【云南省玉溪市人民醫院出生的女孩馬宇歌，先后是北京市西城區宮門口三條13號托兒所小朋友、北京市西城區冰潔胡同鐵路第一幼兒園小朋友、北京市西城區棉花胡同幼兒園小朋友、北京市西城區官園小學優秀學生干部、北京市西城區后廣平小學大隊委優秀畢業生、中國少年報小記者、北京人民廣播電臺小記者、中國中央電視臺首席小主持人首席小記者、中國中央人民廣播電臺小記者、北京清華附中校團委委員“一條龍試驗班”初中高中優秀畢業生、清華大學電視臺學生負責人播音組組長兼主持人編導記者、2006年北京國際馬拉松賽清華大學男女生3000人全程參賽總排名第六名獲得者、北京清華大學文理科法學和工科雙學士、印度總理任校長的尼赫魯大學中國留學生會首任主席在校碩士研究生、印度全境中國留學生總負責人會暨首任中國駐印度留學生聯合會主席、北京清華大學校友會印度次大陸總召集人、英國牛津大學碩士博士、北京清華大學校友會牛津大學會長、日本松下株式會社總部特約研究員、美國總統國策智庫布魯金斯學會特邀青年領袖中國訪問學者（青年訪問研究員）。2012現年24歲的馬宇歌，她的父親著名教育家馬弘毅先生認為：“要從小鍛煉孩子的體魄開闊孩子的眼界心胸比什么都重要。” 】
馬弘毅率先提出
“應重新審視中國大陸的教育方針并要客觀表述人類文明”
Ma Hongyi: Mainland China education should be re-examined, and emphasis the objective presentation of human civilization
(作者：北京 馬弘毅)
Author: Ma Hongyi , Beijing
(中國教育部主管并公開發行的 《網絡科技時代》 雜志第101期 《新課程實踐》半月刊，發表特約大陸著名民主人士馬弘毅先生寫的一篇署名文章 《大國崛起的動力后勁來自教育革命――――中國著名家長馬弘毅一談教改》全文如下)
(The official magazine of Chinese Ministry of Education “Net Time” Series No. 101, No.3 in 2007, p17-19 published an article of famous democracy personage Mr. Ma Hongyi’s article “Potential of the Great Power is from Education---- famous educator Mr. Ma Hongyi.’s opinion on Curriculum Reformation” )
我們的教育課程改革，在目前非物質環境基本依舊的前提下，欲求能有大的突破，這是不可能的。2005年夏，中國中小學教育教學網的倪仲勛在采訪我的時候，我就說過，造成中國大陸教育弊端頻仍的根本原因 (或稱 “關鍵原因” ) 不在教育界，各界人士過多指責處在低端的教育部門，確實有點冤枉★。但是，任由這種弊端蔓延泛濫，中華民族為之付出的歷史代價太沉重了，已使我們從學校里培養出來的下一代，正在日益喪失獨立思考判斷能力，創造力減弱，他們長大成人對人類文明缺乏具有正面深刻影響的應有建樹。一個民族、一個國家、甚至一個人類生命，存在于世，最值得夸耀之處，主要看其對全球文明發展進程貢獻如何。我國要想馬上全面挽回自己這種不利教育局面，可能耗時會比自己糟蹋自己曾經花費的時間還長。出于我們都是中國人，為了中國目前十多億人的長久未來，不能只顧自己明哲保身，我們應在力所能及的允許范圍，盡量有所作為。
It’s impossible to reform education without social reformation. I argued in an interview with Mr. Ni Zhongxun from primary education net. That the real reason for the disadvantages of Chinese education is not education itself, because education is a lower level section in the political system of China which has very little voice in policy making. However, this disadvantage of education has damaged the nation hugely by the failure of developing creativity and critical thinking of the next generation of China. Such young generation is lack of ability to contribute to global civilization positively, which is the main evaluation standard of one country’s achievement in the long term. To adverse the situation, it may take longer time than we thought. But it is the responsibility that everyone cannot avoid: we must try our best to reform education, in order to save the 1 billion people’s future.
一、 關于課程設置的綜合平衡問題
1. The equilibrium of curriculum
中國內地的教育課程，特別是基礎教育方面的內容，除了多余的以外，該有的好像都有了，比較全。
Mainland China’s curriculum, especially the basic education, apart from the extra content, is relatively comprehensive.
希望教育主管部門，根據調查了解到的世界發達國家和地區的教育課程設置一般情況，找出我們與人家相比的共同科目及內容都有哪些。我們不妨稱之為 “世界共同課” 。對這些與世界各國教育內容相通的課程，予以重點保護，規定嚴格的考試測評標準，不許學校或教師隨意破壞。
The education authorities should re-examine the curriculum, comparing with the curriculum with advanced countries and find similarity between. We may call these common curriculums as Global Common Curriculum, and protect these curriculums from being violated by school or teacher.
