5 學校教育對學習內驅力的影響 · 我永遠不會送我的孩子去學校

# 05.學校教育對學習內驅力的影響 [TOC=3,5] ## 5 Effect of schooling on the learn drive ## 學校教育對學習內驅力的影響 Coercive schooling suppresses the learn drive and results in diminished long-term effect of learning. 強制性的學校教育抑制了學生的學習內驅力，降低了學生的長期學習效果。 ### 5.1 Learn drive vs. age ### 學習內驅力與年齡 **The learn drive is a vital instinct that underlies the adaptive development of the central nervous system**. Babies scan their environment for elements of novelty. This is a way of searching for and detecting things that are worth learning. A baby may randomly search the space above its head until it finds a moving object. This object may be classified as novelty from which a child can learn something. At a certain stage of development, the baby will taste all objects around it in order to learn what might be edible. A kid in a room of toys will zero in on a toy that he will deem as a best satisfier of young mind's curiosity. The [learn drive](https://supermemo.guru/wiki/Learn_drive) is a powerful brain mechanism that gave babies their label of [never-ceasing perfect learning machines](https://supermemo.guru/wiki/How_baby_brain_does_not_work). **學習內驅力是中樞神經系統適應發展的重要本能**。嬰兒在他們的環境中尋找新奇的元素。這是一種尋找和發現值得學習的東西的方法。嬰兒可以在頭上的空間里隨機搜索，直到找到一個移動的物體。這個物體可以歸類為新奇的東西，孩子可以從中學到東西。在發育的某一階段，嬰兒會品嘗周圍所有的東西，以便了解什么是可以吃的。一個孩子在一屋子玩具里，會把注意力集中在一件玩具上，他認為這是最能滿足年輕心靈好奇心的玩具。[學習內驅力](https://supermemo.guru/wiki/Learn_drive)是一種強大的大腦機制，給嬰兒們貼上了[永不停止的完美學習機器](https://supermemo.guru/wiki/How_baby_brain_does_not_work)的標簽。 Some scientists believe that we innately lose our novelty seeking and our [learn drive](https://supermemo.guru/wiki/Learn_drive) with age. This claim is dangerously wrong. There are indeed many indicators of decline. An adult is no longer fascinated with all things that move. He will find a room of toys boring. He will spit out new tastes and often hate new dishes. Someone, who has never tasted a snail or a beetle, isn't likely to learn to love dishes based on snails or insects. Older people no longer show fascination with the world that is so typical to a young knowledge-hungry student. Older people's passions seem to be on a steady decline with age. 一些科學家認為，隨著年齡的增長，我們自然地就失去了求新的欲望和[學習內驅力](https://supermemo.guru/wiki/Learn_drive)。這種說法是危險的錯誤。確實有許多下降的跡象。成年人不再對所有會動的東西著迷。他會覺得一屋子玩具很無聊。他會吐出未嘗過味道，經常討厭新菜。從來沒有吃過蝸牛或甲蟲的人不太可能喜歡吃蝸牛或昆蟲做的菜。對于渴望知識的年輕學生來說，這個世界是很典型的，但年長者不再對這個世界感興趣。隨著年齡的增長，年長者的熱情似乎在穩步下降。 > Understanding the [learn drive](https://supermemo.guru/wiki/Learn_drive) and the mechanism by which it supposedly declines over time is essential for [optimizing education](https://supermemo.guru/wiki/Optimization_of_education) > > 理解[學習內驅力](https://supermemo.guru/wiki/Learn_drive)和它被認為隨著時間推移而下降的機制是[優化教育](https://supermemo.guru/wiki/Optimization_of_education)的關鍵。 ### 5.2 Learn drive vs. knowledge ### 學習內驅力與知識 **The main factor that undermines the learn drive with age is the established knowledge**. There are also secondary factors such as \(1\) declining "attractive power" of the current knowledge and \(2\) the actual aging of the brain. Aging may result in a decline in neural networks, synaptic pruning, lesser mental energy, etc. Those can be largely prevented with mental hygiene and learning itself. It is possible to retain the [learn drive](https://supermemo.guru/wiki/Learn_drive) and passion for learning till the age of hundred. With healthy lifestyle, it is easier to retain vitality of the brain than it is to retain, for example, the vitality of the motor system. **隨著年齡的增長，削弱學習內驅力的主要因素是已掌握的知識**。還有一些次要因素，如（1）當前知識的「吸引力」下降，（2）大腦的實際老化。老化可能會導致神經網絡的老化、突觸削減、精神活力的減少等。這些都可以通過精神保健和學習本身來預防。[學習內驅力](https://supermemo.guru/wiki/Learn_drive)和熱情可以一直保持到百歲。在健康的生活方式中，保持大腦的活力比保持運動系統的活力更容易。 Some of novelty seeking may be part of a developmental program \(e.g. baby's taste-seeking stage\). However, those programs would not play an essential part of explorations we tend to induce in the young generation in the course of their education. 一些求新欲可能是發育過程的一部分（例如，嬰兒的味覺探索階段）。然而，這些過程并沒有在我們試圖引導年輕一代在教育課程中進行的探索中發揮重要作用。 Knowledge itself is the most powerful extinguisher of the [learn drive](https://supermemo.guru/wiki/Learn_drive). It can be illustrated with our interest in a particular book. A book is interesting in the first read. We are rarely interested in reading the book for the second time. Re-reading what we know is rarely exciting. Overtime, with some help from forgetting, the book may become interesting again. A forgotten book may reactivate reward circuits via the learn drive guidance system. Once the knowledge is established, it takes away the incentive to seek new knowledge. Forgetting is also helpful in other areas, e.g. the emotional effects of a song on the radio. The difference is that music is far less about declarative memory and far more about patterns and beauty. Like a nice sunset. You do not need to forget one to love another. This is why a catchy tune can stay addictive despite multiple replays, while a jazzy or classical masterpiece can retain its appeal for life if not played ad nauseam. 