英文：Chapter One: Education as a Necessity of Life

中文：第一章  教育是生活的必需

英文  1、Renewal of Life by Transmission.

中文：2、生活的更新通过传递

英文：The most notable distinction between living and inanimate things is that the former maintain themselves by renewal. A stone when struck resists. If its resistance is greater than the force of the blow struck, it remains outwardly unchanged. Otherwise, it is shattered into smaller bits. Never does the stone attempt to react in such a way that it may maintain itself against the blow, much less so as to render the blow a contributing factor to its own continued action. While the living thing may easily be crushed by superior force, it none the less tries to turn the energies which act upon it into means of its own further existence. If it cannot do so, it does not just split into smaller pieces (at least in the higher forms of life), but loses its identity as a living thing.

中文：生物和无生物之间最显著的区别就在于前者以更新维持自身。石块受击，它抵抗。如果石块的抵抗大于打击的力量，其外表就保持不变。否则，石块就被砸碎，成为碎片了。石块从来不会试图对打击做出反应，它要使它得以保持自己，更不会使打击成为有助于自己继续活动的因素。虽然生物容易被优势力量所压倒，它仍然设法使作用于它的力量，变为它自己进一步生存的手段。如果它不能这样做，它不仅被砸得粉碎（至少在高等生物是这样），而且不成其为生物。

英文：As long as it endures, it struggles to use surrounding energies in its own behalf. It uses light, air, moisture, and the material of soil. To say that it uses them is to say that it turns them into means of its own conservation. As long as it is growing, the energy it expends in thus turning the environment to account is more than compensated for by the return it gets: it grows. Understanding the word "control" in this sense, it may be said that a living being is one that subjugates and controls for its own continued activity the energies that would otherwise use it up. Life is a self-renewing process through action upon the environment.

中文：只要生物能忍受，它就努力为它自己利用周围的力量。它利用光线、空气、水分和土壤。所谓利用它们，就是说把它们变为保存它自己的手段。只要生物不断地生长，它在利用环境时所花费的力量得大于失：它生长着。在这个意义上理解“控制”这个词，我们可以说，生物能为它自己的继续活动而征服并控制各种力量，如果不控制这些力量，就会耗尽自己。生活就是一个通过对环境行动而自我更新的过程。

英文：In all the higher forms this process cannot be kept up indefinitely. After a while they succumb; they die. The creature is not equal to the task of indefinite self-renewal. But continuity of the life process is not dependent upon the prolongation of the existence of any one individual. Reproduction of other forms of life goes on in continuous sequence. And though, as the geological record shows, not merely individuals but also species die out, the life process continues in increasingly complex forms. As some species die out, forms better adapted to utilize the obstacles against which they struggled in vain come into being. Continuity of life means continual readaptation of the environment to the needs of living organisms.

中文：在一切高等生物，这个过程不能无限期地继续下去。过一段时间，它们就要屈服，就要死亡。生物不能胜任无限期自我更新的任务。但是，生活过程的延续并不依靠任何一个个体的延长生存。其他生物的繁殖不断地进行着。虽然，正如地质学的记录表明，不仅个体而且物种都会消灭，但生活过程却以越来越复杂的形式继续着。随着某些物种的灭绝，更加适合利用它们无法与之斗争的许多障碍的生物诞生了。生活的延续就是环境对生物需要的不断的重新适应。

英文：We have been speaking of life in its lowest terms -- as a physical thing. But we use the word Life" to denote the whole range of experience, individual and racial. When we see a book called the Life of Lincoln we do not expect to find within its covers a treatise on physiology. We look for an account of social antecedents; a description of early surroundings, of the conditions and occupation of the family; of the chief episodes in the development of character; of signal struggles and achievements; of the individual's hopes, tastes, joys and sufferings. In precisely similar fashion we speak of the life of a savage tribe, of the Athenian people, of the American nation. "Life" covers customs, institutions, beliefs, victories and defeats, recreations and occupations.

