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We can say that we are all living in a world full of potential dangers. The dangers we are talking about are a variety of factors that lead to human deaths or bring harms to human health under certain conditions. To solve this problem, as early as in 1980, the law of potential danger in life and human activities was firstly raised in Russia, which eventually laid the foundation and guided the establishment of the new subject: Life & Activities Safety (Rusak О.N.). In 1991, the relevant courses of Foundation of Life & Activities Safety and Science of Life & Activities Safety were formally incorporated into the university compulsory courses by the Russian Ministry of Education, and have been available in college education since then. Many people have the misconception that students are unlikely to be threated and are most well-protected in society. But the practice proves that students’ weak awareness and limited analytical ability of potential dangers eventually put this group in dangerous situation. Therefore, it becomes a main task to publicize the awareness of potential dangers, in terms of both human consciousness and real life activity.
可以说，我们所有人都生活在一个充满潜在危险的世界当中，我们这里所说的潜在危险包括那些在特定条件下能够导致人类死亡或者使人类健康受到戕害的各种因素。而为了解决这个问题，早在1980年，俄罗斯就率先提出了生命及人类活动中潜在危险定律，并最终在生命活动安全（鲁萨克.О.N.）这一新科学的建立中起到了基石及引导作用。1991年与之相关的生命活动安全基础、生命活动安全科学也被俄罗斯教育部正式纳入大学必修课程，向大学生们开始教授。这是因为在这之前，许多人曾错误地认为学生们是最不会遭遇危险、被社会保护的最好的群体，但是实践证明，学生脆弱的潜在危险意识分辨能力，导致了这个群体最终陷入了危险的境地，因此，在人类意识及现实中广泛推广世界危险观念已经成为人类教育与培养方面的主要任务。
The study shows that the activities of human beings are subjective in nature. In the study of Human and Nation Community founded by Gumilev L.N. in Russia, he interpreted the inherent human desire for activities as “passio” (passion in Latin). According to his definition, human (Homo sapiens) possess the natural characteristic of being engaged initiatively in certain activities for particular targets (although those targets are often illusory). But human’s subjective awareness can be obtained in both innate and acquired ways. The acquired one is often formed by living experience and education, which means education system plays a crucial role. The didactics is the most commonly-used method in education, which reveals the patterns and law of mastering knowledge, ability and skills on the basis of the theory of the education and training, and helps students form opinions. It’s also helpful in the improvement of the education methods and forms.
研究显示，人类生命活动都具有主观性，在俄罗斯的顾蔑廖夫创建的研究人类与民族共同体的学说中，把人类固有的对活动的渴望解释为passionarity（拉丁语passio-激情）。根据顾蔑廖夫的定义，这是人类本质特征，智人的特性，具有达成某个目标的有针对性的活动，具有主观能动性（尽管这个目标经常是虚幻的）。但是人的主观意识也存在天生与后天获得两种，我们说后者往往是在生活的经验与学习的作用下形成的，这就要求我们的教育体系在此发挥强大的作用。教育最常用的是说教法，即在教育与培训理论的基础上，揭示掌握知识、技能技巧的规律，形成观点，完善教育方法与形式。 The characteristics of skills are especially important. The skills in didactics are defined as the ability of automaticity and fulfilling targeted taskes, which can be acquired after consciously carrying out repeated or resolving similar problems in the process of working and learning.
I think that the didactics in the field of safety education and training has not been widely used yet, maybe due to the limited development of Life & Activitist Safety in such a short period of time and the somewhat inadequate formulation of principles and methods. For example, the psychological characteristics like the “habitual danger” are extremely important factors in the system of etiology. However, they rarely appear in the textbook of Life & Activities Safety, not to mention the formulation of relevant preventive measures.
