【精品课件】Education儒家传统家教

ChinesePsychologyOutlineI.ChineseChildhoodSocializationII.EmotionAmongtheChineseIII.TheRoleofBeliefinChineseCultureIV.ModernPersonalitytheoryI.ChineseChildhoodSocializationPsychologists:focusonindividuals,examineindividualcapacitiesandvariationinchilddevelopment.Anthropologies:paymoreattentiontoculturalenvironmentalinfluences,e.g.socio-economicconditionofapopulationI.ChineseChildhoodSocializationChildhoodSocialization:1.howparentsreartheirchildren2.howchildrenlearntobecomeacceptablemembersofasociety.i.e.whatisanacceptableChinesewayofsocializingchildrenandwhatkindofadultsChinesesocializationaimstoproduce.I.1TheConfucianTraditionofParentalEducation儒家傳统家教Traitionally,Chinesescholarsandpoliticalauthoritieshaveaclearideaabouttheconceptofthechild.Ideaswerefirststatedinessays(in1stcenturyB.C)byConfucianscholars,whoproposedtheimportantroleadultfamilymembersshouldassumeinearlychildhoodeducation.BythetimeoftheMing明(1368-1644)andQing清(1644-1911)dynasties,neo-Confucian新儒家scholarswroteessaysinplainlanguagetoguideparentsinprovidingtheirchildrenwithproperdiscipline(e.g.theSanzijing三字經i.e.“人之初,性名善,性相近,習相遠…”).I.1TheConfucianTraditionofParentalEducationInthisview,apersonbynaturedoesnotbecomeanacceptablehumanbeingunlesseducatedthroughdeliberateeffortstoattainren.Theemphasisisplacedbothonpaternalresponsibilityforinstructionandthechild’sresponsibilityforlearningaboutthewayofbecominghuman(zuoren做人).I.1.1EnvironmentalTheoriesofChildDevelopmentThebasicassumptionoftheConfucianscholarsisthatachild’sdispositionderivesfromenvironmentalinfluences,evenbeforebirthandduringgestation.e.g.theneedfor“wombeducation”胎教“Whenawomanbecomespregnantsheisputintoaschoolof‘gestatonyeducation,’inorderthatshemaybeabletoimparttothechildaproperdispositionbeforeitisborn.”“Ifsheisaffectedbygoodthingsthechildwillbegood,ifbybadthingsthechildwillbebad.”I.1.1EnvironmentalTheoriesofChildDevelopmentApregnantwomanseekstoshapethecharacterofthecomingchildbyrestrictingheractivitiesAfterthechildisborn,parentsmustprovidethecorrectenvironmentforraisingit.Agoodmotherseeksthebestneighborhoodforraisingherchild.E.g.Mencius’motherwhomovedhousethreetimestoavoidbadenvironmentalinfluencestoMencius(mentionedinLeiNuZhuan烈女傳,77-6B.C.)I.1.1EnvironmentalTheoriesofChildDevelopmentTheprocessoflearningtobecomehuman,accordingtoConfuciantheorists,mustbeginearlyenoughinthefamily.TheancientChinesetheoriesofchilddevelopmentemphasizetheformationofhabitsofcorrectbehaviorwithoutatraceofdeliberateteachingorcoercion.I.1.2ModelsandStrategiesofTraditionalChildRearingThus,teachingbyexample身教wasandstillisanimportantprinciple.E.g.afather,aschool-teacherParents,consideredachild’sfirstteachers,mustmodelexemplarybehaviortosetalife-longfoundationforthechild.(yishenzuoze以身作則).I.1.3TrainingofAffectiveControlEarlytraininginthecontrolofaffectivedisplayispartoftheeducationingoodmanners.YanshiJiaxun,Yan’sFamilyTeaching顏氏家訓(531-91AD):trainachildfrominfant:tointerpretadult’sfacialexpressionsandtoactaccordingtoparentalwishes.“Ourfamilyhasalwaysemphasizedstrictnessinteachingchildren.WhenIwasayoungchildathome,wewalkedproperlyandtookeverystepdelicately,spokegentlyandcalmly,showedgreatreverenceandfearinfrontofparentsandelders.”Yan’s20essaysonfamilyeducationsetamodelforlaterConfucianscholars.I.1.3TrainingofAffectiveControlEmphasis:composed,reverentialbehaviorandontherestrictionofphysicalactivitiesamongchildren.Textonfamilyeducation:Parentsshouldteachtheirchildren“noleaping,arguing,joking,orusingvulgarlanguage.”“Howchildrenshouldbetaughttosit,stand,walk,speak,bow,recite,andwrite.”“Thelittleonesareexhortedalwaystowalkslowlywiththearmsheldunderthesleeves,withnowavingofthearmsorjumping.”I.1.3TrainingofAffectiveControlImportantaspectofsocializationintraditionalChineseculture:totrainapersontobebugouyanxiao不苟言笑,tonevertorevealone’sthoughtsandfeelings.Tosumup:Chineseparentswerepressuredtoinstillsolemnityandself-controlearlyonintheirchildren.I.1.4OnDongshi懂事(understandingthings)Theageatwhichachildisoldenoughtobepunishedisbasedontheassumeddevelopmentalstagesofaperson’scapacityformoralreasoning:calleddongshi(understandingthings)“Whenthesonreachestheageofdongshi(understanding/reason),thefathermustbeseriousandproperinhisspeechandwayoflivinginordertoteachhisson.”I.1.4OnDongshi(understandingthings)InSimaGuang’s司馬程(AD1019-86)Jiafan家訓(FamilyExamples):“Assoonasthechildcaneatbyhimself,hemustbetaughttoeatwithhisrighthand.Familydisciplinemustbeginassoonasthechildcantalkandbegintoknowthings.Bytheageofsix,teachingofnumbersandnamesofthingsmustbegin.”Chengbrothers程氏兄弟(11centuryConfucianscholars)said,“Peopleinancienttimesdisciplinetheirchildrenassoonastheycaneatandtalk.”I.1.4OnDongshi(understandingthings)Filialdevotion孝mustbetaughttotoddlersassoonastheycanwalk/talk.E.g.topaydailyrespecttograndparentsandtoaddresselderlyproperly.“Thefamilyregulationsaresuchthatassoonasachildbeginstounderstand,heisnotonlytaughttoobey,butalsoloseshisfreedomofaction.”Yan’sFamilyTeaching:evenearlierteachingofinfant–tobeawa