Visit Our Classes｜奇葩说都不敢选的传统文化辩题，他们竟然辩出了“德云社”那味儿？！
时间： 2021-04-02
来源： 南京金地未来学校
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谈论到庄子，大部分人的印象会停留在“道家”、“哲学”、“庄周梦蝶”、或是广为流传的“北冥有鱼，其名为鲲。鲲之大，不知其几千里也。”但是，要再进一步说些什么，就仿佛被晦涩难懂的文字糊住了大脑，千言万语只化为一句：太抽象，考完试就忘了。
When talking about Zhuangzi, most people's impressions will stay in "Taoism", "Philosophy", "Zhuang Zhou's Dream Butterfly", or the widely circulated "There are fish in the North Ming, whose name is Kun. Kun is so big that I don't know how many thousands of miles it is.” However, to say something further, it is as if the brain is confused by the obscure text, and a thousand words can only be reduced to one sentence: too abstract, and forgotten after the exam.
然而，在近期南京金地未来学校的高中文综课上，几名“不知天高地厚”的高中生们却将庄子《齐物论》搬上了辩论舞台，针对“一切事物归根结底都是相同的吗？”展开了辩论。
However, in the recent high-level Chinese comprehensive class of RGS Guildford, Nanjing , several high school students who "don't know the heights of the sky" put Zhuangzi's "Discussion of the Equality of Things" on the stage of debate, asking "Are all things essentially the same?" The debate started.
令人惊叹的是，他们不仅将这个辩题从正反两个角度进行了详尽的论述，还在论述过程中，结合了之前学过的老子、周易，甚至融合了化学、物理等科学知识来佐证自己的观点。
What’s amazing is that they not only discussed this topic in detail from the pros and cons, but also combined the previous studies of the Laozi and the I Ching, and even chemistry, physics and other scientific knowledge to support their arguments.
将一场原本形而上的“哲学背诵课”，上升为了现代科学融合中国传统思想的语言艺术大赏。
The original metaphysical "philosophical recitation class" has been upgraded to a grand prize for language art combining modern science and traditional Chinese thought.
正方认为“道生一，一生二，二生三，三生万物，所以一切事物的起源都是道”，为了捍卫己方观点，他们除了引用《齐物论》中庄子的观点之外，还援引达尔文进化论和史丹利米勒的实验，论证万物的共同起源，以及物理学上的波粒二象性、混沌理论、爱因斯坦的能量公式等等。
而反方援引汉代哲学家王充的观点，指出万物虽然“因气而生”，却“种类相产”。同时又将中国古代哲学与古希腊哲学相结合，从亚里士多德的“实体和其他范畴之外并没有相同的东西”展开，掷地有声地抨击了正方理论。
The affirmative believes that “the Way produces one, one produces two, two produce three, and three produce all things, so the origin of everything is the Way.” In order to defend their own views, they quoted Darwin in addition to the views of Zhuangzi in "Discussion of the Equality of Things". The theory of evolution and Stanley Miller’s experiments demonstrate the common origin of everything, as well as the wave-particle duality in physics, chaos theory, Einstein’s energy formula, and so on.The opponent cited the viewpoint of the Han-dynasty philosopher Wang Chong and pointed out that although all things are "born because of the qi (the vital energy)“, they are "produced due to differences." At the same time, it combines ancient Chinese philosophy with ancient Greek philosophy, starting from Aristotle's "there is no the same thing outside of the entity and other categories", and spoke eloquently against the affirmative side.
“It was a wonderful debate!" said Wu Zeyuan, the teacher of the Chinese Humanities, "I can tell that the students are well prepared. The result doesn’t matter, but the most important thing is that they all tried their best. I am also happy to see how the students work together and combine their respective expertise to make help the team."
她补充道：“我也希望通过这次活动，让学生们去学习庄子论述的方式，通过搜集资料、旁征博引、形成自己独树一帜的理解。”
She added, "I also hope that through this activity, students can learn the ways of Zhuangzi's discussion, and in collecting references, develop their own understandings."
