《Working with Anxious, Nervous and Depressed Children》

譯者： Joshua @LeZhi （hillfree@126.com）

I.FUNDAMENTALS OF A SPIRITUAL-EDUCATIONAL PRACTICE .（從靈性層面的教育實(shí)踐基礎(chǔ)）

1.5 A COOL HAND AND A WARM HEART

1.5 冰涼的手和溫暖的心

Now, since I’m not giving a series of recipes, let’s take a situation from life and say that you suddenly become uncomfortable over a fact that you previously greeted: your child is uncommonly bright; you used to comfort yourself with it when the going got hard, saying, “Well, in spite of everything, I have an unusually brilliant, talented child. At age five, she can add two-column figures in her head faster than many children years her senior.” You were proud of this until now, and your pedagogical efforts tended largely in the direction of appealing to the child’s mental powers, explaining and giving reasons for everything. That may have helped on some occasions, but not on others.

因?yàn)槲也⒉淮蛩憬o出一長(zhǎng)串的技巧（食譜配方）鹤竭，所以讓我們從生活中列舉一個(gè)例子：比方說(shuō)你突然對(duì)一個(gè)之前就了解的事實(shí)感到不安：你的孩子特別聰明。你習(xí)慣這樣安慰自己：“哦灾炭，不管怎么樣消痛，我有一個(gè)異常聰明、有天賦的孩子把沼。五歲時(shí)她就能心算兩位數(shù)加法啊易，速度比很多大孩子還要快呢∫牵”直到現(xiàn)在租谈，你一直為之驕傲，你的大部分教育努力多是圍繞著孩子的智力發(fā)育捆愁，告訴他萬(wàn)事萬(wàn)物的運(yùn)行道理割去。這可能在某些情況下有幫助，但在另一些情況下卻沒(méi)有幫助昼丑。

Now you suddenly feel it is an untrustworthy procedure. You note, as you read books and newspapers, how consistently you encounter statements linking purely mental insight with a cold approach, and how well-founded the term “intellectual coldness” is. You cannot get over the feeling that the constant peripheral chilliness your child evidences may well have to do with the fact that such exceptionally bright children suffer from a stunted development of intellectual coolness.

現(xiàn)在呻逆，你開(kāi)始覺(jué)得這樣的過(guò)程有些問(wèn)題了。你注意到菩帝，當(dāng)你讀書(shū)或讀報(bào)時(shí)咖城，那些和純智力洞察相關(guān)的表述總是伴隨著“冷卻過(guò)程”茬腿，也開(kāi)始了解“智力冷漠”這個(gè)術(shù)語(yǔ)確實(shí)有些道理。你確實(shí)感到孩子對(duì)周遭事物的冷漠與超常兒童的“智力冷漠”發(fā)展緊密相關(guān)宜雀。

It is certainly not my intention to say anything in the least negative about analytical thinking; it is an accomplishment, the not-least-significant aspect of which is that the soul element, the whole sphere of emotions and moods is as though repressed and held back in the thinker. That is the only way the thinker can succeed in doing it.
當(dāng)然切平，我并非想表述分析式的思考有什么不好；那是一件不錯(cuò)的事辐董，但在其中心魂要素并非最重要的悴品，事實(shí)上思考者的情感或情緒的部分都被壓抑或抑制住了，只有這樣思考者才能成功的思考简烘。

To think clearly and logically requires inhibiting feeling and confronting the world in a focused state. Popular talk of “a cool head” is a way of saying that rejection of the warmth activity that rises from the emotional sphere to the head, that is, to the sense organization, is essential to orderly thinking. Mental clarity demands a distancing of oneself from one’s own soul life, on the one hand, and from one’s surroundings, on the other. Just try to grasp a clear thought with your hand touching a hot light bulb, or to form a distinct picture of what is going on around you.

要進(jìn)行清晰和富有邏輯的思考確實(shí)要求排除情感的干擾苔严，從而能以一種專注的狀態(tài)來(lái)面對(duì)世界。通常所說(shuō)的“冷靜的頭腦”也算是一種側(cè)面的描述：頭腦拒絕從情感領(lǐng)域生發(fā)的溫暖化過(guò)程夸研，從組織的角度來(lái)看邦蜜，這對(duì)于有序的思考是必要的。智力的清晰需要和心魂生活保持距離亥至，包括周圍的環(huán)境或他人悼沈。當(dāng)你的手摸著一個(gè)溫暖明亮的球，試著去做清晰的思考或者對(duì)你周圍的事物形成一個(gè)清晰的圖景姐扮。（最后一句是何意思絮供？）

It is absolutely essential in life to master our feelings and to learn to confront the world outside in a focused, gathered state of being so that our heads can function freely. That is a necessity not to be scorned. But the process cannot be described without picturing the setting up of a cold zone between the world and oneself founded on suppressing emotional warmth. That is an inevitable accompaniment of the intellectual process.

掌控情緒、用專注的狀態(tài)來(lái)面對(duì)世界從而使我們的頭腦能夠自由的工作茶敏，這在生活中是非常重要的壤靶，也是必要的。但這個(gè)過(guò)程只有想象在世界和自我之間設(shè)置了一個(gè)抑制情感溫暖的“冷卻區(qū)”的圖景才能更好的描述惊搏。這是智力活動(dòng)過(guò)程中不可避免的情況贮乳。

So when children are prematurely involved in the intellectual realm, you have continually to overcome the chilliness that stands in the way of contact with their surroundings. And when you also consider the fact that younger children are more open, immediately their soul-spiritual condition expresses itself in their bodily functions (and vice versa); then you will find yourself dealing with chill-related problems of restlessness and cramping that most assuredly go unrecognized in today’s academic lexicon. You begin to realize that there are age levels in which the described suppressing of soul warmth is extremely damaging. It works directly counter to a child’s developmental needs.