中文：我们上面所讲的是最低等的生活，把它当作一种物质的东西。但是我们使用“生活”这个词来表示个体的和种族的全部经验。当我们看到以《林肯传》命名的书时，我们并不指望里面有一篇关于生理学的论文。我们期待有关社会背景的叙述；有关早期家庭的环境、情况和职业的描写；有关性格发展的主要情节；重大的斗争和成就；个人的希望、爱好、快乐和苦难。我们以恰恰类似的方式讲一个原始部落的生活，雅典人民的生活，美国民族的生活。“生活”包括风俗习惯、制度、信仰、胜利和失败、休闲和职业。

英文：We employ the word "experience" in the same pregnant sense. And to it, as well as to life in the bare physiological sense, the principle of continuity through renewal applies. With the renewal of physical existence goes, in the case of human beings, the recreation of beliefs, ideals, hopes, happiness, misery, and practices. The continuity of any experience, through renewing of the social group, is a literal fact. Education, in its broadest sense, is the means of this social continuity of life. Every one of the constituent elements of a social group, in a modern city as in a savage tribe, is born immature, helpless, without language, beliefs, ideas, or social standards. Each individual, each unit who is the carrier of the life-experience of his group, in time passes away. Yet the life of the group goes on.

  中文：我们以同样丰富的含义使用“经验”这个词。通过更新而延续的原则，适用于最低的生理意义上的生活，同样适用于经验。就人类来说，信仰、理想、希望、幸福、痛苦和实践的重新创造，伴随着物质生存的更新。通过社会群体的更新，任何经验的延续是实在的事实。教育在它最广的意义上就是这种生活的社会延续。社会群体的每一个组成分子，在一个现代城市和在原始部落一样，生来就是未成熟的，孤弱无助的，没有语言、信仰、观念和社会准则。每一个个体，作为其群体的生活经验载体的每一个单位，总有一天会消灭。但是群体的生活将继续下去。

英文：The primary ineluctable facts of the birth and death of each one of the constituent members in a social group determine the necessity of education. On one hand, there is the contrast between the immaturity of the new-born members of the group -- its future sole representatives -- and the maturity of the adult members who possess the knowledge and customs of the group. On the other hand, there is the necessity that these immature members be not merely physically preserved in adequate numbers, but that they be initiated into the interests, purposes, information, skill, and practices of the mature members: otherwise the group will cease its characteristic life. Even in a savage tribe, the achievements of adults are far beyond what the immature members would be capable of if left to themselves.

中文：社会群体每一个成员的生和死的这些基本的不可避免的事实，决定教育的必要性。一方面，存在群体的新生成员——集体未来的唯一代表——的不成熟和掌握群众的知识和习惯的成年成员的之间的对比。另一方面，这些未成熟的成员有必要不仅在形体方面保存足够的数量，而且要教给他们成年成员的兴趣、目的、知识、技能和实践，否则群体就将停止它特有的生活。甚至原始部落，成人的成就也远远超过未成熟的成员，如果听任他们自行其是所能做的事情。

英文：With the growth of civilization, the gap between the original capacities of the immature and the standards and customs of the elders increases. Mere physical growing up, mere mastery of the bare necessities of subsistence will not suffice to reproduce the life of the group. Deliberate effort and the taking of thoughtful pains are required. Beings who are born not only unaware of, but quite indifferent to, the aims and habits of the social group have to be rendered cognizant of them and actively interested. Education, and education alone, spans the gap.

中文：随着文明的发展，未成熟的人本来的能力和年长者的标准和习惯之间的距离加大，仅仅身体的成长，仅仅掌握极少生存的必需品，还不能使群体的生活绵延下去。需要审慎的努力和周到的耐心。人生来不仅不了解、而且十分不关心社会群体的目的和习惯，必须使他们认识它们，主动地感兴趣。教育，只有教育能弥补这个缺陷。

英文：Society exists through a process of transmission quite as much as biological life. This transmission occurs by means of communication of habits of doing, thinking, and feeling from the older to the younger. Without this communication of ideals, hopes, expectations, standards, opinions, from those members of society who are passing out of the group life to those who are coming into it, social life could not survive. If the members who compose a society lived on continuously, they might educate the new-born members, but it would be a task directed by personal interest rather than social need. Now it is a work of necessity.

