1. 在生活的实际冲突中，个人必须有能力站得住脚，有所作为。他必须有主动性、坚持性、坚定性、勇气和勤勉。简言之，他必须具有性格的力量所包含的一切东西。毫无疑问，个人在这方面的天赋差别是很大的，但是每个人的冲动、前进的倾向和对做事的迫切愿望仍然有一定的基本特征。在这方面，教育的问题就是要发现这种天生的能力蕴藏的是什么，然后利用它（提供刺激和控制的条件），把它组织到一定的、继续保存下去的行动方式即习惯中去。

1. In the actual conflicts of life, individuals must be capable of standing their ground and taking action. They must have initiative, perseverance, firmness, courage, and diligence. In short, they must possess all the qualities contained in the power of character. There is no doubt that there are significant differences in innate abilities in this regard among individuals, but each person's impulses, tendencies towards progress, and urgent desire to do things still possess certain basic characteristics. In this respect, the issue of education is to discover what is hidden in this innate ability, then utilize it (by providing stimulation and control conditions), and organize it into a certain, continued mode of action that is habit.

2. 杜威是美国杰出的教育家，他提出了许多富有启发性的教育理念。他曾说：“教育不是灌输，而是点燃火焰。”这句话强调了教育应该激发学生内在的求知欲望，使其对学习充满热情，而非仅仅是被动接受知识。

2. Dewey was an outstanding American educator who proposed many enlightening educational ideas. He once said, "Education is not about灌输 (infusion), but about lighting a flame." This statement emphasizes that education should ignite students' intrinsic desire for knowledge, making them enthusiastic about learning rather than simply passively receiving knowledge.

3. 苏轼是宋代文学家，他对教育有着独到的见解。他说过：“世之奇伟瑰怪，非常之士，皆出于脱俗离世之态度。”这句话强调了教育的目标不仅在于传授知识，更应培养学生的独立人格和非凡品质，引导他们超越世俗的眼光。

3. Su Shi was a literary figure of the Song Dynasty, and he had unique insights into education. He once said: "The extraordinary and extraordinary people in the world, those who stand out, all come from a transcendental and worldly attitude." This quote emphasizes that the goal of education is not only to impart knowledge, but also to cultivate students' independent character and extraordinary qualities, guiding them to transcend the perspective of the mundane world.

4. 只有在思维过程中获得的知识，而不是偶然得到的知识，才能具有逻辑的使用价值。有些人几乎没有什么书本知识，他们的知识是同在特殊情况下的需要联结在一起的，因此他们时常能够有效地运用他们所具有的那些知识，而一些博学多识的人，却时常陷入在大堆知识中而不能自拔，这是因为他们的知识是靠记忆得来的，而不是靠思维的作用得来的。

4. Only knowledge acquired through the process of thinking, rather than knowledge obtained by chance, has logical practical value. Some people have little book knowledge, and their knowledge is connected with the needs in specific situations, so they are often able to effectively apply the knowledge they possess. However, some learned individuals often get trapped in a sea of knowledge and cannot escape, because their knowledge is derived from memory rather than the function of thinking.

5. 每个人都有家庭中儿童的生活，市场上的生活，人与人往来的生活，以及与自然界接触的生活。从这许多生活当中得来的种种知识，种种思想，种种习惯，都是广义的教育。这种广义的教育，简单地说起来，就是社会的能力。这种能力和影响，是可以拿来陶冶人的习惯和性质的。

5. Everyone has a life involving children in the family, life in the market, life of interaction between people, and life of contact with nature. The various kinds of knowledge, thoughts, and habits gained from these many lives are all forms of general education. This general education, simply put, is the capacity of society. This capacity and influence can be used to cultivate people's habits and character.

6. 这些教育名言涵盖了古今中外，从不同的角度阐释了教育的目标、方法和态度。这些名言都强调了教育的本质是培养学生的全面发展，注重学生的独立思考、创造力和品格塑造。教育不仅仅是传递知识，更是培养未来社会的有担当、有创造力的公民。

6. These educational maxims encompass the wisdom of ancient and modern times, both near and far, and interpret the goals, methods, and attitudes of education from different perspectives. These maxims all emphasize that the essence of education is to cultivate the comprehensive development of students, focusing on fostering their independent thinking, creativity, and character building. Education is not merely about imparting knowledge; it is more about nurturing responsible and creative citizens for the future society.

7. 马丁·路德·金是美国民权运动领袖，他对教育有着深刻的信念。他说：“真正的教育是培养人的品格，而不仅仅是传授一些知识。”这反映了教育应该关注学生的全面发展，包括道德品质和社会责任感。

7. Martin Luther King Jr. was a leader of the American civil rights movement, and he had a profound belief in education. He said, "True education is the cultivation of character, not just the imparting of knowledge." This reflects that education should focus on the comprehensive development of students, including their moral qualities and social responsibility.

