# 11.最佳推動區
[TOC=3,5]
## 11 Optimum push zone
## 最佳推動區
**Optimum push zone** is a range of minimum outside pressure that makes the child develop better than without external influences. For example, competition with other children may encourage harder work. Naturally, external pressure may also result in regression. Progress may also occur at levels of pressure that are greater than necessary to achieve the same level of improvement. The push zone is defined on long-term outcomes, which are very different from short-term outcomes.
**最佳推動區**是一個最小外部壓力的范圍，使孩子相較于沒有外部影響時更好地發展。例如，與其他孩子的競爭可能鼓勵更努力的學習。自然，外部壓力也可能導致倒退。當壓力水平超過達到相同改進水平所需時，進步也可能出現。推動區是根據長期效果來定義的，長期效果與短期效果有很大的不同。
> **Figure:** **Optimum push zone**\(in blue\) is the range of external pressure that is likely to improve learning outcomes. If the pressure increases beyond the push zone, the learning outcomes decrease. At some point, instead of more learning, pressure will result in less learning \(**regress zone** in black\). Schooling results in increased tolerance for coercion via learned helplessness \(in green\). It also decreases the learning outcomes and increases the required level of coercion
>
> **圖：** **最佳推進區**（藍色）是可能改進學習效果的外部壓力范圍。如果壓力超過推動區，學習效果就會下降。在某一點上，壓力會導致學得更少，而不是更多（黑色的**倒退區**）。學校教育通過習得性無助（綠色）提高了對強制的容忍度。它還會降低學習效果，并增加所需的強制水平
### 11.1 Push zone at school
### 學校中的推動區
The **optimum push zone** is usually far narrower than it is popularly assumed. The whole system of [coercive education](https://supermemo.guru/wiki/Coercion_in_learning) exerts pressures that go wildly beyond the optimum in most cases. This comes from the illusion of progress created by short-term outcomes. Excessive pressure slows down long-term development of children or results in regression in comparison to what would be achieved without schooling. Pressure is the key factor that explains [why kids hate school](https://supermemo.guru/wiki/Why_kids_hate_school).
**最佳推動區**通常比大多數人假設的窄得多。在大多數情況下，整個[強制性教育](https://supermemo.guru/wiki/Coercion_in_learning)系統施加的壓力遠遠超出最佳水平。這是由于短期效果造成的對進步的幻想。過大的壓力會減緩兒童的長期發展，或導致與不上學所取得的成績相比出現倒退。壓力是解釋[為什么孩子們討厭學校](https://supermemo.guru/wiki/Why_kids_hate_school)的關鍵因素。
> Focus on short-term outcomes in schooling results in pressures extending well beyond the optimum push zone
>
> 學校教育關注的短期效果會導致壓力遠遠超出最佳推動區
### 11.2 Zone of proximal development
### 近側發展區
**Zone of proximal development \(ZPD\)** was defined by [Vygotski](https://en.wikipedia.org/wiki/Lev_Vygotsky) as the optimum guidance zone in which a student can master harder material or skills with a degree of guidance from a tutor. Zone of proximal development is often discussed in education. It may fit classroom situations, however, it does not extend into [self-directed learning](https://supermemo.guru/wiki/Self-directed_learning).
**近側發展區**（ZPD）被 [Vygotski](https://en.wikipedia.org/wiki/Lev_Vygotsky) 定義為在一定程度的導師指導下，學生可以掌握較難的材料或技能的最佳指導區。近側發展區間在教育中經常被討論。它可能適合課堂情境，但是它并不能延伸到[自我導向學習](https://supermemo.guru/wiki/Self-directed_learning)中。
My main problem with the zone of proximal development \(ZPD\) is that for a healthy brain given enough time, ZPD should be zero. ZPD makes sense in a classroom, in limited time. However, in [self-directed learning](https://supermemo.guru/wiki/Self-directed_learning), where time can be stretched due to [self-pacing](https://supermemo.guru/wiki/Self-paced_learning), ZPD is less relevant. With access to the web, we have nearly all important human resources available at fingertips. Only time and the capacity of the human brain form the limits.
我對近側發展區間（ZPD）的主要問題是，如果一個健康的大腦有足夠的時間，那么 ZPD 應該是零。在有限的時間里，ZPD 在教室里是有意義的。然而，在[自我導向學習](https://supermemo.guru/wiki/Self-directed_learning)中，由于[自我調節](https://supermemo.guru/wiki/Self-paced_learning)的作用，時間會被延長，而 ZPD 則不那么重要。有了網絡，我們幾乎所有重要的人力資源都可以隨時使用。只有時間和人腦的容量才是極限。
Vygotsky was interested in what a tutor can do. I am interested in what a child can do on her own. In this [book](https://supermemo.guru/wiki/Problem_of_Schooling), instead of [Zone of proximal development \(ZPD\)](https://en.wikipedia.org/wiki/Zone_of_proximal_development), I use the term: **the optimum push zone**, or simply the **push zone**.
Vygotsky 對家教能做什么很感興趣。我對一個孩子憑她自己能做什么感興趣。在[本書](https://supermemo.guru/wiki/Problem_of_Schooling)中，我使用的術語不是[近側發展區（ZPD）](https://en.wikipedia.org/wiki/Zone_of_proximal_development)，而是**最佳推動區**，或者簡單地說就是**推動區**。
Zone of proximal development \(ZPD\) is defined on the space of positive forces \(helping guidance\), while the push zone is defined on the space of predominantly negative forces \([coercion](https://supermemo.guru/wiki/Coercion_in_learning) and distraction\). Zone of proximal development \(ZPD\) shows what learning steps can be undertaken in teaching, while the push zone reflects **expected learning outcomes** under a degree of pressure \(with or without tutoring\).