當(dāng)孩子過(guò)早的涉及到智力領(lǐng)域，你就需要經(jīng)常去處理那些阻礙他們與世界連接的那些“寒冷”恬惯。當(dāng)你意識(shí)到年幼的孩子更加開(kāi)放向拆，所以他們的心魂?duì)顟B(tài)總是在他們的身體功能中表現(xiàn)出來(lái)（反之亦然），然后你會(huì)發(fā)現(xiàn)你所面對(duì)的與寒冷相關(guān)的多動(dòng)和抽動(dòng)問(wèn)題酪耳，大多還沒(méi)有出現(xiàn)在的那些學(xué)術(shù)術(shù)語(yǔ)中浓恳。你開(kāi)始意識(shí)到在一些年齡層次中，這種對(duì)于心魂溫暖的壓制是十分有害的碗暗。它直接阻礙了孩子的發(fā)展需求颈将。

You may come to see that providing external physical warmth alone does not fill the bill. You’ll need to think more about soul-warming educational approaches and attitudes, putting affectionate bodily contact ahead of verbal communication, involving the child in creative activity, singing together, playfully transforming his tendency for cramped movement into pleasure in musical-rhythmical motion.
你也可能開(kāi)始明白單純靠外界來(lái)提供物理上的溫暖是不足夠的。你需要多想想運(yùn)用溫暖心魂的教育方法和態(tài)度來(lái)工作言疗，將充滿愛(ài)意的身體接觸置于言語(yǔ)溝通之前晴圾，讓孩子做一些創(chuàng)造性的活動(dòng)，一起唱歌噪奄，用游戲的方式將孩子笨拙的運(yùn)動(dòng)傾向轉(zhuǎn)化為音樂(lè)律動(dòng)與運(yùn)動(dòng)的樂(lè)趣疑务。

Or, instead of “sensible” instruction, make stories full of rich pictures that develop insight by means of fantasy rather than of intellect. Fantasy warms even the fingertips, whereas reason chills. If it is a child’s desire to go beyond the narrow boundary of his bodily being with his impulses for fantasy and creativity, we shall not encourage elements that make that boundary only the more immobile. Your job is literally to entice the child’s inner warmth forces right out to his skin, into his fingertips.

或者沾凄，去掉那些“明智清晰”的指令梗醇，用富有圖景的故事來(lái)發(fā)展基于想象力而非智力的內(nèi)在洞察知允。幻想與想象給予溫暖（直至指尖）叙谨，而理性則帶來(lái)冷意温鸽。如果孩子渴望超越他身體的狹小邊界，用他的幻想和創(chuàng)造力的沖動(dòng)手负，我們就不應(yīng)該強(qiáng)化那些使邊界更加僵化的因素涤垫。你的工作就是引導(dǎo)孩子內(nèi)在的溫暖力穿越皮膚，直達(dá)指尖竟终。

I wanted to illustrate with this example what progress you can make if you approach matters as described, with courage born of insight, and pay attention to the inspiration you receive. These are reliable guides, provided you have crossed sleep’s threshold with both a clearly formed question and a distinct image of the child. Three things are essential in seeking collaboration with the child’s angel: your own thoughtful effort in forming a concept of the course of human maturation; exact observation, carried on with veneration for the child; and lastly, relegating night after night, the fruits of these efforts to sleep as you prepare for it, trying yet again to combine what you have observed with insights you have arrived at.

我想用這個(gè)例子來(lái)說(shuō)明：當(dāng)你遇到類似的情況時(shí)蝠猬，如何帶著與生俱來(lái)的洞察和勇氣，留意你的靈感统捶，去一步步處理取得進(jìn)展榆芦。這些是一些可靠的指引，只要你確實(shí)跨越了睡眠的門(mén)檻喘鸟，即帶著清晰的問(wèn)題和鮮明的孩子圖景匆绣。在尋求孩子天使合作時(shí)，有三件事是至關(guān)重要的：你對(duì)人類成熟發(fā)展過(guò)程的深思熟慮的理解什黑；帶著崇敬之感崎淳，對(duì)孩子的精確觀察；最后愕把，通過(guò)夜復(fù)一夜的努力拣凹，最終你會(huì)收到這些努力和富有洞見(jiàn)的觀察帶來(lái)的成果。

Let us avoid any misunderstanding. It is certainly wise, occasionally, to seek a pediatrician’s or educational consultant’s advice when some aspect of your child’s behavior makes you feel unsure of yourself. On the other hand, every achievement of independence from the “experts” who are available nowadays for help in every conceivable kind of problem means a significant gain in freedom, self-confidence, and a calmness that is transmitted to the child as well. And I am convinced that “experts” in educational matters should undertake each job with a conscious intention to make themselves superfluous.
這里請(qǐng)你們不要誤會(huì)恨豁，當(dāng)孩子的一些行為讓你對(duì)自己感到不確信時(shí)嚣镜，尋求兒科醫(yī)生或者教育顧問(wèn)的意見(jiàn)當(dāng)然是明智的。另一方面圣絮，從那些“專家”那里獲得的每一次單獨(dú)的進(jìn)展祈惶，都意味著獲得自由、自信和平靜扮匠，這些也可以傳遞給孩子捧请。而且我深信，這些教育問(wèn)題的專家應(yīng)該有意識(shí)的去努力去工作棒搜，進(jìn)而使他們自己成為多余的人疹蛉。

Please take what I have been saying as offered in just that sense.
請(qǐng)把我所說(shuō)的一切也從這個(gè)意義上去理解。