QA討論：美國教育體系問題所在

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Yep, this begins as early as the first grade. There are very ignorant teachers who truly believe in gardner’s false belief we are in their words, “naturally good at some thing and not good in other areas”. Those ignorant teachers probably have no idea this was never science but simply an assertion by gardner many years ago, we simply evolved with different strengths and weaknesses which are more or less permanent in nature. Those ignorant teachers boosted also by very ignorant administrators who also believe in the false genetics models and in addition, are also most usually businessmen with absolutely no real care for education or students. As a result, over the years, the myth continues to be blindly accepted as dogma or false accepted as fact.

確實，這種情況早在一年級就開始顯現(xiàn)。有些老師由于無知，竟然真的相信霍華德·加德納（Howard Gardner）的錯誤觀點，即我們“天生擅長某些事情，而在其他領(lǐng)域則不擅長”。這些老師可能并不知道，這從來不是基于科學(xué)的結(jié)論，而只是霍華德·加德納（Howard Gardner）多年前提出的一種觀點。我們每個人都有不同的優(yōu)勢和劣勢，這些特點在本質(zhì)上或多或少是一直存在的。這些無知的老師還得到了同樣無知的管理者的支持，他們不僅相信錯誤的遺傳學(xué)模型，而且通常是商人出身，不會真正的關(guān)心教育和學(xué)生。因此，多年來，這個錯誤的觀念一直被盲目地接受為教條，或者錯誤地被視為事實。

They have also taken firm hold of galton’s belief of evolved abilities regarding “sheer effort” or as he stated, “succeed by ability and effort”. So those ignorant educators began doing all they could to work with that one variable, “effort”, again having no concept of attention spans; frustration tolerances; fatigue limits; improper pace and intensity before proper mental frxs are established or need for proper dynamics, slowing down for newer mental work; understanding how our individual environments create many many different amount of maintained layers of average stress along with very different verbal/social vocabulary from their environments.

他們還堅持弗朗西斯·高爾頓（Francis Galton）的觀點，即通過“純粹的努力”來發(fā)展能力，正如他所說的，“通過能力和努力取得成功”。因此，這些無知的教育工作者開始竭盡所能地專注于“努力”這一單一因素，卻完全沒有考慮到注意力的持續(xù)時間、對挫折的容忍度、疲勞的極限；在學(xué)生建立起適當?shù)男睦頊蕚渲?，他們沒有意識到節(jié)奏和強度的不當；在進行新的腦力勞動之前，他們沒有意識到需要放慢腳步；他們也沒有理解到每個人的成長環(huán)境如何塑造出不同程度的壓力和截然不同的口頭及社交詞匯。

Instead, they simply follow galton’s myth of simply “succeed by effort”, creating more time on task without sufficient breaks if any and attempting to not only get more effort but assigning much more difficult work than the students are prepared for. What they are really doing is simply working the students very hard and then separating those students who appear to meet their needs for achievement. Those students with sufficient support and care from home are then either put in what they call gifted classes or pulled out of their rooms, openly said to more advanced. As they reach fifth grade, they also given individual classes for each subject area, with higher and lower achievement standards.

相反，他們只是盲目地遵循高爾頓的“努力就能成功”的理念，不斷增加學(xué)生的作業(yè)時間，卻鮮有適當?shù)男菹?，他們不僅要求學(xué)生付出更多努力，還常常布置超出學(xué)生能力范圍的難題。實際上，他們所做的就是讓學(xué)生過度勞累，然后從中篩選出那些看似能夠滿足他們成就目標的學(xué)生。那些在家中得到足夠支持和關(guān)懷的學(xué)生，要么被分到所謂的“資優(yōu)班”，要么被明確地挑選出來，認為他們更為先進。當學(xué)生升到五年級，他們會根據(jù)每個學(xué)科領(lǐng)域得到個性化的課程安排，并面臨不同水平的成就要求。

When they get to middle school, then begins the full separation of creating very average classes with lots more busy work, stereo typing treatment by teachers to fit their positions as just average, receiving more simplistic instruction, more patronization, and more authoritarianism. At that time those students fully recognized the handwriting on the wall: they have been assigned as failures by the school system with no avenue for any real change and improvement. Many just coast along while others become increasingly angry and frustrated. Many then turn to drug/alcohol abuse, even suicide as a result of the accumulated psychological suffering from teachers, parents, and peers for being labeled as such. So yes, the system hurts everyone to a degree by teaching permanence in ability, but for those labeled as average or below, it becomes a never ending torment.

