伴随皮亚杰的研究 With Piaget
我们来讲讲课本之外的内容 we were talking about content we read out of the book
如何去看待前运算和具体运算 how we were focusing on preoperational and concrete operational
以及他们对孩子的思维造成的不同影响 and how they're different in kids in the way they think
例如对挫折 序列化等情况的反应 Frustration, seriation stuff like that
我们需要了解 So we were kind of talking about
处于前运算阶段的孩子能做什么 what prompt preoperational kids could do
不能做什么 but the preoperational kids couldn't
另一方面 我们也需要弄清 But another way we need to define
具体运算阶段意味着新的限制 concrete operational is in terms of what can't they do
同时还需要了解 And that's defined by, well what's the difference
具体运算和形式运算之间的差异 between concrete operational and formal operational
形式运算开始于青春期 Formal operational kicking in at puberty
这三点内容恰好 And these three things are things
与皮亚杰关于形式运算思维 are kind of three concepts that Piaget talked about
提到的三个概念息息相关 in terms of formal operational thinking
处于具体运算阶段的儿童 Concrete operational kids
善于对所见的事情进行逻辑思考 are good at thinking logically about what they see
对社会运行法则的认识也更为实际 and thinking practically about how the world works
但在形式运算阶段 情况完全不同 But in different ways what happens with formal operational
孩子们更擅长抽象思维 is kids get better at abstract thinking
能够认识到到社会的每一种可能 kind of thinking about the world as it could be
在更高的层面 更着重抽象层面解决问题 And solving problems at a higher level, kind of at an abstract level
第一个特征就是抽象概念 First characteristic is abstraction
我们先来讲讲这一点 First of the three
下面这段视频对此进行了简单的描述 We've got a video that describes that a little bit
视频:认知发展中的形式运算阶段 Video: The formal operational stage in cognitive development
就是指青少年开始抽象思维 is right when an adolescent begins to think abstractly
并且进行合理假设的阶段 and to reason hypothetically
面对一个假设性问题 When asked the hypothetical question
例如如果人们没有拇指 what if people had no thumbs?
青春期前的孩子与处于青春期的孩子 Preadolescent children would generally respond much differently
有着完全不同的答案 than adolescent children
儿童:我认为那就只剩四个能动的手指了 Child: you would have four fingers that you can wiggle I think
儿童:不能对别人竖大拇指来表扬他们了 Child: you wouldn't be able to tell a person they did good
像这样 like this
也不能正常写字了 and you won't be able to write all the way
也不能玩拇指摔跤的游戏了 And you couldn't play thumb wrestling
叙述者:处于青春期的孩子则能够 Narrator: adolescence are able to
想象这一虚构的情形 mentally picture this hypothetical situation
将它与现实情况进行对比 contrast it with reality
并根据没有拇指这一假设 and produce a variety of conclusions
得出不同的结论 regarding the implications about being without thumbs
儿童:我认为整个世界都会随之改变 Child: I think my whole world would change
我有一个朋友是 左撇子 I know a friend of mine who is a lefty
五年级的某一天 我们在一起闲聊 and once in fifth grade we were shooting the breeze one day
她说 你知道吗 整个世界都是为右撇子而造的 and she said you know the whole worlds made for righties
我就问 And I said
你怎么会有这样的想法呢？ what are you talking about the whole worlds made for righties?
她解释说 所有的门把手都设定在同一个方向 And she said, well the door handles all answer a certain way
桌子也是这样 tables are made a certain way
学校里的椅子也是为右撇子而设的 desks in school are made for righties
椅子只有右臂支撑的地方来写字 I mean they got something on the right arm to write on
却没有左臂的 but not the left arm
在那之后的一周 我特意对此进行了观察 And so the next week or so I kept my eye on it
最后告诉她 你说的没错 and I said, you know you're right
整个世界都是为大多数右撇子而设的 The whole world is tailored to a majority of righties
因此我认为如果我们移走 And so I think if we remove something
和拇指一样不起眼但至关重要的东西 as simple but as critical as our thumb
整个世界都会随之改变 the whole world would change
可能只是一系列的小事 Maybe a bunch of little things
但叠加起来就能造成巨大的影响 but all of those little things would add up to something major
世界会变得截然不同 so the world would be different
我有一个朋友是左撇子 I know a friend of mine who is a lefty
五年级的某一天 我们在一起闲聊 and once in fifth grade we were shooting the breeze one day
她说 你知道吗 整个世界都是为右撇子而造的 and she said you know the whole worlds made for Righties
我就问 And I said
你怎么会有这样的想法呢？ what are you talking about the whole worlds made for righties?