近側發展區（ZPD）是在積極作用空間（幫助性指導）上定義的，而推動區（Push Zone）是在以消極作用為主的空間（強制和分心）上定義的。近側發展區（ZPD）顯示了在教學中可以采取哪些學習步驟，而推動區反映了在一定程度的壓力（有或沒有輔導）下的**預期學習效果**。
ZPD focuses on immediate outcomes, while the push zone focuses on **long-term outcomes**. In ZPD, we investigate the impact of help and guidance, while in the push zone, we look at external pressure affecting [self-directed](https://supermemo.guru/wiki/Self-directed_learning) trajectory. This pressure does not need to involve help in learning. However, it should affect the expected trajectory outcome as predicted by "the pusher". For example, putting a time limit on gaming or TV time would be a form of external pressure that may match the optimum push zone. Naturally, external pressure works best if it happens in a framework of mutual consent.
ZPD 關注的是眼前的效果，而推動區則關注的是**長期效果**。在 ZPD 中，我們研究了幫助和指導的影響，而在推動區，我們考察了外部壓力對自我導向軌道的影響。這種壓力不需要參與學習中的幫助。然而，它應該會影響「推動者」所預測的預期軌道效果。例如，對游戲或電視時間設置時間限制將是一種可能與最佳推動區相匹配的外部壓力形式。當然，如果外部壓力出現在相互同意的框架內，效果最好。
### 11.3 Push zone and coercion
### 推動區和強制
Throughout this [book](https://supermemo.guru/wiki/Problem_of_Schooling), I depict the dangers of [coercion in learning](https://supermemo.guru/wiki/Coercion_in_learning). The existence of the push zone is not an indication that coercion is valuable. When a parent pressures a kid to take on learning by means of persuasion, it is also a push that is not coercive. As long as the kid can back off or ignore the pressure, it will not count as coercion.
在[本書](https://supermemo.guru/wiki/Problem_of_Schooling)中，我描述了[強制學習](https://supermemo.guru/wiki/Coercion_in_learning)的危險。推動區的存在并不表明強制是有價值的。當父母以說服孩子去學習的方式對孩子施加壓力時候，這也是一種非強制性的推動。只要孩子能回避或無視壓力，這就不算強制了。
Moreover, the pressure is not supposed to push the kid into learning and to sustain learning. The most useful and frequently employed form of pressure might move a kid from one high [learntropy](https://supermemo.guru/wiki/Learntropy) area to another high learntropy area. Transition to higher learntropy through a trough of displeasure is obviously beneficial. For example, a kid might move from a shooting [videogame](https://supermemo.guru/wiki/Videogames) to an educational videogame. A less obvious approach might be a move to lower learntropy with predicted better long-term outcomes, e.g. move from a videogame to reading a book. There are risks involved. We may always have an impression that a book is better than a videogame, but the true assessment comes not from the content of the book or game, but from kid's own interaction with the learning material. Learntropy determines the actual flow of knowledge and there are many invisible factors and forces that can easily be misjudged externally.
此外，這種壓力不應該推動孩子學習和持續學習。最有用和最常用的壓力形式可能將孩子從一個高[學習熵](https://supermemo.guru/wiki/Learntropy)的區域轉移到另一個高學習熵區域。穿過不愉快的低谷過渡到更高的學習熵區域顯然是有益的。例如，一個孩子可能會從一個射擊[電玩](https://supermemo.guru/wiki/Videogames)轉去玩一個教育游戲。過渡到一個預期長期效果更好的低學習熵上可能是一種低效的方法，例如從玩電子游戲到看書。這是有風險的。我們可能總會有這樣一種印象：一本書比電子游戲更好，但真正的評估不是來自這本書或游戲的內容，而是來自孩子自己與學習材料的互動。學習熵決定了知識的實際流動，也存在著許多看不見的因素和力量，這些因素和力量很容易被外界誤判。
> The push should transfer a kid from one area of high [learntropy](https://supermemo.guru/wiki/Learntropy) to another area of high learntropy. It should not [push the kid into unpleasant learning](https://supermemo.guru/wiki/Fundamental_law_of_learning)!
>
> 這種推動應該把孩子從一個高[學習熵](https://supermemo.guru/wiki/Learntropy)的領域轉移到另一個高學習熵的領域。它不應該[把孩子推到不愉快的學習中去](https://supermemo.guru/wiki/Fundamental_law_of_learning)！
### 11.4 Comfort zone
### 舒適區
When there is little pressure or distraction, a student may operate in a **comfort zone**, in which she predominantly develops on her own using [self-paced](https://supermemo.guru/wiki/Self-paced_learning) and [self-directed learning](https://supermemo.guru/wiki/Self-directed_learning). Depending on the child, the subject domain, and the environment, the comfort zone may bring fantastic outcomes \(e.g. when pursuing an ambitious passion or hobby\) or a developmental regression \(e.g. in various form of dependence, e.g videogames, social media, peers, etc.\). For many kids, development in the comfort zone is ruined by environmental distractions \(e.g. difficult situation at home\). Most of kids attending school quickly regress to a point where operations in the comfort zone lead to little or no progress. In that sense, external pressures can shift the push zone in the direction where more pressure is needed to obtain positive outcomes. In extreme cases, the child may regress via [learned helplessness](https://supermemo.guru/wiki/Learned_helplessness) into a total loss of the [learn drive](https://supermemo.guru/wiki/Learn_drive). This is the main underlying cause for which [kids hate school](https://supermemo.guru/wiki/Why_kids_hate_school%3F).