當學(xué)生步入中學(xué)，就開始了徹底的分層，他們被分到了所謂的“普通班”，這些班級充斥著大量的機械性作業(yè)，老師對他們采取刻板的態(tài)度，將他們視為僅是平均水平的學(xué)生，給予他們更簡單的教學(xué)內(nèi)容，更多的居高臨下和更多的權(quán)威控制。在這個階段，這些學(xué)生清楚地意識到了一個不祥的預(yù)兆：他們已經(jīng)被學(xué)校系統(tǒng)判定為失敗者，而且沒有真正的途徑去實現(xiàn)改變和提升。許多人就此隨波逐流，而其他人則變得越來越憤怒和沮喪。然后，許多人轉(zhuǎn)向吸毒/酗酒，甚至有人因為被貼上這樣的標簽而遭受來自老師、父母和同齡人的心理折磨，最終選擇了自殺。的確，這個體系通過強調(diào)能力的固定性，在一定程度上傷害了每個人，但對于那些被標記為平均或以下的學(xué)生來說，它變成了一場無休止的煎熬。

The whole idea of some fixed intelligence came from a time when darwin first brought his “belief” we all simply evolved over time to humans. then his half cousin galton brought out his “belief” we all evolved with different abilities. Those persons back then in 1800’s had absolutely no idea how very complex our minds truly are and how greatly they are affected by our individual environments. Sadly all of the people in society at that time were just as ignorant. Many in college: those in education; science areas; others, simply felt it was correct, with no science to back it up. This myth crept into our schools into society on the false pretense of science, probably because from an observer those with knowledge and skills appears to be be more set in place. Today the myth of genetically fixed abilities has become dogma or myth accepted as fact. Those in research probably in fear of peers rejecting them for espousing environmental variables and/or just so self-centered on themselves were and are content to simply keep this awful myth alive.

關(guān)于“智力固化”的整個概念起源于達爾文首次提出的觀點，他認為我們所有人都是隨著時間的推移而進化成人類的。隨后，他的堂兄弟高爾頓提出了另一個觀點，即我們每個人都以不同的能力進化。在19世紀，那些人完全無法理解我們的心智有多么復(fù)雜，以及它們是如何深受各自環(huán)境的影響。不幸的是，當時社會中的所有人都同樣無知。許多在大學(xué)的人，無論是在教育領(lǐng)域還是科學(xué)領(lǐng)域，以及其他人，盡管沒有科學(xué)依據(jù)支持，都簡單地認為這些觀點是正確的。這個錯誤的觀念以科學(xué)的名義潛入了我們的學(xué)校和整個社會，可能是因為在觀察者眼中，那些擁有知識和技能的人似乎天生就處于某種固定的位置。如今，智力由基因決定這一神話已經(jīng)成為被廣泛接受的事實。那些從事研究的人們，可能因為害怕同儕否定他們提出的環(huán)境因素，或者只是過于自我中心，曾經(jīng)并且依然滿足于讓這個可怕的謬論得以延續(xù)。

The reason why those abilities appeared to be more fixed and from certain families was that those from more stable, knowledge rich, supportive families would have lower average stress, much more ease of learning, a much higher social vocabulary/communication skills from their families and peers, etc. At the same time the vast majority of persons were dwelling in areas with much less knowledge, support, care, skills, and many more continuous anxieties, fears, needs, etc. This taxed their mental, emotional, and physical energies much more, so they had to work much harder to receive the same mental reward and for those persons also, they would have to approach many academic areas as much more new mental work, so they were and are still not able to have the mental, emotional, physical energy to gain sufficient mental reward received for mental work expended and keep this up with enjoyment for years.

這些能力之所以看起來較為固定，并且似乎主要集中在某些家庭，是因為那些出身于更加穩(wěn)定、知識淵博、支持性強的家庭的孩子們，他們承受的平均壓力較小，學(xué)習(xí)過程更為順暢，并且從家庭成員和同伴那里獲得了更豐富的社交詞匯和溝通技巧。與此同時，絕大多數(shù)人居住在知識、支持、關(guān)懷和技能少得多的地區(qū)，而更多的是持續(xù)的焦慮、恐懼和需求等。這些因素消耗了他們更多的心理、情感和身體能量，因此，他們必須更加努力地學(xué)習(xí)才能獲得相同的精神滿足，對于那些人而言，他們需要將許多學(xué)術(shù)領(lǐng)域視為全新的心理挑戰(zhàn)。這意味著他們過去和現(xiàn)在都難以擁有足夠的心理、情感和身體能量去獲得與他們投入的精神勞動相匹配的精神回報，并且難以長期保持這種學(xué)習(xí)的樂趣。

The problem as back then and also now lies in two areas. 1. Those in education still do not realize our minds in its complexities are not just working on some present situations or work, they are also working on many other past, present, future -experiences, fears, anxieties, needs, preparation for defense along with many weights and values (many faulty) accumulated from youth regarding strength, power, status, image, force, hard work, etc. which their minds keep in gear and accumulates in harm or higher average layers over time. These layers take up real mental energy, hurting thinking, learning, motivation, and mental health.