她解释说 所有的门把手都设定在同一个方向 And she said, well the door handles all answer a certain way
桌子也是这样 tables are made a certain way
学校里的椅子也是为右撇子而设的 desks in school are made for righties
椅子只有右臂支撑的地方来写字 I mean they got something on the right arm to write on
却没有左臂的 but not the left arm
在那之后的一周 我特意对此进行了观察 And so the next week or so I kept my eye on it
最后告诉她 你说的没错 and I said, you know you're right
整个世界都是为大多数右撇子而设的 The whole world is tailored to a majority of righties
因此我认为如果我们移走 And so I think if we remove something
和拇指一样不起眼但至关重要的东西 as simple but as critical as our thumb
整个世界都会随之改变 the whole world would change
可能只是一系列的小事 Maybe a bunch of little things
但叠加起来就能造成巨大的影响 but all of those little things would add up to something major
世界会变得截然不同 so the world would be different
教授:最后这个孩子和其他的孩子对同一个问题 Prof: So what did you notice that was different
给出了不同的答案 about that kid's answer and what the other kids were answering
你们看到了哪些差异呢？ to the same question?
学生:他举了具体的例子 Student: I think specific examples
并且他能够 I mean the children were just able to
给出一个大致的概括的陈述 give broad more general blanket statements
教授:是的 不只是概括的陈述 Prof: Yeah, not just the blanket statements
也具有了一定的抽象能力 But I mean, in a sense, you know, abstraction
学生:是的 Student: Yeah
教授:其他孩子只想着 Prof: I mean they're thinking about
好吧 没有拇指意味着什么呢？ Ok all right, well, I don't have a thumb there so what does that mean?
他所讲的内容更进一步 He's taking the next step further
思考了这一假设 to thinking about what are the implications of that
对社会或我们生活运行方式的影响 for society or for the way we operate
现在我也问你们一个问题 Let me ask you this
如果给你第三只眼 你会将它安在哪里呢？ if you guys could have a third eye, where would you put it?
学生:后脑勺 Student: Back of my head
教授:后脑勺 还有呢？ Prof: Back of your head, where else?
学生:放在额头 Student: My forehead
教授:为什么要放在额头呢？ Prof: Your forehead, why is that?
学生:可以用来看facebook Student: I can see facebook
教授:噢 你是指头顶这个地方 还有别的吗？ Prof: Oh you mean like right here forehead, where else?
学生:就是这 Student: Yeah, over here
教授:好的 Prof: OK
学生:我想把它放在手心里 Student: I'd put it in my palm
教授:为什么呢 Prof: In your palm?
学生:这样移动手我就能看到周围的事物 Student: So when I move my hand I could like see around things
教授:嗯 伸出手就能看到拐角的情况 Prof: Ok and Right, maybe see around the corner
还有吗？ What else?
问9岁的孩子们同样的问题的一项调查说明 Well of a study that asked that question to 9 year olds
他们异口同声地选择了额头 they said right here, forehead
不过是靠近眉心的地方 but kind of right here
你们给出的答案 And so what you guys answered
则更抽象 更符合社会的多元化 was kind of the world of abstraction the world of possibility
让我们大胆设想一下 Well let me think of something
我们能将第三只眼睛放在任何地方 what would be really, not the way things are
不用顾虑它现实与否 but if I could put it anywhere
我可以将眼睛放在这 放在这 或者背上 Yeah I could put it here, or I could put it here, or on my back
你说的背上 对吗？ you said back, right?