其中，尤其是技巧的特性，非常重要。在说教学中对技巧的解释为：技巧，是工作与学习活动中，在自觉地多次重复相同的动作或者解决同类型的问题后获得的自动性的，完成有目的性行动的能力。
在我看来，说教学在安全教育与培训领域运用的还不够广泛。这可能跟生命活动安全课程开展时间不长，说教学的原则与方法制订的不够充分有关。比如，心理的特性如“习惯危险”，是病源学体系中极为重要的因素，却在生命活动安全的教材中很少出现，更没有制订相应的预防措施。
There are firm viewpoints in today's society that on all the quality of education and training at every level cannot meet the needs of society, especially in the field of Life & Activities Safety which every one of us needs to a certain extent.
The so-called professionals or government officials on public media often talk about or give answers on security issues, but they are all proved to be unprofessional and even give people the wrong concepts. Modern society has suffered huge moral and economic losses resulted from nature, human activities and ecological disasters, and all fields of human activities are being threatened.
当今社会存在着坚定的观点，认为所有层面的教育与培训质量均不符合社会的要求，特别是在生命活动安全这个我们每个人不同程度上都需要的领域的缺失。
公共媒体上经常有所谓的专业人士或者政府官员回答或者讲述安全问题，但很不专业甚至给人以错误的概念。现代社会承受着因自然、人类活动与生态灾害而产生的巨大的道德与经济损失，威胁着人类活动所有的领域。
Every time, when our nation, our society and we individual encounter disasters, we can draw a conclusion: our professional, ability, and power to predict are far from enough. In other words, our knowledge is insufficient. It is a pity that the scope of knowledge of our government and people are too narrow. The “knowledge” hereof not only refers to various information and examples in the encyclopedia, but also experience obtained from reasonable activities which we hereof refer to as “functional capacity”.
Functional capacity can be interpreted as people’s ability to deal with every incident. Functional safety, one of the components of functional capacity, refers to safe behavior that people conduct towards themselves and people around them. Both functional capacity and functional safety are the products of good education. 每一次，当国家、社会以及我们个人遭遇灾难时，都会得出这样的结论：我们的专业性、能力、对事态发展的预测力都远远不够，这也最终说明，是我们掌握的知识不够。政府与民众知识层面的不足，很令人遗憾。这里的知识，不仅是指百科全书中的各种信息与实例，也包括合理活动中获得的经验，即现在被称为的功能性能力。
功能性能力的概念理解为人类对应情况的能力。功能性安全是功能性能力的组成部分之一，它是指人类对于自己与周边人群安全行为的能力。功能性能力与功能性安全都是良好教育的产物。
Unfortunately, according to UNESCO’s investigation data, the number of the functional illiteracy is on the rise in today’s society. They often do not have the knowledge, ability and skills of the minimum standard in effective activities of human, and related functional risk increases as well. The “functional risk” refers to the possibility of loss of people and society. Even though, the research on functional illiteracy and functional risk is still rare so far.
However, indirect evidence shows that, attention should be paid to these problems. The numbers of all kinds of traffic accidents, explosion in warehouses and coal mines, fires, falls of tower cranes, house collapses, rampant infectious diseases and food poisoning, and medical negligence are on the rise. The cause of these emergencies is functional illiteracy and functional risk.
Research on the above issues will be the potential power to improve the safety in all fields of human activity.
Life activity safety has been listed as a compulsory college course, and we must speed up the pace of modern teaching. To be more specific, teachers must change their teaching methods fundamentally, and focus on the basis of scientific teaching methods and put them into practice.
