What is the real meaning of money? Like power, it is a step for you to do what you want to do most, and to know what you can do well, not a step for achieving your goal. What you get is what you aim at. Maybe you can get these with money, power and your own selfish desires, but that's all you get. Torture your deepest things in a lonely night, but it is doomed to have no more gains.
To put it bluntly, money and power are tools for self-advancement, not tools for realizing self-worth. Self-worth is for others to see. Only one person can see his true self, and that is himself.
The value of life: money and contribution. . .
People who know the relationship between life value and money, life value and contribution, and money and contribution should learn to cherish themselves, and don't think too much and do too little.
More practical actions and less finger pointing.
The relationship between the value of life and money. Money is just a tool.
Many painters. The musician was poor all his life, but eventually he succeeded in becoming famous. Can people say that he was only a poor man? And look down on them for it?
The value of life lies in realization. Not spending. Consumption is only a small part of your life. What is truly meaningful and valuable is not measurable by money.
It is difficult and hard to have no money in today's society. But the value of life cannot be measured by money. For example, affection, friendship and self-life are irreplaceable by money.
The value of life: the dialogue between money and contribution found classmates. . . I'm also struggling with my homework. . .
Since it is a comprehensive representative to measure the value of life with money, it is a simple logical inference that having money means having wealth; Accordingly, people's pursuit of money is also the pursuit of wealth; People's attitude towards money is also their attitude towards wealth. In fact, this simple logical inference is problematic, because money is only the "comprehensive representative" of wealth, not the wealth itself-you have gold or dollars, they are not cars and houses, clean air and pure drinking water, and they are not equal to spiritual pleasure, full life and freedom of thought. Although you use gold or dollars, you can exchange some of these real wealth. In other words, there is a close relationship between money and real wealth, but there is still a distance between money and the "comprehensive representative" of real wealth. Moreover, a lot of wealth cannot be represented, measured and exchanged by money. It is precisely because of this relationship between money and real wealth that we should not equate money with wealth, let alone simply equate the pursuit and possession of money with the embodiment of life value and the pursuit of happiness. About money, we need a kind of life wisdom. Wealth is an all-encompassing and broad concept. As far as modern social life is concerned, people generally understand that it includes not only material products that serve people's survival and life, but also intangible products such as people's psychological pleasure and spiritual satisfaction. It includes both "private wealth (such as family property)" that can be privatized to individuals or families, and "* * * wealth" (such as blue sky and white clouds and clean air) that is difficult to privatize; It includes both things obtained directly from nature and things made artificially; Man-made things include not only materialized and tangible products, but also non-materialized cultural products such as systems, rules, habits, traditions and customs, as well as the existence of pure concepts such as religion, belief, ideology and subjective value judgment. Generally speaking, wealth is the sum of everything that people pursue in real life and think is valuable. For individuals in modern social life, the pursuit of all kinds of wealth is the whole content and the whole purpose of life. Just look at how you determine the "wealth goal" in your mind-some people pursue the richness of material products; Some people pursue the satisfaction of spiritual realm; Some people pursue the tranquility of religious process; Some people pursue the practice of faith. So many wealth goals pursue choices, which makes our world full of vitality and color. Regrettably, in the era of monetary economy, money has largely monotonous people's pursuit and choice for the goal of diversification of wealth. Money seems to represent and measure the value of all the wealth in the world, and seems to be convertible to all the wealth in the world. People's pursuit and possession of it seems to be synonymous with all wealth pursuit and possession. In this way, the purpose of life, in addition to the pursuit and possession of money, there will be no other valuable things. There is no doubt that this is an illusion, but this illusion confuses most people, especially when money can be used to avoid labor and personal punishment, buy marriage and compensate life, money is directly related to the value of life, and this illusion of "money can do everything" is increasing day by day. Based on the understanding that money is the "comprehensive representative" of wealth, but it is not the wealth itself, and money cannot fully measure, represent and exchange all wealth, our wisdom about money is that in real social life, we should not only pursue money to obtain the wealth it can represent (such as housing, cars, etc.). ), but also the pursuit of wealth that money cannot represent (such as inner peace); We should have a certain amount of money, but don't just stay in the state of money, but also enjoy the real wealth that money can buy, that is, spend money. Otherwise, we just have money and wealth and become real "misers"; We should pursue money in a certain time and space, and also give up the pursuit of money in a certain time and space in order to enjoy enough leisure in life. In such a wise life, money will always be your loyal servant, and you will win the rich content of life and the real realization of life value. In other words, you live wisely. Many thinkers in history have shown a strong pessimistic view about money, money and life, money and society. Marx made a fierce attack on the fetishism of commodity currency, arguing that under the condition of commodity currency, especially in the capitalist society where labor is transformed into commodities and money is transformed into capital, this fetishism has an indelible attribute, which deeply enslaves or "alienates" human existence. Therefore, overthrowing the capitalist social system and abolishing the commodity currency system have become the basic premise for the ideal construction of a better society in the future. German social thinker Zimmel thinks that the reality that "money is a secular god" is sad, because money is just an empty form, not wealth itself, nor can it represent all wealth. "Money is just a bridge to the ultimate value, and people can't live on the bridge." Different from Marx, Simmel did not abolish the ideal design of the monetary system, but sighed helplessly in front of reality, full of endless sadness. Unfortunately, we live in a historical stage and society where money exists. In the foreseeable future, we can't abolish money at all, but is it necessary for us to succumb to money or indulge in its pessimism? At least, I don't think it's necessary. For an individual, if he can live with money wisely, he only regards money as a tool or means of life, not a purpose of life. I am convinced that this life with real content and rich wealth structure is a relatively successful and valuable life, although it is not and cannot be a perfect life.