刚刚谁说放在背上着？ let me see who said back, someone said back?
学生:是后脑勺 Student: Back of the head. Back of the head
在这 Over here
教授:有人确实说了 Prof: Someone said
你说的是哪 What did you say again?
学生:后脑勺 Student: Back of the head
教授:好的 后脑勺 Prof: Back of the head right
这样你就能看到跟平常不一样的风景 So you can see more than you currently see
我们因此将自身 Because you can separate yourself
与其他事物区分开来 from kind of the world of the way things are
但具体运算阶段的孩子 But the concrete operational kids
他们只想到 噢 眼睛是这个部位的 you know they think oh, so eyes go in this place
如果我有第三只眼 那它就应该在这 so if I had a 3rd eye it would go like right here
或者很可能就在这个区域范围内 or you know somewhere in this area
因为他们认为这些地方是可能的 because they think is the possibility
这和理想主义有一定的关联 You know, so again that kind of relates well to idealisms
他们考虑到世界的理想状态 They are kind of thinking about the world of ideals
以及事物的可能性 and the way things could be
这就是为什么青春期的孩子有时 This is a reason why at times may adolescence
也能像父母一样思考 can be a handful for parents as well
而不是思考这个家应该怎样运作 instead of maybe they can think about how my family should operate
家长应该怎样和孩子相处 how you guys should parent me
好像这些都是理所应当的 As opposed to the way things are
同时 也有些青春期孩子参与到 You also see adolescence getting into things
宗教 哲学与政治学的研究里 like religion and philosophy politics
他们会思考世界的运行法则 How the world should run
人们的行为法则 the way people should behave
例如 如果每个人 Thinking about well if everybody just
如果每个人捐出50美元 you know if everybody pitched in $50
就能帮流离失所的人们解决问题 we could end homelessness
又例如 他们会思考世界的可能性 Or things like that, the kind of the world of possibility
会用更全球化的视野来看问题 and taking on a much more global way about things
有这样一个说法 不知道你们听过没 There's a phrase, have you heard the phrase
可能有人听过 有人没听过 you may or may not of heard this phrase
如果你不是民主党人士 嗯 我想想 If you're not a democrat at the age of, or wait yeah
如果你20岁时还不是民主党人士 If you're not a democrat at the age of 20
你就是个没心没肺的人 you have no heart
如果你40岁时还不是共和党人士 if you're not a republican at the age of 40
你就是个没有头脑的人 you have no head
你们听说过吗？ you ever heard that?
嗯 无论这句话正确与否 Well that kind of, whether if that is true or not
它反映了伴随形式运算阶段的青少年 that kind of maps onto this kind of world of idealism
发展出的一种世界的理想主义 that kind of develops with formal operational in adolescence
思考对他人的关怀 The kind of world of thinking about you know caring for others
对运行法则的质疑 and kind of the way things maybe could operate as opposed to
甚至接受并不完全现实的方法 maybe not being completely realistic about the way things do operate
认识到原有方法的限制等 And the limits to the way things could operate
现在我给大家放两个视频 Ok, I'm going to show you two videos
从中我们能看到这些改变对道德发展的影响 about how these changes influence moral development
第一个视频讲的是具体运算阶段的孩子 One is kind of looking more towards concrete operational kids
接着是听听一些青春期孩子的想法 then we'll follow it up with hearing some adolescences
叙述者:儿童对道德行为进行判断的 Narrator: The basis of children's reasons and judgments
理由和判别观念是不断改变的 about moral decisions changes over time
6到10岁的儿童 Children between the ages of 6-10
仅单方面判断事情的对错 tend to judge acts as unilaterally right or wrong
他们更注重规则和后果 而忽视动机 Focusing on rules and consequences, intentions are often neglected
研究员:我现在给你讲一个故事 Researcher: I'm going to read you a story right now
等我讲完之后 and then I'm going to ask you some questions
会问你几个问题 好吗 after I read you the story, ok?
