确定性，当然很多试验证明了婴儿正带着我们先人的基因知识前行。

    很多行为的研究让人相信人类在目前的状态下正在淘汰不合现实的行为，带着整体智慧来融入目前社会。就像青蛙一出生就会游泳一样，它不需要学习，因为基因中带有这样的知识，他只要继承就行了。而我们：人类，在经过亿万的进化，让我们越来越适应目前的社会，而脱离以前原始的社会，现在这样，今后也会延续。

     我想说的是：目前的进化是否就是最好的？这种进化是将带领我们继续前进，统治一切？还是带领我们走向灭亡？我不知道答案，相信很多人都不知道这个答案，那么我的问题来了：究竟我们是否按照目前的思维教育我们的孩子，还是应该让她接触过于简单的大脑理论，如：杜曼、七田真？该理论经过证实的确存在硬伤，而且他带来的不仅是知识层面的，有可能是更深层次的伤害，一种我们目前没有办法评估的，但将来会表现出来的。

纠结，但另外的探索频道的两个例子却又让我的想法有所改变，明天讨论。

ygf666

原帖由 enenen2009 于 2010-7-5 10:20 发表
      另外他的一篇文章中也列举了xxxxxxxxx的孩子七田真教育中出现了较大问题， ...

出现了什么较大问题?你提到了责任,我认为如果谈责任的话,当事人更有责任让大家知道答案!我对这个简单的问题感兴趣.但是从头到尾,包括大米对你的回复都没有提及,而是王顾左右而言它.

寸草心

一个非常用心的妈妈，一个认真思考的好妈妈！

enenen2009

说实在话，大米还是挺冤枉的，他只是一个试验者，一个从自己孩子起步开始教育孩子的试验者，只是这个试验者在多方了解后顿悟了而已，从而放弃了杜曼。从另外一个角度，他虽然看到了很多问题，但有可能对他的孩子而言是好的一面（只表现在目前，谁也无法揣测将来），所以也没有过于反对（当然如果孩子出现很大的问题，那就另当别论了）。不过总的说来：他从原本的支持、狂热到目前的一种消极、反对。

    他没有办法来回答我们的问题，将他引以说明也不是他的本意，只是我无意看到了一篇他的文章，所以才刨根问底的，在这点上他还是比较冤枉的。但话又说回来，如果当初他没有那么狂热，积极推动杜曼教学（从某种角度上他的确推动了杜曼的教育），如果他能够直接一点将杜曼所引起的问题说明，也不至于很多家长到目前都比较迷惑。当然这个可能要求别人太高了，毕竟他没有这个义务。

     还有一点揣测就是：他也没有形成理论或建议，所以只能顾左右而言他了。因为在一定角度来说孩子的确在成长的过程中的确能够自己总结规律，像discovery探索频道所调查的一样，婴儿6、7个月的时候就可以了解到：人类不会飞、大的物品不能装进小的物品里面、高处的地方很危险等等，所以杜曼刺激大脑也是合理的。

    家长应该合理的了解各种学说的优缺点，博取众长，摒弃其短，再根据孩子的特点（有理由相信每个孩子的特点都不一样）进行教育，才能真正教育一个优秀的孩子。

enenen2009

http://v.youku.com/v_playlist/f4083618o1p3.html在这个网址中有discovery 和national geogrofic即国家地理中有：关于婴儿的发展、天才的形成等节目，他们中的观点还是蛮有意思的，大家不妨看看。特别是国家地理中讲述了两个例子（两个比较极端的例子）：一个孩子在她成长到12岁的时候受到了无法想象的虐待，她一直被关在一个房间里面，捆在一张凳子上，没有人和她说话（完全没有办法理解他的父母如此残忍），到她被解救出来她还绑着尿布，不会说话、不会走路。研究者发现她的大脑连接非常多，但都是杂乱无章的，而大脑正常发育的结果是：切断无用的连接，保留有用的连接。在3岁的时候大脑的连接是成人的两倍，在成长发育阶段的孩子大脑必须决定哪些保留、哪些切断。当教育中存在问题：有可能将好的连接切断、保留坏的连接。而这个孩子由于没有人和她说话，致使她永远都没有办法学习语法了，她永远都学不会代词：你、我、他及问句when、where、why等的用法（即抽象的、逻辑的）。她的右脑比较发达，也非常聪明，能够快速吸收、学习各种物品、具体的事物等(即各类名词)。以此证明一点：一味的、无止境或者过度开放右脑，并不是一种科学做法。右脑过于发达并不是一种好事，因为右脑是情绪性的，感性的，悲观的。这就是为何大米说右脑的不足之处了。

