1. 约翰杜威。“教育即生活”这一教育理论是由美国教育家约翰杜威提出的。该理论认为，教育就是生活，教育不是把知识经验堆积到学校生活中去，而是使学校生活具有生命的意义，教育的意义不仅在于培养人的生活能力，同时也在于培养人的道德精神，这一理论对传统教育以课堂为中心、以教材为中心、以教师为中心的弊端，进行了激烈的批判，强调了教育的生活意义和道德。

1. John Dewey. The educational theory of "Education as Life" was proposed by the American educator John Dewey. This theory holds that education is life; it is not about accumulating knowledge and experience into school life, but about endowing school life with the significance of life. The meaning of education is not only to cultivate the life abilities of individuals but also to foster their moral spirit. This theory fiercely criticizes the shortcomings of traditional education, which is centered around the classroom, textbooks, and teachers, and emphasizes the life significance and morality of education.

2. 人必须珍藏某种信念，必须握住某种梦想和希望，必须有彩虹，必须有歌可唱，必须有高贵的事物可以投身。

2. Man must cherish some belief, must hold onto some dream and hope, must have a rainbow, must have a song to sing, and must have noble things to devote oneself to.

3. 现代工业因为各种科学发明而日趋复杂，渴望真正成功的工人，必须要有一种普通教育的良好基础，在这个基础上培养他的专门技能。

的文化背景，我们可以将这段文字翻译为： 3. Modern industry has become increasingly complex due to various scientific inventions. Workers who aspire to genuine success must have a solid foundation in general education, upon which they can cultivate their specialized skills.

4. 我们的社会生活正在经历着一个彻底的和根本的变化。如果我们的教育对于生活必须具有任何意义的话，那么它就必须经历一个相应的完全的变革。

4. Our social life is undergoing a thorough and fundamental change. If our education is to have any meaning in life, then it must also undergo a corresponding complete transformation.

5. 教育是一种包括科学在内的活动。正是在教育过程中，提出了更多的问题以便进一步研究，这些问题又反应到教育过程中去，进一步改变教育的过程，因此又要求更多的思想，更多的科学，循环往复以至无穷。

5. Education is an activity that includes science. It is precisely in the process of education that more questions are raised for further research, and these questions are then reflected back into the educational process, further changing the nature of education. Consequently, this demands more ideas, more science, and the cycle continues endlessly.

6. 失败是一种教育，知道什么叫思考的人，不管他是成功或失败，都能学到很多东西。

6. Failure is an education. Those who know what it means to think can learn a lot, whether they are successful or not.

7. 社会环境养成个人智慧行为、倾向；养成的方法在使个人从事唤起和增强各种行动的各种活动，这些活动是有某种目的和承担某种后果的。

7. The social environment cultivates individual wise behavior and tendencies; the method of cultivation lies in engaging individuals in various activities that evoke and enhance various actions, which have certain purposes and bear certain consequences.

8. 情绪能帮助理智，鼓动理智，不至流于空虚或知行不一；理智能启导情绪，坚固情绪，不至流于盲目妄动或虎头蛇尾。

8. Emotions can assist reason, spur it on, and prevent it from descending into emptiness or a disconnect between knowledge and action; reason can guide emotions, reinforce them, and prevent them from descending into blind, irrational actions or starting strong but ending weak.

9. 一个人没有养成科学的精神，他就没有为人类有效的指导的思考所设计的最好的工具。

9. A person who has not developed a scientific spirit does not possess the best tools designed for effective thinking that guides humanity.

10. 一件事若过于注重实用，就反为不且实用。

10. If something is overly focused on practicality, it actually becomes impractical.

11. 教师总是真正上帝的代言者，真正天国的引路人。

11. Teachers are always the true representatives of God and true guides to the heavenly realm.

12. 只要把学校和生活联系起来，那么一切的学科就必然地相互联系起来。

12. As long as the school and life are connected, all subjects will necessarily be interconnected.

13. 教学必须从学习者已有的经验开始。

13. Teaching must start from the experiences that learners have already acquired.

14. 教育的目的在于使人能够继续教育自己。

14. The purpose of education is to enable individuals to continue educating themselves.

15. 人性中最深层的动力是对重视的渴望。

15. The deepest motivation in human nature is the desire for recognition.

16. 人性最为根深蒂固的渴望就是得到尊敬。

16. The deepest and most fundamental desire of human nature is to be respected.

17. 好人是无论他过去在道德上是多么的不值但如今开始在变好的人。?>

17. A good person is one who starts to improve, despite their past being morally unworthy.

18. 感觉标志着行为习惯发生了从一个过程进入另一个行动方式的过程，在这个意义上，感觉都是相对的。

18. Sensation marks the process of transitioning from one behavior pattern to another, in this sense, all sensations are relative.