8. 教育如果偏于技术，做事虽巧如扒手，好像斯巴达的教育，做得巧妙异常，使人不得而知。这种教育，儿童易于趋于卑鄙下贱的方面，将来技能虽好，但对改造经验的意义太有限，太狭隘。教育是要对生命成长有帮助的，而不仅是为了谋生。

8. If education leans too much towards technicality, the resulting skills, though as clever as those of a pickpocket, may seem exceptionally cunning and not easily discernible, much like the education in Sparta. Such education is prone to lead children towards the base and ignoble, and although their future skills may be excellent, their significance in transforming experience is too limited and narrow. Education should be beneficial for the growth of life, not just for making a living.

9. 如果要创造一种科学的教育，儿童的自由是必不可少的，因为没有它，就不可能搜集种种素材，而没有素材，也就不可能建立起一条条原理；为了学生的身体健康，或为了充分发展品性以养成独立人格，自由也是不可缺少的。

9. To create a scientific education, the freedom of children is indispensable, for without it, it is impossible to gather various materials, and without materials, it is also impossible to establish principles. Freedom is also indispensable for the physical health of students or for the full development of character to cultivate an independent personality.

10. 爱因斯坦是20世纪最伟大的科学家之一，他对教育也有着独到的看法。他曾说：“教育的目标应当是培养出能够独立思考和解决问题的个体，而不是简单地灌输知识。”这体现了培养学生创造力和解决实际问题的能力比死记硬背更为重要的观点。

10. Einstein was one of the greatest scientists of the 20th century, and he also had unique insights into education. He once said, "The aim of education should be to cultivate individuals who can think independently and solve problems, rather than simply impart knowledge." This reflects the view that fostering students' creativity and ability to solve practical problems is more important than rote memorization.

11. 史蒂夫·乔布斯是苹果公司的创始人之一，他对教育有着独特的看法。他说：“教育的关键在于激发学生的好奇心和创造力。”这强调了教育不应仅仅停留在传授知识的层面，更应激发学生对世界的好奇心和创新思维。

11. Steve Jobs was one of the founders of Apple Inc., and he had a unique perspective on education. He said, "The key to education is to stimulate students' curiosity and creativity." This emphasizes that education should not merely stop at the level of imparting knowledge, but should also ignite students' curiosity about the world and foster innovative thinking.

12. 学校的任务不在把青年从一个活动的环境转移到死记硬背别人学问的环境，而在于把他们从相对地说是一个偶然的活动环境，转移到按学习的指导选择的生活与活动的环境。

12. The task of the school is not to transfer young people from an active environment to one of rote memorization of others' knowledge, but rather to move them from what is relatively an accidental active environment to a living and active environment that is chosen according to the guidance of learning.

13. 庄子是道家思想的代表人物，他在《庄子》一书中有一段名言：“授之以渔，而后己可食也。”这句话强调了教育的目的是启发学生自主学习，使其具备独立思考和解决问题的能力，而不仅仅是传授知识。

13. Zhuangzi is a representative figure of Taoist thought. In his book "Zhuangzi," there is a famous saying: "Teach him how to fish, and then he can feed himself." This sentence emphasizes that the purpose of education is to inspire students to learn independently, enabling them to possess the ability to think independently and solve problems, rather than simply imparting knowledge.

14. 从经验中学习，从只是跟经验有关的书本或别人的言论中学习，这并不是一句空话。但是学校却同社会生活的通常情况和动机如此隔离，如此孤立起来，以至于儿童被送去受训练的地方正是世界上最难得到经验的场所，而经验正是一切有价值的训练的源泉。

14. Learning from experience, not just from books or others' words that are related to experience, is not an empty phrase. However, schools are so isolated from the usual situations and motivations of social life that the places where children are sent for training are among the most difficult places in the world to gain experience, and experience is the source of all valuable training.

15. 孔子是古代中国儒家学派的创立者，他的教育思想对中国教育产生了深远的影响。他曾说过：“教学不严，师之过也。”这句话强调了教育的严谨性，教师应该对教学负责，确保教育的质量和深度，使学生真正受益。

15. Confucius was the founder of the ancient Chinese Confucian school of thought, and his educational ideas have had a profound impact on Chinese education. He once said, "If teaching is not strict, it is the teacher's fault." This statement emphasizes the rigor of education, and teachers should take responsibility for teaching to ensure the quality and depth of education, so that students can truly benefit.

16. 教育必须使每个人懂得，不妨碍他人和在某种程度上积极尊重他们的利益，这是谋求自身幸福的可靠保证所必需的。

16. Education must make every individual understand that not hindering others and, to some extent, actively respecting their interests is a necessary guarantee for seeking one's own happiness.

