著名现代教育家的教育名言英文（伟大的教育--夸美纽斯简介）
著名现代教育家的教育名言英文（伟大的教育--夸美纽斯简介）To be continued. 待续夸美纽斯发现他那个时代的许多教育做法都有问题。特别是，他不赞成学习语法和背课文的教学传统。他对欧洲学校无章法而严厉的教学方法表示遗憾，这种方法往往会降低学生的学习兴趣。最后，夸美纽斯认为，所有儿童——无论男女、富人或穷人、天才或智障儿童——都有权接受全面教育，他感到遗憾的是，只有少数享有特权的儿童接受了正规教育。对夸美纽斯来说，所有这些教育缺陷都是特别需要改进的，因为它们阻碍了人类迈向新千年的进程。因此，他试图通过编写一些教科书以及撰写教育论文来解决这些问题。Specifically Comenius characterized human life–from the mother's womb to grave–as a series of educational stages in which objects from nature wo
A prolific scholar on pedagogical spiritual and social reform Johann Amos Comenius （1592-1670）was born in the village of Nivnice in southeast Moravia (now part of the Czech Republic) and became a minister in the Unity of Brethren church a Protestant sect. Political and religious persecution during the Thirty Years' War (1618–1648) drove Comenius from his homeland in 1628 and despite his earnest hopes for repatriation Comenius never returned. He found refuge in Poland England Prussia Hungary and the Netherlands as a scholar and bishop of his church until his death in Amsterdam. Pained by the political and religious strife that plagued seventeenth-century Europe Comenius authored more than 200 works as he searched for a method to alleviate human suffering while uniting all people and communities through a common appreciation of the Nature.
乔安·阿莫斯·夸美纽斯（1592-1670）是一位多产的教育、精神和社会改革学者，出生于摩拉维亚东南部的尼夫尼斯村（现在是捷克共和国的一部分），并成为新教教派兄弟会联合会的牧师。在三十年战争（1618-1648）期间的政治和宗教迫害在1628年把夸美纽斯赶出了他的祖国，尽管他热切希望遣返，但夸美纽斯从未返回。他在波兰、英国、普鲁士、匈牙利和荷兰避难，成为他的教会的学者和主教，直到他在阿姆斯特丹去世。受17世纪欧洲政治和宗教纷争的折磨，夸美纽斯创作了200多部作品，他在寻找减轻人类痛苦的方法的同时，通过对自然（人类天性）的共同欣赏，将所有人和社区团结起来。
Comenius is best known for his innovations in pedagogy but one cannot gain an adequate appreciation of his educational ideas without recognizing his religious and metaphysical convictions. Despite the prevalent human suffering of his day Comenius remained optimistic about the future of mankind as he believed in the immanence of Nature and the imminence of Nature's kingdom on Earth. As Nature's creations humans were necessarily good not corrupt. Comenius also felt that Christ's Second Coming would end human strife but that people themselves could act in ushering the new millennium by engaging in pansophy or the lifelong study of an encyclopedic system of human knowledge. By seeing the harmony among everything in the universe all human beings would come to acknowledge God's glory and presence in themselves and in nature.
夸美纽斯以他在教育学上的创新而闻名，但如果不承认他的宗教和形而上学信仰，就无法充分了解他的教育思想。尽管当时人类普遍遭受苦难，但夸美纽斯仍然对人类的未来持乐观态度，因为他相信大自然的固有内涵和在地球上建立自然王国的迫切性。作为自然的产物，人类必然是善良的，而不是腐败的。夸美纽斯还认为，基督的第二次降临将结束人类的纷争，但人们自己可以通过致力于知识的全方位获取，或对人类知识的百科全书系统的终身研究，采取行动迎接新的千年。通过看到宇宙万物之间的和谐，所有人都会认识到上帝的带来的荣耀以及他们自己在自然界中的存在价值。
Specifically Comenius characterized human life–from the mother's womb to grave–as a series of educational stages in which objects from nature would serve as the basis of learning. In this he was influenced by the writings of the English statesman Sir Francis Bacon an early advocate of the inductive method of scientific inquiry. Comenius believed that true knowledge could be found in things as they existed in reality and when one came to understand how they came about. As a result Comenius urged all people to recognize the interconnections and harmony among philosophical theological scientific social and political facts and ideas. That way one could reconcile three seemingly distinct worlds: the natural the human and the divine. Comenius felt that disagreements among religious scientific and philosophic enterprises arose because each held only a partial understanding of universal truth–but that all could exist harmoniously through pansophic awareness. Viewing the human mind as infinite in its capacity (as the benevolent gift of God) Comenius advocated universal education so that the souls of all people would be enlightened in this fashion. Through universal education and pedagogy pansophy would eliminate human prejudice and lead to human perfection–a state of being that Nature had intended for man.
具体地说，夸美纽斯把人类的生命——从母亲的子宫到坟墓——描述为一系列教育阶段，在这些阶段中，来自大自然的物体将成为学习的基础。在这方面，他受到英国政治家弗朗西斯·培根爵士（Sir Francis Bacon）著作的影响，培根爵士是科学探究归纳法的早期倡导者。夸美纽斯认为，当人们了解到知识是如何产生的，真正的知识可以在现实生活中发现。因此，夸美纽斯敦促所有人认识到哲学、神学、科学、社会和政治事实与思想之间的相互联系与和谐。这样，一个人可以调和三个看似不同的世界：自然、人类和神。夸美纽斯认为，宗教、科学和哲学思想之间的分歧是因为每个人只对普遍真理有部分理解，但所有这些都可以通过博学的意识和谐地存在。夸美纽斯把人的心灵看作是无限的（这是上帝的恩赐），提倡普及教育，使所有人的灵魂都能以这种方式得到启迪。通过普及教育和教育学，包罗万象的知识将消除人类的偏见，并导致人类的完美---一个造物主为人类准备的状态。
Comenius found fault with many of the educational practices of his day. In particular he disapproved of the scholastic tradition of studying grammar and memorizing texts. He lamented the haphazard and severe teaching methods in European schools which tended to diminish student interest in learning. Finally comenius felt that all children–whether male or female rich or poor gifted or mentally challenged–were entitled to a full education and he regretted that only a privileged few received formal schooling. For comenius all of these educational shortcomings were especially urgent as they hindered mankind's progress to the new millennium. As a result he attempted to remedy these problems by authoring a number of textbooks and educational treatises.
夸美纽斯发现他那个时代的许多教育做法都有问题。特别是，他不赞成学习语法和背课文的教学传统。他对欧洲学校无章法而严厉的教学方法表示遗憾，这种方法往往会降低学生的学习兴趣。最后，夸美纽斯认为，所有儿童——无论男女、富人或穷人、天才或智障儿童——都有权接受全面教育，他感到遗憾的是，只有少数享有特权的儿童接受了正规教育。对夸美纽斯来说，所有这些教育缺陷都是特别需要改进的，因为它们阻碍了人类迈向新千年的进程。因此，他试图通过编写一些教科书以及撰写教育论文来解决这些问题。
To be continued. 待续
More quotes of Johann Amos Comenius will be here the followting day.
乔安·阿莫斯·夸美纽斯更多名言缓一步推出。