武泽渊是来自美国俄亥俄州立大学的哲学博士，在国外几年的教学经历，让她十分乐于将国外优秀的教学法如 “seminar（研讨课）理念”搬到高中的文综课堂上来。
Wu Zeyuan received her Ph.D. degree from The Ohio State University in the United States. She has been teaching abroad for several years, which allows her to apply international teaching approaches to the high school Chinese Humanities class.
她说，应试考试和背诵的压力，让大部分人对国学经典都有误解，甚至如避猛虎。例如读到《论语》就觉得这是在说教，只是要遵守道德。
She said that the pressure of taking exams and memorizing texts makes most people misunderstand the classics of Chinese learning. For example, when they read the Analects, they may feel that it is just preaching about following moral ethics.
但经典文本之所以能流传至今，其涵盖的文学素养、人生态度以及中国传统精神对国人，尤其对这群即将迈出国门孩子有着非常重要的奠基、指导作用。
But the reason why the classic text can be passed down to this day is that the literary literacy, attitude towards life and traditional Chinese spirit it covers have a very important foundation and guiding role for the Chinese people, especially for these children who are about to go abroad.
求木之长者，必固其根本，南京金地未来学校将传统文化精髓根植高中教学，除了A-level课程之外，还开设了以语文课为根基，融合其他文科科目的文综课。
To grow trees tall, one must consolidate their roots. RGS Guildford, Nanjing has rooted the essence of traditional culture in high school teaching. In addition to A-level courses, it also offers Chinese Humanities as a comprehensive course based on Chinese literature and integrated with other liberal arts subjects.
这门课以传统经典文本为线索，带领学生穿越整个中国的传统文脉，了解中华民族传统文化中深邃、汪洋、独树一帜的文明传承，绵延5000多年的中华优秀传统文化包含丰厚的哲学思想、人文精神、道德规范。
This course takes traditional classic texts as clues to lead students through the traditional context of the entire Chinese nation and understand the profound, vast and unique civilization heritage in the traditional Chinese culture. The outstanding traditional Chinese culture that has stretched for more than 5,000 years contains rich philosophical thoughts and humanities. Spiritual and ethical standards.
这门课不以期末考试为主要考核方式，而是关注平时的努力，以更灵活的形式给一个综合的考核，所以平时成绩占比40%，平时作业占比30%，还有30%才是期末考试的成绩。
This course does not take the final exam as the main assessment method, but focuses on students’ efforts and gives a comprehensive assessment in a more flexible form. Therefore, the in-class performance weighs 40%, the assignments weigh 30%, and the final exam weighs 30%.
“我更注重培养学生自主学习的能力。我不会要求大家死记硬背，因为那样的教学方式往往让学生不明所以，学生未必能有收获。我希望能让大家熟悉传统经典，形成自己的解读和理解。只要学生能从传统文化中发现一点自己觉得有意思的东西，愿意去进一步探索，那么这门课最基本的目的就达到了。”
"I pay more attention to cultivating the ability of students to learn independently. I will not ask them to memorize the text as in the traditional way of teaching, because that only make students confused, which does not help them learn. I hope that everyone can be familiar with traditional classics and form their own interpretations and understanding. As long as students can find something interesting from traditional culture and are willing to explore further, then the basic purpose of this course will be achieved."
在传统教学方式中，我们可以在思政课上学到哲学，在历史书上看到思想家，在语文课上读到华丽的词藻……但这样的教学模式，往往导致学生对传统文化的认知是分散的、零碎的。历史无处不在，却很难产生联系，最终被遗失在记忆的长河中。
In traditional teaching methods, we can learn philosophy in ideological and political classes, see thinkers in history books, and read gorgeous words in Chinese literature classes... But this kind of teaching mode often leads to a scattered and fragmented cognition of traditional culture. History is everywhere, but it is difficult to make connections with the present, and is eventually lost in the long river of memory.
