【云南省玉溪市人民醫(yī)院出生的女孩馬宇歌，先后是北京市西城區(qū)宮門口三條13號(hào)托兒所小朋友、北京市西城區(qū)冰潔胡同鐵路第一幼兒園小朋友、北京市西城區(qū)棉花胡同幼兒園小朋友、北京市西城區(qū)官園小學(xué)優(yōu)秀學(xué)生干部、北京市西城區(qū)后廣平小學(xué)大隊(duì)委優(yōu)秀畢業(yè)生、中國少年報(bào)小記者、北京人民廣播電臺(tái)小記者、中國中央電視臺(tái)首席小主持人首席小記者、中國中央人民廣播電臺(tái)小記者、北京清華附中校團(tuán)委委員“一條龍?jiān)囼?yàn)班”初中高中優(yōu)秀畢業(yè)生、清華大學(xué)電視臺(tái)學(xué)生負(fù)責(zé)人播音組組長兼主持人編導(dǎo)記者、2006年北京國際馬拉松賽清華大學(xué)男女生3000人全程參賽總排名第六名獲得者、北京清華大學(xué)文理科法學(xué)和工科雙學(xué)士、印度總理任校長的尼赫魯大學(xué)中國留學(xué)生會(huì)首任主席在校碩士研究生、印度全境中國留學(xué)生總負(fù)責(zé)人會(huì)暨首任中國駐印度留學(xué)生聯(lián)合會(huì)主席、北京清華大學(xué)校友會(huì)印度次大陸總召集人、英國牛津大學(xué)碩士博士、北京清華大學(xué)校友會(huì)牛津大學(xué)會(huì)長、日本松下株式會(huì)社總部特約研究員、美國總統(tǒng)國策智庫布魯金斯學(xué)會(huì)特邀青年領(lǐng)袖中國訪問學(xué)者（青年訪問研究員）。2012現(xiàn)年24歲的馬宇歌，她的父親著名教育家馬弘毅先生認(rèn)為：“要從小鍛煉孩子的體魄開闊孩子的眼界心胸比什么都重要。” 】
馬弘毅率先提出
“應(yīng)重新審視中國大陸的教育方針并要客觀表述人類文明”
Ma Hongyi: Mainland China education should be re-examined, and emphasis the objective presentation of human civilization
(作者：北京 馬弘毅)
Author: Ma Hongyi , Beijing
(中國教育部主管并公開發(fā)行的 《網(wǎng)絡(luò)科技時(shí)代》 雜志第101期 《新課程實(shí)踐》半月刊，發(fā)表特約大陸著名民主人士馬弘毅先生寫的一篇署名文章 《大國崛起的動(dòng)力后勁來自教育革命――――中國著名家長馬弘毅一談教改》全文如下)
(The official magazine of Chinese Ministry of Education “Net Time” Series No. 101, No.3 in 2007, p17-19 published an article of famous democracy personage Mr. Ma Hongyi’s article “Potential of the Great Power is from Education---- famous educator Mr. Ma Hongyi.’s opinion on Curriculum Reformation” )
我們的教育課程改革，在目前非物質(zhì)環(huán)境基本依舊的前提下，欲求能有大的突破，這是不可能的。2005年夏，中國中小學(xué)教育教學(xué)網(wǎng)的倪仲勛在采訪我的時(shí)候，我就說過，造成中國大陸教育弊端頻仍的根本原因 (或稱 “關(guān)鍵原因” ) 不在教育界，各界人士過多指責(zé)處在低端的教育部門，確實(shí)有點(diǎn)冤枉★。但是，任由這種弊端蔓延泛濫，中華民族為之付出的歷史代價(jià)太沉重了，已使我們從學(xué)校里培養(yǎng)出來的下一代，正在日益喪失獨(dú)立思考判斷能力，創(chuàng)造力減弱，他們長大成人對(duì)人類文明缺乏具有正面深刻影響的應(yīng)有建樹。一個(gè)民族、一個(gè)國家、甚至一個(gè)人類生命，存在于世，最值得夸耀之處，主要看其對(duì)全球文明發(fā)展進(jìn)程貢獻(xiàn)如何。我國要想馬上全面挽回自己這種不利教育局面，可能耗時(shí)會(huì)比自己糟蹋自己曾經(jīng)花費(fèi)的時(shí)間還長。出于我們都是中國人，為了中國目前十多億人的長久未來，不能只顧自己明哲保身，我們應(yīng)在力所能及的允許范圍，盡量有所作為。
It’s impossible to reform education without social reformation. I argued in an interview with Mr. Ni Zhongxun from primary education net. That the real reason for the disadvantages of Chinese education is not education itself, because education is a lower level section in the political system of China which has very little voice in policy making. However, this disadvantage of education has damaged the nation hugely by the failure of developing creativity and critical thinking of the next generation of China. Such young generation is lack of ability to contribute to global civilization positively, which is the main evaluation standard of one country’s achievement in the long term. To adverse the situation, it may take longer time than we thought. But it is the responsibility that everyone cannot avoid: we must try our best to reform education, in order to save the 1 billion people’s future.