我的推想：这也许是为什么杜曼培养出来的孩子会得：Asperger's Syndrome (艾斯伯格症候群)了，像大米说的会带来社会问题：右脑是消极的、直觉的、情绪的；而左脑是抽象的、逻辑的，在情绪上更积极一些。知道艾斯伯格症候群症状的人会了解他们有很强的自杀倾向，而且没有办法进行互动，特别是情绪上面的互动。过多的运用人类的方法(我这里特指人类的方法用以区分别的方法)去刺激右脑，使得右脑发展在某个区域（脑部的额叶和顶叶）过于发达或者异常，有可能阻碍左脑的正常发展，毕竟右脑是原始脑，而左脑则是近代脑。人类区别于其他动物就是能够从具体事物中抽象出来，形成我们的文字、符号，进行逻辑思维。而右脑不一样，它是瞬间的、照相式记忆的，在它运行的时候它是无意识的、不加选择的进行记忆；而左脑不一样，它运行的时候需要对事物进行提取，关注重点，有选择的进行。这也是为何得艾斯伯格症候群的人，他们没有办法了解人类的肢体动作代表什么、眼神代表什么、语意内的深层含义代表什么等等。他们没有办法理解，他们只是用右脑在看、在记忆，没有办法转换成左脑进行逻辑思考进而推测出隐含的真实意义。可能很多人无法理解，但我可以想象，右脑畸形发展可能真的会培养一个雨人一样的孩子，他们不通世故、不被社会所理解、而她也不理解这个社会，最终导致被这个社会和其他人所隔离!!! 想起来真的挺可怕的。

这正是古人所说的，得到一个失去一个；用人类不成熟的理论：盲目开发右脑在另外一个方面就将抑制左脑。引用杜曼baby自己的结论“While the child was being taught to crawl, he/she missed out on what he would have been doing at the time. While the child was being given eye exercises to speed reading, he/she wasn't developing the visual skills aturally。”这句话的深切含义就在这里了。

当然也要提出另外的一个想法：是不是我们不用开放右脑，更准确的说开放大脑。由着它自行发展呢？我的答案显然不是的，因为早教也是很有科学根据的，是不能否认的，只是方法不同而已。早前我反对李子勋老师的“右脑教育正统观点”，现在反观后发现自己的局限性，目前我觉得这种观点的确有很强的自省意义，不多说，大家可以看看。也让我了解到：自然的刺激也许是最佳的右脑刺激！这个不是我们人类教育总结出来的，它是上天赐给我们的。

当然我个人依然觉得光有自然刺激还不够，毕竟我们的孩子需要适应目前的社会，更现实一点：我们要让她被社会所接受，她以后还要和其他人一起读书、学习，如果没有任何人类的知识教育，比起其他同龄人而言她将严重落后，在成长过程中会让孩子自卑的。另外我也认为孩子成长不是一个简单的理论，她要遇到太多东西了，很多我们可以控制，而更多是我们家长无法控制的，在这些不可控的情况下，又会有什么发生呢？谁也不知道，因此我们不能一概而论。要不断的辨证看待。

好了让我们重新回归到是否在3岁以前进行的大脑刺激，这就是为何要引出了第二个例子的原因了：第二个例子是一个女孩子苏珊由于早期教育成为了被男人统治着很多年的国际象棋领域的大师，打败了几乎所有男人。她的父亲相信好的教育方式可以将任何孩子培养成天才，她的教育也是从很小的时候就开始了，整个童年都在进行着国际象棋的学习和比赛，最终成为了这个领域的天才。

人类的记忆中的工作记忆是非常短暂的，有的或许只有几秒种，之后就会被切断；但重复刺激之后会形成永久的连接，保留在大脑的一些区域存储，久而久之会比别人的更加发达，也更加聪明。研究发现：在特定区域她的大脑运动明显要比别人发达。像苏珊一样，她从小进行一系列的培养，重复又重复的记忆着十万个棋谱，那么在她的大脑中工作记忆由原来的短暂记忆变为了长久记忆，形成了永久回路，永久的保留下来了，一辈子都不会忘记了。

从这个例子看来：我们要提供有效刺激才能对人类大脑进行开发。在这个层面来说：杜曼的确有一定的道理，他也强调进行刺激，点卡、文字、图片等的确可以进行闪卡刺激。当然批驳杜曼的在于他说的：严格进行的体能训练和过度的速读训练（这是以前杜曼研究中心所进行的）。在这方面过多或极端训练将有可能导致一些伤害。

需说明的另一点：闪卡并不是他所独创的。所以任何事物我们都要辨证的看问题，不能极端，过犹不及，还不如回到原点不开发为好。

rube73

杜曼，够用就好。
认几个字，几个单词，事半功倍。
弄那些无穷尽的百科卡，“劳大伤小”。

而所谓的“体能训练”，完全就是“开着小车去跑步”。