Whether money can measure the value of life is one of the elements, and its importance varies from person to person, and there is no fixed scale. There are different criteria for judging the outlook on life.
How to treat the relationship between the value of life and the reputation and status of money
The value of life is a diversified choice.
It is not necessarily related to money, reputation and status.
Xingzhi and the value of life 1. Research on Tao Xingzhi's Life Education Theory
(A) the significance of the theoretical research and practice of Tao Xingzhi's life education
1. The practice and research of Tao Xingzhi's life education theory is the need of social and times development.
Tao Xingzhi's life education theory proposes to cultivate "comprehensive" and "realistic people"-people with perfect personality, profound knowledge and superb skills; People who tell the truth, seek truth, do practical things and strive for truth; People who are full of love for society and life and actively create; A person who combines heart, brain and hand, truth, goodness and beauty, and develops morally, intellectually, physically and artistically. Obviously, this is completely in line with the comprehensive requirements of today's society for the overall quality education of talents, and its training objectives are consistent with the educational policy of the party and the country at this stage. It can be seen that the practice and research of Tao Xingzhi's life education theory is the need of the development of society and times.
2. The practice and research of Tao Xingzhi's life education theory is the need of fully implementing quality education.
At present, school education still tends to be divorced from life and reality, and one-sided pursuit of enrollment rate stifles students' vitality and creativity, which is not conducive to the lively development of students and the overall improvement of people's quality. Tao Xingzhi's educational view that "education is life-centered" rather than book-centered is consistent with the requirements of quality education and the spirit of the new curriculum, and is also consistent with the concepts of "learning to survive", "learning to care", "learning to learn" and "learning to create" repeatedly advocated by UNESCO. Therefore, the practice and research of Tao Xingzhi's life education theory is the need of fully implementing quality education.
(2) The definition of Tao Xingzhi's life education theory.
Life education theory is the essence of Tao Xingzhi's educational thought. As far as the concept of life education theory is concerned, Tao Xingzhi thinks: "Life education is to educate life, to educate with life, and to educate for the needs of life. Judging from the relationship between life and education, it is life that determines education. As far as effectiveness is concerned, education can only become real education through life. "
(C) The internal structure of Tao Xingzhi's life education theory
The theory of life education includes three parts: life is education, society is school and teaching integration. These three basic propositions constitute the theoretical system of life education.
1, "Life is education" is the essence of life education and points out the direction of education development.
The focus here is on the relationship between life and education.
Life determines education.
(1) From the origin of education, education comes from life;
(2) Life determines the nature, purpose, content, principles and methods of education;
(3) The change of life determines the change of education;
(4) The lifelong nature of life determines the lifelong nature of education.
Education changes life.
(1) Education transforms social life;
(2) Education has transformed people.
2. "Society is school" is the theory of school reform, which points out the direction of school reform.
The proposition that "society is school" has two inspirations for our current school reform: first, we should reform the traditional school view of time and space; The second is to adjust the training objectives and contents of the school in time.
3. "Integration of teaching and doing" is the methodology of life education, which solves the problem of how to teach in life.
Second, the practical exploration of the modern value of Tao Xingzhi's life education theory
According to the connotation of Tao Xingzhi's life education theory and the actual situation of education and teaching in our school, we put the life education theory into the main work of our school, taking moral education, teaching and teacher training as the main positions of practical exploration, and each part is divided into several small topics for joint research, thus forming an all-round, systematic, integrated and localized life education theory practice and research system.
(1) Practice and study the theory of life education, and build a new moral education theory and operating system.
1, with "life is education" as the fulcrum, adjust and improve moral education.
(1) Create a good campus education environment. Pay attention to class collective construction, take class collective construction as the focus of school moral education, improve school moral education by optimizing the team of class teachers, strengthen the construction of teachers' morality and style, and improve teachers' professional ethics. Each class encourages students to forge ahead by carrying out colorful activities. Strengthen publicity by using school publicity windows and blackboard newspapers. Each class is equipped with a national flag and a team flag. Begin to formulate class spirit and objectives, and formulate and implement the evaluation plan of "civilized class".