當沒有壓力或分心時，學生可能會在一個**舒適區**行動，在這個區域中，她主要是通過[自我調整](https://supermemo.guru/wiki/Self-paced_learning)和[自我導向](https://supermemo.guru/wiki/Self-directed_learning)的學習來發展自己的能力。根據孩子、學科領域和環境的不同，舒適區可能會帶來奇妙的效果（例如當追求一種雄心勃勃的激情或愛好時）或發展的退步（例如各種形式的依賴，例如視頻游戲、社交媒體、同齡人等）。對許多孩子來說，環境干擾破壞了他們在舒適區的發展（例如，家里的困難狀況）。大多數上學的孩子很快就會倒退到在舒適區行動只會導致很少或根本沒有進步的地步。從這個意義上說，外部壓力可以將推動區向需要更多壓力才能獲得積極效果的方向移動。在極端的情況下，孩子可能通過[習得性無助](https://supermemo.guru/wiki/Learned_helplessness)倒退到完全喪失[學習內驅力](https://supermemo.guru/wiki/Learn_drive)。這是[孩子們討厭學校](https://supermemo.guru/wiki/Why_kids_hate_school%3F)的主要根本原因。
### 11.5 Regress zone
### 倒退區
**Regress zone** is where the pressure brought in by the tutor will have an overall negative impact on development. Regress zone is particularly extensive in small children. [Early academic instruction](https://supermemo.guru/wiki/Abandon_early_math_instruction!) may backfire in the long term even if it is not highly coercive. This is why early school age is harmful.
**倒退區**是指導師所帶來的壓力會對發展產生整體負面影響的區域。倒退區在幼兒中尤為廣泛。從長遠來看，[早期的學術指導](https://supermemo.guru/wiki/Abandon_early_math_instruction!)可能會適得其反，即使它并不具有很強的強制性。這就是為什么學齡小是有害的。
Regress zone may bring some short-term positive outcomes, e.g. passing a test, but it will produce a negative number on the overall development benchmark whichever way it is defined by or for the student. Depending on the degree of pressure exerted on the student within the regress zone, it may produce a mild slowdown, e.g. an increase in a dislike for learning, or dramatic results such as stress, neuronal death, psychiatric disorders, suicide, and the like.
倒退區可能會帶來一些短期的正面效果，例如通過一項測試，但它會在總體發展基準上產生負面影響，無論它是由學生定義的，還是為學生定義的。根據在倒退區內對學生施加的壓力的程度，它可能會產生輕微的減緩，例如，對學習的厭惡增加，或劇烈的效果，如壓力、神經元死亡、精神障礙、自殺等。
The importance of differentiating the push zone from the ZPD comes from the fact that the optima set by ZPD may bring long-term regress. In other words, a child can progress in a short term, e.g. by mastering a skill, and regress in a long term by conditioning a dislike for learning, e.g. in the domain of the learned skill. For example, we can send a kid to a music school, employ ZPD, observe a fantastic progression of skills, and still end up with a disappointing outcome in which the kid loses her passion for music.
區分推動區和 ZPD 的重要性來自于 ZPD 設置的最佳值可能會帶來長期的倒退。換言之，兒童可以在短期內取得進步，例如通過掌握一項技能，而在長期內可能因為對學習厭惡而倒退，例如在所學技能的領域。例如，我們可以把一個孩子送到音樂學校，使用 ZPD，觀察技能的驚人進步，但效果仍然令人失望，孩子失去了對音樂的熱情。
Many tools used in schooling tend to operate in the regress zone despite providing an illusion of progress by employing short-term benchmarks. Those tools include: [homework](https://supermemo.guru/wiki/Homework), [cramming](https://supermemo.guru/wiki/Cramming), [testing](https://supermemo.guru/wiki/Testing), grades, threats, bribes, [coercion](https://supermemo.guru/wiki/Coercion_in_learning), compulsory reading set, etc.
許多用于教育的工具傾向于在倒退區運行，盡管通過使用短期基準提供了一種進步的假象。這些工具包括：[家庭作業](https://supermemo.guru/wiki/Homework)、[填鴨式學習](https://supermemo.guru/wiki/Cramming)、[考試](https://supermemo.guru/wiki/Testing)、分數、威脅、賄賂、[強制](https://supermemo.guru/wiki/Coercion_in_learning)、強迫閱讀等。
> One of the greatest dangers of teaching is the illusion in which positive short-term effects obscure negative long-term outcomes
>
> 教學的最大危險之一是一種錯覺，在這種錯覺中，正面的短期效果掩蓋了負面的長期效果
### 11.6 The optimum push
### 最佳推動力
If we take the axis of influence from negative to positive infinity as defined for any type of external pressure, the optimum push zone will lie between the comfort zone, with some overlap, and the regress zone. The part of the curve with positive outcomes will be divided into two portions: the optimum push zone, and the zone of progress where the same outcomes are achieved at higher pressure.
