过去的童年起源和哲学概念是什么?社会总是把孩子当作一个“完整的人”,因为他或她必要的社会地位?在心态有突破吗?这篇文章的目的是,帮助我识别和理解童年是否成为建立和认可孩子的生活时间在整个世纪。就我个人而言,我认为,所有的孩子都应该得到一个机会来证明他们的能力,他们应该尊重个人。然而,直到在十二世纪,欧洲社会并不认为童年是一个重要的发展时期,我们现在做的方式。孩子们没有人珍惜。在中世纪,孩子没有社会地位,被认为是微型的成年人。孩子被训练成为未来生产力的社会或社区的成员。此外,年轻的孩子们不会需要任何特殊待遇。然而,这平静的态度,深深地反映在缺乏可用的学校。有适当的教育是远程的可能性,并且被认为是一个奢侈的豪华仅仅适合于男孩来自富裕的家庭。儿童福利和权利仍不认可或承认。但是社会的意识形态对童年的概念逐渐改变的时候。研究表明,最终,孩子不再被视为一个除了贡献他们的家庭金融经济。由于主动的努力工作和有影响力的国际数据,引入了新概念的童年。新系统建立和改革给孩子地位。对20世纪教育取代了童工。不同于以往的世纪,社会承认孩子的教育贡献的资产,而不是他的财务输入。自那时以来,教育成了童年的主要元素,已成为必要。能说大约一分之二十世纪,个人主义和创造力是儿童早期的同义词。
加拿大莱斯布里奇代写论文:哲学概念
What are the past origins and philosophical concepts of childhood? Has the society always treated the child as a 'whole person', given him or her the necessary status in society? Was there a break-through in mentality? The purpose of this essay is, to help me identify and gain an understanding to see whether childhood became an established and recognised time of life for the child throughout the centuries. Personally, I believe that, all children deserve an opportunity to prove their capabilities and that they should be respected as individuals.However, until around the twelfth century, European society did not think of childhood as an important period of development, in the manner that we do nowadays. Children were not cherished as individuals. In the Middle Ages, children had no status in society, and were considered as miniature adults. Children were trained to become the future productive members of the society or community. Moreover, the young children were not expected to need any special treatment. However, this placid attitude, reflected deeply in the lack of schools available. The possibility of having proper education was remote, and considered to be an extravagant luxury fit only for boys coming from wealthy families. Children's welfare and rights were still not recognised or acknowledged. But society's ideology towards the conception of childhood changed gradually from time to time. Research shows that eventually, children stopped being considered as an addition contribution to their families' financial economy. Thanks to the initiative efforts and work of influential international figures, new concepts of childhood were introduced. New systems and reforms were established to give status to the child. Towards the twentieth century education replaced child-labour. Unlike previous centuries, society acknowledged the assets of the child's educational contribution, rather than his financial input. Since then, education became the main element of childhood, and has become a necessity. Much can be said about the twenty first century where, individualism and creativity are synonymous with early childhood.
