# 01.前言 [TOC=3,5] ## 1 Introduction ## 前言 ### 1.1 Failure of schooling ### 學校教育的失敗 Instead of educating, these days schools do a lot of damage to many children. The school was to be the tool of new Renaissance, or new Enlightenment. It has become a tool of oppression that deprives kids of freedom and the love of learning. 現在的學校沒有教育孩子，反而對許多孩子造成了傷害。學校本應當成為新文藝復興或新啟蒙運動的工具。然而它已經成為一種壓迫的工具，剝奪了孩子們的自由和對學習的熱愛。 Education systems around the world follow the same wrong design that needs to be abolished. This book provides a suggestion how this might be done with minimum side effects. 世界各地的教育系統都遵循著同樣的錯誤設計，需要被廢除。本書提供了一個建議，可以在最小的副作用下達到這點。 While dreaming about the [Grand Education Reform](https://supermemo.guru/wiki/Reform), I took an unusual approach: instead of talking to adults, I mostly talked to kids. Moreover, I hope to have teen folks as my main target audience. My texts are hard, but they are easier for a smart kid who already knows and feels exactly what I am talking about. 在夢想著[教育大改革](https://supermemo.guru/wiki/Reform)時，我采取了一種不同尋常的方式：我主要和孩子們交談，而不是和成年人交談。我的文字很難理解，但對于一個聰明的，已經確切地知道并感受到我在說什么的孩子來說，它們更容易理解。 I do **not** believe I will convince many parents, educators or authorities. I primarily hope for kids to start the revolution from the bottom up. Kids are more open, and they understand their own problems better. Moreover, given a bit of love, they are more likely to convince their own parents than I am. See: [Why this book will fail](https://supermemo.guru/wiki/Why_is_it_hard_to_explain_an_effective_education_system%3F) 我**不**相信我能說服許多家長、教育工作者或權威人士。我主要希望孩子們能從下而上開始革命。孩子們更開放，他們更了解自己的問題。而且, 考慮到親情, 他們比我更有可能說服自己的父母。參見：[為什么這本書會失敗](https://supermemo.guru/wiki/Why_is_it_hard_to_explain_an_effective_education_system%3F) ### 1.2 Scrapping the school system ### 廢除學校制度 I have spent over two decades in the school system, three decades working in the field of memory and learning, and my whole life learning on my own. The contrast between schools and [self-directed learning](https://supermemo.guru/wiki/Self-directed_learning) is so stark that I wake up daily in disbelief about the survival of the [old Prussian factory school model](https://en.wikipedia.org/wiki/Prussian_education_system). The main thesis of this article is that schooling is the thing of the past. The future will be based on [free learning](https://supermemo.guru/wiki/Free_learning). Before humanity is taken over by artificial intelligence, there is still a lot of room for progress. The human brain has an amazing potential. These days, most of that potential is wasted at school. There is no denying that schools have changed the world for the better. The same can be said about the combustion engine. However, these are the days for scrapping the old technologies and the old systems. It is time for a change. 我在學校里待了二十多年，在記憶和學習領域工作了三十年，我的整個人生都在自學。學校與[自我導向學習](https://supermemo.guru/wiki/Self-directed_learning)之間的反差如此之大，以至于我每天一覺醒來，都不敢相信[古老的普魯士工廠學校模式](https://en.wikipedia.org/wiki/Prussian_education_system)的存在。這篇文章的主要論點是學校教育已經成為過去。未來將以[自由學習](https://supermemo.guru/wiki/Free_learning)為基礎。在人類被人工智能取代之前，還有很大的進步空間。人腦有著驚人的潛力。如今，大部分潛能都被浪費在了學校。不可否認，學校已經把世界變得更好，內燃機也是如此。然而，現在是拋棄舊技術和舊系統的時候了，是時候改變了。 ### 1.3 Brain-based reform ### 基于大腦的改革 Employing the principles of neuroscience, this [book](https://supermemo.guru/wiki/Problem_of_Schooling) explains from grounds up how learning occurs, how it can be made dramatically more effective, how schools counteract effective learning, and how this can be remedied with a universal school [reform](https://supermemo.guru/wiki/Reform). [本書](https://supermemo.guru/wiki/Problem_of_Schooling)運用神經科學的原理，從基礎上解釋了學習是如何發生的，如何能顯著提高學習效率，學校如何阻礙有效學習，以及如何通過全面的學校[改革](https://supermemo.guru/wiki/Reform)來補救。 ### 1.4 Love for children ### 對孩子的愛 Most of my texts bring up old truths that have been reiterated by dozens of great educators and writers of the past and present. You will find echoes, in no particular order, of [Gray](https://supermemo.guru/wiki/Peter_Gray), [Holt](https://supermemo.guru/wiki/John_Holt), [Greenberg](https://supermemo.guru/wiki/Danny_Greenberg), [Mitra](https://supermemo.guru/wiki/Hole_in_the_wall), [Robinson](https://supermemo.guru/wiki/Ken_Robinson), [Locke](https://en.wikipedia.org/wiki/John_Locke), and dozens of others. I amplify the writings of giants with a bit of neuroscience and my own research into efficient learning. See: [My qualifications](https://supermemo.guru/wiki/Problem_of_schooling:_My_qualifications). 我的大部分文章都提到了過去和現在幾十位偉大的教育家和作家一再強調的古老真理。你會發現[Gray](https://supermemo.guru/wiki/Peter_Gray) [Holt](https://supermemo.guru/wiki/John_Holt), [Greenberg](https://supermemo.guru/wiki/Danny_Greenberg), [Mitra](https://supermemo.guru/wiki/Hole_in_the_wall), [Robinson](https://supermemo.guru/wiki/Ken_Robinson),[Locke](https://en.wikipedia.org/wiki/John_Locke)（順序不分先后）和其他許多人都有類似的經歷。我用一點神經科學知識和我自己對高效學習的研究，進一步充實一些偉人的著作。參見：[我的資歷](https://supermemo.guru/wiki/Problem_of_schooling:_My_qualifications)。 True giants of educational thought had one thing in common: deep and unadulterated love of children. Many started their journey by setbacks in their own educational efforts as parents or teachers. They all based their thinking on detailed analysis and observation. They did not analyze test scores. They observed and consulted children. 真正的教育思想巨人有一個共同點:對孩子們深沉而純粹的愛。許多人在他們作為父母或教師的教育努力中遭遇挫折而開始了他們的旅程。他們的思想都建立在詳細的分析和觀察的基礎上。他們沒有分析考試成績。他們觀察和詢問孩子們。 > **What makes a great educator is love for children as opposed to the infatuation with what they might become** > > **是對孩子們的愛造就一個偉大的教育家，而不是癡心于他們可能成為什么。** Some of the concepts in this [book](https://supermemo.guru/wiki/Problem_of_Schooling) are unique and I credit those to my three decades involvement in [free learning](https://supermemo.guru/wiki/Free_learning) based on [spaced repetition](https://supermemo.guru/wiki/Spaced_repetition). The work of giants has been extended with a bit of research on memory, sleep, creativity, and problems solving. 這本[書](https://supermemo.guru/wiki/Problem_of_Schooling)中的一些概念是獨特的，我把這些歸功于我 30 年來在基于[間隔重復](https://supermemo.guru/wiki/Free_learning)的[自由學習](https://supermemo.guru/wiki/Spaced_repetition)中的投入。偉人的工作已經擴展到一些關于記憶、睡眠、創造力和解決問題方面的研究。 I would like to believe that I care about kids no less than Gray or Holt, but I also bring an extra agenda that might be missing in their work: I am looking for a formula for mass-production of little Nobel Prize winners, researchers, engineers, and creative problem solvers. The good news is that this formula aligns perfectly with [free learning](https://supermemo.guru/wiki/Free_learning)philosophy for there is no true genius without true freedom. In other words, my departure from unadulterated love to the business of education is a minor one, and no kid shall ever be hurt by that deflection. Just the opposite, pure love that brings up a healthy and productive child is love fulfilled. 我愿意相信，我對孩子們的關心不亞于 Gray 或 Holt ，但我也帶來了他們的工作中可能缺失的一個額外議程：我正在尋找一個方案，用于批量培養小諾貝爾獎得主、小研究人員、小工程師和小創造性問題解決者。好消息是，這個方案完全符合自由學習理念，因為沒有真正的自由，就沒有真正的天才。換句話說，我從純粹的愛轉向了教育事業，這是一個很小的轉變，任何孩子都不會因為這種轉變而受到傷害。恰恰相反，純粹的愛能培養出一個健康而有成就的孩子，這就是愛的滿足。 ### 1.5 Executive Summary ### 執行摘要 This book is too long. You can best consume it with [incremental reading](https://supermemo.guru/wiki/Incremental_reading). If this is still too much, go to the [summary](https://supermemo.guru/wiki/Summary) and follow the links to things you disagree with. The ultimate summary is that **schooling undermines the brain potential carried by the young generation**. We can do far better. Not 20% better, not 200% better, far more! I include some numbers in the text. 這本書太長了。您可以通過[漸進閱讀](https://supermemo.guru/wiki/Incremental_reading)來最好地閱讀它。如果這還樣是太多，到[摘要](https://supermemo.guru/wiki/Summary)這一章，并遵循鏈接去閱讀你不同意的東西。本書最終的結論是，**上學削弱了年輕一代的大腦潛能**。我們可以做得更好。不是 20% 更好，不是 200% 更好，而是更多！我在文章中涵蓋了一些數字。 ### 1.6 Kids are not adults in miniature ### 孩子不是微型的成年人 An important thing to keep in mind when designing a perfect education ecosystem is that a child's brain works according to entirely different rules than an adult's brain. We need to set kids free and never forget that our brains differ, our memories distort the past, and that the kid knows his or her own brain better! 在設計完善的教育生態系統時，必須牢記的重要一點是，兒童大腦的工作原理與成年人的大腦完全不同。我們需要讓孩子們自由，永遠不要忘記我們的大腦是不同的，我們的記憶扭曲了過去，孩子們更了解自己的大腦！ The key to resolving the problem of adults being unable to empathize with kid's brains is the appreciation of the power of the [learn drive](https://supermemo.guru/wiki/Learn_drive) and the importance of the [fundamental law of learning](https://supermemo.guru/wiki/Fundamental_law_of_learning). In simplest terms, it can be shown in strictly scientific terms that [pleasure is an inevitable outcome of efficient learning](https://supermemo.guru/wiki/Pleasure_of_learning). 解決成年人不能理解孩子大腦問題的關鍵在于理解[學習內驅力](https://supermemo.guru/wiki/Learn_drive)的力量和[學習基本定律](https://supermemo.guru/wiki/Fundamental_law_of_learning)的重要性。簡單來說，它可以用嚴格的科學術語來說明[快樂是有效學習的必然結果](https://supermemo.guru/wiki/Pleasure_of_learning)。 We need to provide kids with conditions for a flourishing [learn drive](https://supermemo.guru/wiki/Learn_drive) that underlies [self-directed learning](https://supermemo.guru/wiki/Self-directed_learning). [Free learning](https://supermemo.guru/wiki/Free_learning) is based on learning skills. Learning at school is a passive process. This passivity stunts vital skills and habits used in efficient learning. Freedom is essential in decision-making, which is a starting point for developing the necessary skillset. 我們需要為孩子提供一個蓬勃發展[學習內驅力](https://supermemo.guru/wiki/Learn_drive)的條件，這是[自我導向學習](https://supermemo.guru/wiki/Self-directed_learning)的基礎。[自由學習](https://supermemo.guru/wiki/Free_learning)是以學習技能為基礎的。在學校學習是一個被動的過程。這種被動阻礙了有效學習中使用的關鍵技能和習慣。自由在決策中是必不可少的，這是發展必要技能的起點。 ### 1.7 Fundamental law of learning ### 學習基本定律 Adults claim that kids hate school because they are ignorant of its benefits. They say: "_Children cannot see far enough_". As a result, old folks believe that learning should be imposed in the name of grand educational goals. This might be \#1 myth that underlies the concept of schooling. This is extremely dangerous because of the circular feedback between goals and knowledge valuations. As goal valuations are knowledge-based, they cannot be imposed extrinsically. At the same time, acquisition is knowledge-based. Consequently, all learning is incremental. This means that the opposite is true to what many adults believe: **kids are best evaluators of what knowledge fits their current knowledge model**. 成年人說孩子們討厭學校是因為他們不知道學校的好處。他們說：「_孩子們目光不夠長遠。_」因此，大人們認為學習應該以宏大的教育目標的名義進行。這可能是潛存于學校教育概念的第一個錯誤觀念。這是非常危險的，因為目標和知識評估之間存在循環反饋。由于目標估值是基于知識的，因此不能從外部強加。同時，習得是以知識為基礎的。因此，所有的學習都是循序漸進的。這意味著，與許多成年人的看法恰恰相反：**孩子是最能評估哪些知識適合他們當前的知識模型的人**。 Metaphorically speaking, if we want kids to get to Mt Everest, we may hint of its existence, but [we cannot push the child in a straight line to the summit](https://supermemo.guru/wiki/Mountain_climb_metaphor). Instead, the kid needs to incrementally find her way up by looking for the best options from her current position. We cannot scream instructions from the hills because it is the kid who can see best which stone is a threat and which path provides best opportunities. 打個比方，如果我們希望孩子們去珠穆朗瑪峰，我們可能會暗示它的存在，但[我們不能以直線的方式將孩子推到頂峰](https://supermemo.guru/wiki/Mountain_climb_metaphor)。相反，孩子們需要通過從當前位置尋找最佳選擇來逐漸地找到自己的路。我們不能在山上大聲發號施令，因為只有孩子才能最清楚地看到哪塊石頭是威脅，哪條路提供了最好的機會。 The new brain science tells us that there is a [detector of value in the brain](https://supermemo.guru/wiki/Knowledge_valuation_network). This detector is vital for top quality learning. It accepts the valuable knowledge that fits into knowledge models and rejects everything else. Schooling around the world, with not a single country exception, largely ignores that detector! By remedying this massive global error, we can increase the value of learning and the quality of knowledge. Due to the compound interest, change in strategy can have hard-to-predict dimensions. This is a massive potential for mankind that lays unused and ready to explode. 