青年时期的华介友在东林书院大门前留影。 受访者供图 人物小传 华介友，1935年生，江苏无锡人。1954年毕业于无锡师范学校，筹建起无锡首个少年宫，将快乐教育和 个性化发展贯穿始终；他在东林小学当思想品德课老师期间，尝试将中华优秀传统文化、经典故事融入 华介友为孩子们讲解古籍经典。 范 尧摄 "立下志愿，要一辈子从事教育工作" "我以前就是华老师的学生，现在我把孩子也送来了。"学生家长夏海艳说，孩子每周盼着来上课，也因 此爱上了中华优秀传统文化。 这个诵读班为何这么有吸引力？ "今天我们诵读的是《论语·先进》的一段。"华介友让孩子们打开课本，一句句领读："莫春者，春服既 成，冠者五六人，童子六七人，浴乎沂，风乎舞雩，咏而归……"这些孩子，大的十二三岁，小的不过 四五岁，有的孩子无法理解古文的意思，华介友就把这些内容转化成故事讲给大家听。 "什么是理想的生活呢？孔子的学生曾点用这样一段话描述了春游的场景，孔子听了很是赞同……"孩子 们仿佛身临其境。 上完书法课，看到窗外秋色正好，华介友便领着孩子们来到一处临水的亭子，吟诵《诗经·关雎》。转 眼，放学时间到了，有的孩子不愿离去。华介友笑着提议："咱们就像书中那样吟 ...

Core Viewpoint - The article discusses the journey of a mother, Zhao Dongmei, who navigates the challenges of raising a child who dropped out of school, emphasizing acceptance and understanding rather than traditional academic success [2][40]. Group 1: Background and Initial Challenges - Zhao Dongmei's son dropped out of school at the age of 14, leaving him with only a middle school education [3][22]. - The mother reflects on her darkest moments during her son's withdrawal from school, highlighting feelings of despair and helplessness [4][7]. Group 2: Strategies for Engagement - To reconnect with her son, the mother engaged him in hands-on activities like home improvement projects, which helped ease their communication and emotional tension [9][10]. - After some time, they established a routine of studying together to catch up on missed schoolwork, which initially proved challenging [10][11]. Group 3: Reflection on Education and Perception - The mother questions why her son, despite having many strengths, was labeled as a poor student in school, reflecting on the educational system's shortcomings [12][14]. - She acknowledges her own academic background as a potential barrier to understanding her son's struggles, realizing that her expectations may have contributed to his difficulties [17][18]. Group 4: Alternative Educational Paths - After her son officially dropped out, they explored alternative educational environments, leading him to a vocational preparatory school where he thrived [24][25]. - The mother observed significant growth in her son during this period, as he began to take on leadership roles and engage in meaningful discussions [25][26]. Group 5: Personal Growth and Future Considerations - The mother reflects on her son's experiences in the U.S. education system, where he faced new challenges but also demonstrated resilience and adaptability [30][34]. - Ultimately, the mother comes to terms with the idea that traditional schooling may not be necessary for her son's success, allowing him to choose his own path while emphasizing the importance of continuous learning [35][36][37].

Core Viewpoint - The article discusses the paradox of "happy parenting," where parents prioritize their children's happiness, potentially leading to increased rates of depression among those children. Group 1: Parenting Approaches - Many parents believe that creating a happy environment for their children is ideal, often avoiding strict discipline and focusing on unconditional love and support [1][2] - This approach can deprive children of the opportunity to experience and manage negative emotions, leading to a skewed perception that happiness is the only acceptable emotional state [2][3] Group 2: Psychological Implications - Research indicates that children raised in overly protective environments may struggle with self-acceptance when they encounter negative emotions, leading to self-doubt and potential depression [2][3] - The lack of exposure to challenges and failures can hinder the development of coping mechanisms, making it difficult for children to handle real-life setbacks later on [3][4] Group 3: Strategies for Balanced Parenting - Parents should allow children to naturally experience a range of emotions without rushing to "fix" their unhappiness, fostering emotional expression [4][5] - Encouraging children to face real-world challenges and solve their own problems can help them build resilience and learn from failures [5] - Promoting a growth mindset in children can help them view setbacks as learning opportunities rather than failures [5]

Core Viewpoint - The article discusses the anxiety faced by parents regarding their children's education and the pressure to succeed in a competitive academic environment, highlighting the emotional struggles and societal influences that contribute to this anxiety [3][4]. Group 1: Parental Anxiety - A mother expresses her overwhelming anxiety about her child's academic performance and future opportunities, feeling the need to constantly push for better results [1][2]. - The mother feels conflicted between wanting her child to excel academically and recognizing the importance of a well-rounded upbringing, leading to confusion about the right approach to education [2][3]. Group 2: Societal Pressure - The phenomenon of "theater effect" is described, where parents feel compelled to follow the crowd in educational choices, fearing that not participating will result in their child falling behind [4]. - The competitive environment is likened to a collective hysteria, where the actions of others influence individual decisions, creating a cycle of anxiety and pressure [4]. Group 3: Solutions and Strategies - The article suggests that parents should reflect on their anxieties and differentiate between their child's actual needs and external pressures [4][5]. - It encourages parents to "loosen the reins" on educational goals, allowing children to explore their interests beyond academics, which can foster a more balanced development [5]. - Engaging in open dialogues with children about their feelings and aspirations is recommended, along with involving partners in parenting discussions to create a supportive environment [5].