細路越大越壞，未必沒有道理。學校的知識在教科書裡，知識的標準在於評核，它教曉學生對生活、對自然、對社會、對鄰人冷漠、抽離，生活的倫理道德在於聽從權威，避免懲罰。細路年紀越大，便越多上幾年學，也就要多受幾年這種身心（卻沒有靈魂思考意志）的規訓，漸漸會拋卻了對知識的好奇、對生活的觸動、對自然的關切、對社會的投入、對人的感覺，也不懂透過磋商共同建立與人相處的倫理。現在的細路，都被迫變壞。

學校是制度，教育是學習。沒有制度（尤其是殘廢的），學習仍然無處不在。我們是否可以拋開學校，重新重視教育的本質？在花園的小徑裡，正是了解植物的絕佳地方；球場的泥地，正是學習自然生態的昆蟲農場；跳大繩、紅綠燈、猜皇帝等集體遊戲，既能活動腦袋筋骨，也能讓我們學習探索生活倫理、民主政制的現實場景。沒有學校，知識的空間可能更廣闊，學習的內容可能會更豐富。

生活就是無時無刻地在學習，不是賺取文憑式的自我增值，而是讓自己不停地在生活的知識中成長。成年人之所以是『成年』，是因為我們都拒絕認真地從生活中學習，不再成長。

試問學校又怎樣「教」孩子學習和成長？


梁偉怡

"Schools began with a man under a tree who did not know he was a teacher discussing his realization with a few who did not know they were students. The students reflected on what was exchanged and how good it was to be in the presence of this man. They aspired that their sons also listen to such a man. Soon spaces were erected and the first schools became. The establishment of school was inevitable because it was part of the desires of man. Our vast systems of education, now vested in institutions, stem from these little schools but the spirit of their beginning is now forgotten....... The schools are good to look at but are shallow in architecture because they do not reflect the spirit of the man under the tree. The entire system of schools that followed from the beginning would not have been possible if the beginning were not in harmony with the nature of man. It can also be said that the existence will of school was there even before the circumstances of the man under a tree.

That's why it is good for the mind to go back to the beginning because the beginning of any established activity of man is its most wonderful moment. For in it lies all its spirit and resourcefulness, from which we must constantly draw our inspirations of present needs ......"

(Louis Kahn, 1960/2003, p. 64-65)