新的大腦科學告訴我們大腦中有一個[價值檢測器](https://supermemo.guru/wiki/Knowledge_valuation_network)。這個檢測器對于高質量的學習至關重要。它接受適合于知識模型的有價值的知識，拒絕其他任何東西。世界各地的學校，沒有一個國家例外，在很大程度上忽略了這個檢測器！通過糾正這個巨大的全球性錯誤，我們可以提高學習的價值和知識的質量。由于復利的存在，戰略的變化具有難以預測的維度。對人類來說，這是一種巨大的潛力，尚未被利用，隨時可能爆發。 ### 1.8 Message to our future selves ### 給我們未來的自己的信息 The biggest effect of schooling, instead of great learning, is the lifelong impact on the loss of interest in further learning. Instead of teaching kids how to learn, the school conditions children to hate school. However, the school ends, and a far worse side effect remains: hate of learning. Luckily, the human mind is inherently [hungry for learning](https://supermemo.guru/wiki/Learn_drive), and most people recover in a span of a decade. Upon recovery, the memory will whitewash the past, and adults will attribute their own successes to schooling. This perpetuates the vicious cycle. Adults do not understand kids. They do not even understand their own brains from years before when they were kids themselves. The memory has no way of sending an accurate message to the future. See: [Schools suppress the learn drive](https://supermemo.guru/wiki/Schools_suppress_the_learn_drive) 教育的最大效果，不是偉大的學習，而是使人對進一步學習喪失興趣的終生影響。學校沒有教孩子如何學習，反而使孩子們討厭學校。然而，學校結束了，一個更糟糕的副作用仍然存在：討厭學習。幸運的是，人類的大腦天生[渴望學習](https://supermemo.guru/wiki/Learn_drive)，大多數人在十年內就能恢復。恢復后，記憶會掩飾過去，大人將自己的成功歸功于教育。這使惡性循環長期存在。成年人不理解孩子。他們甚至不理解自己的大腦，從多年前他們自己還是孩子的時候。記憶無法向未來發送準確的信息。參見：[學校抑制學習內驅力](https://supermemo.guru/wiki/Schools_suppress_the_learn_drive) ### 1.9 Dangers of early instruction ### 早期教育的危險 Early instruction is particularly dangerous. This [book](https://supermemo.guru/wiki/Problem_of_Schooling) introduces the concept of [toxic memory](https://supermemo.guru/wiki/Toxic_memory), which is monumental for understanding the harm inflicted by schooling. I have seen toxic memories thrive under the impact of [SuperMemo](https://supermemo.guru/wiki/SuperMemo). I saw them grow like you see plants or pet animals grow in your household. The faster we send kids to school, the greater the chance of the damage. Many governments around the world are eager to reduce the school age. They have no clue! 早期教育尤其危險。[本書](https://supermemo.guru/wiki/Problem_of_Schooling)介紹了[毒性記憶](https://supermemo.guru/wiki/Toxic_memory)的概念，這對于理解學校教育造成的危害是非常重要的。我曾見過在 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 的影響下，毒性記憶蓬勃發展。我看見它們生長，就像你看見植物或寵物在你家里成長一樣。我們越早送孩子上學，受害的可能性就越大。世界上許多國家的政府都渴望降低學齡。他們對此一無所知！ ### 1.10 Futility of cramming ### 徒勞的死記硬背 Cram schools are particularly dangerous. Not only they damage the kids. They may also provide fantastic short-term returns that dazzle the educators with a lesser understanding of neuroscience. This is why many ambitious educators marvel about copying Korean or Singaporean success. Having corrected for cultural differences, I suggest they should look at the correlation between academic success and future creative achievement. For example, see Nobel Prize per capita rankings where "lazy" UK ranks high as opposed to the Asian giants. An even more convincing example should come from biographies of great geniuses of the past: scientists, inventors, and discoverers. We need to study their [unschooling](https://supermemo.guru/wiki/Unschooling) to understand the principles that lead to growing giant creative brains! There is little or no [cramming](https://supermemo.guru/wiki/Cramming) on the path to genius. 死記硬背式學校尤其危險。他們不僅傷害孩子。他們也可能提供令人驚嘆的短期回報，讓對神經科學了解較少的教育工作者感到眼花繚亂。這就是為什么許多雄心勃勃的教育家對復制韓國或新加坡的成功感到驚訝。在糾正了文化差異之后，我建議他們應該看看學業成就和未來創造性成就之間的關系。例如，在諾貝爾獎人均排名中，「懶惰」的英國排名高于亞洲巨人。一個更有說服力的例子應該來自過去偉大天才的傳記：科學家、發明家和發現者。我們需要研究他們的[非學校教育](https://supermemo.guru/wiki/Unschooling)來理解那些導致巨大的創造性大腦成長的原理！通往天才的道路上幾乎沒有[死記硬背](https://supermemo.guru/wiki/Cramming)。 ### 1.11 Learning skill impotence ### 學習能力喪失 Limited reliance on [self-directed learning](https://supermemo.guru/wiki/Self-directed_learning) at school is like lack of exercise. It turns the intellect into a lazy slob. Many people hate to exercise because of years of neglect. When they resume at the middle age, at some point, exercise can be so pleasurable that it is rediscovered as truly addictive. The same is true of learning. 在學校里有限地依靠[自我導向學習](https://supermemo.guru/wiki/Self-directed_learning)就像缺乏鍛煉一樣。它把智力變成懶惰的懶漢。許多人由于多年的忽視而討厭運動。當他們在中年時重新開始鍛煉時，在某種程度上，鍛煉是如此令人愉悅，以至于人們重新發現它確實會讓人上癮。學習也是如此。 We have a boatload of evidence: behavioral, neurophysiological, cultural, anecdotal, etc. that **suppressing individual freedoms** at young age negatively affects creative powers later in life. What might be great for a conformist "harmonious" society of [North Korea](https://supermemo.guru/wiki/North_Korea), or rather helpful in a rural community of an impoverished country, may be highly unwelcome in a high-tech society with an appetite for Nobel-winning achievements in science. 我們有大量的證據：行為的、神經生理學的、文化的、軼事的等等，在年輕時**壓抑個人自由**會對以后的生活產生負面影響。對于墨守成規的[朝鮮](https://supermemo.guru/wiki/North_Korea)「和諧」社會來說，或者更具體地說，對于一個貧窮國家的農村社區來說，這可能是件好事，但在一個渴望獲得諾貝爾獎的科學成就的高科技社會，這可能是極不受歡迎的。 We can track a golden nugget of knowledge from its source to a big discovery. From the moment when the nugget meets the brain to the ultimate reward of a breakthrough. The travel of the knowledge through the brain is hindered by restrictions imposed by schooling at all stages. To see how this happens, read: [Why schools fail](https://supermemo.guru/wiki/Why_schools_fail). 我們可以追蹤一個寶貴的知識從它的源頭到重大發現，從它與大腦相遇的那一刻到突破性進展的最終回報。知識在大腦中的傳播受到各個階段學校教育的限制。要了解這是如何發生的，請閱讀：[為什么學校會失敗](https://supermemo.guru/wiki/Why_schools_fail)。 > **Freedom of learning is the key to developing high skills in knowledge acquisition and creative problem solving.** > > **學習的自由是培養在獲取知識和創造性解決問題方面的高水平技能的關鍵。** ### 1.12 Grand Education Reform ### 教育大改革 Once we free our own kids to do [free learning](https://supermemo.guru/wiki/Free_learning) we need to free the entire education system. Let all types of schools and ideas thrive \(see: [Grand Education Reform](https://supermemo.guru/wiki/Reform)\). The incremental and evolutionary school reform process should proceed with an important goal in mind: all brains on the planet should be set free to pursue [free learning](https://supermemo.guru/wiki/Free_learning). After that, barring disaster, only the age of the machines can change the direction of mankind. 一旦我們讓自己的孩子[自由學習](https://supermemo.guru/wiki/Free_learning)，我們就需要解放整個教育體系。讓所有類型的學校和思想蓬勃發展（參見：[教育大改革](https://supermemo.guru/wiki/Reform)）。循序漸進的學校改革進程應該牢記一個重要目標：地球上所有的大腦都應該被解放出來，去追求[自由學習](01.introduction-qian-yan.md)。在那之后，除非發生災難，只有機器時代才能改變人類的方向。 ### 1.13 When school is a blessing ### 何時學校是一種眷顧 Schools can be a blessing. In a small village in post-Ebola Liberia, in a Rio favela, in a 10-house village in Poland, in the Mathare slum, in post-Taliban Afghanistan, or in a poverty trap of immigrant banlieue, a school is a blessing. It may be an escape from poverty, violence, or abuse. It may be a path to an enlightened future. In my vicinity, kids do drugs when they do not go to school. In a village, 15 km away, their prime entertainment is drinking beer in front of the local shop. In that sense, school is shielding kids from the poisonous effects of inaction, inert community, or pathological family. 學校可以是一種眷顧。在后埃博拉時代的利比里亞，在里約熱內盧貧民窟的一個小村莊，在波蘭的一個 10 戶人家的村莊，在后塔利班時代的阿富汗，在 Mathare 貧民窟，在貧窮的移民郊區，學校是一種眷顧。它可能是一種擺脫貧困、暴力或虐待的方式。這也許是一條通向光明未來的道路。在我附近，孩子們不上學就吸毒。在 15 公里外的一個村子里，他們的主要娛樂活動是在當地商店前喝啤酒。從這個意義上說，學校是在保護孩子免受不作為、遲鈍的社區或病態家庭的有害影響。 However, schools are a blessing only early in those few tough circumstances, esp. early in the evolutionary process of a developing school system. After they are a blessing, schools become universal, and then compulsory. And then they evolve into a tool of oppression that optimizes in one direction only: more pressure for better scores. All that oppression comes with best intentions that are driven by ignorance. 