如果我們將影響軸從負無窮到正無窮取任意一種外部壓力的定義，最佳推動區將位于舒適區和倒退區之間，有一些重疊。具有正向效果的曲線部分將分為兩部分：最佳推動區和在較高壓力下獲得相同效果的進展區。
Metaphorically speaking, on the axis of proximal development, we see a progression of a child from bored to confused. On the axis of external pressure, we will see a U-shaped curve of development outcomes with the best results registered at the pressure matching the optimum push zone.
打個比方，在最近發展軸上，我們看到一個孩子從無聊到困惑的過程。在外部壓力軸上，我們會看到一個 U 型的發展效果曲線，在壓力與最佳推動區匹配的情況下，發展效果最好。
Long-term learning outcomes define the boundaries:
長期學習效果界定了界限：
* **retrogress zone**: distractive pressure reduces learning \(e.g. pressure to help parents, to get a job, to participate in crime, to take part in war, etc.\)
* **退步區**：分散注意力的壓力會減少學習（例如幫助父母、找工作、參與犯罪、參戰等壓力）。
* **comfort zone**: usually minor to huge progress, depending on the personality, environment, and knowledge. Regress is hardly possible in healthy kids in healthy environments with few distractions. We have been programmed by evolution to grow continually. This is at least well pronounced at younger ages before a possible degree of saturation sets in
* **舒適區**：通常是小到大的進步，取決于個性、環境和知識。在沒有太多干擾的健康環境中，倒退幾乎是不可能的。我們已經被進化規劃為不斷成長。至少在可能的飽和程度開始出現之前，這一點在較小的年齡階段就已經很明顯了。
* **push zone**: produces positive outcomes compared with the comfort zone. There is a dramatic increase in value at little pressure \(high return on low investment of teaching, tutoring, mentoring, etc.\). The optimum usually falls at very low levels of pressure \(might be much higher for some kids\). There is a quick decline in development speed in the zone where adding pressure diminishes outcomes. The optimum push zone is richest in the sense of accomplishment, and provides for a cumulative increase in enthusiasm, passion, interest, and knowledge. This is the zone that marks the best brain growth
* **推動區**：與舒適區相比，產生正面的效果。在壓力很小的情況下（教學、輔導等低投資的高回報），價值就會急劇增加。最佳值通常在很低的壓力水平下降（對一些孩子來說可能要高得多）。在增加壓力會減少效果的區域，發展速度會迅速下降。最佳推動區在成就感方面是最豐富的，它提供了對熱情、激情、興趣和知識的累積增長。這是大腦發育最好的區域。
* **regress zone**: too much pressure results in regress. The pressure may have a form of the stress of schooling, cram schools, excess [homework](https://supermemo.guru/wiki/Homework), parental blackmail, anger, etc. The end result is stress, bad sleep, bad health, frustration, hating school, hating learning, hating a subject, hating the world, or hating oneself
* **倒退區**：壓力過大會導致倒退。壓力可能包括學校教育、補習、[家庭作業](https://supermemo.guru/wiki/Homework)過多、父母敲詐、憤怒等方面的壓力。最終的效果是壓力、睡眠不良、健康不佳、沮喪、討厭學校、討厭學習、討厭一門學科、討厭這個世界，或者討厭自己。
### 11.7 Zone changes
### 區域變化
The delineations and sizes of the zones change in time. In each child, the optimum push zone will differ for different tasks and different contexts. Over time, the zone may change for the same child, the same task and, the same context. In particular, the context of [home](https://supermemo.guru/wiki/Homeschooling), free [democratic school](https://supermemo.guru/wiki/Democratic_school), or a typical school will redefine the zone.
分區的范圍和大小隨時間而變化。在每個子任務中，不同的任務和不同的環境的最佳推動區將不同。隨著時間的推移，對于相同的子級、相同的任務和相同的環境，區域可能會發生變化。特別是，[在家](https://supermemo.guru/wiki/Homeschooling)、自由[民主學校](https://supermemo.guru/wiki/Democratic_school)，或一個傳統學校的環境將重新定義區域。
Learning expands knowledge, which improves outcomes in the comfort zone. It may also affect the extent and outcomes in the push zone.
學習增加了知識，從而提高了舒適區的效果。它還可能影響推動區的范圍和效果。
The comfort zone may regress in size in adverse circumstances. The regress zone may contract the push zone. For example, a child operating in conditions of school stress may develop an aversion to learning that will produce more dramatic reactions to all forms of external pressure. In a similar fashion, the comfort zone may shrink. On school-free days, the kid may compensate limits on freedom by losing itself in videogames. Via [learned helplessness](https://supermemo.guru/wiki/Learned_helplessness), the regress zone may also expand the optimum push zone by changing pain boundaries, however, it may also stunt the outcomes. This is why schooling still brings positive effects for an average child. Where regressive pressure might do damage at first, it gradually induces learning apathy, and kids forced to go through the motions of schooling will still register some knowledge and pass basic test benchmarks. Those benchmarks are always set way below a child's true potential \(for example, see: [Schools are useless in teaching English](https://supermemo.guru/wiki/Schools_are_useless_in_teaching_English)\)
在不利的情況下，舒適區的大小可能會縮小。倒退區可能壓縮推動區。例如，在學校壓力下工作的兒童可能會產生對學習的厭惡，從而對各種形式的外部壓力產生更劇烈的反應。同樣，舒適區也可能縮小。在不上學的日子里，孩子們可能會通過沉迷于電子游戲來彌補對自由的限制。通過[習得性無助](https://supermemo.guru/wiki/Learned_helplessness)，倒退區也可以通過改變疼痛邊界來擴大最佳推動區，然而，它也可能阻礙效果。這就是為什么學校教育仍然對普通兒童產生積極影響的原因。在最初可能造成損害的倒退壓力下，逐漸導致習得性無助，被迫接受學校教育的兒童仍然會記錄一些知識，并通過基本的測試基準。這些基準的設定總是遠遠低于兒童的真正潛力（例如：[學校在教英語方面毫無用處](https://supermemo.guru/wiki/Schools_are_useless_in_teaching_English)）。
### 11.8 Correcting development trajectory
### 校正發展軌道
The optimum nudge in the push zone will not only depend on the marginal effect on development. It can also be helpful in overcoming an acceleration threshold, where a small penalty can lead to a wider space of potential acceleration. For example, a kid may be reluctant to switch from a typical computer game to an educational computer game. The latter may require a switch, or a switch and some introductory learning. By guiding the child over the little area of discomfort, further acceleration becomes easy.