一、 關(guān)于課程設(shè)置的綜合平衡問題
1. The equilibrium of curriculum
中國內(nèi)地的教育課程，特別是基礎(chǔ)教育方面的內(nèi)容，除了多余的以外，該有的好像都有了，比較全。
Mainland China’s curriculum, especially the basic education, apart from the extra content, is relatively comprehensive.
希望教育主管部門，根據(jù)調(diào)查了解到的世界發(fā)達(dá)國家和地區(qū)的教育課程設(shè)置一般情況，找出我們與人家相比的共同科目及內(nèi)容都有哪些。我們不妨稱之為 “世界共同課” 。對(duì)這些與世界各國教育內(nèi)容相通的課程，予以重點(diǎn)保護(hù)，規(guī)定嚴(yán)格的考試測(cè)評(píng)標(biāo)準(zhǔn)，不許學(xué)校或教師隨意破壞。
The education authorities should re-examine the curriculum, comparing with the curriculum with advanced countries and find similarity between. We may call these common curriculums as Global Common Curriculum, and protect these curriculums from being violated by school or teacher.
比如體育課，現(xiàn)在在中小學(xué)，課時(shí)被擠占，忽略進(jìn)行嚴(yán)格考試測(cè)評(píng)的現(xiàn)象比較普遍，導(dǎo)致學(xué)生體質(zhì)嚴(yán)重下降，到高三畢業(yè)的十七、八歲男女生城鎮(zhèn)近視率已經(jīng)高達(dá)99%多，幾乎人人戴眼鏡。農(nóng)村受災(zāi)面也很大。我們的基礎(chǔ)教育本來就在廣受非議，都認(rèn)為教學(xué)內(nèi)容脫離了實(shí)際。學(xué)生浪費(fèi)光陰，學(xué)了一些長大成人以后用不上的東西，身體再因這種學(xué)而無用的過程被搞壞了，更不值得。
For example, the physical education is ignored by primary and secondary school, and has led to serious health problem of children: till the last year of high school, 99% of students wear glasses, even in rural area. If students sacrificed their health for some useless knowledge, it is a waste for both individuals and the community.
我們應(yīng)該盡早確立這樣的指導(dǎo)思想，對(duì) “世界共同課” 的講授、考核，不分高下，同等重要。因?yàn)檫@些內(nèi)容對(duì)任何國度的學(xué)生產(chǎn)生的人生影響，都很深遠(yuǎn)。不能夠只顧語文、數(shù)學(xué)，要把屬于 “世界共同課” 的所有課程一視同仁予以對(duì)待。以此求得課程設(shè)置上的綜合平衡，盡量達(dá)到教育科學(xué)化。
We should establish the strict evaluative standard of the Global Common Curriculum, because those curriculums deeply influence the global community in a positive way throughout history. Only by doing so, we could balance current curriculum which mainly focus on Math, Chinese and English, and make the curriculum scientifically designed.