儿童:好的 Child: Ok
研究员:准备好了吗？ Researcher: You ready? Ok
欧洲的一名妇女因患有罕见的癌症濒临死亡 In Europe a woman was dying from a special kind of cancer
就在她和老公海因茨生活的镇上 In the same town where the woman and her husband Heinz lived
一名药剂师发现了一种有机会治愈该病的药方 the druggist had discovered a possible cure
但他们没有能力 But the medicine cost much more than
负担药品的费用 the woman or husband could afford
因此这个重病女子的老公海因茨 So Heinz the sick woman's husband
四处找人借钱 then borrowed all the money he could
但还是不能凑足所需要的药费 but still hadn't he needed
海因茨将妻子将死的消息告诉药剂师 Heinz told the druggist, that his wife was dying
希望他能酌情便宜一点 或者晚点再付钱 perhaps he could sell the drug cheaper or let him pay later
药剂师回答说 The druggist replied
不行 我研制这个药就是用来挣钱的 No. I discovered the drug and I intend to make money from it
海因茨感到非常绝望 Heinz then becoming desperate
只好潜入药剂师的药铺 为妻子偷药 then broke into the druggists' store to steal the drug for his wife
你认为他应该偷药吗 Should Heinz have stolen the drug?
儿童:不应该 Child: No
教授:现在 你们怎么看呢 海因茨应该偷药吗 Prof: So, what do you think, should Heinz have stolen the drug?
学生:我觉得不应该 Student: I'm gonna say no
教授:啊？ Pro: Huh?
学生:我赞同他的做法 Student: Yes
但是我觉得那个孩子会说不 but I think the kid should of said no
教授:他已经说了呀 Prof: He already said no
学生:哦 他说了吗 看来我想对了 Student: Oh, he already said no? Wow! That just shows what I know
教授:别急 还有其他孩子的采访 Prof: But don't worry, there are going to be other kids
他不是唯一一个 he's not the only one
你赞同海因茨的做法 为什么呢 Do you think the answer is yes, and why?
学生:因为这是他妻子活下来的唯一希望 Student: Because she's going to need it and she'll die without it
如果是为了救人 我觉得没必要谴责他 It wasn't important to blame the survival of someone on the action
教授:但是偷窃难道不是错的吗 Prof: But isn't it wrong to steal?
学生:有时是这样 Student: It's wrong to steal sometimes
教授:嗯？ Prof: Huh?
学生:有时偷窃不对 Student: It's wrong to steal sometimes
教授: 有时偷窃不对 Prof: It's wrong to steal sometimes
好 其他人呢 你们怎么看 请说 Ok, other thoughts, should they try to steal the drugs? Yeah?
学生:虽然偷窃不对 但被偷的人 Student: It's wrong to steal but the guy they are stealing from is
把钱财看得比那个人妻子的生命还重也不对 like more wrong in putting money over the wife's lives
他为什么不能减免一点费用去救人呢？ I mean couldn't he of given him a discount to save a life?
教授:好 请说 Prof: Yeah, yeah?
学生:我认为这取决于 Student: Well I think it depends on
持有的思想道德观念 what kind of system of morality you have
如果你认为救人更重要 Like if you think consequences are important
偷药就是可以接受的 then, yeah, you should steal it
但如果你更看重规则 你就不该这么做 But if you think principles are important then you probably shouldn't
药是药剂师制成的 because the guy produced the drug
他就有权自己定价 and he can charge whatever he wants for it
教授:好的 Prof: Mm hmm
学生:我们不应将注意力 Student: we didn't focus on
直接放在孩子的道德思想上 direct change moral and
不应该去抱怨指责孩子 It's not complainable to blame the children
应该去理解什么是对与错之类的 to understanding what's wrong or what some of kind right
教授:好 丹尼尔你的观点非常好 Prof: Right. And that's a good point Daniel, is that
这就是他们已经提到的 that is what kind of they mentioned already is
年幼的孩子 嗯 正如我们讲过的 kind of younger they can kind of, like we talked about
他们想学会社会运行的法则 they wanna learn about rules for how society works
不只是社会上的 也包括其他的 I mean not just society but how things work
例如街区内的运行法则 like how blocks and things like that
孩子们想了解 You know kids want to learn
如何实践具体运算阶段的事物 how to practice the concrete practical things
这就产生了规则 And that creates rules
他们想知道应该做什么 They want to learn what are you supposed to do
不应该做什么 and not supposed to do
如何区分对错 What's right and wrong
但当青春期的形式运算思维出现时 But then we realize when formal operations hit with puberty
我们意识到事物并不是完全的黑与白 you know that things are not quite black and white
在一定情况下是有灰色地带的 and there are shades of grey in certain situations
这是非常复杂的 And that things are more complex
也就是在这一层只有黑白对错 in terms of what might be right and wrong on one level
而另一层面就会对此提出疑问 on another level why not be right or wrong?