然而，學校只有在少數困難的環境中，特別是在學校系統發展的早期階段，才是一種眷顧。在他們成為眷顧之后，學校變得普及，然后是強制性的。然后他們演變成一種壓迫的工具，只在一個方向上優化:更多的壓力，以獲得更好的成績。所有這些壓迫都是出于無知。 At that side of the spectrum, the school is a suppressant of the best qualities of human character. The gifted ones suffer most. 在這個范圍的另一邊，學校是人性中最優秀品質的抑制劑。有天賦的人受害最多。 ### 1.14 The Optimization Error ### 優化錯誤 Progress in schooling is measured by grades and test scores. [PISA](https://en.wikipedia.org/wiki/Programme_for_International_Student_Assessment) tests are the gold standard for international competition. As grading and test scores are largely based on short-term learning for short-term results, we optimize in a highly harmful direction. We optimize for [cramming](https://supermemo.guru/wiki/Cramming), not for learning. Much less attention is paid to how much kids actually bring out from school. Perfect knowledge of history on the test day may translate to [vestigial knowledge of history on the last day of school](https://supermemo.guru/wiki/Learning_history:_school_vs._self-directed_learning). 學校教育的進步是用分數和考試成績來衡量的。[PISA](https://en.wikipedia.org/wiki/Programme_for_International_Student_Assessment) 測試是國際競爭的黃金標準。由于評分和考試成績在很大程度上是基于短期學習來獲得短期結果的，所以我們的優化方向是非常有害的。我們優化的是[死記硬背](https://supermemo.guru/wiki/Cramming)，而不是學習。很少有人關注孩子們實際從學校里收獲了多少。考試當天完善的歷史知識很可能轉化為[在學校最后一天殘存的歷史知識](https://supermemo.guru/wiki/Learning_history:_school_vs._self-directed_learning)。 If grades and test scores are used in optimization of learning, we arrive at absurd conclusions such as: learning all night is good, evening caffeine is good, [cramming](https://supermemo.guru/wiki/Cramming) is better than learning, [spaced repetition](https://supermemo.guru/wiki/Spaced_repetition) is ineffective, and other equally absurd propositions. 如果把分數和考試成績用于優化學習，我們會得出一些荒謬的結論，例如：通宵學習很好，晚上喝咖啡很好，[死記硬背](https://supermemo.guru/wiki/Cramming)比學習更好，[間隔重復](https://supermemo.guru/wiki/Spaced_repetition)無效，以及其他同樣荒謬的結論。 To improve schooling we add more material and raise the bar. This pushes kids in the direction of short-term memory, more [homework](https://supermemo.guru/wiki/Homework), less [sleep](https://supermemo.guru/wiki/Science_of_sleep), less exercise, less [fun](https://supermemo.guru/wiki/Pleasure_of_learning), harder suppression of the [learn drive](https://supermemo.guru/wiki/Learn_drive), greater risk of [depression and behavioral disorders](https://supermemo.guru/wiki/Learned_helplessness_vs._learn_drive). We drive ourselves into a corner! This is a corner of unhappy society! 為了改進學校教育，我們增加了更多的材料，提高了標準。這將孩子推向短期記憶、更多的[家庭作業](https://supermemo.guru/wiki/Homework)、更少的[睡眠](https://supermemo.guru/wiki/Science_of_sleep)、更少的鍛煉、更少的[樂趣](https://supermemo.guru/wiki/Pleasure_of_learning)、更努力抑制[學習內驅力](https://supermemo.guru/wiki/Learn_drive)、更大的[抑郁和行為障礙](https://supermemo.guru/wiki/Learned_helplessness_vs._learn_drive)的風險的方向。我們把自己逼到一個角落里！這是不幸社會的一個角落！ Adding volume and speed to education to beat the scores is like hoping that adding speed to [speed-reading](https://supermemo.guru/wiki/Speed-reading) will result in better learning. We improve scores at the cost of actual knowledge. Even worse, we improve scores while seriously undermining human creativity and problem-solving capacity. 給教育增加容量和速度來打敗分數就像希望給[快速閱讀](https://supermemo.guru/wiki/Speed-reading)增速會帶來更好的學習。我們以實際知識為代價提高分數。更糟糕的是，我們在提高分數的同時，也嚴重削弱了人類的創造力和解決問題的能力。 There is an optimum speed of reading or processing information or learning, and it is specific to each individual. Optimum speed can easily be reached in [free learning](https://supermemo.guru/wiki/Free_learning), where it is subject to self-regulation. 閱讀、處理信息或學習都有一個最佳速度，而且這個速度因人而異。在[自由學習](https://supermemo.guru/wiki/Free_learning)中很容易達到最佳速度，因為自由學習中需要自我調節。 The problem with optimization of education is that, ideally, we should make incremental corrections today, and measure the outcomes 30-50 years from now. This is why effective optimization of education must rely on models derived from the learning theory. Luckily, those models produce a relatively simple picture. The brain has been equipped with all tools needed to easily achieve far more than what we today think is possible. 