知識本身就是學習內驅力最強大的[滅火器](https://supermemo.guru/wiki/Learn_drive)。這可以用我們對某本書的興趣來說明。一本書初讀時很有趣。我們很少有興趣把這本書再讀一遍。重讀我們所知道的東西很少令人興奮。隨著時間的推移，在遺忘的作用下，這本書可能會再次變得有趣。被遺忘的書可以通過學習內驅力引導系統重新激活獎勵回路。一旦知識建立起來，就失去了尋找新知識的動力。遺忘在其他方面也有幫助，比如收音機里一首歌的情緒影響。不同之處在于，音樂與陳述性記憶的關系要小得多，而與模式和美感的關系要大得多。就像美麗的日落。你不需要忘記一次日落去愛另一次日落。這就是為什么一首朗朗上口的曲子即使多次重放也能讓人上癮，而一首爵士或古典名樂即使不被反復播放，也能讓人永生難忘。 Knowledge undermines novelty. There is no novelty seeking brain center that would specifically decline with age. There is no novelty seeking extinguishing program activated in development. Novelty of an area of knowledge disappears once an area of ignorance is filled up. 知識的增加會破壞求新欲。神經中樞隨著年齡的增加不會削減一個人的求新欲。這種求新欲也不會隨著一個人的發展而泯滅。但當一個人在某一個的知識領域的無知被填滿后，他的求新欲也隨之消散 The good news coming from our understanding of the [learn drive](https://supermemo.guru/wiki/Learn_drive) is that it can be employed in lifelong passionate education. Learning can be as much fun at 80 as it is at 15. 我們對[學習內驅力](https://supermemo.guru/wiki/Learn_drive)的理解帶來的好消息是，學習內驅力可以在終生的激情教育中起作用。80 歲的時候學習和 15 歲的時候一樣有趣。 ### 5.3 Learn drive vs. learning ### 學習內驅力與學習 The main trick we can employ in keeping the learning passion alive is constant learning itself. Learning fills up the brain with new knowledge. However, it also identifies and magnifies the areas of ignorance. By an appropriate selection of the learning material, we can constantly look for new areas to fill up. This is best done with [self-directed learning](https://supermemo.guru/wiki/Learning_history:_school_vs._self-directed_learning). Only a learner herself can effectively identify the areas of knowledge, the areas of ignorance, and the areas in-between that are suitable for learning. 保持學習熱情的主要技巧是不斷學習本身。學習使大腦充滿新知識。然而，它也識別和擴大了不懂的領域。通過選擇合適的學習材料，我們可以不斷地尋找新的領域來填補。這是[自我導向學習](https://supermemo.guru/wiki/Learning_history:_school_vs._self-directed_learning)的最佳方式。只有學習者自己才能有效地識別出知道的領域、不懂的領域以及中間適合學習的領域。 Learning at school violates the principles of efficient learning by taking away the control from the learn drive guidance system. Passive learning at school will often hit the areas of established knowledge, which will make it boring. It will often hit areas of ignorance, which will make it incomprehensible. Rarely will it accurately hit the areas where new fascinating knowledge can expand the knowledge tree. 在學校的學習通過奪去學習內驅力引導系統的控制，違反了有效學習的原則。在學校被動學習往往會觸及已知的知識領域，這將使它變得無聊。它常常會觸及不懂的領域，使之難以理解。它很少能準確地觸及到那些可以從已有的知識樹中擴展出去的新知識。 > **Passive pre-programmed learning at school suppresses the learn drive**. > > **學校的被動預編課程學習會抑制學習內驅力。** Metaphorically speaking, teachers throw pieces of knowledge at students and hope some of that knowledge sticks. Usually, it does not. Most of the courseware material is gone in a month. After a year, only repetition, review, duplication, and exams help a fraction of that knowledge survive in the brain. [Self-directed learning](https://supermemo.guru/wiki/Learning_history:_school_vs._self-directed_learning) based on the [learn drive](https://supermemo.guru/wiki/Learn_drive) is extremely precise in rejecting unsuitable knowledge or finding those places in the knowledge tree that can adapt new portion of knowledge that fit the need. 打個比方說，老師把一段段知識扔給學生，希望他們能從中學到一些東西。通常情況并非如此。大多數課件材料在一個月內就用完了。一年后，只有重復、復習、重復和考試才能幫助部分知識在大腦中保存下來。基于[學習內驅力](https://supermemo.guru/wiki/Learn_drive)的[自我導向學習](https://supermemo.guru/wiki/Learning_history:_school_vs._self-directed_learning)在拒絕不合適的知識或找到可以從已有的知識樹中擴展出去的新知識方面是非常精確的。 This is one of the biggest ailments of schooling: students keep complaining that school is too boring or school is too hard. Students are not happy, and this works against the system. This problem cannot be effectively resolved if we retain the old classroom learning system. It is impossible to optimize learning in a group of students who will always diverge in their knowledge due to different passions, different interests, different talents, and different learning speeds. The only effective optimization solution is [**self-directed learning**](https://supermemo.guru/wiki/Learning_history:_school_vs._self-directed_learning). 這是學校教育的最大弊病之一：學生們總是抱怨學校太無聊或太辛苦。學生們不快樂，這與系統背道而馳。如果我們保持舊的課堂學習制度，這個問題就不能被有效地解決。在一個總是因為不同的激情、不同的興趣、不同的天賦、不同的學習速度而導致知識差異的群體中，優化學習是不可能的。唯一有效的優化解決方案是[**自我導向學習**](https://supermemo.guru/wiki/Learning_history:_school_vs._self-directed_learning)。 ### 5.4 Teacher problem ### 老師的困境 A well-intentioned teacher may also contribute to the suppression of the learn drive even while facilitating self-directed learning. 一個善意的老師在促進自主學習的同時，也可能抑制學習內驅力。 If a child has a question _"Where is New York? In which country?"