【明慧网二零一一年三月十五日】（明慧记者夏昀台湾采访报导）
(Clearwisdom.net) An autistic boy who was known for his aggressive behavior was a problem for the faculty at his school. All the other students avoided him. However, in less than two years, this boy has changed into a self-disciplined person who is considerate of others. What made him change?
一个被评断患有自闭症并会攻击他人的孩子，行为失常犹如一颗不定时炸弹，令全校老师头痛、同学闪躲。这样一个孩子，转变为能自我要求、为别人着想，几乎让人忘了还曾有个让人伤脑筋的孩子的存在。这一百八十度的转变，缘由于何？在不到两年的时间里，是谁解除了那颗不定时炸弹？是什么方法让一个特殊的孩子回归为正常？
Yangyang already had symptoms of autism during his first two years at school. His mood was unstable. Sometimes he made messes in class and caused trouble for his teacher. His classmates had to be very careful around him. His condition deteriorated when he was in third grade, as he became offensive, restless and anxious. He was often in conflict with others around the school, extending his classroom disturbances to the general campus. He dropped fire extinguishers from upstairs, threw a broom at a teacher's back, and chased and beat other people. His unpredictable actions made it impossible for his advisor to handle him. His mother came to school about every other day, but it did not help.
刚从小学毕业的洋洋（化名），在离开小学前，在群体中几乎已经被人“遗忘”，就象其他的孩子一样，不再引人侧目。“我以为他已经转学了。”不同年级的老师忽然发现他还在这个学校，惊讶于好长一段时间未曾听闻他的“事迹”。
洋洋在入学的第一、二年，已经有自闭的症状，阴晴不定的情绪，外加偶有肢体动作，在课堂上造成骚动，让导师格外辛苦，同学都得小心翼翼。升上三年级后，他的症状愈发严重。外向攻击型的自闭症，课堂上坐立不安，口中念念有词，在校园中走动时，时与他人发生冲突。骚动从课堂延伸到校园，从楼上丢下灭火器、在老师背后丢扫把攻击老师、追打他人…。校园中经常传出他的“新闻”。种种失常的行为，象颗不定时炸弹，让导师无从处理，压力过大。母亲三天两头进出校园，也于事无补。无计可施下，校方破天荒特别安排专人照顾他，一对一的教学，并申请专业辅导人员，定时来辅导他。
The Change 转机
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| Mr. Li Changbai teaching the class. 正在课堂上上课的老师李长柏。 |
升上五年级后，洋洋进入新的班级。重新编班的班导师李长柏相信这是缘份，心中很坦然地接受洋洋到他的班级。正如传闻般，洋洋受身体影响，经常无法自我控制。“说（带洋洋）没有压力是骗人的。”李长柏说，但经过一番思考，将如何来教导洋洋，李长柏心中已经有了定见。
Mr. Li told his pupils' parents during a meeting about an education philosophy that emphasizes virtue. Teaching children the principles of Truthfulness-Compassion-Forbearance establishes a solid moral foundation for them. Because Mr. Li himself practices Falun Dafa, he attaches importance to the improvement of virtue, and demands of himself to treat others extremely well. He has benefited both physically and spiritually from the practice of Falun Dafa. He encourages the children to read Zhuan Falun and learn to be a good person, one who is genuine, compassionate, and forbearing in his or her everyday life. All the parents present agreed with him.
李长柏首先于班亲会中跟家长说明重视品德教育的教学理念，课堂中将教导孩子以“真、善、忍”作为行为准则，为孩子打下坚实的道德基础。由于自身修炼法轮大法，重视心性的提升，在待人接物上能要求自己做得更好，个人身心受益，所以他将带领孩子阅读《转法轮》，学习在日常生活中做个真诚、善良、忍让的好人，涵养孩子们的品行。在场的家长都表示赞同。
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| Students read Zhuan Falun during the noon break 学生利用午休一段时间阅读《转法轮》。 |
于是，在中午休息时间，李长柏安排一小段通读《转法轮》的时间，并与学生交流以“真善忍”来应对日常生活中所遇到的问题。面对洋洋，李长柏以“多宽容，但不纵容”的态度来处理事情，以更多的包容来对待他，但也原则分明地指正。同时，教导全班学生以同理心来看待洋洋，引导学生的善心，共同来帮助洋洋。
Soon, there was an obvious change in Yangyang, who has stopped talking and interrupting while Mr. Li was teaching. As Yangyang gradually established his moral values, he has become increasingly able to tell right from wrong, and good from evil.
洋洋身在其中，立即有了明显的变化。在李长柏授课时，洋洋平日口中念念有词表达不满的习惯消失了。随着日渐建立的道德观念，洋洋越来越能明辨是非善恶了。
Behavioral Changes 行为转变
Mr. Li reinforces the principle of Truthfulness-Compassion-Forbearance in the students with stories of virtue as class supplements, and with his own behavior and speech. Also, he interacts with the students in their journals, where students examine their own words and deeds, and record their good deeds.
李长柏在课堂上补充的品德故事里、言教身教上，不断加强建立正确观念，以“真、善、忍”作为行为准则。他还在自己设计的家庭联络簿上与学生互动。学生在联络簿上反省自己的言行，记录自己做到的善行佳言。
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| Yangyang's journal on his experiences of last week. Feedback by Li Changbai is in red. 洋洋在家庭联络簿上纪录一周的心得。红笔为李长柏与洋洋的互动。 |
李长柏认为每日中午阅读《转法轮》对洋洋帮助很大。随着对“真、善、忍”的认识越深，尤其行善积德、做恶造业，善恶有报的理解，洋洋越来越能控制自己的行为。他逐渐能分析事情的善恶、对错，进而修正自己的行为，并认错，主动道歉。洋洋在家庭联络簿上记录了思想与行为转变的点滴：
One Sunday Yangyang's family went to a shopping mall. Someone's shopping cart rolled on his foot, but that person didn't apologize. Yangyang wrote, “I can tolerate this. Because he didn't mean it, I can forgive him.”