比如體育課，現在在中小學，課時被擠占，忽略進行嚴格考試測評的現象比較普遍，導致學生體質嚴重下降，到高三畢業的十七、八歲男女生城鎮近視率已經高達99%多，幾乎人人戴眼鏡。農村受災面也很大。我們的基礎教育本來就在廣受非議，都認為教學內容脫離了實際。學生浪費光陰，學了一些長大成人以后用不上的東西，身體再因這種學而無用的過程被搞壞了，更不值得。
For example, the physical education is ignored by primary and secondary school, and has led to serious health problem of children: till the last year of high school, 99% of students wear glasses, even in rural area. If students sacrificed their health for some useless knowledge, it is a waste for both individuals and the community.
我們應該盡早確立這樣的指導思想，對 “世界共同課” 的講授、考核，不分高下，同等重要。因為這些內容對任何國度的學生產生的人生影響，都很深遠。不能夠只顧語文、數學，要把屬于 “世界共同課” 的所有課程一視同仁予以對待。以此求得課程設置上的綜合平衡，盡量達到教育科學化。
We should establish the strict evaluative standard of the Global Common Curriculum, because those curriculums deeply influence the global community in a positive way throughout history. Only by doing so, we could balance current curriculum which mainly focus on Math, Chinese and English, and make the curriculum scientifically designed.
我堅持認為基礎教育階段，第一要追求教育課程設置的綜合平衡，第二要把著眼點特別放在對 “世界共同課” 的重視與綜合平衡上來。 “世界共同課” 應該成為今后中國內地教育的重點關注對象。
To sum up, the primary education should 1. Improve the equilibrium of curriculum and 2. Put emphasis on Global Common Curriculum.
二、關于教育目標的重新審視也應提上日程
2. Re-examine the long-term vision of education
世界發達國家和地區的教育，強調每一個受教育個體，都是潛在的領袖之材，對他們要有教無類。中國大陸的教育則強調的是，把一般人首先視為 “螺絲釘” ，只有極特殊的人群，才是群眾的潛在領袖并且一旦塞進這個高人一等之列，終生不變。這樣，事實上就和我國現在實行半個世紀的 “農業戶口” 和 “非農業戶口” 一樣，把人從一出生就開始分為三六九等了，即不公平，也不符合人的客觀成長規律和教育科學。
In many developed countries, education sees every student as a potential leader. In comparison, Mainland China’s education considers individual as a tool of the society, and only a certain special group of people can be educated to be leaders. This is not fair and unscientific, since it classifies people into different categories, just like the Hukou system classifies people into Rural Citizen and Urban Citizen by birth.
我認為沒有必要為領袖人物擔心：把人都往高端一個方向、一個層次去培養了，將來一般性的工作會再沒有人干。社會發展對人才的選拔是水漲船高的。在社會整體水平偏低時，具有大學文憑的人，自會顯得十分了不起； 一旦高等教育趨向普及后，大學畢業生在社會上的地位就會降到過去高中生的位置上來。
Some people worries about the situation that if everyone is educated to become leader, no one wants to do the ordinary works. I don’t agree with this, because the recognition of leaders will rise with the development of society: when higher education was not universal, college graduates are considered high; once higher education spreads, college degree is not enough.
如果我們的世界觀不是這樣的，出發點似乎存心要把來自普通家庭的人都往低層次去培養，那樣一來就會產生什么后果呢？ 會使我們的社會，發生與水漲船高相反的結果出現，致使中國內地人口素質不斷地 “水落船低” ，最終如同大家過去司空見慣的現實。須知，群眾無足輕重了，領導人的水準又能高到哪里去呢？ 我經常看到一些自以為脫離了群眾、高人一等的所謂領導，出口便是中國不適合什么什么……原因似乎都是他所謂的 “人民大眾素質太低了” 等等。假使如其所言中國人素質低，可是領導就來自這群中國人，我就不明白：一個中國同類怎么可以太高出他所在的人群，和洋人一般齊了呢？
If we consider people from ordinary background can only get ordinary achievements, creativity and critical thinking will be suppressed, leading to the damage of social development. Without social development, the level of leadership cannot achieve high level. Some typical Chinese officials always say that the western institutions are not suited for China because the quality of Chinese people too low. If so, how could the leaders be high-level in the background of the population of ‘too poor quality’?
世界發達國家和地區的人們，早就搞明白了這其中的道理，他們即使出于很自私的目的，也不會把自己祖國的人民都往低處貶、一門心思只往低處去培養的。
Developed countries and regions have already learned that, even if they are for their very selfish purposes, they won’t think little of their motherland and the people, nor educate their people to a lower and single-minded culture.
