EDUCATION
教育
(1) In the educational world an apprehension of man’s true nature will bring about a fundamental change in the methods of teaching. The emphasis will be laid upon teaching people the fact of the Ego on its own plane, the nature of the lunar bodies, and the methods of aligning the lower bodies so that the Ego can communicate direct with the physical brain, and thus control the lower nature and work out its purposes. Men will be taught how, through concentration and meditation, they can ascertain knowledge for themselves, can develop the intuition, and thus draw upon the resources of the Ego. Then will men be taught to think, to assume control of the mental body, and thus develop their latent powers. (3 – 814).
（1）在教育界，对人真正本性的理解将会带来教学方法的根本改变。重点将会放在教导人们的真正自我在它自己所在层面的事实、阴性身体的本质以及校准较低等身体的方法，让真正的自我可以与物质大脑直接交流，从而可以控制低等的本性，并实现其使命。人们会被教导如何通过专注和冥想，为自己探索知识，发展直觉，调用真正自我的资源。接下来人们会被教导着去思考，去掌控心智体，从而发展他们潜在的力量。
(2) The true education is consequently the science of linking up the integral parts of man, and also of linking him up in turn with his immediate environment, and then with the greater whole in which he has to play his part. Each aspect, regarded as a lower aspect, can ever be simply the expression of the next higher. In this phrase I have expressed a fundamental truth which embodies not only the objective, but also indicates the problem before all interested in education. This problem is to gauge rightly the centre of the focus of a man’s attention, and to note where the consciousness is prima-[Page 99] rily centered. Then he must be trained in such a way that a shift of that focus into a higher vehicle becomes possible. We can also express this idea in an equally true manner by saying that the vehicle which seems of paramount importance, can become and should become of secondary importance, as it becomes simply the instrument of that which is higher than itself. (12 – 6).
（2）因此，真正的教育是把人的各个组成部分联系起来的科学，也就是把人与他所在的环境联系起来，然后与他必须在其中发挥作用的更伟大整体联系起来的科学。每一个被视为较低面向的方面，都可以简单地表达为下一个更高的面向。在这句话中，我表达了一个基本的真理，它不仅表达出目标，也指出了所有对教育感兴趣的人所面临的问题。这个问题是要正确地衡量一个人的注意力中心，并注意意识主要集中在什么地方。然后，他必须以这样一种方式进行训练，从而让注意力转移到更高等的载具成为可能。我们也可以以同样正确的方式表达这个想法，即看似最重要的载具可以、而且要变成次等重要的，因为它只是成为了比它更高等载具的工具。
(3) Towards this consummation all education should tend: Response to the Thinker or the soul. With the registration of this response, the man enters into his kingdom. The above and the below become as one. The objective and the subjective worlds are unified. Soul and its mechanism function as a unit. (12 – 12).
（3）为了实现这一目标，所有的教育都应该趋向于：对思考者或灵魂的回应。随着这个回应的发生，这个人就进入了他的王国。上层领域和下层的成为合一的存在。客体和主体世界统一起来。灵魂及其机制作为一个整体发挥作用。
(4) The Atlanteans had no educational system as we understand the term. The kings and priests intuited; the masses obeyed. (12 – 40).
（4）亚特兰蒂斯人并没有我们理解的那种教育系统。国王和祭司使用的是直觉，大众服从于他们。
(5) The world itself is a great fusing pot, out of which the One Humanity is emerging. This necessitates a drastic change in our methods of presenting history and geography. Science has always been universal. Great art and literature have always belonged to the world. It is upon these facts that the education to be given to the children of the world must be built – upon our similarities, our creative achievements, our spiritual idealisms, and our points of contact. Unless this is done, the wounds of the nations will never be healed, and the barriers which have existed for centuries will never be removed. (12 – 46).
（5）世界本身是一个大熔炉，合一的人类正从熔炉中出现。这需要彻底改变我们展示历史和地理的方法。科学从来都是普世的。伟大的艺术和文学从来都是属于世界的。正是基于这些事实，给予世界之子的教育必须建立在我们的相似之处、我们创造的成就、我们的精神理想、以及我们连结的点上。除非这得以完成，否则各个国家的伤口将永远无法愈合，存在了几个世界的障碍也永远无法消除。
(6) Two major ideas should be taught to the children of every country. They are: the value of the individual and the fact of the one humanity. (12 – 47)
（6）应该向每个国家的孩子传授两大重要思想。它们是：个人的价值和全人类是一个整体的事实。
(7) The first effort of education to civilise the child, will be to train and rightly direct his instincts.
（7）对孩子进行教化的教育首要努力是要训练和正确地引导他的本能。
The second obligation upon the educators will be to bring about his true culture, by training him to use his intellect rightly.
教育的第二项职责就是通过训练他正确地运动他的智力，带来他真正的文化。
The third duty of education will be to evoke and to develop the intuition.
教育的第三项职责是唤醒和发展直觉。
When these three are developed and functioning, you will have a civilised, cultured and spiritually awakened human being. A man will then be instinctively correct, intellectually sound, and intuitively aware. His soul, his mind, and his brain will be functioning as they should and in right relation to each other, thus again producing co-ordination and correct alignment. (12 – 50).
当这三者都得到发展和运作时，就会有一个文明的、有教养的且灵性觉醒的人。他本能地正确、理智健全、直觉敏锐。他的灵魂、他的心智和他的大脑将按照它们应有的方式运作，并且彼此之间保持正确的关系，从而再次产生协调和正确校准。
(8) One of our immediate educational objectives must be the elimination of the competitive spirit, and the substitution of the co-operative consciousness. (12 – 74).