我堅(jiān)持認(rèn)為基礎(chǔ)教育階段，第一要追求教育課程設(shè)置的綜合平衡，第二要把著眼點(diǎn)特別放在對(duì) “世界共同課” 的重視與綜合平衡上來。 “世界共同課” 應(yīng)該成為今后中國內(nèi)地教育的重點(diǎn)關(guān)注對(duì)象。
To sum up, the primary education should 1. Improve the equilibrium of curriculum and 2. Put emphasis on Global Common Curriculum.
二、關(guān)于教育目標(biāo)的重新審視也應(yīng)提上日程
2. Re-examine the long-term vision of education
世界發(fā)達(dá)國家和地區(qū)的教育，強(qiáng)調(diào)每一個(gè)受教育個(gè)體，都是潛在的領(lǐng)袖之材，對(duì)他們要有教無類。中國大陸的教育則強(qiáng)調(diào)的是，把一般人首先視為 “螺絲釘” ，只有極特殊的人群，才是群眾的潛在領(lǐng)袖并且一旦塞進(jìn)這個(gè)高人一等之列，終生不變。這樣，事實(shí)上就和我國現(xiàn)在實(shí)行半個(gè)世紀(jì)的 “農(nóng)業(yè)戶口” 和 “非農(nóng)業(yè)戶口” 一樣，把人從一出生就開始分為三六九等了，即不公平，也不符合人的客觀成長規(guī)律和教育科學(xué)。
In many developed countries, education sees every student as a potential leader. In comparison, Mainland China’s education considers individual as a tool of the society, and only a certain special group of people can be educated to be leaders. This is not fair and unscientific, since it classifies people into different categories, just like the Hukou system classifies people into Rural Citizen and Urban Citizen by birth.
我認(rèn)為沒有必要為領(lǐng)袖人物擔(dān)心：把人都往高端一個(gè)方向、一個(gè)層次去培養(yǎng)了，將來一般性的工作會(huì)再?zèng)]有人干。社會(huì)發(fā)展對(duì)人才的選拔是水漲船高的。在社會(huì)整體水平偏低時(shí)，具有大學(xué)文憑的人，自會(huì)顯得十分了不起； 一旦高等教育趨向普及后，大學(xué)畢業(yè)生在社會(huì)上的地位就會(huì)降到過去高中生的位置上來。
Some people worries about the situation that if everyone is educated to become leader, no one wants to do the ordinary works. I don’t agree with this, because the recognition of leaders will rise with the development of society: when higher education was not universal, college graduates are considered high; once higher education spreads, college degree is not enough.
如果我們的世界觀不是這樣的，出發(fā)點(diǎn)似乎存心要把來自普通家庭的人都往低層次去培養(yǎng)，那樣一來就會(huì)產(chǎn)生什么后果呢？ 會(huì)使我們的社會(huì)，發(fā)生與水漲船高相反的結(jié)果出現(xiàn)，致使中國內(nèi)地人口素質(zhì)不斷地 “水落船低” ，最終如同大家過去司空見慣的現(xiàn)實(shí)。須知，群眾無足輕重了，領(lǐng)導(dǎo)人的水準(zhǔn)又能高到哪里去呢？ 我經(jīng)常看到一些自以為脫離了群眾、高人一等的所謂領(lǐng)導(dǎo)，出口便是中國不適合什么什么……原因似乎都是他所謂的 “人民大眾素質(zhì)太低了” 等等。假使如其所言中國人素質(zhì)低，可是領(lǐng)導(dǎo)就來自這群中國人，我就不明白：一個(gè)中國同類怎么可以太高出他所在的人群，和洋人一般齊了呢？
If we consider people from ordinary background can only get ordinary achievements, creativity and critical thinking will be suppressed, leading to the damage of social development. Without social development, the level of leadership cannot achieve high level. Some typical Chinese officials always say that the western institutions are not suited for China because the quality of Chinese people too low. If so, how could the leaders be high-level in the background of the population of ‘too poor quality’?