我們應該從世界觀上進行教育革新，扭轉以往的育人目標，對教育，要從教育方針上重新給予審視。只有這樣，中國大陸才能產生深刻的有價值的教育變革，推動社會和諧向前，并在教育領域真正體現出科學的發展觀。
We should move on the education reform from the view of the worldview, reversing the previous goal of the education and re-grant it from the education policy review. Only in this way can China Mainland produce profound and valuable changes in the education, and therefore promote social harmony and truly reflects the scientific concept of development in the field of education.
教育的目的，如果是把人培養成誰的或為什么而打造的 “螺絲釘” ，人類的普遍文明，特別是那些最新取得成就的進步思想與尖端技術，還有必要對這些年輕的蕓蕓眾生普及和傳授嗎？ 這個軟肋實際上就是我們的教育，長期以來缺少人文內容及人文教育一直不夠的根本原因！ 假如我們也和世界發達國家、地區一樣，認為人人確實生而平等，都有成為領袖之材的平等權利與可能，中國內地的教育就會更加重視人文教育，重視把人普遍向高端培養的主觀追求。教育界近來彷徨不知所終的低沉局面，也會得到相應改觀的。
If the aim of the education is to train the people as a "screw" of some certain one or some certain thing, then is it still a need for the young people to heritage the universal human civilization, especially those latest achievements and cutting-edge technology advances? This weakness is actually what our education has long been facing: a lack of cultural content or a lack of enough cultural education. If we have the same opinion as the world's developed countries and regions, that everyone is born equal and everyone has the equal right and opportunity to become the leaders of this country, then the China Mainland will pay more attention to humane education and to a stronger desire to cultivate people in a generally higher culture. Thus, educationists’ anxious and agitated attitude to the current education situation will also expect to be faced with a change.
我們現在探討的這一問題，確實關乎了目前13億中國人的長遠未來、前途命運。我衷心希望負責我國教育的領導人及其主管部門，站在一定的高度，為了人類大家庭中的一個重要成員――――我們自身，從推動教育方針發生根本變革的大視角上，把中華人民共和國帶上一條教育促進民族復興的大國崛起之路。
Indeed，the issue we probe into now is related to the future and destiny of 1.3 billion people. I sincerely hope leaders and governors who are responsible for china’s education will, for the sake of ourselves, be able to review the issue from a certain high level, and be able to lead our country to achieve the rise of great power with rejuvenation of Chinese Nation promoted by education.
三、關于加強胸懷眼界培養的必要性和教育途徑
3. Necessity of broadening the horizon and open-mindedness and relevant education methods
“世界共同課” 需要貫穿共同的先進教育理念指導實踐。最近我從新華網上看到一篇文章，題目叫 “教育只有先進落后豈分東西方” 。教育的價值評定確實只有先進與落后之別，如果還分東西方，兩相尖銳對立，我們的先哲當初紛紛留學西方去求哪門子 “真理” 呢？ 大清國的黃袍馬褂文化不就挺好嘛，何不拿來傳授至今呢？ 在中國還沒衰落之時，外國又有什么必要，當初一個勁向我們這邊派 “遣唐使” 和各種學者主動來華學習取經呢？ 將人類文明借用東西方的地理概念，尤其是在教育問題上，兩相嚴格割裂開來，是缺乏起碼理據不足為憑的。教育不分東西方！ 凡是先進的，不僅西方的，我們可用，包括南方、北方和東方咱們自己歷史上的一切相對進步成份，都一樣需要給以珍視。要打破歷來的我國小農經濟局限性造成的狹隘觀念，使那種寬廣的眼界和胸懷及其能動性，首先在授業解惑人的腦海里安營扎寨，漸把國人都能融入到人類文明的主流中去，讓大家視全球的利益均為自己的利益，地球是美國的也是中國的。
"Global Common Curriculum" should guide the practice through commonly recognized education philosophy. I recently saw an article from Xinhua, called "there is only well-developed or low-quality education without the distinction between the East and West". Assessment of the education quality does only depend on whether it is advanced. If education were labeled East and West which conflict with each other, what kind of “truth” would many intellectuals in modern China have gone to the west to seek? Would the culture in Qing Dynasty, characterized by the yellow robe and jacket, have been XXXd enough to be taught until today? During the prosperous periods of China, why would a large number of diplomats and scholars have been sent to China from the west continually to study? Accordingly, it is highly invalid to arbitrarily distinguish the human civilization, especially in terms of education, by using the geographic concept “west” and “east”. Education by no means can be labeled west and east! Any advanced education, including that from the west, south, north and east is applicable in China and should be pay much attention to equally. It is important to break the conservative thinking caused by the limitations of small-scale peasant economy and equip the tutors with broad horizons and tolerance. Then people can gradually get involved into the mainstream of human civilization, can consider global interests as their own interests, and can recognize that the earth is not only China’s but the US’s as well.