_, a natural instinct of a parent or teacher is to provide the answer. If the child is exposed to the same question frequently enough, she will be able recall the answer on her own. Otherwise, she will need help again. Overall effect of such review would be similar to review in [SuperMemo](https://supermemo.guru/wiki/SuperMemo), except it would come naturally without the extra cost of the interaction with a computer, and it would come in a random manner without optimizing for the memory effect of each review. This type of interaction has both suppressive and enhancing effect on the [learn drive](https://supermemo.guru/wiki/Learn_drive). The interest in New York as part of the USA will gradually decline as the fact becomes known, i.e. no longer new. The interest in things related to the USA may increase in proportion to the interest in New York. The interest in things related to New York may increase in proportion to the interest in the USA. 如果一個孩子有一個問題「_紐約在哪里？在哪個國家？_」，父母或老師的自然本能是提供答案。如果孩子經常面對同樣的問題，她將能夠自己回憶起答案。否則，她將再次需要幫助。這種復習的整體效果類似于 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 中的復習，只不過它是自然產生的，沒有與計算機交互的額外成本，而且它是隨機產生的，沒有優化每次復習的記憶效果。這種互動對[學習內驅力](https://supermemo.guru/wiki/Learn_drive)既有抑制作用又有增強作用。隨著事實逐漸被記住，人們對紐約作為美國一部分的興趣也會逐漸減退，即不再是新鮮事。對美國相關事物的興趣可能會隨著對紐約興趣的增加而增加。對紐約相關事物的興趣可能會與對美國的興趣成比例增加。 A far more interesting interaction occurs when the child **does not** receive an instant feedback from a teacher. The question may remain unanswered, and knowledge will not increase. However, all questions asked that get no instant response contribute to the learn drive. The location of New York remains a mystery, which will get more interesting with each exposure. The increase in interest will progress along formulas similar to those that govern the increase in [long-term memory stability](https://supermemo.guru/wiki/Memory_stability) \(as predicted by the [two component model](https://supermemo.guru/wiki/Two_component_model_of_memory)\). The increase in stability of interest does not have an immediate contribution to knowledge, but it has a powerful impact on the [learn drive](https://supermemo.guru/wiki/Learn_drive). The child will be curious to explore and find out on its own in a competitive process where all areas of interest will compete for child's focus that will be context dependent. For example, in the context of biology, New York might not even light up in memory. However, in the context of map inspection, or a geographic documentary, the question may pop up again and drive further explorations. Once the child finds answers to a burning question, i.e. a question with a high degree of relative importance burnt stable in memory, the reward of learning becomes magnified. The pleasure of learning increases. The reward propagates in associative memory and enhances positive associations related to knowing New York, knowing the US, and knowing things related to both. This is a reward propagation cascade whose depth depends on the level of reward and the original degree of curiosity. That cascade involves memory consolidation. This way, by not answering a question, a teacher may potentially increase consolidation in a larger areas of memory networks. By definition, this reduces the need for review of knowledge in the entire learning process. 當孩子**沒有**從老師那里得到及時的反饋時，就會發生更有趣的互動。這個問題也許仍未得到解答，知識也不會增加。然而，所有沒有得到即時回應的問題都有助于學習內驅力。紐約的位置仍然是個謎，每次遇到這個問題都會讓它變得更加有趣。興趣的增加將符合一個公式，這個公式類似于[長期記憶穩定性](https://supermemo.guru/wiki/Memory_stability)增長公式（正如[雙組件記憶模型](https://supermemo.guru/wiki/Two_component_model_of_memory)所預測的那樣）。興趣穩定性的提高并不會對知識產生立竿見影的貢獻，但會對[學習內驅力](https://supermemo.guru/wiki/Learn_drive)產生強大的影響。孩子會在一個具有競爭性的過程中探索和發現，在這個過程中，所有的興趣點都會吸引孩子的注意力，而孩子的注意力是依賴于背景的。例如，在生物學的背景下，紐約甚至可能不會在記憶中被點亮。然而，在查看地圖或看地理紀錄片的背景下，這個問題可能會再次出現，并推動進一步的探索。一旦孩子找到了那個強烈的問題的答案，即一個相對重要程度較高的問題在記憶中強烈持續過，學習的獎勵就會被放大。學習的樂趣增加了。獎勵在聯想記憶中增殖，并增強了對了解紐約、了解美國以及了解與這兩者有關的事物的積極聯想。這是一個獎勵增殖級聯（多個對象之間的關聯），其深度取決于獎勵的水平和原始的好奇心程度。這種級聯包括記憶鞏固。通過這種方式，通過不回答問題，老師可以潛在地增加記憶網絡中更大區域的鞏固。顯然，這減少了在整個學習過程中復習知識的需要。 > Providing children with answers to their own questions can also be suppressive for the [learn drive](https://supermemo.guru/wiki/Learn_drive). In contrast, leaving questions unanswered may propel the young brain into rewarding explorations that will feed further progress. > > 回答孩子們自己提出的問題的答案也會抑制[學習內驅力](https://supermemo.guru/wiki/Learn_drive)。相比較，不回答問題可能會促使年輕的大腦進行有益的探索，從而促進更長遠的進步。 This does not mean we should leave all questions unanswered. There are two factors that should prompt an answer from a teacher: 1. the kid is absolutely crazy to know and his curiosity has been driven red hot. In terms of propagation and consolidation, there isn't much to gain. New branches of learn drive seeds will pop up and prompt further research 2. the question is of highly fundamental nature in that in underlies many other vital pieces of knowledge that may be hard or slow to get on one's own. Fundamental questions are of universal nature and get re-consolidated by the sheer progression of learning into new areas. They simply come up in explorations over and over again 這并不意味著我們應該對所有問題置之不理。