孩子为何喜欢假装？

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一个孩子知道“他是由别处而来”——不是出于偶然而是早有计划。孩子知道他最私密的思想、梦和姿态以某种方式与自然世界相连，就如草叶与田野相连一样。孩子知道他是独特而全然原创性的一件事或一个存在，他一方面是他自己的焦点，另一方面又属于他自己的时间与季节。事实上，孩子们很少让任何东西逃过他们的注意力，因此，再说一次，他们不断地试验，努力去发现他们的思想、意图与愿望对他人的影响，以及他们自己的行为被他人影响的程度。在那种程度上，他们是以一种相当异于成人行为的方式直接处理各种可能性。

他们进行推演的速度多少比大人还快一些，而且往往更真实，因为他们没有被一个结构化的过去记忆所制约。那么他们的主观经验使他们相当直接地接触到形成事件的方法。

孩子了解象征的重要性，而他们经常利用象征来保护自己——并非提防他们自己的实相，而是提防成人的世界。他们会经常假装，而他们很快学会，在任何一个领域，坚持假装下去终会造就那个想象活动的实际体验版本。他们也明了自己并未拥有全部的自由，因为后来某些假装的情况会以不太忠实于想象的版本发生。另外一些则看起来几乎完全被阻止，根本没有实现。

在孩子们了解传统的罪与罚概念之前，他们发现希望好事发生要比希望不快乐的事发生更容易实现。孩子出生时就带有“架构二”提供的原动力和支持能量，而他从直觉上知道那些对其发展有利的愿望比那些不利的更易“发生”。他天然的原动力自然引导他的身心发展，而当他按照那些内在冲动行事时，他知道自己是受到保护和支持的。

The child knew "that it came from somewhere else" — not by chance but by design. The child knew that in one way or another its most intimate thoughts, dreams, and gestures were as connected with the natural world as blades of grass are to a field. The child knew it was a unique and utterly original event or being that on the one hand was its own focus, and that on the other hand belonged to its own time and season. In fact, children let little escape them, so that, again, they experiment constantly in an effort to discover not only the effect of their thoughts and intents and wishes upon others, but the degree to which others influence their own behavior. To that extent, they deal rather directly with probabilities in a way quite foreign to adult behavior.

In a fashion, they make quicker deductions than adults, and often truer ones, because they are not conditioned by a past of structured memory. Their subjective experience then brings them in rather direct contact with the methods by which events are formed.

Children understand the importance of symbols, and they use them constantly to protect themselves not from their own reality but from the adult world. They constantly pretend, and they quickly learn that persistent pretending in any one area will result in a physically experienced version of the imagined activity. They also realize that they do not possess full freedom, either, for certain pretended situations will later happen in less faithful versions than the imagined ones. Others will seem almost entirely blocked, and never materialize.

Before children are acquainted with conventional ideas of guilt and punishment, they realize that it is easier to bring about good events, through wishing, than it is to bring about unhappy ones. The child carries with him [or her] the impetus and supporting energy provided him at birth from Framework 2, and he knows intuitively that desires conducive to his development "happen" easier than those that are not. His natural impulses naturally lead him toward the development of his body and mind, and he is aware of a cushioning effect and support as he acts in accordance with those inner impulses.

——摘自《个人与群体事件的本质》（The Individual and the Nature of Mass Events）Laujenny 校译

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