因此，南京金地未来学校积极改变教学方法，科学融合教学内容，鼓励学生们不忘文化根本，坚定文化自信，在掌握行走世界能力的同时，成为中华优秀传统文化的忠实继承者和弘扬者。
Therefore, RGS Guildford, Nanjing actively changes teaching methods, scientifically integrates teaching content, encourages students to not forget the fundamentals of culture, strengthen their cultural self-confidence, and become a loyal successor and advocate of Chinese excellent traditional culture while mastering the ability to walk around the world.
When talking about Zhuangzi, most people's impressions will stay in "Taoism", "Philosophy", "Zhuang Zhou's Dream Butterfly", or the widely circulated "There are fish in the North Ming, whose name is Kun. Kun is so big that I don't know how many thousands of miles it is.” However, to say something further, it is as if the brain is confused by the obscure text, and a thousand words can only be reduced to one sentence: too abstract, and forgotten after the exam.
然而，在近期南京金地未来学校的高中文综课上，几名“不知天高地厚”的高中生们却将庄子《齐物论》搬上了辩论舞台，针对“一切事物归根结底都是相同的吗？”展开了辩论。
However, in the recent high-level Chinese comprehensive class of RGS Guildford, Nanjing , several high school students who "don't know the heights of the sky" put Zhuangzi's "Discussion of the Equality of Things" on the stage of debate, asking "Are all things essentially the same?" The debate started.
令人惊叹的是，他们不仅将这个辩题从正反两个角度进行了详尽的论述，还在论述过程中，结合了之前学过的老子、周易，甚至融合了化学、物理等科学知识来佐证自己的观点。
What’s amazing is that they not only discussed this topic in detail from the pros and cons, but also combined the previous studies of the Laozi and the I Ching, and even chemistry, physics and other scientific knowledge to support their arguments.
将一场原本形而上的“哲学背诵课”，上升为了现代科学融合中国传统思想的语言艺术大赏。
The original metaphysical "philosophical recitation class" has been upgraded to a grand prize for language art combining modern science and traditional Chinese thought.
正方认为“道生一，一生二，二生三，三生万物，所以一切事物的起源都是道”，为了捍卫己方观点，他们除了引用《齐物论》中庄子的观点之外，还援引达尔文进化论和史丹利米勒的实验，论证万物的共同起源，以及物理学上的波粒二象性、混沌理论、爱因斯坦的能量公式等等。
而反方援引汉代哲学家王充的观点，指出万物虽然“因气而生”，却“种类相产”。同时又将中国古代哲学与古希腊哲学相结合，从亚里士多德的“实体和其他范畴之外并没有相同的东西”展开，掷地有声地抨击了正方理论。
The affirmative believes that “the Way produces one, one produces two, two produce three, and three produce all things, so the origin of everything is the Way.” In order to defend their own views, they quoted Darwin in addition to the views of Zhuangzi in "Discussion of the Equality of Things". The theory of evolution and Stanley Miller’s experiments demonstrate the common origin of everything, as well as the wave-particle duality in physics, chaos theory, Einstein’s energy formula, and so on.The opponent cited the viewpoint of the Han-dynasty philosopher Wang Chong and pointed out that although all things are "born because of the qi (the vital energy)“, they are "produced due to differences." At the same time, it combines ancient Chinese philosophy with ancient Greek philosophy, starting from Aristotle's "there is no the same thing outside of the entity and other categories", and spoke eloquently against the affirmative side.
“It was a wonderful debate!" said Wu Zeyuan, the teacher of the Chinese Humanities, "I can tell that the students are well prepared. The result doesn’t matter, but the most important thing is that they all tried their best. I am also happy to see how the students work together and combine their respective expertise to make help the team."
她补充道：“我也希望通过这次活动，让学生们去学习庄子论述的方式，通过搜集资料、旁征博引、形成自己独树一帜的理解。”
She added, "I also hope that through this activity, students can learn the ways of Zhuangzi's discussion, and in collecting references, develop their own understandings."
武泽渊是来自美国俄亥俄州立大学的哲学博士，在国外几年的教学经历，让她十分乐于将国外优秀的教学法如 “seminar（研讨课）理念”搬到高中的文综课堂上来。
Wu Zeyuan received her Ph.D. degree from The Ohio State University in the United States. She has been teaching abroad for several years, which allows her to apply international teaching approaches to the high school Chinese Humanities class.