推動區的最佳推力不僅取決于對發展的邊際效應。它還有助于克服加速閾值，在該閾值中，較小的懲罰可以引發更大的潛在加速空間。例如，一個孩子可能不愿意從一個傳統電腦游戲轉移到一個教育電腦游戲。后者可能需要一個轉換，或一個轉換和一些入門學習。通過引導孩子通過小小的不適區域，進一步的加速變得容易。
It is always safer to operate in the push zone close to the comfort zone. The difference in pressure between the push zone and the regress zone may be hard to measure. For example, the kid may agree to do extra [homework](https://supermemo.guru/wiki/Homework) today, but he will be less likely to do more work over a longer period \(e.g. months\). In the end, minor over-correction will reduce the long-term outcome.
在靠近舒適區的推動區操作總是更安全。推動區和倒退區之間的壓力差可能很難測量。例如，孩子可能會同意今天做額外的[家庭作業](https://supermemo.guru/wiki/Homework)，但他不太可能在更長的時間內（如幾個月）做更多的工作。最后，輕微的過度修正將減少長期效果。
All forms of pressure get registered as long-term memories. Repeated pressure works along the principles of [spaced repetition](https://supermemo.guru/wiki/Spaced_repetition). Small errors will get magnified if they get repeated. This is how the hate of learning develops. This is how [toxic memories](https://supermemo.guru/wiki/Toxic_memories) get entrenched. This is why all forms of over-correction must be compensated with long "resting periods" to let [forgetting](https://supermemo.guru/wiki/Forgetting) do its clean up job. This is why all erroneous forays into the regress zone bear the extra cost of recovery in the comfort zone. Kids who switch from a standard school to a [democratic school](https://supermemo.guru/wiki/Democratic_school) often need long periods of "detox" to become self-reliant and creative again.
所有形式的壓力都被記錄為長期記憶。重復壓力按照[間隔重復](https://supermemo.guru/wiki/Spaced_repetition)的原則生效。如果再犯一些小錯誤，就會被放大。憎恨學習就是這樣發展起來的。[毒性記憶](https://supermemo.guru/wiki/Toxic_memories)就是這樣根深蒂固的。這就是為什么所有形式的過度糾正都必須用長時間的「休息時間」來補償，讓[遺忘](https://supermemo.guru/wiki/Forgetting)來完成它的清理工作。這就是為什么所有進入倒退區的錯誤嘗試都要承擔在舒適區恢復的額外費用的原因。從一所標準學校轉到一所[民主學校](https://supermemo.guru/wiki/Democratic_school)的孩子通常需要長時間的「戒毒期」才能再次變得自力更生和富有創造力。
### 11.9 Changes to push zone with age
### 不同年齡下的推動區變化
As kids grow older, their personality changes and the inner world gets more complex in proportion to the impact of life adversities. This makes all forms of external optimization harder. The push zone may shrink for kids who grow to love self-determination. The perceived optimum push zone will also shrink due to the complexity of interactions. In other words, the older the kid, the less pushing is needed or welcome. This marks a gradual transition from a child to a free-minded adult. However, intense schooling may have the opposite effect. Teens who have lived a life determined by instructions from others, lose their own initiative. They need to be pushed. This is how schooling can shift the entire optimum push zone in the direction of high pressure. The need to push may keep growing from year to year. Through unceasing coercion, we shift children from curiosity powered by the [learn drive](https://supermemo.guru/wiki/Learn_drive), to [learned helplessness](https://supermemo.guru/wiki/Learned_helplessness) and apathy. The most extreme outcomes of that transition are depression, addictions, and even suicide.