遗憾的是，根据联合国教科文组织的调查资料显示，现代社会中那些功能性文盲的人数在日益增多，他们往往不具备人类有效活动中必须的最低标准的知识、能力与技巧，而与之相关的功能性危险也在随之增长，这里我们说的功能性危险是指对人与社会产生损失的可能性。尽管这样，截止到目前为止关于功能性文盲与功能性危险问题的研究仍然是少之又少。
但是间接的证据也可以表明，这些问题必须引起注意。每年各种交通运输事故、仓库与煤矿的爆炸、火灾、塔吊的坠落、房屋倒塌、传染病与食物中毒的蔓延、医疗事故等都不断在增加，众多紧急状况的原因，正是功能性文盲与功能性危险所引起的。
对上述问题的研究是提高人类所有活动领域安全的潜在力量。
生命活动安全成为大学必修课程后，必须加快现代化教学的步伐，这也使教师必须从根本上改变教学方式，关注科学说教法的基础，并加以运用。
可以说，我们所有人都生活在一个充满潜在危险的世界当中，我们这里所说的潜在危险包括那些在特定条件下能够导致人类死亡或者使人类健康受到戕害的各种因素。而为了解决这个问题，早在1980年，俄罗斯就率先提出了生命及人类活动中潜在危险定律，并最终在生命活动安全（鲁萨克.О.N.）这一新科学的建立中起到了基石及引导作用。1991年与之相关的生命活动安全基础、生命活动安全科学也被俄罗斯教育部正式纳入大学必修课程，向大学生们开始教授。这是因为在这之前，许多人曾错误地认为学生们是最不会遭遇危险、被社会保护的最好的群体，但是实践证明，学生脆弱的潜在危险意识分辨能力，导致了这个群体最终陷入了危险的境地，因此，在人类意识及现实中广泛推广世界危险观念已经成为人类教育与培养方面的主要任务。
The study shows that the activities of human beings are subjective in nature. In the study of Human and Nation Community founded by Gumilev L.N. in Russia, he interpreted the inherent human desire for activities as “passio” (passion in Latin). According to his definition, human (Homo sapiens) possess the natural characteristic of being engaged initiatively in certain activities for particular targets (although those targets are often illusory). But human’s subjective awareness can be obtained in both innate and acquired ways. The acquired one is often formed by living experience and education, which means education system plays a crucial role. The didactics is the most commonly-used method in education, which reveals the patterns and law of mastering knowledge, ability and skills on the basis of the theory of the education and training, and helps students form opinions. It’s also helpful in the improvement of the education methods and forms.
研究显示，人类生命活动都具有主观性，在俄罗斯的顾蔑廖夫创建的研究人类与民族共同体的学说中，把人类固有的对活动的渴望解释为passionarity（拉丁语passio-激情）。根据顾蔑廖夫的定义，这是人类本质特征，智人的特性，具有达成某个目标的有针对性的活动，具有主观能动性（尽管这个目标经常是虚幻的）。但是人的主观意识也存在天生与后天获得两种，我们说后者往往是在生活的经验与学习的作用下形成的，这就要求我们的教育体系在此发挥强大的作用。教育最常用的是说教法，即在教育与培训理论的基础上，揭示掌握知识、技能技巧的规律，形成观点，完善教育方法与形式。 The characteristics of skills are especially important. The skills in didactics are defined as the ability of automaticity and fulfilling targeted taskes, which can be acquired after consciously carrying out repeated or resolving similar problems in the process of working and learning.
I think that the didactics in the field of safety education and training has not been widely used yet, maybe due to the limited development of Life & Activitist Safety in such a short period of time and the somewhat inadequate formulation of principles and methods. For example, the psychological characteristics like the “habitual danger” are extremely important factors in the system of etiology. However, they rarely appear in the textbook of Life & Activities Safety, not to mention the formulation of relevant preventive measures.
其中，尤其是技巧的特性，非常重要。在说教学中对技巧的解释为：技巧，是工作与学习活动中，在自觉地多次重复相同的动作或者解决同类型的问题后获得的自动性的，完成有目的性行动的能力。
在我看来，说教学在安全教育与培训领域运用的还不够广泛。这可能跟生命活动安全课程开展时间不长，说教学的原则与方法制订的不够充分有关。比如，心理的特性如“习惯危险”，是病源学体系中极为重要的因素，却在生命活动安全的教材中很少出现，更没有制订相应的预防措施。
There are firm viewpoints in today's society that on all the quality of education and training at every level cannot meet the needs of society, especially in the field of Life & Activities Safety which every one of us needs to a certain extent.