有兩個因素可以提示老師給出答案： 1. 那個孩子已經發了瘋地想知道且他的好奇心已經被激發到了極點。從增殖和鞏固的角度來看，不會有太多收獲。學習內驅力種子的新分支將會出現，并促使進一步的探究。 2. 這個問題具有高度基礎性，因為它是許多其他重要知識的基礎，而這些知識可能很難或只能緩慢地靠自學得到。基本問題具有普遍性，并通過學習進入新領域而得到重新鞏固。它們只是在探索中不斷出現。 ### 5.5 Learn drive distortions ### 學習內驅力扭曲 There are dangers and inherent inefficiencies in the learn drive guidance system. It can easily be tricked into seeing novelty in areas which we would not classify as desirable. For an average student, the game of checkers quickly gets boring. To a sophisticated mind, a game of chess is more fun but it also may easily get boring. To a grandmaster, who can see chess as a colorful pattern of chessboard combinations with mnemonic stories that rival the most interesting book of history, chess may be a never-ending source of fascination. In other words, a chessboard and a few chess pieces can feed novelty seeking system with rewarding stimuli for eternity. 學習內驅力引導系統存在一定的危險性和固有的低效性。我們很容易被騙去看一些我們并不感興趣的領域的新奇事物。對于一個普通的學生來說，跳棋游戲很快就變得無聊了。對于一個老練的人來說，下國際象棋更有趣，但也可能很容易變得無聊。對于一個能把國際象棋看作是棋盤和記憶故事相結合而成的豐富多彩的圖案的大師來說，國際象棋可能是一種永無止境的魅力源泉。換句話說，一個棋盤和幾副棋子可以為求新欲系統提供無窮無盡的獎勵刺激。 For a teen, a video game can easily employ the trick of a chess game by dragging a young mind into an endless labyrinth of new levels to explore and new combinations of tools or situations that never seem to get boring. With a competitive factor in teams, games can be addictive and dangerous. 對于一個十幾歲的孩子來說，電子游戲可以很容易地運用國際象棋的技巧，通過把一個年輕的大腦拖進一個有無盡新關卡去探索的迷宮，和新的工具或情況組合，這些似乎永遠不會變得枯燥。有了團隊中的競爭因素，游戲可能會讓人上癮，也可能很危險。 In an adult, a passion for his favorite sport may also provide a never ending source of fascinating knowledge. One football league, from year to year, can provide all imaginable combination of outcomes, players, field combinations, strategies, personal stories, etc. 對于一個成年人來說，對他最喜愛的運動的熱情也可能為他提供無窮無盡的迷人的知識源泉。一個足球聯賽，年復一年，可以提供所有可以想象的結果組合，球員，場地組合，策略，個人故事，等等。 The above means that we cannot bank on [self-directed learning](https://supermemo.guru/wiki/Learning_history:_school_vs._self-directed_learning) to always feed our minds with useful knowledge. Social media thrives on gossip and trivia. Both teens and adults can sink untold hours in Facebook without coming up with useful goods. We seem to never get bored with social interaction and mobile phones keep buzzing with a chatter that satisfies our novelty cravings. 綜上所述，我們不能指望[自我導向學習](https://supermemo.guru/wiki/Learning_history:_school_vs._self-directed_learning)總是用有用的知識來充實我們的頭腦。社交媒體因八卦和瑣事而繁榮。青少年和成年人都可能在 Facebook 上消磨數不清的時間，卻找不到有用的東西。我們似乎從來不會對社交互動感到厭煩，手機里不停地傳來各種各樣的閑聊聲，滿足了我們對新奇事物的渴望。 For many kids with talents, [self-directed learning](https://supermemo.guru/wiki/Learning_history:_school_vs._self-directed_learning) is all that is needed to soar. The universal formula for all kids for a drive in the quest for valuable knowledge is [**self-directed learning**](https://supermemo.guru/wiki/Learning_history:_school_vs._self-directed_learning) **with a dose of trajectory-nudging guidance from any corrector system**. This corrector can come from a parent, from a teacher, or from a peer \(incl. older peers\). The trajectory corrector needs to be **placed in the optimum** [**push zone**](https://supermemo.guru/wiki/Push_zone) to ensure correct trajectory without upsetting the system. Naturally, there is no better corrector than mature self-awareness with a pinch of self-discipline. An educated adult should understand the need for lifelong learning and understand the right direction for his learning to progress. Ideally, life itself is the best corrector of the learning trajectory. 對于許多有天賦的孩子來說，[自我導向學習](https://supermemo.guru/wiki/Learning_history:_school_vs._self-directed_learning)是他們騰飛所需要的。對于所有尋求有價值知識的孩子來說，通用的方法是，**在任何校正系統的引導下**[**自我導向學習**](https://supermemo.guru/wiki/Learning_history:_school_vs._self-directed_learning)**。**這個校正者可以是父母、老師或同齡人（包括年長的同齡人）。學習軌跡校正器需要**在**[**最佳推動區**](https://supermemo.guru/wiki/Push_zone)，以確保正確的學習軌跡而又不會擾亂系統。當然，沒有比成熟的自我意識更好的校正者，只有一點自律。受過教育的成年人應該理解終身學習的必要性，并理解學習進步的正確方向。理想情況下，生活本身是學習軌跡的最佳校正器。 ### 5.6 School enthusiasm ### 上學熱情 School suppresses the [learn drive](https://supermemo.guru/wiki/Learn_drive) and it may result in dangerous long-term neural adaptation that may skew young personalities for life. I write about it in the [following section](https://supermemo.guru/wiki/Learned_helplessness_vs._learn_drive). 學校抑制[學習內驅力](https://supermemo.guru/wiki/Learn_drive)，這可能導致危險的長期神經適應，這可能會扭曲年輕人的一生。