没错 偷窃是不正确的行为 Yeah, it's wrong to steal at this level
但是接着从更大更高的层面来想 but then there's a bigger higher level of thinking
就像人们说的 that some people say which is that
看待这个重大的事件 well in the big scheme of things
这个药剂师收钱的行为是正确的吗？ is it right for this druggist to be demanding more money?
也许在人们之间 Or maybe there should be more justice
有比金钱更重要的公理 in terms of economics between people
你们应该不难想到罗宾汉这个典型人物 You know the whole kind of Robin Hood type thing
皮亚杰和劳伦斯·科尔伯格对 Piaget and Lawrence Kohlberg developed more reasoning
是非判断的有趣现象给出了更多合理的解释 what was interesting is that with the answer of yes or no
不过孩子们各自的观点如何理性化 but in terms of how the kids rationalize about what the kid said
在这个视频里大多数孩子的答案是一致的 in response to this situation and others similar of course
不对 No
叙述者:这个年龄做出的道德决策 Narrator: Moral decisions at this age
处于前习俗水平或者创新性水平 are made at the pre-conventional or the inventional level
反映了一种奖惩取向 and reflect either a punishment-reward orientation
或者是遵守规则的愿望 or the desire to obey rules
遵守社会规范 and conform to social norms
研究员:为什么这样做不对呢 Researcher: Why is it wrong?
儿童:因为 Child: Because
你不知道附近会不会有警察 you never know if somebody is having a police-soldier a close
也许警察(听不清) And maybe police-soldier is by (INAUDIBLE)
儿童:(听不清) Child: (INAUDIBLE) or coming
儿童:因为这样会被捕 可能会进监狱的 Child: Because you can get caught, maybe sent to jail
儿童:虽然她濒临死亡 Child: Even though she was going to die
但是偷东西是不对的 that doesn't make it right to steal
儿童:即使妻子生命没有希望了 都不能偷东西 Child: Even though that his wife was desperate, you can't steal
叙述者:在童年的早期 Narrator: In early childhood
很多儿童只开始质疑 many children are only beginning to question
纯粹自然的法律规则 the absolute nature of laws and rules
他们会考虑动机对道德决策的影响 They consider the impact of intentions on moral decisions
研究者:偷药这个行为正确与否呢 Researcher: Was it actually right or wrong to have stolen the meds?
儿童:我能理解他偷药的苦衷 Child: I can see as to why he would do it
但这是不对的 but I don't think it's right
儿童:嗯 偷药是不对的 Child: Well it wasn't ok to steal, it was wrong
但总比失去一条生命好 but it's better than someone dying
儿童:我认为没有问题 Child: I want to say that's good
儿童:因为 Child: Because
你不知道附近会不会有警察 you never know if somebody is having a police-soldier a close
也许警察(听不清) And maybe police-soldier is by (INAUDIBLE)
儿童:(听不清) Child: (INAUDIBLE) or coming
儿童:因为这样会被捕 可能会进监狱的 Child: Because you can get caught, maybe sent to jail
儿童:虽然她濒临死亡 Child: Even though she was going to die
但是偷东西是不对的 that doesn't make it right to steal
儿童:即使妻子生命没有希望了 都不能偷东西 Child: Even though that his wife was desperate, you can't steal
叙述者:在童年的早期 Narrator: In early childhood
很多儿童只开始质疑 many children are only beginning to question
纯粹自然的法律规则 the absolute nature of laws and rules
他们会考虑动机对道德决策的影响 They consider the impact of intentions on moral decisions
研究者:偷药这个行为正确与否呢 Researcher: Was it actually right or wrong to have stolen the meds?