世界發(fā)達(dá)國家和地區(qū)的人們，早就搞明白了這其中的道理，他們即使出于很自私的目的，也不會(huì)把自己祖國的人民都往低處貶、一門心思只往低處去培養(yǎng)的。
Developed countries and regions have already learned that, even if they are for their very selfish purposes, they won’t think little of their motherland and the people, nor educate their people to a lower and single-minded culture.
我們應(yīng)該從世界觀上進(jìn)行教育革新，扭轉(zhuǎn)以往的育人目標(biāo)，對(duì)教育，要從教育方針上重新給予審視。只有這樣，中國大陸才能產(chǎn)生深刻的有價(jià)值的教育變革，推動(dòng)社會(huì)和諧向前，并在教育領(lǐng)域真正體現(xiàn)出科學(xué)的發(fā)展觀。
We should move on the education reform from the view of the worldview, reversing the previous goal of the education and re-grant it from the education policy review. Only in this way can China Mainland produce profound and valuable changes in the education, and therefore promote social harmony and truly reflects the scientific concept of development in the field of education.
教育的目的，如果是把人培養(yǎng)成誰的或?yàn)槭裁炊蛟斓? “螺絲釘” ，人類的普遍文明，特別是那些最新取得成就的進(jìn)步思想與尖端技術(shù)，還有必要對(duì)這些年輕的蕓蕓眾生普及和傳授嗎？ 這個(gè)軟肋實(shí)際上就是我們的教育，長期以來缺少人文內(nèi)容及人文教育一直不夠的根本原因！ 假如我們也和世界發(fā)達(dá)國家、地區(qū)一樣，認(rèn)為人人確實(shí)生而平等，都有成為領(lǐng)袖之材的平等權(quán)利與可能，中國內(nèi)地的教育就會(huì)更加重視人文教育，重視把人普遍向高端培養(yǎng)的主觀追求。教育界近來彷徨不知所終的低沉局面，也會(huì)得到相應(yīng)改觀的。
If the aim of the education is to train the people as a "screw" of some certain one or some certain thing, then is it still a need for the young people to heritage the universal human civilization, especially those latest achievements and cutting-edge technology advances? This weakness is actually what our education has long been facing: a lack of cultural content or a lack of enough cultural education. If we have the same opinion as the world's developed countries and regions, that everyone is born equal and everyone has the equal right and opportunity to become the leaders of this country, then the China Mainland will pay more attention to humane education and to a stronger desire to cultivate people in a generally higher culture. Thus, educationists’ anxious and agitated attitude to the current education situation will also expect to be faced with a change.
我們現(xiàn)在探討的這一問題，確實(shí)關(guān)乎了目前13億中國人的長遠(yuǎn)未來、前途命運(yùn)。我衷心希望負(fù)責(zé)我國教育的領(lǐng)導(dǎo)人及其主管部門，站在一定的高度，為了人類大家庭中的一個(gè)重要成員――――我們自身，從推動(dòng)教育方針發(fā)生根本變革的大視角上，把中華人民共和國帶上一條教育促進(jìn)民族復(fù)興的大國崛起之路。
Indeed，the issue we probe into now is related to the future and destiny of 1.3 billion people. I sincerely hope leaders and governors who are responsible for china’s education will, for the sake of ourselves, be able to review the issue from a certain high level, and be able to lead our country to achieve the rise of great power with rejuvenation of Chinese Nation promoted by education.