我在[下面的章節](https://supermemo.guru/wiki/Learned_helplessness_vs._learn_drive)中寫了這件事。 > Personal anecdote. [Why use anecdotes?](https://supermemo.guru/wiki/Why_use_anecdotes%3F) > > 個人軼事。[為什么要用軼事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F) > > With an amazing regularity, I started all my schools with great expectations and in happy anticipation. That was the case in the primary school, high school, and both my colleges. In all cases, the enthusiasm was gone fast. Often after the first day or the first lecture! However, there were moments when the opposite process occurred. When I was thrown away from one school, on disciplinary grounds, I came to a new one with lowest expectations. This actually helped me rise for a while. With a help of a [good teacher](https://supermemo.guru/wiki/Great_teachers_change_the_world), I had a few months of a great school adventure. Similarly, a great teacher or [freedom of self-directed learning](https://supermemo.guru/wiki/Learning_history:_school_vs._self-directed_learning) helped me extract some fun from schools later on. If I was to simulate my own life over and over again in conditions of Polish schools, it would be loss of love of learning most of the time. The opposite happy process is reserved for a lucky few who hit lucky circumstances or lucky own predispositions. > > 歷史總是驚人的相似，我懷著極大的期望和快樂的期待開始了我所有的學校生活。小學、中學和我的兩所大學都是這樣。在所有情況下，熱情都很快消失了。通常在第一天或第一堂課之后！然而，有時會出現相反的過程。當我因為紀律原因被一所學校開除時，我來到了一所期望值最低的新學校。這實際上幫助我提升了一段時間的熱情。在一位[好老師](https://supermemo.guru/wiki/Great_teachers_change_the_world)的幫助下，我度過了幾個月的學校歷險。同樣，一位偉大的老師或[自我導向學習的自由](https://supermemo.guru/wiki/Learning_history:_school_vs._self-directed_learning)在后來幫助我從學校中獲得了一些樂趣。如果我在波蘭的學校里一遍又一遍地模擬我自己的生活，大部分時間我都會失去對學習的熱愛。與之相反的快樂過程只留給少數幸運的人，他們遇到了幸運的環境或幸運的自己的傾向。 ### 5.7 Powering learn drive with SuperMemo ### 用 SuperMemo 加強學習內驅力 #### 5.7.1 Enhancing the learn drive #### 增強學習內驅力 > SuperMemo insert. [What is SuperMemo?](https://supermemo.guru/wiki/What_is_SuperMemo%3F) > > SuperMemo 插入。[SuperMemo 是什么?](https://supermemo.guru/wiki/What_is_SuperMemo%3F) > > **The most powerful artificial activator of the learn drive I know is incremental learning**. [Spaced repetition](http://help.supermemo.org/wiki/Glossary:Spaced_repetition) in SuperMemo tends to bring up the same old material over and over again. [Leeches](http://help.supermemo.org/wiki/Glossary:Leech) in learning can poison the fun of review. [Incremental learning](https://supermemo.guru/wiki/Incremental_learning) makes it possible to dose in novelty with the inflow of new material interleaved with the review of the old material. The never-ending consolidation of the [knowledge tree](http://help.supermemo.org/wiki/Glossary:Knowledge_tree)provides a constant growth of the "unfinished" leaves. Those act as attractors of novelty. In classical learning, forgetting tends to disintegrate the fabric of knowledge and leads to an asymptotic stagnation of the "surface of the tree". In [incremental learning](http://help.supermemo.org/wiki/Incremental_learning), that surface keeps increasing providing an ever increasing potential in novelty discovery. If your passion for learning is in decline, consider [incremental learning](http://help.supermemo.org/wiki/Incremental_learning). Slowly! Alternatively, inspirational reading can play a similar role. > > **我所知道的**[**學習內驅力**](https://supermemo.guru/wiki/Learn_drive)**中最強大的人工催化劑是**[**漸進學習**](http://help.supermemo.org/wiki/Incremental_learning)**。**SuperMemo 中的[間隔重復](http://help.supermemo.org/wiki/Glossary:Spaced_repetition)往往會一遍又一遍地提到相同的舊材料。學習中的[水蛭](http://help.supermemo.org/wiki/Glossary:Leech)會毒害復習的樂趣。[漸進學習](https://supermemo.guru/wiki/Incremental_learning)使得新材料的流入與舊材料的復習交織在一起成為可能。[知識樹](http://help.supermemo.org/wiki/Glossary:Knowledge_tree)的不斷鞏固為“未完成”的葉子提供了持續的增長。這些充當了新鮮事物的吸引者。在傳統學習中，遺忘往往會瓦解知識結構，導致“樹的表面”的漸進停滯。在[漸進學習](http://help.supermemo.org/wiki/Incremental_learning)中，這個表面不斷增加，在新奇發現方面提供了越來越大的潛力。如果你對學習的熱情在下降，考慮[漸進學習](http://help.supermemo.org/wiki/Incremental_learning)。慢慢來！或者，勵志讀物也可以起到類似的作用。 > > If you encounter a boring or incomprehensible subject at school, you may need to suffer 45 minutes of inaction. In [incremental learning](https://supermemo.guru/wiki/Incremental_learning), you can switch subjects in seconds, change priorities, reschedule learning, or suffer the pain of excess complexity in the optimum window of time in hope of finding some fruit of knowledge \(see: [Push zone](https://supermemo.guru/wiki/Push_zone)\). In [incremental learning](http://help.supermemo.org/wiki/Incremental_learning), you are likely to stay in your comfort zone, enter the [push zone](https://supermemo.guru/wiki/Push_zone) on occasion, and stay away from regressive areas that waste your time. A subject that seems too hard today will become easy tomorrow. You do not ever need to suffer complexity in vain. You can venture into the same field once you are ready. In [incremental learning](http://help.supermemo.org/wiki/Incremental_learning), you optimize your choices using your [learn drive](https://supermemo.guru/wiki/Learn_drive) as a powerful guidance. > > 如果你在學校遇到無聊或無法理解的話題，你可能需要忍受 45 分鐘的無所作為。