優化教育的問題在于，理想情況下，我們應該在今天進行漸進修正，并衡量 30 - 50 年后的結果。這就是為什么有效的優化教育必須依賴于從學習理論推導出來的模型。幸運的是，這些模型生成了一個相對簡單的畫面。大腦已經配備了所有的工具，可以輕松地完成我們今天認為不可能完成的事情。 ### 1.15 Fostering diversity ### 培養多樣性 [Homeschooling](https://supermemo.guru/wiki/Homeschooling) provides good grounds for [free learning](https://supermemo.guru/wiki/Free_learning). A frequent complaint about homeschoolers and unschoolers is that they are weird or [poorly socialized](https://supermemo.guru/wiki/Optimal_socialization). That complain ignores the fact that the opposite of weird is homogenized, faceless, and uninteresting. The opposite of society built on all colors of education and knowledge is North Korea. And for the sake of healthy variety, we need the example of North Korea too. At least to cherish our freedoms and learn a thing or two about what makes people and societies happy. [在家上學](https://supermemo.guru/wiki/Homeschooling)為[自由學習](https://supermemo.guru/wiki/Free_learning)提供了良好的基礎。人們經常抱怨在家上學的人和不上學的人很奇怪，或者[社交能力差](https://supermemo.guru/wiki/Optimal_socialization)。這種抱怨忽略了一個事實，即怪異的反義詞是同質化的、沒有面孔的、無趣的。建立在各種教育和知識基礎上的社會的反面是朝鮮。為了健康的多樣性，我們也需要朝鮮的例子。至少要珍惜我們的自由，學會一兩件讓人們和社會幸福的事情。 When I promote English as the unifying language for the world, a friend joked that I might as well promote one brand of beer for the world. I need to stress that we always need to balance standards vs. variety. One language for the world is an essential tool for global communication. Variegated education is essential for knowledge evolution. For an unconstrained growth of human knowledge, we need excellent access to knowledge, excellent communication, and a global language should serve that goal too. 當我提倡英語作為世界的統一語言時，一個朋友開玩笑說，我不如為世界推廣一種品牌的啤酒。我需要強調的是，我們總是需要平衡標準與多樣性。一種面向世界的語言是全球交流的重要工具。多樣化的教育對知識的發展至關重要。為了人類知識不受限制地增長，我們需要良好的獲取知識的途徑，良好的交流，一種全球性的語言也應該為這一目標服務。 ### 1.16 Death of knowledge ### 知識的消亡 Great people have great visions. However, great visions often fail to materialize and die with their fathering visionaries. 偉人有偉大的理想。然而，偉大的夢想往往不能實現，而是與它們的父親——夢想家一起死去。 Great ideas about great education have been invented and forgotten and then re-invented or re-discovered over and over again. This has been happening for no less than two millennia now. 偉大教育的偉大思想被發明出來，又被遺忘，然后被重新發明或重新發現，一遍又一遍。這一現象已經持續了兩千多年。 Plato, Aristotle, and John Locke have been dead for centuries. [John Holt](https://supermemo.guru/wiki/John_Holt) is dead. Ivan Illich is dead. Urie Bronfenbrenner is dead. So are Raymond Moore and Roland Meighan. They left great books that inspire new generations of educators. Their [golden aphorisms](https://supermemo.guru/wiki/Gray:_What_genius_minds_think_of_schooling%3F) are great memes for the web, but they have little impact on education driven by short-term demands of the day. The idea of [free learning](https://supermemo.guru/wiki/Free_learning) meets with the resistance of short-term goals worshiped by the majority affected by age's old ailment: short-sightedness. 柏拉圖、亞里士多德和 John Locke 已經去世好幾個世紀了。[John Holt](https://supermemo.guru/wiki/John_Holt) 死了。Ivan Illich 死了。Urie Bronfenbrenner 死了。Raymond Moore 和 Roland Meighan 也是如此。他們留下了激勵新一代教育家的偉大著作。他們的[黃金格言](https://supermemo.guru/wiki/Gray:_What_genius_minds_think_of_schooling%3F)對于網絡來說是偉大的模因，但它們對當時短期需求驅動的教育影響甚微。[自由學習](https://supermemo.guru/wiki/Free_learning)的理念遭到多數受老毛病（短視）影響的人所崇拜的短期目標的抵制。 [Danny Greenberg](https://supermemo.guru/wiki/Danny_Greenberg) and [John Taylor Gatto](https://supermemo.guru/wiki/John_Taylor_Gatto) are in their 80s. [Peter Gray](https://supermemo.guru/wiki/Peter_Gray) is in his 70s. [Ken Robinson](https://supermemo.guru/wiki/Ken_Robinson) will be seventy soon. Even the new kid on the block, [Sugata Mitra](https://supermemo.guru/wiki/Sugata_Mitra) is past his mid 60s. [Danny Greenberg](https://supermemo.guru/wiki/Danny_Greenberg) 和[ John Taylor Gatto](https://supermemo.guru/wiki/John_Taylor_Gatto) 都 80 多歲了。