隨著孩子年齡的增長，他們的個性會發生變化，內心世界也會隨著生活逆境的影響而變得更加復雜。這使得所有形式的外部優化變得更加困難。對于那些長大后熱愛自決的孩子來說，「推動區」可能會縮小。由于交互作用的復雜性，感知的最佳推動區也會收縮。換句話說，孩子越大，需要的壓力就越少，也就越不受歡迎。這標志著從一個兒童逐漸過渡到一個思想自由的成年人。然而，緊張的學校教育可能會產生相反的效果。按照別人的指示過生活的青少年，會失去自己的主動權。他們需要被推下去。這就是學校教育如何將整個最佳推動區向高壓方向移動的方法。推動的需求可能會年復一年地增長。通過不斷的強迫，我們將兒童從由[學習內驅力](https://supermemo.guru/wiki/Learn_drive)驅動的好奇心轉變為[習得性無助](https://supermemo.guru/wiki/Learned_helplessness)和冷漠。這種轉變最極端的結果是抑郁、上癮，甚至自殺。
> The unceasing pressure of schooling may result in a constant need to increase pressure to achieve the same outcomes
>
> 持續不斷的學校教育壓力可能導致需要不斷增加壓力才能取得同樣的效果
### 11.10 Complexities of influence
### 影響因素的復雜性
Here are some departures from the simple push zone formula:
以下是一些偏離簡單推動區準則的地方：
* it can be multi-dimensional for the development domain. For example, a push for math may be less effective than push for geography
* 發展領域可以是多維的。例如，對數學學習的推動可能不如對地理學習有效。
* it can be multi-dimensional for the push vector. For example, mom can be a better pusher than dad
* 推動本身可以是多維的。例如，媽媽可以比爸爸做得更好。
* function shape may change in all dimensions and over time. In most extreme cases, there may be no optimum push zone as all pushes will produce a negative outcome. For example, a kid may be driven into desperation in which she dreams of the world without parents, teachers, or peers
* 功能形狀可能會隨著時間的推移而在所有維度上發生變化。在大多數極端的情況下，可能沒有最佳的推動區域，因為所有的推動都會產生負面的效果。例如，一個孩子可能被逼到絕望的境地，她夢想著沒有父母、老師或同齡人的世界。
* optimum development may be achieved with an optimum pull similar to the mechanics of [ZPD](https://supermemo.guru/wiki/I_would_never_send_my_kids_to_school#Zone_of_proximal_development_.28ZPD.29). For example, instead of exerting pressure, a parent may offer help in doing homework. This usually is not a good idea as it may undermine kid's self-reliance, however, the actual long-term effect depends on the child's state of mind
* 通過與 [ZPD](https://supermemo.guru/wiki/I_would_never_send_my_kids_to_school#Zone_of_proximal_development_.28ZPD.29) 機制相似的最佳拉力，可以實現最佳的發展。例如，家長可以在做家庭作業時提供幫助，而不是施加壓力。這通常不是一個好主意，因為它可能會損害孩子的自立，然而，實際的長期影響取決于孩子的心理狀態。
The simple model of the push zone can be greatly interfered with by parents, school, environment, health, and personality traits. Under pressure of schooling, kids can easily unravel into more complex behaviors where a whole constellation of emotions makes reactions difficult to predict. Even one day's [sleep deficit](https://supermemo.guru/wiki/Sleep_deprivation) can make a world of difference. Sometimes, when the outcome is unsure, the kid would probably be best left to her own devices for a while.
推動區的簡單模式會受到父母、學校、環境、健康和個性特征的很大影響。在學校的壓力下，孩子們可能很容易地分解成更復雜的行為，在這些行為中，一系列的情緒使得反應很難預測。即使是一天的[睡眠不足](https://supermemo.guru/wiki/Sleep_deprivation)也會帶來巨大的不同。有時候，當效果不確定的時候，孩子們最好還是自己做一段時間。
### 11.11 Predictability of a push
### 推動的可預測性
In many circumstances, it is impossible to predict the exact effects of a push.
在許多情況下，不可能預測推動的確切效果。
There are still two chief lessons from the model:
從這一模式中仍然有兩個主要的教訓：
* the push zone can be microscopic. It requires extreme caution. The smarter the kid, the more assertive the kid, the smaller the zone
* 推動區可能很小。這需要非常謹慎。對于越聰明、自信的孩子，區域就越小。
* employment of the concept requires a good understanding of a particular child. This job can be hard even for an attentive parent. It verges onto impossible in a class of twenty, esp. with a large rotation of teachers who never have much time to get to know individual kids
* 使用這一概念需要對某一兒童有很好的了解。即使對一個細心的父母來說，這份工作也是很難的。在二十人一班，這幾乎是不可能的。尤其是有大量的老師輪班時，他們從來沒有太多的時間去了解個別的孩子
### 11.12 Push zone: examples
### 推動區：例子
This [book](https://supermemo.guru/wiki/Problem_of_Schooling) discusses a number of learning situations that apply to different push zones. Some examples:
[本書](https://supermemo.guru/wiki/Problem_of_Schooling)討論了許多適用于不同推動區的學習情況。一些例子：
* [Sudbury Valley School](https://supermemo.guru/wiki/Sudbury_Valley_School) is a good demonstration that for a subset of kids, operating in the comfort zone with no pushing may produce fantastic results. The outcomes may or may not be optimum, however, there is no school like a school with happy kids.