17. 简单明了的事实是，除了有独创性的做铁匠的能力、做木匠的能力、或制造蒸汽机的能力以外，没有任何孤立的观察能力、记忆能力或推理能力。简略地说，能力是为完成某些特定类型的工作而使之协调起来、组合起来的特殊的冲动和习惯。

17. The simple and straightforward fact is that, apart from the creative ability to be a blacksmith, the ability to be a carpenter, or the ability to manufacture a steam engine, there is no isolated ability of observation, memory, or reasoning. Briefly put, ability is a special impulse and habit that coordinates and combines to complete certain specific types of work.

18. 教师和书本不再是惟一的导师；手、眼睛、耳朵、实际上整个身体都成了知识的源泉，而教师和教科书分别成为发起者和检验者。任何书本或地图都不能代替个人的经验；它们不能取代实际的旅行。物体下落的算术公式不能代替掷石子或把苹果从树上摇下来。

18. Teachers and books are no longer the sole mentors; hands, eyes, ears, and in fact the entire body have become sources of knowledge, with teachers and textbooks respectively becoming initiators and examiners. No book or map can replace personal experience; they cannot take the place of actual travel. The arithmetic formula for the fall of objects cannot replace throwing stones or shaking apples off a tree.

19. 我们不知道什么叫能力，我们不知道什么叫发展，我们不知道什么叫和谐。能力只有与它所派上的用场联系起来，只有与它必须履行的职责联系起来，才成其为能力。如果我们抛开了社会生活所提供的用途，我们就只能用陈旧的官能心理学来说明什么叫能力，什么叫特殊能力，等等。

19. We do not know what we mean by ability, we do not know what we mean by development, we do not know what we mean by harmony. Ability is only what it is when it is applied and when it is linked to the responsibilities it must fulfill. If we脱离了社会生活所提供的用途，we can only use outdated physiological psychology to explain what we mean by ability, what we mean by special abilities, and so on.

20. 思维是探究、调查、熟思、探索和钻研，以求发现新事物或对已知事物有新的理解，总之思维就是疑问。传统上既定的讲课的特点是由教师提出问题，让学生解答。但这种提问常常以取得答案为满足，而不是引起疑难，由师生共同讨论。

20. Thinking involves inquiry, investigation, reflection, exploration, and in-depth study, with the aim of discovering new things or gaining new insights into known things. In summary, thinking is characterized by doubt. Traditionally, the characteristic of established teaching is for the teacher to pose questions and for students to answer them. However, such questioning often satisfies itself with obtaining answers rather than provoking doubts, and does not involve joint discussion between teachers and students.

21. 只有应用才能检验思想，只有通过检验才能使思想具有充分的意义和现实性。思想不经过运用往往自成一个特殊的世界。

21. Only application can test ideas, and only through testing can ideas acquire full significance and reality. Ideas, if not applied, often form a world of their own.

22. 关于儿童的学习，可以谈得很多，但学校不是儿童生活的地方。现在我们的教育中正在发生的一种变革是重心的转移。这是一种变革，一场**，一场和哥白尼把天体的中心从地球转到太阳那样的**。在这种情况下，儿童变成了太阳，教育的各种措施围绕着这个中心旋转，儿童是中心，教育的各种措施围绕着他们而组织起来。?>

22. There is much that can be said about children's learning, but school is not where children live. A transformation is currently taking place in our education, which is a shift in focus. This is a transformation, a revolution, one that is akin to Copernicus' shift in the center of celestial bodies from Earth to the sun. In this situation, the child becomes the sun, and all educational measures revolve around this center; the child is at the center, and educational measures are organized around them.

23. 我们希望儿童从他自己心中发展出这个或那个事实或真理。我们叫他自己思维，自己创造，而不提供发动并指导思想所必需的任何周围环境的条件。没有一个东西能够从无中发展出来，从粗糙的东西发展出来的只能是粗糙的东西……发展并不是指仅仅从心灵里获得某些东西的意思。它是经验的发展，发展成真正需要的经验。

23. We hope that the child will develop this or that fact or truth from within his own heart. We encourage him to think and create on his own, without providing any of the environmental conditions necessary to initiate and guide his thought. Nothing can develop from nothing; only rough things can develop from the rough... Development does not mean simply acquiring something from within the mind. It is the development of experience, into the truly necessary experience.

24. 教育的力量，对人影响最深的，就是改变了他的好恶和爱憎。不能使人在根本上产生感情的教育，只是肤浅的教育。教育须使人对社会有适当的感情。

24. The power of education, which has the deepest impact on people, is the change in their likes and dislikes, as well as their love and hate. Education that cannot evoke emotions in people fundamentally is merely superficial. Education must instill appropriate feelings towards society in individuals.