她说，应试考试和背诵的压力，让大部分人对国学经典都有误解，甚至如避猛虎。例如读到《论语》就觉得这是在说教，只是要遵守道德。
She said that the pressure of taking exams and memorizing texts makes most people misunderstand the classics of Chinese learning. For example, when they read the Analects, they may feel that it is just preaching about following moral ethics.
但经典文本之所以能流传至今，其涵盖的文学素养、人生态度以及中国传统精神对国人，尤其对这群即将迈出国门孩子有着非常重要的奠基、指导作用。
But the reason why the classic text can be passed down to this day is that the literary literacy, attitude towards life and traditional Chinese spirit it covers have a very important foundation and guiding role for the Chinese people, especially for these children who are about to go abroad.
求木之长者，必固其根本，南京金地未来学校将传统文化精髓根植高中教学，除了A-level课程之外，还开设了以语文课为根基，融合其他文科科目的文综课。
To grow trees tall, one must consolidate their roots. RGS Guildford, Nanjing has rooted the essence of traditional culture in high school teaching. In addition to A-level courses, it also offers Chinese Humanities as a comprehensive course based on Chinese literature and integrated with other liberal arts subjects.
这门课以传统经典文本为线索，带领学生穿越整个中国的传统文脉，了解中华民族传统文化中深邃、汪洋、独树一帜的文明传承，绵延5000多年的中华优秀传统文化包含丰厚的哲学思想、人文精神、道德规范。
This course takes traditional classic texts as clues to lead students through the traditional context of the entire Chinese nation and understand the profound, vast and unique civilization heritage in the traditional Chinese culture. The outstanding traditional Chinese culture that has stretched for more than 5,000 years contains rich philosophical thoughts and humanities. Spiritual and ethical standards.
这门课不以期末考试为主要考核方式，而是关注平时的努力，以更灵活的形式给一个综合的考核，所以平时成绩占比40%，平时作业占比30%，还有30%才是期末考试的成绩。
This course does not take the final exam as the main assessment method, but focuses on students’ efforts and gives a comprehensive assessment in a more flexible form. Therefore, the in-class performance weighs 40%, the assignments weigh 30%, and the final exam weighs 30%.
“我更注重培养学生自主学习的能力。我不会要求大家死记硬背，因为那样的教学方式往往让学生不明所以，学生未必能有收获。我希望能让大家熟悉传统经典，形成自己的解读和理解。只要学生能从传统文化中发现一点自己觉得有意思的东西，愿意去进一步探索，那么这门课最基本的目的就达到了。”
"I pay more attention to cultivating the ability of students to learn independently. I will not ask them to memorize the text as in the traditional way of teaching, because that only make students confused, which does not help them learn. I hope that everyone can be familiar with traditional classics and form their own interpretations and understanding. As long as students can find something interesting from traditional culture and are willing to explore further, then the basic purpose of this course will be achieved."
在传统教学方式中，我们可以在思政课上学到哲学，在历史书上看到思想家，在语文课上读到华丽的词藻……但这样的教学模式，往往导致学生对传统文化的认知是分散的、零碎的。历史无处不在，却很难产生联系，最终被遗失在记忆的长河中。
In traditional teaching methods, we can learn philosophy in ideological and political classes, see thinkers in history books, and read gorgeous words in Chinese literature classes... But this kind of teaching mode often leads to a scattered and fragmented cognition of traditional culture. History is everywhere, but it is difficult to make connections with the present, and is eventually lost in the long river of memory.
因此，南京金地未来学校积极改变教学方法，科学融合教学内容，鼓励学生们不忘文化根本，坚定文化自信，在掌握行走世界能力的同时，成为中华优秀传统文化的忠实继承者和弘扬者。
Therefore, RGS Guildford, Nanjing actively changes teaching methods, scientifically integrates teaching content, encourages students to not forget the fundamentals of culture, strengthen their cultural self-confidence, and become a loyal successor and advocate of Chinese excellent traditional culture while mastering the ability to walk around the world.