中文1：正如生物体一样，社会通过传递过程而存在。传递是通过交流的方式进行的，由年长者将行为、思考和感受的习惯传递给年轻者。倘若没有那些日渐退居群体生活的成员将理念、信心、期望、标准和观点传递给那些逐渐融入群体生活的成员，社会生活便不复存在。如果社会成员永存不朽，他们或许会以个人兴趣而非社会需求为指导来教育新生成员。如今，这是一项必不可少的工作。 

中文2： 社会通过传递过程而生存，正和生物的生存一样。这种传递是通过年长者将做事、思考和感受等的习性传达给年轻人。如果那些正要离开和即将离开群体生活的社会成员未能和那些正要进入和即将进入群体生活的成员交流理想、希望、期待、标准和观点的话，社会生活就不能延续。如果组成社会的成员能够一直活着，他们就可能教育新生的成员，但是这将是以个人旨趣为导向，而不是以社会需要为导向的任务。而以社会为导向的教育新生代是一件必须做的工作。

英文：If a plague carried off the members of a society all at once, it is obvious that the group would be permanently done for. Yet the death of each of its constituent members is as certain as if an epidemic took them all at once. But the graded difference in age, the fact that some are born as some die, makes possible through transmission of ideas and practices the constant reweaving of the social fabric. Yet this renewal is not automatic. Unless pains are taken to see that genuine and thorough transmission takes place, the most civilized group will relapse into barbarism and then into savagery. In fact, the human young are so immature that if they were left to themselves without the guidance and succor of others, they could not acquire the rudimentary abilities necessary for physical existence. The young of human beings compare so poorly in original efficiency with the young of many of the lower animals, that even the powers needed for physical sustentation have to be acquired under tuition. How much more, then, is this the case with respect to all the technological, artistic, scientific, and moral achievements of humanity!

   中文： 如果一次瘟疫突然夺去社会全体成员的生命，这个群体显然将永远消灭。群体的每一个成员的死亡和瘟疫把他们全部弄死，同样明确无疑。但是，人的年龄有大有小，有些死去，有些出生，这个事实，使社会结构通过思想和实践的传递，得以不断重新组织成为可能。但是这种更新不是自动的。除非尽力做到真正和彻底的传递，最文明的群体将会进化到野蛮状态，然后回复到原始人类。事实上，初生的孩子是那样不成熟，如果听任他们自行其是，没有别人指导和援助，他们甚至不能获得身体生存所必需的起码的能力。人类的幼年和很多低等动物的崽仔比较起来，原有的效能差得多，甚至维持身体所需要的力量必须经过教导方能获得。那么，对于人类一切技术、艺术、科学和道德的成就来说，那就更需要教导了！

 侯怀银简析: 在杜威看来，“生活”是指个体和种族的全部经验，包括了风俗习惯、制度、信仰、胜利和失败、休闲和职业。生活需要通过不断更新而延续，教育在它最广的意义上就是这种生活的社会延续。教育不仅是社会群体中每个成员的必须，而且特别是社会群体的必须，教育是种族传承和发展的工具。通过教育可以使社会群体的未成熟成员形成作为一个社会成员所需要的兴趣、目的、知识、技能和实践，不仅形成维持身体所需要的力量，而且掌握人类一切技术、艺术、科学和道德的成就，不断实现个体生活和群体生活的更新，最终实现社会的延续和更新。基于有机体和环境的相互作用，杜威把个体受教育的过程视为一个主动、积极的过程。

很显然，在本节，杜威受生物进化论的影响，基于人与生物的类比，论证了教育对人和社会发展的作用、教育和生活的联系，不仅提出了教育、人、社会这个三维关系及其命题，而且提出了教育和生活的关系及其命题。