* [Sudbury Valley 學校](https://supermemo.guru/wiki/Sudbury_Valley_School)是一個很好的證明，對于一部分孩子來說，在舒適的環境中行動而不需要推動，可能會產生奇妙的效果。效果可能是最好的，也可能不是最好的，然而，沒有一所學校比得上一所擁有快樂孩子的學校。
* kids in cram schools may show excellent results in the standardized [testing](https://supermemo.guru/wiki/Testing), but may operate in the regress zone with negative impact on their long-term development. They may be great in math today, and still make for a poor programmer two decades later
* 補習學校的學生在標準化[考試](https://supermemo.guru/wiki/Testing)中可能表現出優異的成績，但可能會在倒退區行動，對他們的長期發展產生負面影響。他們在今天的數學上可能很棒，但在二十年后，他們仍然是一個蹩腳的程序員。
* [the case of Simon](https://supermemo.guru/wiki/Social_groups_in_socialization#Are_they_rowdy.3F) shows that school and coercive parenting can result in a lifetime declaration to never engage in learning \(ever!\)
* [Simon 的例子](https://supermemo.guru/wiki/Social_groups_in_socialization#Are_they_rowdy.3F)表明，學校教育和強制性的父母教育可以導致終生不從事學習的宣言（永遠！）
* [my own change of schools](https://supermemo.guru/wiki/Dangers_of_being_a_Straight_A_student#Chemistry_streak_.28Apr_1975_-_May_1976.29) took the impact of school from the retrogress zone to the optimum push zone within days
* [我自己對學校的改變](https://supermemo.guru/wiki/Dangers_of_being_a_Straight_A_student#Chemistry_streak_.28Apr_1975_-_May_1976.29)在幾天內就把學校的影響從退步區轉移到了最佳推進區。
* I experienced a distraction retrogress in [my fights for dominance in primary school](https://supermemo.guru/wiki/School_fights)
* [我在小學爭取支配地位](https://supermemo.guru/wiki/School_fights)的斗爭中經歷了一次分心的退步。
* my interest in programming and in [SuperMemo](https://supermemo.guru/wiki/SuperMemo) helped me drag myself from a regress zone of boring college to the optimum push zone where self-directed development was accelerated by a dose of external pressure. Instead of losing brain cells and sleep over the study of electronic circuits, [I was able to focus on programming, research, and SuperMemo](https://supermemo.guru/wiki/How_I_invented_perfect_schooling), while being constantly nudged to acceleration by the need to pass exam benchmarks \(see: [My school tried to block the best thing in my life](https://supermemo.guru/wiki/Knowledge_valuation_network#Knowledge_valuation_that_affects_the_course_of_life)\)
* 我對編程和 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的興趣幫助我把自己從無聊大學的倒退區拖到了最佳推動區，在那里，自我導向的發展被外部壓力加速了。我不是為了學習電子線路而失去腦細胞和睡眠，而是[專注于編程、研究和 SuperMemo](https://supermemo.guru/wiki/How_I_invented_perfect_schooling)，同時由于需要通過考試基準而不斷地被催促加速（參見：[我的學校試圖阻止我生活中最好的事情](https://supermemo.guru/wiki/Knowledge_valuation_network#Knowledge_valuation_that_affects_the_course_of_life)）。
* what happens today to kids in war-torn Syria is the prime example of the extreme retrogress in conditions of [toxic stress](https://developingchild.harvard.edu/science/key-concepts/toxic-stress/). The impact of war on learning can extend over generations
* 今天在飽受戰爭蹂躪的敘利亞兒童身上發生的事情，是[毒性壓力](https://developingchild.harvard.edu/science/key-concepts/toxic-stress/)條件下極端退步的最好例子。戰爭對學習的影響可以延續到幾代人。
### 11.13 Minimum pressure, maximum outcome
### 最小化的壓力，最大化的效果
The sizes of the push zones may differ wildly. The healthier the kid, the smarter the kid, the smaller the push zone. Teachers are required to be even-handed, and cannot set different rules for different kids. If they push too hard, they may do more harm than good. If they push too little, some needy kids may stop developing. If they find the optimum for the class, slower kids and the creative types will suffer.
推動區的大小可能有很大的不同。孩子越健康、聰明，推動區就越小。教師被要求不偏不倚，不能為不同的孩子制定不同的規則。如果他們推得太緊，可能弊大于利。如果他們推得太少，一些需要幫助的孩子可能會停止發展。如果他們在課堂上找到了最好的選擇，速度慢的孩子和有創造力的孩子就會受到影響。
The key to my reasoning throughout this [book](https://supermemo.guru/wiki/Problem_of_Schooling) is that the cost of pushing can be microscopic \(e.g. relative to the size of government investment in education\). Kids are equipped with a natural [learn drive](https://supermemo.guru/wiki/Learn_drive). They are wired to learn and explore. They are innately curious. Their personality and environment are essential though. Some will need more pushing and those forces may need to increase over time. Others will show the exact opposite. They will welcome some assistance at younger ages and then they will display their "[rage to master](https://supermemo.guru/wiki/Rage_to_master)" that will power further development. It is the kids that enter the _rage to master_ zone that will change the future of this planet! One of the [prime goals of education systems](https://supermemo.guru/wiki/Education_Reform) is to NOT stand in their way.
我在[整本書](https://supermemo.guru/wiki/Problem_of_Schooling)中推理的關鍵是，推動的成本可以是微乎其微的（例如相對于政府在教育上的投資規模）。孩子們配備了一種天然的[學習內驅力](https://supermemo.guru/wiki/Learn_drive)。他們天生就喜歡學習和探索。他們天生好奇。他們的個性和環境是必不可少的。有些將需要更多的推動，這些力量可能需要隨著時間的推移而增加。其他人則恰恰相反。他們會在較小的年齡歡迎一些幫助，然后他們將顯示他們的「[狂怒掌握](https://supermemo.guru/wiki/Rage_to_master)」，這將推動進一步的發展。這是孩子們進入_狂怒掌握_區，將改變這個星球的未來！[教育系統的主要目標](https://supermemo.guru/wiki/Education_Reform)之一是不妨礙他們的發展。
### 11.14 My own story
### 我自己的故事
> 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)
>
> I tried hard and cannot recall a single case where a significant push beyond my comfort zone brought any long-term benefits to my life. In How I invented perfect schooling?, I write about enjoying passing exams. There is always a degree of discomfort in such a system. It is never truly perfect. However, I voluntarily joined the system, I self-imposed the learning, and I had a significant say in the curriculum. In that period, the biggest coercive push I received was in the area of control theory.