在[漸進學習](https://supermemo.guru/wiki/Incremental_learning)中，你可以在幾秒鐘內轉換科目，改變優先順序，重新安排學習時間，或者在最佳時間窗內忍受過度復雜的痛苦，希望獲得一些知識成果（參見：[推動區](https://supermemo.guru/wiki/Push_zone)）。在[漸進學習](https://supermemo.guru/wiki/Incremental_learning)中，你可能會停留在舒適區，偶爾進入[推動區](https://supermemo.guru/wiki/Push_zone)，遠離浪費時間的倒退區。今天看來太難的一個主題明天會變得容易。你永遠不需要徒勞地忍受復雜。一旦你準備好了，你可以冒險進入同一個領域。在[漸進學習](https://supermemo.guru/wiki/Incremental_learning)中，你使用你的學習內驅力作為強大的指導來優化你的選擇。 > > > [Incremental learning](https://supermemo.guru/wiki/Incremental_learning) is the most powerful activator of the [learn drive](https://supermemo.guru/wiki/Learn_drive) > > > > [漸進學習](https://supermemo.guru/wiki/Incremental_learning)是[學習內驅力](https://supermemo.guru/wiki/Learn_drive)最強大的催化劑 #### 5.7.2 Stunting the learn drive #### 阻礙學習內驅力 > SuperMemo insert. [What is SuperMemo?](https://supermemo.guru/wiki/What_is_SuperMemo%3F) > > SuperMemo 插入。[SuperMemo 是什么?](https://supermemo.guru/wiki/What_is_SuperMemo%3F) > > Conversely, the [learn drive](https://supermemo.guru/wiki/Learn_drive) can be suppressed with [SuperMemo](https://supermemo.guru/wiki/SuperMemo). If the student stops learning new things and only keeps retaining old knowledge in SuperMemo, forgetting will prune all attractive surfaces on the knowledge tree. Only the dry core will remain in SuperMemo. While knowledge maintained with active learning and [incremental learning](https://supermemo.guru/wiki/Incremental_learning) resembles a lively tree full of hungry tendrils, dead knowledge maintained with SuperMemo is like a rejected Christmas tree with ever decreasing number of dried out branch endings. For an advanced learner, the effort that comes with [spaced repetition](https://supermemo.guru/wiki/Spaced_repetition) may still evoke the [pleasure of knowing](https://supermemo.guru/wiki/Pleasure_of_knowing). However, this kind of pleasure is best ignited with the actual use of the learned knowledge. Regurgitating old knowledge with no new material has the same suppressive effect as schooling. Similarly, it undermines the love of learning. If you happen to experience a decline of your love of repetitions, add new value to your collection, and redistribute old material in manageable portions into the future. This should apply primarily to old unused exam material that you retain half-heartedly without a true conviction about its usefulness. > > 反過來，[學習內驅力](https://supermemo.guru/wiki/Learn_drive)有可能被 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 抑制。如果學生停止學習新事物，只在 SuperMemo 中保留舊知識，遺忘會刪除知識樹上所有吸引人的表面。只有干芯會留在 SuperMemo 中。用主動學習和[漸進學習](https://supermemo.guru/wiki/Incremental_learning)來維持知識就像一棵充滿饑餓卷須的生氣勃勃的樹，而用 SuperMemo 來維持的死知識就像一棵被丟棄的圣誕樹，枯干的樹枝末端的數量在不斷減少。對于一個高級學習者來說，[間隔重復](https://supermemo.guru/wiki/Spaced_repetition)所帶來的努力可能仍然會喚起[認知的樂趣](https://supermemo.guru/wiki/Pleasure_of_knowing)。然而，這種快樂最好通過實際運用所學知識來激發。在沒有新材料的情況下，死記硬背舊知識與上學具有同樣的抑制作用。同樣，它破壞了對學習的熱愛。如果你不再喜歡重復，那就給你的收藏增加新的價值，并將舊的材料以容易管理的分量重新分配到將來。這應該主要適用于舊的未使用的考試材料，你對這些材料的用處沒有真正的信心，只是敷衍了事。 > > > [SuperMemo](https://supermemo.guru/wiki/SuperMemo) with no new material is similar to boring classes at school. Both suppress the [learn drive](https://supermemo.guru/wiki/Learn_drive) > > > > 沒有新材料的 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 跟學校里無聊的課程很相似。兩者都抑制了[學習內驅力](https://supermemo.guru/wiki/Learn_drive) #### 5.7.3 Learn drive at middle age #### 中年的學習內驅力 Instead of noticing a decline in my own learning passions, I observe the reverse. This is why I violently disagree with researchers who tend to attribute the decline in [learn drive](https://supermemo.guru/wiki/Learn_drive) to chronological age. I employ [incremental learning](https://supermemo.guru/wiki/Incremental_learning) to keep my passion for learning alive. I explain how it works for me in a personal note below. 我沒有注意到自己學習熱情的下降，而是觀察到了相反的情況。這就是為什么我強烈反對研究人員將[學習內驅力](https://supermemo.guru/wiki/Learn_drive)下降歸因于年齡。我采用[漸進學習](https://supermemo.guru/wiki/Incremental_learning)來保持我對學習的熱情。我在下面的個人筆記中解釋了它是如何對我起作用的。 > Personal anecdote. [Why use anecdotes?](https://supermemo.guru/wiki/Why_use_anecdotes%3F) > > 個人軼事。[為什么要用軼事？](https://supermemo.guru/wiki/Why_use_anecdotes%3F) > > I was never too interested in history, in a [chapter devoted to self-directed learning](https://supermemo.guru/wiki/Learning_history:_school_vs._self-directed_learning), I explain that my learning can be divided into three stages: > > 1. learning at school with zero efficiency, > 2. learning with SuperMemo with some progress, and > 3. employment of [incremental reading](http://help.supermemo.org/wiki/Incremental_learning) that truly exploded my understanding of history. > > 我對歷史從來沒有太大的興趣，在一個[專門討論自主學習的章節](https://supermemo.guru/wiki/Learning_history:_school_vs._self-directed_learning)里，我解釋說我的學習可以分為三個階段: > > 1. 