The so-called professionals or government officials on public media often talk about or give answers on security issues, but they are all proved to be unprofessional and even give people the wrong concepts. Modern society has suffered huge moral and economic losses resulted from nature, human activities and ecological disasters, and all fields of human activities are being threatened.
当今社会存在着坚定的观点，认为所有层面的教育与培训质量均不符合社会的要求，特别是在生命活动安全这个我们每个人不同程度上都需要的领域的缺失。
公共媒体上经常有所谓的专业人士或者政府官员回答或者讲述安全问题，但很不专业甚至给人以错误的概念。现代社会承受着因自然、人类活动与生态灾害而产生的巨大的道德与经济损失，威胁着人类活动所有的领域。
Every time, when our nation, our society and we individual encounter disasters, we can draw a conclusion: our professional, ability, and power to predict are far from enough. In other words, our knowledge is insufficient. It is a pity that the scope of knowledge of our government and people are too narrow. The “knowledge” hereof not only refers to various information and examples in the encyclopedia, but also experience obtained from reasonable activities which we hereof refer to as “functional capacity”.
Functional capacity can be interpreted as people’s ability to deal with every incident. Functional safety, one of the components of functional capacity, refers to safe behavior that people conduct towards themselves and people around them. Both functional capacity and functional safety are the products of good education. 每一次，当国家、社会以及我们个人遭遇灾难时，都会得出这样的结论：我们的专业性、能力、对事态发展的预测力都远远不够，这也最终说明，是我们掌握的知识不够。政府与民众知识层面的不足，很令人遗憾。这里的知识，不仅是指百科全书中的各种信息与实例，也包括合理活动中获得的经验，即现在被称为的功能性能力。
功能性能力的概念理解为人类对应情况的能力。功能性安全是功能性能力的组成部分之一，它是指人类对于自己与周边人群安全行为的能力。功能性能力与功能性安全都是良好教育的产物。
Unfortunately, according to UNESCO’s investigation data, the number of the functional illiteracy is on the rise in today’s society. They often do not have the knowledge, ability and skills of the minimum standard in effective activities of human, and related functional risk increases as well. The “functional risk” refers to the possibility of loss of people and society. Even though, the research on functional illiteracy and functional risk is still rare so far.
However, indirect evidence shows that, attention should be paid to these problems. The numbers of all kinds of traffic accidents, explosion in warehouses and coal mines, fires, falls of tower cranes, house collapses, rampant infectious diseases and food poisoning, and medical negligence are on the rise. The cause of these emergencies is functional illiteracy and functional risk.
Research on the above issues will be the potential power to improve the safety in all fields of human activity.
Life activity safety has been listed as a compulsory college course, and we must speed up the pace of modern teaching. To be more specific, teachers must change their teaching methods fundamentally, and focus on the basis of scientific teaching methods and put them into practice.
遗憾的是，根据联合国教科文组织的调查资料显示，现代社会中那些功能性文盲的人数在日益增多，他们往往不具备人类有效活动中必须的最低标准的知识、能力与技巧，而与之相关的功能性危险也在随之增长，这里我们说的功能性危险是指对人与社会产生损失的可能性。尽管这样，截止到目前为止关于功能性文盲与功能性危险问题的研究仍然是少之又少。
但是间接的证据也可以表明，这些问题必须引起注意。每年各种交通运输事故、仓库与煤矿的爆炸、火灾、塔吊的坠落、房屋倒塌、传染病与食物中毒的蔓延、医疗事故等都不断在增加，众多紧急状况的原因，正是功能性文盲与功能性危险所引起的。
对上述问题的研究是提高人类所有活动领域安全的潜在力量。
生命活动安全成为大学必修课程后，必须加快现代化教学的步伐，这也使教师必须从根本上改变教学方式，关注科学说教法的基础，并加以运用。