19. 如果我们还在用过去的方式教今天的孩子，就是在剥夺他们的未来。

19. If we continue to teach today's children in the old ways, we are robbing them of their future.

20. 教育不是为生活做准备，而是生活的本身。

20. Education is not for preparing for life, but is life itself.

21. 教育不但能发展儿童与青年，并能发展将来的社会，这种儿童与青年，就是这种将来社会的分子。

21. Education not only develops children and youth but also contributes to the development of the future society, with these children and youth being the very components of that future society.

22. 教师不是简单地从事于训练一个人，而是从事于适当的社会生活的形成。每个教师应当认识到他的职业的尊严；他是社会的公仆，专门从事于维持正常的社会秩序并谋求正确的社会生长。

22. A teacher is not simply engaged in training an individual, but in the formation of appropriate social life. Every teacher should recognize the dignity of his profession; he is a public servant of society, specializing in maintaining normal social order and seeking the correct social growth.

23. 通过教育，社会却能够明确地表达它自己的目的，能够组织它自己的方法和手段，因而明确地和有效地朝着它所希望的前进目标塑造自身。

23. Through education, society can explicitly articulate its own purposes, organize its own methods and means, and thus explicitly and effectively shape itself towards the forward goals it desires.

24. 把全班儿童笼统的看作一样，不去辨别他们的个性，决不会有真正合于科学原理的教育发生。

24. To treat all the children in the class as if they were the same, without distinguishing their individual personalities, will never lead to truly scientific education.

25. 教育是生活的过程，而不是将来生活的准备。

25. Education is a process of life, not a preparation for life to come.

26. 科学最伟大的进步是由崭新的大胆的想象力所带来的。

26. The greatest progress in science has been brought about by the bold and novel imagination.

27. 所谓恶人，无论有过多么善良的过去，也已滑向堕落的道路而消逝其善良性；所谓善人，即使有过道德上不堪提及的过去，但他还是向着善良前进的人。

27. So-called evil people, no matter how good their past may have been, have already slid into the path of decline and lost their goodness; so-called good people, even if they have a past that is morally unworthy of mention, are still those who move forward towards goodness.

28. 这种职业教育，并不使青年屈服于现今制度的要求和标准，而要利用科学和社会的因素发展他们的胆识，并且培养他们实际的和执行的智慧。

28. This vocational education does not make the youth submit to the requirements and standards of the current system, but aims to develop their courage and daring by utilizing scientific and social factors, and cultivate their practical and executive wisdom.

29. 要真正做到多思，我们必须甘心忍受并延续那种疑惑的状态，这是对彻底探究的动力，这样就不至于在示获充足理由之前接受某一设想或肯定某一信念。

29. To truly practice deep thinking, we must be willing to endure and maintain a state of doubt, which serves as the driving force for thorough inquiry, thus preventing us from accepting a hypothesis or affirming a belief prematurely before sufficient reasons are presented.

30. 科学的伟大进步，来源于崭新与大胆的想像力。

30. Great progress in science comes from fresh and bold imagination.

31. 科学的每一项巨大成就，都是以大胆的幻想为出发点的。

31. Every great achievement in science is based on daring imagination.

32. 劳动受人推崇，为社会服务是很受人赞赏的道德理想。

32. Labor is esteemed, and serving society is a highly commendable moral ideal.

33. 我们能有意地利用教育，使青年从正路开始，由此排除显著的社会恶习，我们可以利用教育作为实现人类更好希望的工具。

33. We can deliberately use education to guide the youth onto the right path, thereby eliminating significant social vices, and we can utilize education as a tool to realize the better hopes of humanity.

34. 学校之中儿童常在一处作事，所以要有这种学校的理由就是儿童必须学习怎样去和别人共同作事。原由是使个人得到充分的自由发展。

34. In schools, children often work together in one place, so the rationale for such schools is that children must learn how to work together with others. The reason is to allow individuals to achieve full freedom of development.

35. 找出一个人最适合做的并保障他（她）能够去做的机遇环境，是通往幸福的关键。

35. Finding the right opportunity environment for someone to do what they are best suited for is the key to happiness.

36. 人类本质里最深的驱策力就是希望具有重要性，希望被赞美。

36. The deepest drive within human nature is the desire for significance, the desire to be praised.

37. 以事物对于社会的功用为标准而施教育，实为养成道德，增长知识所决不可少。儿童所学与社会情况愈有密切的关系和直接的联络，则所得知识亦愈加正确愈有实用。

37. Educating based on the social function of things is essential for cultivating morality and increasing knowledge. The closer the relationship and direct contact between what children learn and the social situation, the more accurate and practical the knowledge they acquire will be.

38. 读书是一种探险，如探新大陆，如征新土壤。

38. Reading is an exploration, like discovering new lands, like conquering new territories.

39. 支配想像的是未来，而不是过去。黄金时代是在我们前面，不是在我们背后。

39. It is the future that dominates imagination, not the past. The Golden Age is ahead of us, not behind us.

40. 着重未成熟的人的早期经历的价值是非常重要的。

40. It is very important to emphasize the value of early experiences for immature individuals.