在學校學習效率為 0； > 2. 用 SuperMemo 學習有一些進步， > 3. 使用[漸進閱讀](http://help.supermemo.org/wiki/Incremental_learning)真正地打破了我對歷史的理解。 > > This is a good example how a subject that is boring to a teen, given the adverse schooling circumstances, may be re-awakened into a nice passion at middle age. > > 這是一個很好的例子，考慮到不利的學校環境，一個對青少年來說很無聊的科目，在中年時可能會被重新喚醒成為一種熱愛。 > > I was always interested in human biology. Here again I claim to have learned little at school, a lot at home, even more with SuperMemo, and a truly great deal with [incremental learning](http://help.supermemo.org/wiki/Incremental_learning). > > 我一直對人類生物學感興趣。在這里我再次聲明，我在學校學到的很少，在家里學到的很多，用 SuperMemo 學到的更多，用[漸進學習](http://help.supermemo.org/wiki/Incremental_learning)學到非常多。 > > I keep saying "_the greater the clearing the greater the perimeter_". The more I know, the more I know I don't know. Understanding one's ignorance is the best drive for more learning, and the more I know, the more painful the ignorance is. Forgetting plays a role too. I keep getting angry with realizations that even a kid in primary school knows things I do not know. Even a 5-year-old can ask better questions. I think those realizations will keep my passion for learning alive for as long as I retain my solid mental faculties. > > 我一直在說「_弄清楚的越多，無知的邊界就越長_」。我知道的越多，我就越知道我無知。了解自己的無知是學習的最好動力，我知道的越多，無知就越痛苦。遺忘也是一個原因。當我意識到即使是一個小學生也知道我不知道的事情時，我一直很生氣。即使是 5 歲的孩子也能問出更好的問題。我認為，只要我保持扎實的心智能力，我的學習熱情就會一直保持下去。 > > As for food tastes, I am not sure how much of that is really programmed into the brain, and how much comes from the same mechanism as knowledge in a conservative brain. After the collapse of the Berlin Wall, I had my first ever chance to taste mussels. I was 28. That's the age when we are supposed to have lost our ability to expand our taste range. When taking in my first nibble, I was pretty sure I would vomit. It felt like torture. I could say to myself a dozen times "_this is just healthy food, many people enjoy it, use your reason, why get emotional..._", it did not help much. I managed to swallow a few pieces and was relieved when my portion was over. However, I did not give up. I tried again. I tried to fit my optimum [push zone](https://supermemo.guru/wiki/Push_zone) that got very narrow. If I tried too hard or too early, I would hate mussels for life. If I tried too late, I would have forgotten what I had learned in my first experience. My second take at mussels was a bit more relaxed. I was able to find some nice tastes in there despite suffering a lot. A few months later, I enjoyed mussels as much as anyone introduced to the food at earlier stages. There was no novelty seeking in that experience. However, my tastes have been reshaped. Today, I love mussels. Delicious! Am I really deprived of novelty seeking in the area of foods? Not entirely, I love experimenting with various spices and spice combinations. My friend ate a scorpion in Thailand yesterday, his happy face made me intrigued. If I was in Thailand... > > 至于食物的味道，我不確定其中有多少被真正輸入大腦，又有多少來自那類似的機制，就如在一個保守的大腦里的知識一般。柏林墻倒塌后，我第一次有機會品嘗貽貝。我 28 歲。在那個年紀，我們應該已經失去了擴大自己口味范圍的能力。當我吃第一口時，我非常肯定我會嘔吐。感覺像是酷刑。我可以對自己說十幾次「_這只是健康的食物，很多人喜歡它，用你的理智，為什么要變得情緒化…_」，這沒有多大幫助。我好不容易吞下了幾口，吃完后才松了一口氣。然而，我沒有放棄。我又試了一次。我試圖去適應我的最佳[推動區](https://supermemo.guru/wiki/Push_zone)，這個推動區變得非常窄。如果我太努力或太早嘗試，我將終生憎恨貽貝。如果我嘗試得太晚了，我就會忘記我在第一次經歷中學到的東西。我第二次吃貽貝時稍微放松了一點。盡管經歷了很多痛苦，我還是在那里發現了一些美味。幾個月后，我和那些在早期接觸到貽貝的人一樣喜歡貽貝。那次經歷中沒有什么新奇的東西。然而，我的口味已經改變了。今天，我喜歡貽貝。美味！我真的被剝奪了在食物方面尋求新奇的能力嗎？不完全是，我喜歡嘗試各種香料和香料組合。我的朋友昨天在泰國吃了一只蝎子，他快樂的表情引起了我的興趣。如果我在泰國... > > As for boredom, my own professional life is subject to the same mechanisms of saturation and boredom. > > 至于無聊，我自己的職業生涯也受制于同樣的飽和和無聊的機制。 > > As a student, I tried out dozens of programming languages. The more exotic the language the greater the fascination. SuperMemo was developed in Pascal in 1987. Since then I settled on Pascal and stopped my explorations. A **cynic** would attribute that to aging. My interpretation is different. I use the tool that works best for me. I reserve my exploration time for other things. I do not explore less. I explore differently. My [learn drive](https://supermemo.guru/wiki/Learn_drive) in the area of programming languages has been satisfied, however, my overall learn drive is still pretty hungry. > > 作為一名學生，我嘗試了幾十種編程語言。語言越有異國情調，就越有魅力。SuperMemo 是在 1987 年用 Pascal 開發的。從那以后，我固定在 Pascal 并停止了我的探究。**犬儒學派**的人會把這歸因于衰老。我的解釋不同。我使用最適合我的工具。我把我的探究時間留給了其他事情。我沒有減少探究。我探究不同的方向。我在編程語言領域的學習內驅力已經得到了滿足，但是我的整體學習內驅力仍然很饑渴。 > > Like an immature student, I also got bored with spaced repetition and memory saying "_there is not much to learn or discover in the field_". My colleagues, esp. Krzysztof Biedalak and Janusz Murakowski, gave me a tiny corrector push saying "_The_ [_two-variable model of memory_](http://www.super-memory.com/english/2vm.htm) _could make the algorithm simpler and easier to implement, license, and promote_". Once I started exploring the dried up area, I have discovered a million things I did not know, and re-ignited my passion for spaced repetition. Ironically, the algorithm did not get that much simpler, but the truth is that dead passions can be re-awakened. > > 像一個不成熟的學生一樣，我也厭倦過間隔重復和記憶，說「_在這個領域沒有什么可學習或發現的_」。我的同事，尤其是 Krzysztof Biedalak 和 Janusz Murakowski ，給了我一個小小的校正推送，說「[_雙變量記憶模型_](http://www.super-memory.com/english/2vm.htm)_可以使算法更簡單，更容易實現、許可和推廣_」。當我開始探索這個干涸的領域，我就發現了無數我不知道的東西，并重新點燃了我對間隔重復的熱情。諷刺的是，這個算法并沒有變得那么簡單，但事實是，熄滅的激情可以被重新點燃。 ### 5.8 Perpetual learn drive ### 永恒的學習內驅力 Passions come and wane. This process is controllable. [Self-directed learning](https://supermemo.guru/wiki/Self-directed_learning) is the best expression of that control. Spaced repetition helps retain gains from waning passions. This, in turn, helps passion re-awakening in need. 激情來來去去。這個過程是可控的。[自我導向學習](https://supermemo.guru/wiki/Self-directed_learning)是這種控制的最佳表現。間隔重復有助于從逐漸消退的激情中保持收益。反過來，這又有助于激情在需要時重新點燃。 > **Love of learning can be suppressed quite effectively, and then it can also be restored and revived** > > **對學習的熱愛可以被很有效的抑制，然而它也可以被恢復和再生** The process of building up enthusiasm for learning is easily trainable and easily suppressed. There is a strong neural component. Damage done by bad schooling is reversible, and one can go well above his or her original baseline. Some of the original potential, however, may be lost for ever. 培養學習熱情的過程很容易訓練，也很容易被抑制。在這有很強的與神經系統有關的成分。糟糕的教育造成的損害是可逆的，一個人可以遠遠超過他或她最初的基線。然而，一些最初的潛力可能永遠失去。 ### 5.9 Summary: Changes to the learn drive ### 摘要：改變學習內驅力的因素 * [learn drive](https://supermemo.guru/wiki/Learn_drive) is not subject to aging beyond natural aging of the brain * [學習內驅力](https://supermemo.guru/wiki/Learn_drive)不受大腦自然老化的影響 * learn drive can stay vibrant at the age of hundred * 學習內驅力能讓你在百歲時依然精力充沛 * loss of learn drive in development is most often caused by schooling or lifestyle. It is not an inherent part of the life cycle * 學習內驅力在發展過程中流失的最常見的原因是學校教育或生活方式。這不是生命周期中固有的一部分 * healthy [learn drive](https://supermemo.guru/wiki/Learn_drive) is the basis of good learning * 健康的[學習內驅力](https://supermemo.guru/wiki/Learn_drive)是良好學習的基礎 * self-directed learning grounds its efficiency in the [learn drive](https://supermemo.guru/wiki/Learn_drive) * 自我導向學習是[學習內驅力](https://supermemo.guru/wiki/Learn_drive)的有效基礎 * one of the main goals of any modern education system should be to help [learn drive](https://supermemo.guru/wiki/Learn_drive) flourish * 任何現代教育體系的主要目標之一都應該是幫助[學習內驅力](https://supermemo.guru/wiki/Learn_drive)蓬勃發展 * established knowledge undermines the learn drive * 已掌握的知識會降低學習內驅力 * lifelong learning keeps the learn drive vibrant * 終身學習使學習內驅力充滿活力 * passive learning at school undermines the [learn drive](https://supermemo.guru/wiki/Learn_drive) and contributes to the dislike of learning * 在學校被動學習削弱了[學習內驅力](https://supermemo.guru/wiki/Learn_drive)，助長了對學習的厭惡 * providing children with answers to their own questions can also be suppressive for the [learn drive](https://supermemo.guru/wiki/Learn_drive) * 回答孩子他們自己提出的問題的答案也可能抑制[學習內驅力](https://supermemo.guru/wiki/Learn_drive) * [learn drive](https://supermemo.guru/wiki/Learn_drive) corrections within the optimum [push zone](https://supermemo.guru/wiki/Push_zone) can improve learning and its direction * 在最佳[推動區](https://supermemo.guru/wiki/Push_zone)內的學習內驅力修正可以改善學習及其方向 * [incremental learning](https://supermemo.guru/wiki/Incremental_learning) is the most powerful tool for developing a strong [learn drive](https://supermemo.guru/wiki/Learn_drive) * [漸進學習](https://supermemo.guru/wiki/Incremental_learning)是發展一個強大的[學習內驅力](https://supermemo.guru/wiki/Learn_drive)的最強工具 * poor employment of [SuperMemo](https://supermemo.guru/wiki/SuperMemo) can undermine the [learn drive](https://supermemo.guru/wiki/Learn_drive) \(the mechanisms is similar to schooling\) * [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 使用不當會削弱[學習內驅力](https://supermemo.guru/wiki/Learn_drive)（其機制類似于學校教育） * in conducive conditions, [learn drive](https://supermemo.guru/wiki/Learn_drive) and learning can form a positive feedback loop that leads to maximization of the love of learning * 在有利的條件下，[學習內驅力](https://supermemo.guru/wiki/Learn_drive)和學習可以形成一個積極的反饋回路，使對學習的熱愛最大化 * schools have been extremely efficient in destroying my enthusiasm for schooling \(at all levels of education\) * 學校非常有效地摧毀了我上學的熱情（在各個教育階段）