問題在于，無論是過去還是現(xiàn)在，教育領(lǐng)域的人還沒有充分認識到我們的心智復(fù)雜性。我們的大腦不僅僅處理當前的情況或工作，它們還在處理許多其他的事情，包括過去、現(xiàn)在和未來的各種經(jīng)歷、恐懼、焦慮、需求以及防御準備。同時，我們的大腦還承載著從年輕時期積累的許多重負和價值觀（其中許多是錯誤的），比如力量、權(quán)力、地位、形象、武力、努力學(xué)習(xí)等。這些因素持續(xù)地在我們的心智中發(fā)揮作用，并隨著時間的推移積累，形成傷害或更高的平均壓力層。這些壓力層消耗了我們真正的心理能量，損害了我們的思維、學(xué)習(xí)、動機和心理健康。

At the same time, those from more stable, supportive environments with lots support and knowledge have much lower layers of average stress, more ease of learning, and so much more enjoyable learning or long-term motivation for learning. 2. Also there is a second variable/tool those in science either through intent or blind ignorance are not showing everyone. The myth by galton and others “simply succeed by ability and effort” or in this case effort, has created the awful myth that those who are not succeeding are simply not able or not trying hard enough or effort.

與此同時，那些來自更穩(wěn)定、更有支持性的環(huán)境，并且得到大量支持和知識的人，他們承受的平均壓力較小，學(xué)習(xí)過程更加輕松，對于學(xué)習(xí)和長期保持學(xué)習(xí)動力也更加充滿樂趣。第二，科學(xué)領(lǐng)域中的一些人，無論是有意還是無意，沒有向公眾展示另一個重要的變量或工具。高爾頓等人提出的“僅憑能力和努力就能成功”的觀念，特別是在強調(diào)努力的方面，已經(jīng)造成了一個錯誤的認識，即那些未能成功的人只是因為能力不足或者努力不夠。

This is very false. You see in those more stable environments, those students have much lower average stress and much more ease. When they approach a newer mental work, they are bringing with them much more knowledge and skills *and ease to that new mental work. With this ease they are more naturally able to slow down for that newer mental work and also have more previous knowledge and skills to latch onto that newer mental work. This creates a more proper dynamics of slowing down for newer mental work and then as they gain more knowledge in that area, their pace will pick up and gain more knowledge faster, with even more enjoyment and motivation.

這種說法是不正確的。在那些更穩(wěn)定的環(huán)境下，學(xué)生們平均壓力較低，學(xué)習(xí)更為輕松。當他們面對新的學(xué)習(xí)任務(wù)時，他們已經(jīng)具備了更多的知識和技能，并且能夠以更輕松的心態(tài)來應(yīng)對。這種輕松的心態(tài)使他們能夠更自然地放慢腳步，逐步適應(yīng)新的學(xué)習(xí)任務(wù)，并且他們可以利用已有的知識和技能來更好地掌握新知識。這樣，他們就能更恰當?shù)胤怕?jié)奏去適應(yīng)新的學(xué)習(xí)任務(wù)，隨著在該領(lǐng)域知識的積累，他們的進步會加快，學(xué)習(xí)速度也會提升，同時還能享受到更多的樂趣和保持更高的學(xué)習(xí)動力。

Those those students from more harsh environments or less than stable/knowledge rich environments will have far more layers of average stress of some many needs and anxieties which will feed much more so into their pace and intensity in approaching that newer mental work, *raising much more so their already, higher average stress hurting more so their thinking, learning, motivation, etc. Sadly usually there is also much more newer mental work thus causing more mental work and more improper pace. This creates much much less mental reward for mental work expended, thus hurting their thinking and learning much more so. So here we can see just how our individual environments, not genetics are greatly affecting our thinking, learning, motivation, and mental health over time.