儿童:我能理解他偷药的苦衷 Child: I can see as to why he would do it
但这是不对的 but I don't think it's right
儿童:嗯 偷药是不对的 Child: Well it wasn't ok to steal, it was wrong
但总比失去一条生命好 but it's better than someone dying
儿童:我认为没有问题 Child: I don't think it's wrong
他深爱妻子不希望她离开 but he cared about his wife a lot, and he didn't want her to die
但偷药还是不对的 Then it's no, because it is also wrong to steal
叙述者:青少年则有着更抽象的思考 Narrator: As adolescences begin to think more abstractly
更能站在他人的角度想问题 and become better at taking another's perspective
他们也能够多角度的思考问题 They also become better able to consider multiple perspectives
用自己的道德标准来判断道德两难的处境 And use their own ethical principles when present with a moral dilemma
回到科尔伯格 Moving into what Kohlberg referred to
有关道德推理的后习俗阶段理论上 as the post conventional stage of moral reasoning
当我们阐述完科尔伯格的 海因茨难题 When presented with Kohlberg's, Heinz dilemma
并问海因茨是否应该偷药救妻时 and asked if Heinz should of stolen the drug to save his dying wife
蒂姆 劳伦 艾伦的答案展现了道德推理的改变 Tim, Lauren, and Alan, illustrate these changes in moral reasoning
蒂姆:如果病床上的是我母亲或其他人 Tim: I probably would of, I would of done the same thing
我可能也会这么做 If it was like my mother or something
我会去把药偷回来 I would of done it, I would of taken it
我愿意付出自己的所有 I would of done whatever it takes
研究员:为什么呢？ Researcher: Why?
蒂姆:如果你关心一个人 Tim: Because if you cared about somebody
你就愿意为他们付出一切 and you'd try your hardest to do something for them
特别是在他们无能为力的时候 because they can't do it
更何况碰上了最后的筹码 Then it's like last resort type thing
当然还是要搏一搏的 You do whatever you would have to do
劳伦:我觉得海因茨没错 Lauren: I think it was right
研究者:为什么？ Researcher: Why?
劳伦:哪怕世界上一切事情 Lauren: Because even though everything in the world
归结为钱 comes down to money
我们也越来越拜金 And we just over obsess about money
但如果能帮助别人的话 Like if you want to help out a fellow human being
我情愿不要这堆纸币 I'd rather do that than just have a bunch of paper
艾伦:这样做是绝对可以的 Alan: Absolutely
我认为因为某个人对另一个人的关爱 To punish someone because of
而对他进行惩罚 going above and beyond out of love for somebody
是非常不能让人理解的 I think that was over the bounds of how I'm understanding
研究员:如果一定让你 Researcher: So if you had to say
对海因茨的行为作出是非评价呢 你怎么说？ was Heinz right or wrong to steal the drug, what would you say?
