Scientific American美國科學人練聽力 - Poorer Kids May Be Too Respectful at School 美國研究顯示：來自較貧窮家庭的小孩，課堂表現較不主動積極。
Poorer Kids May Be Too Respectful at
School
Working-class kids ask for help from teachers less often
and less aggressively than do their middle-class counterparts
Kids from different economic backgrounds behave differently
in classrooms. For example, working class勞動/工人階級 kids are less likely to
ask for help
from teachers than are their middle
class 中產階級counterparts. And when they do ask for help, they’re less
aggressive 較不積極about it. That’s according to a study that followed students from
the third
grade through the fifth, published in the journal American Sociological
Review.
Part of the difference in how
kids act comes from the
guidance
引導they’ve
gotten at home. As
a
rule一種規範, working class parents coach their kids to work out problems
on their own. And if the kids did ask for help, it was in subtle 隱約/微妙的ways—like sitting
quietly with a hand raised. Middle class kids? Their parents urged them to be proactive主動/先發制人的, even to interrupt their teachers for help.
The result is that teachers were more likely to attend to照顧 the assistance-seekers and louder class-participators勇於發聲的參與者, which left working class kids behind 丟下/遺棄and magnified放大 inequalities不平等. So the working class child’s behavior, which they and their parents see as “respectful,” could impair 傷害their success in the classroom. And prevent them from joining their classmates in higher social classes更高的社會階級.
—Erika Beras
The result is that teachers were more likely to attend to照顧 the assistance-seekers and louder class-participators勇於發聲的參與者, which left working class kids behind 丟下/遺棄and magnified放大 inequalities不平等. So the working class child’s behavior, which they and their parents see as “respectful,” could impair 傷害their success in the classroom. And prevent them from joining their classmates in higher social classes更高的社會階級.
—Erika Beras
這個主題好有趣，之前跟教練提到語言與文化，也是類似概念。中下階層者多從事勞力職，在人類模仿與適應的天性中，養成了遵從與絕對命令的習慣，而教育小孩也多半以此。無彈性的兒教還有一個優點，就是好控制。蒙特梭利小時後發現這些人容易作奸犯科，於是發明了獨特教學法，透過尊重、適性、自主與鼓勵來啟迪兒童心智。
回覆刪除但蒙氏教育爭議頗多，隨著時間起伏也是迭迭宕宕。我小時候是受蒙氏教育，的確比我弟妹聒噪、好動與好奇。因蒙氏鼓勵發言（頂嘴）、主動（調皮）、積極探索（不安份），早期民智未開的年代，哪裏懂得尊重小孩，只不過蒙氏當時很夯，左不過就是跟風流行罷了。但在藝術、音樂與文學造詣等比較需要「創作性」的能力上，我弟妹遠輸於我甚多，應該就是蒙氏教育起的作用。
不過，教育需要多元整合，蒙氏過分強調兒童自主，也疏忽了東方教條式的規範學習，尤其在講究「團體」的東方社會。自主意識過高的小孩易在人流中偏失康莊，往往是眼光只望高處，不願低頭欣賞腳邊的蒲公英。另外，西方教育從小到大必有哲學課，台灣只願跟他人借火，全面的教育思維卻毫不考慮。
「哲學」我覺得是真的蠻重要的，他可以讓你知道「做人的意義」，可惜我到研究所才知道。（Elvin）
Hi Elvin,
回覆刪除每次你的留言都讓我學習到很多東西(所以你要多留言啊)。這些訊息非常有趣也很寶貴。其實美式的教育就是比較尊重小孩子，容許學生探索的那種，學生在課堂上是可以挑戰老師的。我自己在美國念藝術，發現我唸過的學校反而都非常嚴謹，一點都沒有鼓勵創意(反而是扼殺創意吧)課堂上知名的教授都非常權威。當時大學畢業一個同班的同學(南韓人)，因為在校成績與作品優異，最後通過了各項考試，進入了耶魯的MFA program,後來有跟我聊說那邊的教授超級跩又特兇，是一個完全沒人性的地方，critiques的時候教授會把你的作品罵到爛爆，讓你自尊掃地，且研究生大家鉤心鬥角的競爭搶資源，很多人都會唸到精神出問題。我還記得那時候自己很慶幸當年沒有申請耶魯(密大也很競爭，但沒那麼恐怖)，因為很難想像那樣一個優質名校(耶魯的MFA是全美最好、最多人想念的program)竟然是如此黑暗。還有你提到哲學，我以前學過理則學，還記得有個東西叫做真值表(邏輯用?)覺得那根本就是數學啊哈哈。