現在我們的課本中，這種觀念的教材嚴重缺乏。對人類文明明擺存在的普遍現實，我們甚至采取了一種莫名其妙的鴕鳥戰術，把頭縮進來有意進行回避，寧可誤導自己的下一代，讓他們一旦覺醒以后恨死我們，也不愿意認可真理，早早傳授真知。
Currently among our textbooks, there is a great lack of teaching materials with this kind of idea. To some common sense of human civilization, we even take a strange “ostrich tactic” - to withdraw the head and to avoid the problem intentionally. We tend to mislead our own children and let them hate us once they realize the truth, rather than to recognize the truth and inform them of the true knowledge.
中國內地的學生為什么互相嫉妒，不會發現別人身上的優點，首先想到應該怎樣學習對方的制勝因素，少挑外界毛病，重在完善自己？ 原因就和我們的教材不能客觀表述一些國家和地區的文明成果，教會我們的孩子們明白見賢思齊的做人道理有關。這種狀況，背離了中華民族重新崛起成為世界強盛大國的目標追求，是十分狹隘而有害的。
Why do students from mainland China tend to be jealous about one another rather than to find the merits of others and then improve themselves? One possible reason is that our textbooks cannot illustrate the achievements of some countries and regions objectively and cannot teach our children that one is supposed to catch up when finding the merits of others. This situation deviates from China’s goal to become an influential and prosperous country once again, and is very narrow and harmful.
我們要利用現在進行 “課改” 的機會，對 “世界共同課” 的內容有意開展國際性的接軌工作。比如對語文、歷史，就要多選一些有利于中國下一代身心健康成長、有利于他們順利步入世界主流社會的古今中外教育內容。選材的視角要寬，囊括全球。從小讓孩子們對世界充滿好奇和憧憬，特別是要教會他們正確對待自己和他人，懂得見賢思齊，尤為重要。
We should take advantage of the Curriculum Reformation to set up of the international standard of Global Common Curriculum. For example, we should add more history into the curriculum, in order to help the next generation to adapt into the mainstream of global society. The perspective of curriculum should be wide and international, in order to encourage the curiosity and hope of the future, especially educate the next generation to get to know themselves and learn from others.
我國的發展，依靠我們這一代，尤其是下一代的競爭力和這種能力的不斷提升。眼界萎縮，缺乏坦蕩處世哲學的人群，是很難帶動整個國家最終贏得世界競爭的。
China's development relies on the competition capability improvement of our generation and more importantly the next generation. Limited horizons and lack of open-mindedness cannot contribute to China’s comparative advantage among the world competition.
本來我還有幾個問題準備拿出來借此與大家一起探討的，限于篇幅就此打住。以上內容請教育界和關心我國教育事業的各位老師同學批評指正。 (★ 備注：作者馬弘毅先生接受中國中小學教育教學網的訪談內容，目前可在人民網上查到全文，標題是《 訪清華建筑學院05級特長生馬宇歌兒時的伯樂 》， 見該網 2005年10月21日10:31時發的 “人民網>>時政>>綜合報道”， 網址是 http://politics.people.com.cn/GB/1026/3789900.html 或看 http://cmy03856789.blog.163.com/blog/static/186169320201142410811890/ 及 http://edu.cyol.com/content/2011-06/21/content_4558171.htm 也行。到網上去搜 “馬弘毅先生” 或 “馬宇歌” 的新聞、網頁、圖片、視頻、博客、論壇 等，可以看到數以萬計有關這方面的報道和評論) ( 《馬弘毅率先提出 “應重新審視中國大陸的教育方針并要客觀表述人類文明” 》全文見中國教育部《網絡科技時代》雜志第101期《大國崛起的動力后勁來自教育革命――――中國著名家長馬弘毅一談教改》)
The word limit does not allow me to discuss more of this topic. ( ★ You may refer to 【 http://politics.people.com.cn/GB/1026/3789900.html 】 to read my article on the primary education which was published by People’s Net on 21st Oct 2005, title: “the first teacher of Ma Yuge – talented college girl at Tsinghua University Architecture School 2005” . Or see 【 http://www.ce.cn/xwzx/gnsz/gdxw/200901/08/t20090108_17904387.shtml 】, or see 【 http://edu.cyol.com/content/2011-06/21/content_4558171.htm 】 are the same. ) (Above is the article published by The official magazine of Chinese Ministry of Education Net Time Series No. 101, No.3 in 2007, p17-19 written by famous democracy personage Mr. Ma Hongyi’s article “Potential of the Great Power is from Education---- famous educator Mr. Ma Hongyi.’s opinion on Curriculum Reformation”.)
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