2024年3月11日发(作者：)

上外英语语言文学考研翻译《教育与规训》中英文对照版分享

Education and Discipline

by Bertrand Russell

教育与规训[①]

［英］伯特兰·罗素 著

刘任翔 试译

Any serious educational theory must consist of two parts: a conception of the

ends of life, and a science of psychological dynamics, i.e., of the laws of mental

change. Two men who differ as to the ends of life cannot hope to agree about

education. The educational machine, throughout Western civilization, is

dominated by two ethical theories: that of Christianity, and that of nationalism.

These two, when taken seriously, are incompatible, as is becoming evident in

Germany. For my part, I hold that where they differ, Christianity is preferable, but

where they agree, both are mistaken. The conception which I should substitute as

the purpose of education is civilization, a term which, as I meant it, has a definition

which is partly individual, partly social. It consists, in the individual, of both

intellectual and moral qualities: intellectually, a certain minimum of general

knowledge, technical skill in one's own profession, and a habit of forming opinions

on evidence; morally, of impartiality, kindliness, and a modicum of self-control. I

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should add a quality which is neither moral nor intellectual, but perhaps

physiological: zest and joy of life. In communities, civilization demands respect for

law, justice as between man and man, purposes not involving permanent injury to

any section of the human race, and intelligent adaptation of means to ends.

任何一种严肃的教育理论都包括两部分：有关生命之目的的观念，以及有关人的心理

如何运作（例如，情绪变化的规律是什么）的理论——我们没法指望两个对于生命目的理

解不同的人会在教育问题上达成一致。在整个西方文明中，教育的机制被两种价值观所主

导：一种是基督教，另一种是民族主义[②]。如果两者的理念都被严格地执行，它们的冲

突就不可避免，正如我们在德国看到的那样[③]。我认为，在两者产生分歧之处，基督教

价值观更为可取一些；但两者达成一致之处则无一正确。在我看来，“文明”应当替代它

们作为教育的目的，而“文明”一词的定义则兼有个人与社会的方面。个人意义上的文明

包括智识的和道德的品质：前者指必要的常识、专业的技能、根据确凿证据形成观念的习

惯；后者指不偏不倚、善心以及适度的自控力。恐怕我还得加上智识和道德之外的、大体

属于生理方面的第三点——生活中的愉悦和激情。而社会意义上的文明则包括对法律的尊

重、对人与人之间正义的追求、对于任何行为都不能伤害人类族群中任何一部分的自觉意

识、以及能够机智地调整方法以达到目标的素质。

If these are to be the purpose of education, it is a question for the science of

psychology to consider what can be done towards realizing them, and, in particular,

what degree of freedom is likely to prove most effective.

假如以上就是教育的目标，那么如何实现它、尤其是在此过程中何种程度的自由收效

最好，就是一个亟待解决的问题，为此我们需要诉诸心理科学。

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