三、關(guān)于加強(qiáng)胸懷眼界培養(yǎng)的必要性和教育途徑
3. Necessity of broadening the horizon and open-mindedness and relevant education methods
“世界共同課” 需要貫穿共同的先進(jìn)教育理念指導(dǎo)實(shí)踐。最近我從新華網(wǎng)上看到一篇文章，題目叫 “教育只有先進(jìn)落后豈分東西方” 。教育的價(jià)值評(píng)定確實(shí)只有先進(jìn)與落后之別，如果還分東西方，兩相尖銳對(duì)立，我們的先哲當(dāng)初紛紛留學(xué)西方去求哪門子 “真理” 呢？ 大清國的黃袍馬褂文化不就挺好嘛，何不拿來傳授至今呢？ 在中國還沒衰落之時(shí)，外國又有什么必要，當(dāng)初一個(gè)勁向我們這邊派 “遣唐使” 和各種學(xué)者主動(dòng)來華學(xué)習(xí)取經(jīng)呢？ 將人類文明借用東西方的地理概念，尤其是在教育問題上，兩相嚴(yán)格割裂開來，是缺乏起碼理據(jù)不足為憑的。教育不分東西方！ 凡是先進(jìn)的，不僅西方的，我們可用，包括南方、北方和東方咱們自己歷史上的一切相對(duì)進(jìn)步成份，都一樣需要給以珍視。要打破歷來的我國小農(nóng)經(jīng)濟(jì)局限性造成的狹隘觀念，使那種寬廣的眼界和胸懷及其能動(dòng)性，首先在授業(yè)解惑人的腦海里安營扎寨，漸把國人都能融入到人類文明的主流中去，讓大家視全球的利益均為自己的利益，地球是美國的也是中國的。
"Global Common Curriculum" should guide the practice through commonly recognized education philosophy. I recently saw an article from Xinhua, called "there is only well-developed or low-quality education without the distinction between the East and West". Assessment of the education quality does only depend on whether it is advanced. If education were labeled East and West which conflict with each other, what kind of “truth” would many intellectuals in modern China have gone to the west to seek? Would the culture in Qing Dynasty, characterized by the yellow robe and jacket, have been XXXd enough to be taught until today? During the prosperous periods of China, why would a large number of diplomats and scholars have been sent to China from the west continually to study? Accordingly, it is highly invalid to arbitrarily distinguish the human civilization, especially in terms of education, by using the geographic concept “west” and “east”. Education by no means can be labeled west and east! Any advanced education, including that from the west, south, north and east is applicable in China and should be pay much attention to equally. It is important to break the conservative thinking caused by the limitations of small-scale peasant economy and equip the tutors with broad horizons and tolerance. Then people can gradually get involved into the mainstream of human civilization, can consider global interests as their own interests, and can recognize that the earth is not only China’s but the US’s as well.
現(xiàn)在我們的課本中，這種觀念的教材嚴(yán)重缺乏。對(duì)人類文明明擺存在的普遍現(xiàn)實(shí)，我們甚至采取了一種莫名其妙的鴕鳥戰(zhàn)術(shù)，把頭縮進(jìn)來有意進(jìn)行回避，寧可誤導(dǎo)自己的下一代，讓他們一旦覺醒以后恨死我們，也不愿意認(rèn)可真理，早早傳授真知。
Currently among our textbooks, there is a great lack of teaching materials with this kind of idea. To some common sense of human civilization, we even take a strange “ostrich tactic” - to withdraw the head and to avoid the problem intentionally. We tend to mislead our own children and let them hate us once they realize the truth, rather than to recognize the truth and inform them of the true knowledge.
中國內(nèi)地的學(xué)生為什么互相嫉妒，不會(huì)發(fā)現(xiàn)別人身上的優(yōu)點(diǎn)，首先想到應(yīng)該怎樣學(xué)習(xí)對(duì)方的制勝因素，少挑外界毛病，重在完善自己？ 原因就和我們的教材不能客觀表述一些國家和地區(qū)的文明成果，教會(huì)我們的孩子們明白見賢思齊的做人道理有關(guān)。這種狀況，背離了中華民族重新崛起成為世界強(qiáng)盛大國的目標(biāo)追求，是十分狹隘而有害的。
Why do students from mainland China tend to be jealous about one another rather than to find the merits of others and then improve themselves? One possible reason is that our textbooks cannot illustrate the achievements of some countries and regions objectively and cannot teach our children that one is supposed to catch up when finding the merits of others. This situation deviates from China’s goal to become an influential and prosperous country once again, and is very narrow and harmful.