艾伦:我觉得他是对的 Alan: I would have to say, to say he was right
教授:我想大家都知道道德推理是什么 Prof: Moral reasoning is something that made sense to us I believe
它在孩子的成长过程中非常重要 it is true important for kids development
按照科尔伯格的道德发展阶段 It can be, but the truth is that studies that have looked at this
那些孩子可在更高层次上进行推理 like for kid's who can reason at a higher level on
已经有人对此作了专门的研究 Kohlberg's stages of moral development
对是非的判断 或者惩罚取向 Right versus wrong, or what is called punishment orientation
嗯 刚刚大家也看到了 有个孩子说可能会被捕 meaning, well you heard what the kid said, you might get caught
草丛中说不定有大人或孩子埋伏着 there might be people or a kid in the bushes
说不定会出现这样的情况 that you don't know there's a spy in the bushes
但这之间的关系就像做测试一样 But the truth is relationships between actually like doing tests
就像这个道德推理的例子 like this with moral reasoning
至于道德儿童的不同行为 and how moral kid's behavior behaviors are
之间的相关性是很薄弱的 Have been pretty... the correlation is fairly weak
其中一个原因就是 Well and one reason for that is that
思维和行为是完全不同的两件事 well for one thinking and behaving are two different things
第二点就是 And second of all, you
做正确的事情并不需要很高的推理层次 it doesn't take a high level of reasoning to actually do the right things
例如一个针对阿米什青少年的研究 So for example there was a study with Amish adolescences
在道德推理的能力上 and they really on more reasoning
他们排名并不靠前 they actually kind of rated more lowly
但他们也能区分是非对错 on kind of a sense for right versus wrong
偷窃就是错误的 It's wrong to steal
因为他们接受了长期的 And that's because from the time
圣经教育的影响 the biblical training they received
圣经包含了所有层面的思维 you know that's all the level kind of thinking
它教人们行善 that was required for behave well
圣经思想渗入他们的观念 让他们遵纪守法 So that was instilled in them and their behavior was good
他们和其他孩子的感受是类似的 They feel and achieve much just like that with other kids
因此遵守本分 So it doesn't take necessarily a high level of reasoning
并不需要具有较高的推理层次 to behave well
道德推理能力不过是一种提升手段 So like more reasoning is kind of a cool thing to think about
但并不是必需品 but not necessarily required
家长在教育孩子的时候 And not necessarily the best thing we should do
也没有必要过分强调道德推理能力 if we want to get kids to behave well
如果想孩子遵守本分 Compared to controlling their behaviors
就不能一味控制他们的行为 这将在下面讨论 Which gets to parenting, which we are going to talking to next
最后一点 But one final point
在逻辑思考方面 In terms of thinking logically
皮亚杰提到形式运算阶段的孩子 Piaget talked about how formal operational kids
也就是青少年学着像科学家一样思考 adolescence think like scientists
他们能解决更复杂的问题 they're able to solve more complex problems
例如下一章会提到的这个例子 So for example, you'll read about this in a later chapter
是一个排列组合任务 there's something called the all possible combinations task
假设我有5个烧杯 里面装了不同的液体 Let's pretend that I had 5 beakers of like a clear liquid
或者5个试管 so like test tubes
5个试管 放了5钟不同的液体 So 5 test tubes and they all have clear liquid in it
如果这5种液体的某些固定组合 And if I told you that certain combinations of those 5 liquids
能够产生黄色的液体 will produce yellow or yellow liquid
你会用什么方法？ How would you go about figuring out?
这些组合是什么？ what those combinations were?
例如你会分哪些步骤来进行 Like what would be the steps that you do?
为了回答这个问题 How would you start your little experiment
你会从哪方面开始着手呢？ to figure out to answer that question?
有谁回答吗？ Anyone?
学生:我会对所有可能的组合进行测试 Student: I'd test all the liquid combinations
教授:好的 让我们再细分一下 Prof: Ok, ok, ok, but let's break that down
你会用什么方法测试所有可能的组合呢？ test all the liquid combinations, how would you do that?
学生:可能先选定一种液体 Student: Probably take each one
再分别将它与其他液体混合 and mix it with each of the other ones
例如分别编号为A B C So if you have you know A, B, and C
那就先选定A 再分别与B C混合 then take A, and mix it with B and C
然后再混合B与C 看能否得到想要的结果 And mix B with C and see if you can get yellow out of any of them
教授:好的 是这样 Prof: Ok, and well, right
你的实验是从两两混合开始的 And you might test; I mean you might start with two at a time
学生:是的 Student: Right
教授:你可能测试AB AC AD AE这些组合 Prof: You might do AB, AC, AD, AE
学生:是 Student: Yeah
教授:接着就是BC BD Prof: And then BC, BD, so on
然后就是ABC ABD ABE这些组合 And then ABC, ABD, ABE
你们明白我的意思了吗 you see what I'm saying?