（8）我们教育的直接目标之一就是，必须消除竞争精神，代之以合作意识。
(9) What. . . should be the effort on the part of parents and educators? First, and above everything else, the effort should be made to provide the atmosphere wherein certain qualities can flourish and emerge.
（9）父母和教育工作者应该做出哪些努力？首先，最重要的是，应该努力营造一种氛围，让某些特质得以蓬勃发展。
1. An atmosphere of love, wherein fear is cast out and the child realises he has no cause for timidity, shyness or caution, and one in which he receives courteous treatment at the hands of others, and is expected also to render equally courteous treatment in return. . . . Love always draws forth what is best in child and man.
1. 一种充满爱的氛围，恐惧被驱散，孩子意识到他没有理由胆怯、害羞或拘谨，在这种氛围中，他受到他人礼貌对待，并且也被期待做出同样礼貌的姿态作为回应…爱总是能激发孩子和人内在最好的一面。
2. An atmosphere of patience, wherein the child can become, normally and naturally, a seeker after the light of knowledge; wherein he is sure of always meeting with a quick response to inquiry, and a careful reply to all questions, and wherein there is never the sense of speed or hurry. . . . This impatience on the part of those upon whom they are so pathetically dependent, sows in them the seeds of irritation, and more lives are ruined by irritation than can be counted.
2. 一种充满耐心的氛围，孩子可以自然而然地成为知识之光的寻求者，在这种情况下，他定会始终对询问做出快速的回应，并仔细回答所有的问题，并且永远不会有仓促和匆忙之感…有一些人会可怜地依赖这种不耐烦，在他们心中播下了恼怒的种子，恼怒会摧毁更多种子，不计其数。
3. An atmosphere of orderedactivity, wherein the child can learn the first rudiments of responsibility. The children who are coming into incarnation at this time, and who can profit by the new type of education, are necessarily on the very verge of soul consciousness. One of the first indications of such soul contact is a rapidly developing sense of responsibility. This should be carefully borne in mind, for the shouldering of small duties and the sharing of responsibilities (which is always concerned with some form of group relation) is a potent factor in determining a child’s character and future vocation.
4. 一种充满秩序活动的氛围，孩子可以在其中学习初步基础的责任。此时来到转世中、能够从新型教育中获益的孩子，必然处于灵魂意识的边缘。这种灵魂接触的最初迹象之一就是迅速发展的责任感。这一点应该牢牢记住，因为承担小的责任和责任分担（总是与某种形式的群体关系有关）是决定一个孩子性格和未来职业的有力因素。
4. An atmosphere of understanding, wherein a child is always sure that the reasons and motives for his actions will be recognised, and that those who are his older associates will always comprehend the nature of his motivating impulses, even though they may not always approve of what he has done, or of his activities . . .
4. 一种充满理解的氛围，让孩子总是确信他的行为原因和动机被认可，而那些年长的伙伴总是会理解驱动他行动的冲动的本质，即便他们并不总是赞成他的所作作为、或他的活动…
It is the older generation who foster in a child an early and most unnecessary sense of guilt, of sinfulness and of wrongdoing. So much emphasis is laid upon petty little things that are not really wrong, but are annoying to the parent or teacher, that a true sense of wrong (which is the recognition of failure to preserve right relations with the group) gets overlaid and is not recognised for what it is. The many small and petty sins, imposed upon the children by the constant reiteration of “No”, by the use of the word “naughty”, and based largely on parental failure to understand and occupy the child, are of no real moment. If these aspects of the child’s life are rightly handled, then the truly wrong things, the infringements upon the [Page 101] rights of others, . . . the hurting or damaging of others in order to achieve personal gain, will emerge in right perspective and at the right time. (12 – 75/8).
老一代人在孩子早期培养了一种最不必要的内疚感、罪恶感和错误感。如此多的重点放在那些并非真正的错误上，它们仅仅是让父母或老师烦恼的琐碎小事，以至于真正的错误感（就是未能与团体保持正确关系的认知）被覆盖了，没有被识别出它本来的样子。由于不断地重复“不”、使用“顽皮”一词、以及主要基于父母未能理解和引导孩子的失败而强加给孩子的许多小罪过，都是无关紧要的。如果孩子生命的这些面向得到正确处理，那么真正错误的事情就是侵犯他人的权利…为了获得个人利益而伤害或损害他人，这些会在正确的时间以正确的视角出现。
(10) In the future, education will make a far wider use of psychology than heretofore. (12 – 84).
（10）在将来，教育要比以往更广泛地运用心理学。
(11) A better educational system should, therefore, be worked out which will present the possibilities of human living in such a manner that barriers will be broken down, prejudices removed, and a training given to the developing child which will enable him, when grownup, to live with other men in harmony and goodwill. This can be done, if patience and understanding are developed and if educators realise that “where there is no vision, the people perish”. (12 – 87).
（11）因此，应该设计出更好的教育系统，把人类生活的可能性呈现出来，以打破障碍、消除偏见、并对发展中的孩子进行教育，从而让孩子长大后，与其他人和睦相处。如果耐心和理解力得到发展，如果教育者意识到“没有远见，人类就会枯萎”的话，这是可以做到的。
https://www.lucistrust.org/books/ponder_on_this/ponder_online/contents