(2) Strengthen social environment education. The school lets students get in touch with society by inviting them in and out. For example, hire employees from enterprises to be off-campus counselors and introduce information to students regularly; Established a festival activity group to carry out activities regularly; Established an off-campus activity base and a scientific and technological practice base; Opened up some temporary places with moral significance and so on.
(3) Create a good family education atmosphere and try to explore the effectiveness of family moral education. Provide systematic counseling knowledge to parents of students by setting up parent schools; Set up a parents' committee to report the school's goals and ideas to parents in order to gain recognition and support; Hold regular parent-teacher conferences to exchange experiences and plan business education; Make home visits and strengthen information communication in order to achieve good moral education results.
2. Re-examine and improve moral education from the perspective of "society is school".
Society itself is a kind of power, which is always effective. Mr. Tao Xingzhi is a great man who faces up to social phenomena: "In a bad society, we should also know something and be prepared in order to resist and not be at a loss." In today's society, the in-depth change of knowledge economy, the deepening of market economy and the gradual improvement of material level have brought about the continuous emergence of various social trends of thought. Our educational object "students" is also changing quietly. Their ideological status, psychological changes and concept changes are very different from those of contemporary teachers and children, which is bringing many topics worth studying to modern schools. For example, in modern schools, the number of families with special students is increasing year by year, which puts forward a test for moral education in schools. Legal education was not emphasized in the past, but now it must be placed in an important position. Therefore, it is necessary for us to re-examine and improve moral education from the perspective of "society is school" so that the moral education in schools can adapt to the development of society as much as possible.
For another example, in view of the lack of hard work, simplicity and hard work of primary school students, our school cooperated with the District People's Armed Forces Department to establish the first reserve juvenile military academy in Zhejiang Province. Through the tempering of the military academy, the students' ideological quality and will quality have been significantly improved. The juvenile military academy has been fully affirmed by leaders at all levels, society and parents, and our school has also been rated as an advanced unit of national defense education in Zhejiang Province.
3. Practice the "integration of teaching and doing" to enhance the practicality of moral education.
"Teachers teach while doing, but students learn while doing". From this point of view, with "doing" as the core, education should not be an armchair strategist, but should pay attention to practicality. In fact, the process of doing is the process of moral internalization, and the formation of students' sound personality is based on doing. Therefore, we propose that students should take the initiative to explore, and pay attention to give full play to their subjective initiative in study, life and work, and strive to make students acquire moral knowledge and accumulate moral feelings in participation and practice. For example, the emergence of class cadres, the formation of class conventions, the formation of class activity plans, and the evaluation of various exemplary behaviors or bad words and deeds. Are actively trying to get students to have extensive democratic discussions.
(2) Practice and study the theory of life education, and improve the theoretical and practical operation system of subject teaching in primary schools.
Students live in the fiery real world and social practice, and in the ever-changing nature. Students and the world they live in form an organic whole. At the same time, the book knowledge they face also comes from life. Therefore, education can't keep students away from the real world, and curriculum can't be a barrier to separate students from the world. To practice and study the theory of life education and improve the theory and practical operation system of subject teaching in primary schools means that when teachers impart knowledge and skills to students, they should attach importance to the connection between subjects and real life from the perspective of opening up inside and outside the class, add vivid examples from modern life, enrich our teaching and make our classroom full of life. At the same time, while imparting knowledge, they should develop practical application links as much as possible, so that students can learn in life and learn to use knowledge comprehensively.
Under the guidance of the project leading group, all teaching and research groups and grade groups practice and study the theory of life education through teaching and research activities such as open classes and special lectures, and strive to change the current situation of closed teaching content, divorced from students' life, single teaching method and ignoring students' learning needs in primary school teaching, establish open and vivid classroom teaching methods, and accumulate a number of teaching cases and teaching papers with certain quality.
For example, in mathematics teaching, we try to talk about mathematics from students' life experience and existing life background, so that life problems can be mathematized and mathematics problems can be brought into life. It embodies the idea that "mathematics originates from life, resides in life and serves life". In order to stimulate students' interest in learning, learn to use mathematical thinking to observe and analyze the real society and solve problems in daily life. Then in mathematics teaching, let students start from familiar life scenes and interesting things, provide students with opportunities for observation and operation, and let them have more opportunities to learn and understand mathematics from the surrounding mathematical things, realize that mathematics is around us, feel the fun and role of mathematics, and experience the charm of mathematics.
(3) Practice and study the theory of life education, and improve teachers' educational ideas and teaching methods.
According to Tao Xingzhi's life education theory, the world of education should be as vast as the life is. This requires teachers to set up a big education concept, be good at optimizing and utilizing the school education environment, change "dead" into "alive", move from closed to open, explore and construct an education system that combines extracurricular activities with school, family and society, and be good at guiding students to apply what they have learned and mastered in classroom teaching to the vast social world, so as to promote the transfer of knowledge.
In the process of theoretical research and practical exploration, we should strive to change the problem of teacher-led and passive teaching, stimulate teachers' enthusiasm and creativity, and make teachers truly become designers of teaching materials and innovators of classroom life. A journey to find the road