那些來自較為艱苦或不穩(wěn)定、知識貧乏環(huán)境的學(xué)生，會面臨更多的平均壓力，這些壓力源自眾多需求和焦慮，進而深刻影響他們處理新腦力工作的節(jié)奏和強度。這些額外的壓力加劇了他們本已較高的平均壓力水平，更加損害了他們的思維、學(xué)習(xí)和動力。遺憾的是，他們通常需要應(yīng)對更多的新腦力工作，導(dǎo)致心理負擔加重，節(jié)奏不當。這使得他們?yōu)槟X力工作付出的努力得到的回報遠遠不足，從而更加影響了他們的思維和學(xué)習(xí)。由此可見，正是我們各自的成長環(huán)境，而非遺傳因素，在長期中極大地影響著我們的思維、學(xué)習(xí)、動機和心理健康。

I see our subconscious as an extra mental work bank to deal with information our mind is working on subconsciously. I see our subconscious as working on many layers of mental work just below our consciousness. I don’t see it as having power, but something which may take up much wasted mental energy leaving less mental energy for performing more conscious thinking, learning, motivation, and mental health.The higher those layers of subconscious work, the less mental energy we will have for our conscious thinking, learning, motivation, and mental health.

我把我們的潛意識看作是一個額外的腦力勞動庫，它處理著我們大腦在潛意識層面上運作的信息。我認為潛意識在意識之下進行著許多層次的心理工作。我不認為它具有控制力，但它可能會消耗大量的心理能量，從而減少了用于有意識思考、學(xué)習(xí)、激勵和心理健康的心理能量。潛意識工作的層次越高，我們用于有意識思考、學(xué)習(xí)、激勵和心理健康的心理能量就越少。

This our real average stress and takes up much, in many cases, much wasted mental energy or work on things we can slowly learn to resolve and remove. This is why our individual environments greatly affect our thinking, learning, motivation, and mental health, not genetics. I see our unconscious mind as much dormant memories which will be awakened at times by some stimulus or “things in our immediate environment: music, places, sounds, etc. which may be connected to some more dormant memories. These would then be awakened and sent to our subconscious or conscious mind if needed there. Our unconscious mind may also contain memories which have too much mental work to be allowed into our subconscious or consciousness (like repressed memories) perhaps as an automatic protection part of our mind.

這反映了我們真實的平均壓力水平，它消耗了大量的心理能量，很多時候這些能量被用在了我們可以逐漸學(xué)會處理和消除的問題上。這就是為什么我們各自的成長環(huán)境（而不是遺傳因素）對我們的思維、學(xué)習(xí)、動機和心理健康有著重大影響。我把我們的潛意識視為許多沉睡的記憶，這些記憶有時會被某些刺激或“我們周圍環(huán)境中的事物，比如音樂、地點、聲音等”觸發(fā)，這些事物可能與一些沉睡的記憶有所聯(lián)系。一旦被觸發(fā)，這些記憶就會被喚醒，并在需要時被送入我們的潛意識或意識中。我們的潛意識中可能還包含了一些記憶，這些記憶因為涉及過多的心理工作，而被阻止進入我們的潛意識或意識中（比如被壓抑的記憶），這或許是我們大腦的一種自動保護機制。

I hope my learning theory will release students and adults from the very harmful, false teachings of genetic permanence in ability being taught to our students from a young age. This teaching did not come from science but from a mere false assertion of evolutionary development. This teaching in school and society is creating love and honor for those who appear to measure up in some way and more isolation and lack of care for those who appear not to measure up. It is creating much false feelings of anxiety and hopelessness along with many deaths from drug/alcohol abuse, suicide, and now mass violence with suicidal intent. Yes, our schools are creating this problem by teaching permanence in ability. We can help all students and adults by redefining our average stress in a more complex – but a much better, more effective way.

我希望我的學(xué)習(xí)理論能夠解放學(xué)生和成人，使他們不再受到從小就被灌輸?shù)年P(guān)于能力遺傳固定性的錯誤和有害教育的影響。這種教育并非基于科學(xué)，而是源于對進化發(fā)展的一個錯誤的斷言。在學(xué)校和社會中，這種教育導(dǎo)致了對那些在某些方面看似達標的人的偏愛和尊重，而對那些看似不達標的人則造成了更多的孤立和忽視。這種觀念造成了許多不必要的焦慮和絕望情緒，并且伴隨著因藥物和酒精濫用、自殺以及現(xiàn)在帶有自殺意圖的大規(guī)模暴力事件而死亡的人數(shù)增多。
確實，我們學(xué)校通過強調(diào)能力的固定性，正在造成這個問題。我們可以通過用一種更復(fù)雜但更有效的方法重新定義我們的壓力水平，來幫助所有學(xué)生和成年人。