[Peter Gray](https://supermemo.guru/wiki/Peter_Gray) 70 多歲了。[Ken Robinson](https://supermemo.guru/wiki/Ken_Robinson) 快 70 歲了。即使是領域里新來的孩子，[Sugata Mitra](https://supermemo.guru/wiki/Sugata_Mitra) 也已經 60 多歲了。 I have struggled now for 3 decades promoting [spaced repetition](https://supermemo.guru/wiki/Spaced_repetition) and [incremental reading](https://supermemo.guru/wiki/Incremental_reading). Spaced repetition is now slowly gaining popularity among students of languages, and in medical sciences. Incremental reading is still in the starting block. Apart from [SuperMemo](https://supermemo.guru/wiki/SuperMemo), only two incremental reading plug-in attempts for Anki have been made. The road ahead is long and winding. 30 年來，我一直在努力推廣[間隔重復](https://supermemo.guru/wiki/Spaced_repetition)和[漸進閱讀](https://supermemo.guru/wiki/Incremental_reading)。間隔重復現在在語言和醫學科學的學生中逐漸流行起來。漸進閱讀仍然處于起始階段。除了 [SuperMemo](https://supermemo.guru/wiki/SuperMemo) 之外，只有兩個針對 Anki 的漸進閱讀插件嘗試。前面的路又長又曲折。 With all those wise brains dead or aging, we still give preference to a form of schooling that was praised and skillfully employed by Hitler or Stalin. We still accept the totalitarian solutions with a good-hearted conviction that they are [good for society](https://supermemo.guru/wiki/Ban_on_homeschooling#Fineman). 盡管所有這些聰明的大腦都離開了或衰老了，我們仍然偏愛一種被希特勒或斯大林贊揚和熟練運用的教育形式。我們仍然懷著一種善意的信念接受極權主義的解決辦法，即它們[對社會是有益的](https://supermemo.guru/wiki/Ban_on_homeschooling#Fineman)。 My [book](https://supermemo.guru/wiki/Problem_of_Schooling) will [fail](https://supermemo.guru/wiki/Why_is_it_hard_to_explain_an_effective_education_system%3F). If Nobel-winning [Milton Friedman](https://en.wikipedia.org/wiki/Milton_Friedman) still gets ignored or misunderstood in reference to [school choice](https://supermemo.guru/wiki/School_choice), what are my chances of breaking through the wall of indifference or ignorance? I see some chance in social media and in the power of collective wisdom of homeschoolers, unschoolers, democratic schools, and [free learners](https://supermemo.guru/wiki/Free_learning) across the globe. I see a chance in the rebellious nature of the enslaved youth. 我的[書](https://supermemo.guru/wiki/Problem_of_Schooling)要[失敗](https://supermemo.guru/wiki/Why_is_it_hard_to_explain_an_effective_education_system%3F)了。如果諾貝爾獎得主 [Milton Friedman](https://en.wikipedia.org/wiki/Milton_Friedman) 在[擇校方面的選擇](https://supermemo.guru/wiki/School_choice)仍被忽視或誤解，我突破冷漠或無知之墻的機會有多大?我在社交媒體上看到了一些機會，也看到了世界各地的在家學習者、不上學者、民主學校和[自由學習](https://supermemo.guru/wiki/Free_learning)者集體智慧的力量。我從被奴役的年輕人的叛逆本性中看到了機會。 ### 1.17 Prediction: Death of schooling ### 預言：學校教育的消亡 Radical dreams of Holt, Gatto, and Illich will come true soon. Not for whole societies though. One job of schooling will likely not end: schools will remain containers for storing kids while parents are at work. For this to change, we would need to take a collective breath, reprioritize, slow down, and take a more creative approach to life. I am not optimistic. The rush will continue. Holt 、Gatto 和 Illich 的激進夢想很快就會實現。但這并不適用于整個社會。學校教育的一項工作可能不會結束：當家長們在工作時，學校仍將是托管孩子的設施。為了改變這種狀況，我們需要集體呼吸，調整優先順序，放慢腳步，采取更有創造性的生活方式。我并不樂觀。這股熱潮將繼續下去。 However, more kids will get homeschooled and fight for changes in the law, more [democratic schools](https://supermemo.guru/wiki/Democratic_school) will crop up, more Montessori schools and other freedom-based solutions will become popular. The old-style public school will rule the roost, but freedoms will be expanded by law. Nationalism and national curriculum will be curbed. The explosion of [free learning](https://supermemo.guru/wiki/Free_learning) is exponential. 然而，更多的孩子將在家上學，并為法律的改變而斗爭，更多的[民主學校](https://supermemo.guru/wiki/Democratic_school)將涌現，更多的蒙特梭利學校和其他基于自由的解決方案將變得流行。舊式的公立學校將統治一切，但自由將通過法律得到擴大。民族主義和國家課程將受到限制。[自由學習](https://supermemo.guru/wiki/Free_learning)的爆炸增長是指數式的。 I am glad I am not dead yet. Old Prussian school system will die soon. I wager I will see it happen! 我很高興我還沒死。舊的普魯士學校制度將很快消亡。我打賭我會看到它的發生！