新西兰小学中文教育（双语阅读印度学校引入）

新西兰小学中文教育（双语阅读印度学校引入）Peculiarly the meditative technique used in the curriculum which originated in India is referred to by the English word “mindfulness” even in Hindi-medium schools although there is a perfectly good Hindi word for it dhyana. Does “mindfulness” no longer play a part in Indian life? “We have lost the concept ” says Sanjay Sood a chartered accountant on the school’s management committee. “A hun

AT 8am on a Saturday morning there is silence in Class 8A at Kautilya Government Sarvodaya Boys’ Senior Secondary School in Delhi. The pupils sit with their eyes closed; the teacher has told them to concentrate on the noises around them. Outside the sound of heavy monsoon rain muffles the honking traffic.

一个周六上午八点，印度德里考蒂利亚政府萨沃达亚男孩高中8A班里一片寂静。学生们闭目静坐；老师要求集中注意力听周围的音声。在外面，季风带来的大雨掩盖了汽车的鸣笛声。

This is the “mindfulness” section of the new “happiness” curriculum which was introduced in July by the Aam Aadmi Party (AAP) the reformist outfit that runs the city government. The idea of the classes which include storytelling self-expression and work on relationships is to improve the children’s well-being and ability to concentrate.

这是新“幸福”课程的“正念”部分； 该课程于7月由管理市政府的改革派组织Aam Aadmi Party (AAP)推出，包括讲故事、自我表达和处理人际关系，用于提高学生的幸福感和集中注意力的能力。

India comes 133rd out of 156 in the UN’s most recent World Happiness Report the lowest out of the six South Asian countries included and annoyingly far behind Pakistan (75th). The problem says C.S. Verma the school’s head teacher is India’s huge population: “More people means more competition more competition means more stress.” The pressure on children in Delhi he says is particularly severe: “Most of the parents are migrants from the rural areas. They reside in the slums and are determined that their children should not stay there. Every parent wants their child to become a big success.”

在联合国最近发布的全球幸福指数报告中，印度在156个国家中排名第133位，是印度在内的六个南亚国家中排名最低，远远落后于巴基斯坦(第75位)。上述学校的校长C.S. Verma认为，问题在于印度庞大的人口，“人口越多意味着竞争越大，竞争越大意味着压力越大”。他表示，德里的孩子面临的压力尤其严重:“大多数父母都是从农村来的。他们住在贫民窟里，决意不想要让孩子一直住在那里。每个父母都希望他们的孩子能取得巨大的成功。”

The children all like the happiness curriculum. They say that their parents were sceptical at first—as well they might be seeing hours that could have been spent on maths or English whiled away in meditative silence—but have come round to the idea. There is some science to back it up: a study of similar classes in Bhutan Mexico and Peru showed improvements both in pupils’ well-being and in their academic results although there have been no follow-ups to show if the gains are sustained.

孩子们都喜欢幸福课。他们认为，他们的父母一开始对此持怀疑态度——他们可能也会怀疑，因为他们看到原本可以花在数学或英语上的几个小时在沉思中消磨掉——但现在他们改变了主意。有一些科学证据可以支持这一观点:一项对不丹、墨西哥和秘鲁类似班级的研究显示，学生的幸福感和学业成绩都有所改善，不过没有后续研究表明这种改善能否持续。

Peculiarly the meditative technique used in the curriculum which originated in India is referred to by the English word “mindfulness” even in Hindi-medium schools although there is a perfectly good Hindi word for it dhyana. Does “mindfulness” no longer play a part in Indian life? “We have lost the concept ” says Sanjay Sood a chartered accountant on the school’s management committee. “A hundred years ago our education was all about meditation but English education made us forget all this.” Sudhan Rawat a parent and migrant from the nearby state of Uttarakhand has a different explanation. “At our level of society we’re too busy working. We don’t have time for that sort of thing.”

尤其是在课程中使用的冥想技巧，起源于印度，被称为“念力”，即使在印度的中学里也是如此，而一个非常好的印地语单词是dhyana。“正念”不再在印度生活中扮演角色了吗?“我们失去了这个概念，”该校管理委员会的特许会计师桑杰•苏德(Sanjay Sood)表示。“一百年前，我们的教育全是关于冥想，但英语教育让我们忘记了这一切。”附近的北阿坎德邦(Uttarakhand)的萨丹·拉瓦特(Sudhan Rawat)对此有不同的解释。“在我们的社会层面，我们工作太忙了。我们没有时间做那种事情。”

编译人：何坤

编辑：翻吧君

来源：经济学人（2018.10.11）

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