>
> 我努力了，卻想不起任何一個案例表明，一個超越我舒適區的重大努力有給我的生活帶來了任何長期的好處。在《我如何發明完美的學校教育？》中，我寫到了如何享受通過考試的樂趣。在這樣的制度下，總會有一定程度的不適感。它從來就不是真正的完美。然而，我自愿加入了這個系統，我自己強加了學習，我在課程中有很大的話語權。在那段時間里，我所受到的最大的強制推動是在控制理論領域。
>
> I consider control theory highly important, however, at the time \(1986\), it was programming that was to [change my life](https://supermemo.guru/wiki/History_of_spaced_repetition). Delays in programming would mean delays in [SuperMemo](https://supermemo.guru/wiki/SuperMemo) which would mean delays in learning across the board. I also objected to the choice of material and the methods of lecturing.
>
> 我認為控制理論非常重要，然而，在那個時候（1986），是編程[改變了我的生活](https://supermemo.guru/wiki/History_of_spaced_repetition)。編程的延遲將意味著 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的延遲，這將意味著全面學習的延遲。我也反對教材的選擇和講課的方法。
>
> My teacher disagreed, and I was forced to take on the subject. Despite the importance of the subject, it is pretty easy to see that if all my teachers took this stance, there would be no [SuperMemo](https://supermemo.guru/wiki/SuperMemo). I hardly had time to write it despite all granted freedoms. I did not fully realize the monumental importance of programming then. However, deep in my [knowledge valuation network](https://supermemo.guru/wiki/Knowledge_valuation_network), some hints and intuition pushed me in the right direction. The direction that has changed my life. This text would not have been written if all teachers had been pushing equally hard as my control theory teacher. He was right, control theory is essential for my work and understanding of the brain. However, I was righter! My investment in programming paid back better. It paid better by an order of magnitude. Additionally, my teacher admitted that computers were better suited to solve my complex control theory problems than his symbolic methods.
>
> 我的老師不同意，我被迫學習這門課。盡管這門課很重要，但很容易看出，如果我所有的老師都采取這一立場，就不會有 [SuperMemo](https://supermemo.guru/wiki/SuperMemo)。我幾乎沒有時間寫這篇文章，盡管我已經獲得了所有的自由。當時我還沒有完全意識到編程的巨大重要性。然而，在我的[知識評估網絡](https://supermemo.guru/wiki/Knowledge_valuation_network)的深處，一些提示和直覺把我推向了正確的方向。這方向改變了我的生活。如果所有的老師都像我的控制論老師一樣努力的話，這篇文章就不會被寫出來。他是對的，控制理論對我的工作和對大腦的理解是必不可少的。不過，我更對！我在編程方面的投資回報更高。它的回報要高一個數量級。此外，我的老師承認計算機比他的符號方法更適合解決我復雜的控制理論問題。
>
> Control theory is central to my work. It is central to [this book](https://supermemo.guru/wiki/Problem_of_schooling). Was my course at the university helpful? I still recall a few concepts I learned during the lectures. However, I would get to that field anyway. My interest in the brain and in optimization would make it inevitable. At the same time, there is still a bit of bad taste when I revisit certain subjects. It is a bit like coming back to an abusive home. There is always some unpleasant trepidation about an experience that should otherwise be positive.
>
> 控制理論是我工作的核心。它是[本書](https://supermemo.guru/wiki/Problem_of_schooling)的核心。大學的課程對我有幫助嗎？我仍然記得我在講座中學到的一些概念。不過，無論如何我都會去那個地方。我對大腦和優化的興趣將使這不可避免。同時，當我重溫某些主題時，仍然有一些不好的感覺。這有點像回到一個虐待過我的家。對于一個本來應該是積極的經歷，總會有一些令人不快的不安。
>
> Sadly, the teaching methods, the classes, the lectures, the textbooks were not that good. I passed the exam. In my rebellion, I even resorted to cheating \(possibly the only case in my whole life\). During the exam, I was writing off solutions from [Krzysztof Biedalak](https://supermemo.guru/wiki/Krzysztof_Biedalak)'s sheet. The same Biedalak who is now CEO of [SuperMemo World](https://supermemo.guru/wiki/SuperMemo_World). He was always a bit more conscientious. That's why he is a CEO. I was always more rebellious. This is why I write these words.
>
> 不幸的是，教學方法、課堂、講座、課本都不是很好。我通過了考試。在我的反叛中，我甚至求助于欺騙（這可能是我一生中唯一的一例）。在考試中，我寫下了從 [Krzysztof Biedalak](https://supermemo.guru/wiki/Krzysztof_Biedalak) 的試卷上找來的答案。同樣是 Biedalak，他現在是 [SuperMemo World](https://supermemo.guru/wiki/SuperMemo_World) 的首席執行官。他總是更認真一點。這就是為什么他是首席執行官。我總是更叛逆。這就是我寫這些字的原因。
>
> Conclusion: **I was never significantly pushed beyond my comfort zone with memorable long-term benefits!**
>
> 結論：**因為令人難忘的長期利益，我從來沒有被推到我的舒適區之外！**