礼拜天全家到购物中心，有人推车不小心压到他的脚，但那人并未道歉。就这件事情的感想，洋洋写到：“我会忍住，是因为他不是故意的，所以我就不用再追究了。”
Yangyang often had conflicts with others in the past over minor matters. No matter whether others had done something intentionally or not, he always interpreted it as them wanting to bully him, and he fought back. Now, he is willing to look at the causes of conflicts, to control his moods, and to discipline himself. Yangyang changed from being autistic to a person who cares about other people and his surroundings. He wrote, “On Friday I went to pick up lots of trash, because picking up trash can not only eliminate my karma but also protect the Earth.”
以往洋洋经常因为一点小事而与他人发生冲突，不管他人是否是无心的，他的解读都是对方故意欺负他，他一定会动手回击。如今洋洋愿意分辨事情的原由，并控制自己的情绪，自我约束。从自我中心，到能关怀他人，甚至是周遭环境：“星期五我去捡很多的垃圾，因为捡垃圾不但能消业，而且能保护地球。”
“On Friday night, my younger brother dropped a drink on the ground. When it tipped over, he blamed me for it, but I tolerated it.”
“星期五晚上弟弟把饮料放在地上，当它倒下的时候，弟弟诬赖我，但我有忍住。我觉得错的人是弟弟，他把饮料放在地上还诬赖我。所以我有忍，弟弟没有善。”
As his understanding of compassion becomes deeper, Yangyang can control himself more easily not to do bad things. Mr. Li said, “Although he cannot do everything 100% right yet, he has improved 80-90%. For the things he didn't do right, he can realize it later and examine himself.”
洋洋对“善”的认识加深之后，也越发能控制自己当下不做坏事。“虽然没有做到百分之百，但这进步程度是有到八十、九十。做得不好的部份，事后也都能反省。”李长柏说。
For example, Yangyang wrote, “On Sunday afternoon my brother hit me and I hit him back. I failed to forbear.”
比如，洋洋写到：“星期天下午的时候，弟弟打我，我又打了回去。我又没做到忍了，要是我知道（想起）弟弟是常人中的常人，我就能忍下来了。”
He also wrote, “On Sunday night my brother called me an idiot. I asked him who an idiot's brother and parents are. He said they are little idiots and super idiots. So I told my mom, and everybody laughed. Fortunately I didn't feel angry, because I am adaptable.”
他从能自我反省，修正自己，进而控制自己的行为。“星期天晚上，弟弟骂我白烂（骂人笨的意思）。我就问他，白烂的弟弟和爸妈是谁？他说，小白烂、超级白烂。结果我告诉妈妈。后来的结果是（全家）大笑。好险我没有生气，因为我随机应变，转化成功。”
Feedback from Others 周遭的反馈
Other teachers also have noticed Yangyang's changes. It's like suddenly there is no one wandering around the campus, like Yangyang used to do frequently. Several teachers happened to ask Mr. Li, “Why didn't I see Yangyang recently?”
洋洋的转变，周围的师长也感受到了。以往经常在校园中游荡的洋洋，好象突然消失了。多位老师不约而同地询问李长柏：“怎么最近都没看到洋洋呢？”
Yangyang used to be worst at English. In the second semester of the fifth grade, the English teacher mentioned to Mr. Li that Yangyang can now sit quietly in the class, rarely disturbs other students, and occasionally answers questions.
英文课以前是洋洋最学不好的科目，五年级下学期，科任老师向李长柏提到洋洋已能静静地上课，很少干扰别人，偶尔也能参与回答问题。
Sometimes Yangyang disturbs the class and is brought to the counselor's room. Yangyang said to the counselor, “Mr. Li Changbai teaches me to follow Truthfulness-Compassion-Forbearance. I know I didn't do well. I didn't follow forbearance.”
偶而洋洋因在课上闹情绪，而被带到辅导室去。洋洋对辅导主任说：“李长柏老师教我要做到真善忍，我知道我没有做好，我没有做到忍。”
In the second semester of the sixth grade, a teacher asked Mr. Li for advice on how to manage his class. When he heard Yangyang's story he said, surprised, “Yangyang is in your class? I thought he was transferred to another school.”
六年级下学期，一位不同年龄段的老师向李长柏请益如何经营管理班级，在互动中听到关于洋洋的事，他惊讶地说：“洋洋在你们班？我以为他已经转学了。”
Once a boy who threw brooms at teachers' backs and needed someone to take special care of him, Yangyang makes people forget all the troubles of the past. The changes that he has gone through are so amazing that people could not but be grateful and admire the power of Truthfulness-Compassion-Forbearance, that cultivates people's minds.
一个在老师背后丢扫把攻击老师、一个必须专人照顾的孩子，到让人忘了那烦恼的存在。洋洋的转变，犹如天差地别，让人不得不感佩“真、善、忍”教化人心的威力。
From:
http://www.clearwisdom.net/html/articles/2011/4/10/124327.html (English)
http://minghui.ca/mh/articles/2011/3/15/一个自闭儿的转机（图）-237644.html (Chinese)