但是这样的任务对具体运算阶段的孩子而言 So, but in terms of doing that task with concrete operational kids
太过于复杂 It's too complex for them
他们会做试验 They do test things
但他们缺乏系统归纳的能力 but they don't have that systematic ability to figure things out
就像辨别所有可能的排列组合 It's like identifying the all the possible combinations
你们可以以更加系统的方式计算 Like you do it in a systematic way to figure it out
他们只会随机选取BD BE这样的组合 They kind of randomly start checking BD, BE
他们也许找到一种可能组合就结束试验 and they might find one of them and say oh that's it
他们也可能找到多组组合 They may find a couple
但是他们不会测试所有的排列组合 and they haven't realized to test all possible combinations
皮亚杰本身就像一名科学家 So Piaget was kind of into being a scientist himself
用科学思维提出了一整套理论 with his whole idea of scientific thinking
他确实功不可没 And you know, so, he made a big deal out of this
不过我认为形式运算的其他方面 although I think the other parts of formal operation
思维的抽象性和理想化 the ability to think abstractly and idealistically
也就是对社会发展的影响更为重要 in terms of social development are probably more important
至少我是这么认为的 At least in the way I view things
现在总结一下皮亚杰的理论 So in conclusion then about Piaget
有关你们看的视频 我们讲到的内容 what you've been seeing, we've talked about
皮亚杰做了许多关于智力测试的试验 I've talked about he started with to work them on intelligence tests
他并不在意正确的结果 And how he was not interested in when they got them right
反而对错的结果追根究底 but when they got a question wrong how did they get it wrong?
孩子们的观点为什么不同 What you kind of see in different ways
在不同年龄是否都能逻辑思考 is kids at different ages think logically
决定于他们判断对错的方式和结构 it's just the structure of the way they determine right and wrong
所以才会有不同的答案 and answers is different
前运算阶段的孩子关注一个点 Preoperational focusing on one object
或是信息的一个小分支 or one piece of information
在一堆事情面前 having a tough time juggling mentally a couple of things
很难找出解决方法 to come up with solutions
处于形式运算阶段的青少年 Then we see here in adolescences in formal operational kid
有更好的抽象思维 有自己的道德标准 being more abstract, at least on a moral level
更看重全局而不是简单的是非对错 thinking at a higher plane instead of just right and wrong
他们思考和关心社会 Thinking of other things about society
分析哪些可能是错的 哪些应该是错的 thinking of how things could wrong, should wrong
就得到了不同的判断公式 That comes into these kind of equations too
但是皮亚杰也受到相应的批判 And so another, a criticism of Piaget
并不是每个人都能获得形式运算的思维 is that not everybody gets to formal operational thinking
特别是在没有正规文化教育的地方 Especially in cultures without formal education
并不是要批判形式运算理论 It's not really a criticism of the idea of formal operation
而更看重是否每个人都能进入这一阶段 but in terms of whether everybody reaches it or not
又例如那些有文化保护地区的人 And or that certain people kind of like we read about conservation
由于文化影响 他接受的形式运算思想 that certain cultures you might get the formal operational thinking
只着重于某些特定的事物和情况 about certain types of objects or certain types of situations
其他事情就无法判断了 But not about other things
你也许不能像科学家那样 You might not think like a scientist about
思考自己不熟悉领域的知识 things you are not quite as familiar with
但你还是能尝试理解它 But you might be able to do it
有一个针对布须曼人的研究 there was a study with bushmen for example
关注他们的捕猎行为 like in terms of tracking prey
猎物就像不同的排列组合 Prey will kind of do all possible combinations
他们必须理清这些组合才能找到猎物 with setting up all possible combinations to track their prey
但他们却不能将这种思维运用到其他事情上 but they weren't able to do it with other things
关于皮亚杰的理论 我们就讲到这里 So let's stop there about Piaget