我們要利用現(xiàn)在進(jìn)行 “課改” 的機(jī)會(huì)，對(duì) “世界共同課” 的內(nèi)容有意開展國際性的接軌工作。比如對(duì)語文、歷史，就要多選一些有利于中國下一代身心健康成長、有利于他們順利步入世界主流社會(huì)的古今中外教育內(nèi)容。選材的視角要寬，囊括全球。從小讓孩子們對(duì)世界充滿好奇和憧憬，特別是要教會(huì)他們正確對(duì)待自己和他人，懂得見賢思齊，尤為重要。
We should take advantage of the Curriculum Reformation to set up of the international standard of Global Common Curriculum. For example, we should add more history into the curriculum, in order to help the next generation to adapt into the mainstream of global society. The perspective of curriculum should be wide and international, in order to encourage the curiosity and hope of the future, especially educate the next generation to get to know themselves and learn from others.
我國的發(fā)展，依靠我們這一代，尤其是下一代的競(jìng)爭力和這種能力的不斷提升。眼界萎縮，缺乏坦蕩處世哲學(xué)的人群，是很難帶動(dòng)整個(gè)國家最終贏得世界競(jìng)爭的。
China's development relies on the competition capability improvement of our generation and more importantly the next generation. Limited horizons and lack of open-mindedness cannot contribute to China’s comparative advantage among the world competition.
本來我還有幾個(gè)問題準(zhǔn)備拿出來借此與大家一起探討的，限于篇幅就此打住。以上內(nèi)容請(qǐng)教育界和關(guān)心我國教育事業(yè)的各位老師同學(xué)批評(píng)指正。 (★ 備注：作者馬弘毅先生接受中國中小學(xué)教育教學(xué)網(wǎng)的訪談內(nèi)容，目前可在人民網(wǎng)上查到全文，標(biāo)題是《 訪清華建筑學(xué)院05級(jí)特長生馬宇歌兒時(shí)的伯樂 》， 見該網(wǎng) 2005年10月21日10:31時(shí)發(fā)的 “人民網(wǎng)>>時(shí)政>>綜合報(bào)道”， 網(wǎng)址是 http://politics.people.com.cn/GB/1026/3789900.html 或看 http://cmy03856789.blog.163.com/blog/static/186169320201142410811890/ 及 http://edu.cyol.com/content/2011-06/21/content_4558171.htm 也行。到網(wǎng)上去搜 “馬弘毅先生” 或 “馬宇歌” 的新聞、網(wǎng)頁、圖片、視頻、博客、論壇 等，可以看到數(shù)以萬計(jì)有關(guān)這方面的報(bào)道和評(píng)論) ( 《馬弘毅率先提出 “應(yīng)重新審視中國大陸的教育方針并要客觀表述人類文明” 》全文見中國教育部《網(wǎng)絡(luò)科技時(shí)代》雜志第101期《大國崛起的動(dòng)力后勁來自教育革命――――中國著名家長馬弘毅一談教改》)
The word limit does not allow me to discuss more of this topic. ( ★ You may refer to 【 http://politics.people.com.cn/GB/1026/3789900.html 】 to read my article on the primary education which was published by People’s Net on 21st Oct 2005, title: “the first teacher of Ma Yuge – talented college girl at Tsinghua University Architecture School 2005” . Or see 【 http://www.ce.cn/xwzx/gnsz/gdxw/200901/08/t20090108_17904387.shtml 】, or see 【 http://edu.cyol.com/content/2011-06/21/content_4558171.htm 】 are the same. ) (Above is the article published by The official magazine of Chinese Ministry of Education Net Time Series No. 101, No.3 in 2007, p17-19 written by famous democracy personage Mr. Ma Hongyi’s article “Potential of the Great Power is from Education---- famous educator Mr. Ma Hongyi.’s opinion on Curriculum Reformation”.)
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