# 07.學習內驅力與習得性無助 [TOC=3,5] ## 7 Learn drive vs. learned helplessness ## 學習內驅力與習得性無助 ### 7.1 Loss of learn drive with age ### 學習內驅力隨年齡增長而喪失 The claim that we lose the [learn drive](https://supermemo.guru/wiki/Learn_drive) with age is dangerous. We accept the fact that students get gradually less passionate about learning. This perpetuates the parasitic myth that learning is hard, school is boring, and that these facts should be accepted like death and taxes. We are supposed to hate school as much as we hate our jobs. We are supposed to grin-and-bear it \(see: [The grind is the glory](https://supermemo.guru/wiki/The_grind_is_the_glory)\)! This myth is stealing youth from the young generation and the love of life from millions of people. The effects of lost [learn drive](https://supermemo.guru/wiki/Learn_drive) do their damage deep into adulthood. 有人聲稱，隨著年齡的增長，我們失去了[學習內驅力](https://supermemo.guru/wiki/Learn_drive)，這種說法是危險的。我們接受這樣一個事實：學生對學習的熱情逐漸降低。這就延續了一個寄生的錯誤觀念，即學習很難，學校很無聊，這些事實應該像死亡和稅收一樣被接受。我們應該討厭學校就像我們討厭我們的工作一樣。我們應該露齒而笑，忍受它（參見：[磨難是光榮](https://supermemo.guru/wiki/The_grind_is_the_glory)）！這一錯誤觀念正在奪走年輕一代的青春和千百萬人對生活的熱愛。失去[學習內驅力](https://supermemo.guru/wiki/Learn_drive)的影響會在成年后造成傷害。 It is a matter of time when the world can see the folly behind unhappy schooling. We will recover! Roman Empire was not that fortunate. Humanity tends to optimize itself into dead corners. It happened to many extinct human civilizations. Anyone who is tempted to say I exaggerate should look at the mental health of students, e.g. as expressed by the school shooting epidemic, or psychiatric problems experienced by students \(see also: [ADHD epidemic](https://supermemo.guru/wiki/Confusing_creativity_with_ADHD)\). 世界會看到令人不快的學校教育背后的愚蠢，這只是個時間問題。我們會恢復的！羅馬帝國就沒那么幸運了。人類傾向于把自己優化成死角。它發生在許多已滅絕的人類文明中。任何想說我夸大其詞的人都應該看看學生的心理健康狀況，例如學校槍擊案的流行，或學生所經歷的精神問題\(另見：[ADHD 流行病](https://supermemo.guru/wiki/Confusing_creativity_with_ADHD)\)。 We are too smart to let this dangerous course derail progress. We know too much, and knowledge dissemination is too efficient now. Keep spreading the word, or my optimism will be as good as that of pacifists before the first world war! 我們太聰明了，以至于無法讓這些危險的課程破壞進程。我們知道的太多了，現在的知識傳播效率也太高了。繼續傳播這個消息，否則我的樂觀情緒將和第一次世界大戰前和平主義者的樂觀情緒一樣好！ The school system is inherently dangerous as it includes a number of mechanisms that extinguish novelty seeking, kill the love of learning, and stifle young passions with consequences that my extend to the end of life. 學校系統本身就是危險的，因為它包含了一系列機制，這些機制扼殺了對新奇事物的追求，扼殺了對學習的熱愛，扼殺了年輕人的激情，其后果延伸到了我生命的盡頭。 When studying depression, scientists employ the concept of **learned helplessness**. They use rats and a forced swim test to explore it. When rats are closed in a tub of water with no route of escape, they tend to swim around for several minutes in search of an exit. After a while they give up. In repeated tests, they tend to swim less and less. They learn the situation is beyond their control and there is no point in trying. The timing of such tests may determine the extent of long-term consequences, e.g. in the function of the amygdala, which may result in depression in adolescence. The rule of the thumb is that the lower the age of abuse, the longer the extent of the consequences. A milder form of such adaptation is what students experience in a classroom. A healthy, 5 year old will violently oppose boredom. Exposed to schooling and monodrome lecturing, the kid disciplined into sitting still in a bench will gradually behave like a rat in a forced swim test. Apathy will set it. The kid will experience behavioral shutdown. Schooling becomes a form of training where tolerance of the absence of novelty is trained into the young brain. This is the opposite what educators should aim at. We should strive at keeping kids impatient and rebellious. Give them the sense of entitlement for knowledge. Boredom should be intolerable. Knowledge can be a form of entertainment, and school should be fun. Entitlement to fun is nothing wrong! 在研究抑郁癥時，科學家們采用了**習得性無助**的概念。他們用老鼠和強迫的游泳試驗來探究。當老鼠被關在沒有逃生路線的水盆里時，它們往往會游上幾分鐘來尋找出口。過了一會兒它們就放棄了。在反復的測試中，它們傾向于游得更少。它們認識到情況超出了它們的控制范圍，且沒有必要去嘗試。這類測試的時機可能決定長期后果的程度，例如杏仁核的功能，可能導致青春期抑郁。根據經驗法則，受虐待時的年齡越小，后果就越嚴重。學生在課堂上經歷的是這種適應的較為溫和的形式。一個健康的 5 歲的孩子會強烈反抗無聊。在學校教育和單調的講課環境下，被訓練成坐在凳子上一動不動的孩子，會逐漸表現得像被迫參加游泳試驗的老鼠。漠不關心將會產生這個后果。孩子的行為會被封閉。學校教育成為一種訓練形式，在這種訓練中，對無聊的容忍被灌輸到年輕的大腦中。這與教育者應該追求的相反。我們應該努力讓孩子們保持不耐煩和叛逆。讓他們有獲得知識的權利。無聊應該是難以忍受的。知識可以是一種娛樂，學校應該是有趣的。享受樂趣并不是錯的！ ### 7.2 Neural withering ### 神經萎縮 Learned helplessness is at the core of the adverse classroom conditioning. However, in addition, schooling creates a perfect storm of other adverse conditions, of which violations of sleep hygiene and exposure to stress are most important. Those in turn entail a chain of wide-ranging consequences such as depression, obesity, addictions, risk-taking, aggression, cruelty, etc. This is a perfect storm for inducing [neural withering](https://supermemo.guru/wiki/Stress_reduces_neurogenesis). Young brains are conditioned in a bath of hormones that stifle neurogenesis and promote unfortunate synaptic pruning. This is a type of conditioning that is aimed against the penalties of helplessness. This conditioning results in extinction of behaviors targeted at exploration. This is a formula for setting an apathetic brain in stone. When kids leave school, their brains are set for life of conformity and unhappiness. In that light, it is surprising that some kids are still able to thrive. I explain elsewhere what makes for a model of a happy student. However, that model will suit only a few. There is also a rebellious student who tends to ignore the system and survive ok. 習得性無助是不利的課堂條件的核心。然而，不僅如此，學校教育創造了雪上加霜的其他不利條件，其中最重要的是違反睡眠衛生和暴露在壓力之下。這些反過來又帶來一系列影響廣泛的后果，如抑郁、肥胖、上癮、冒險、侵略、殘暴等等。這對誘導[神經萎縮](https://supermemo.guru/wiki/Stress_reduces_neurogenesis)雪上加霜。年輕的大腦處于荷爾蒙的沐浴中，這些荷爾蒙扼殺了神經的發生，并促進了不當的突觸修剪。這是一種針對無助懲罰的條件反射。這種條件導致了以探索為目標的行為消失殆盡。這是一個將冷漠的大腦固定在石頭上的方法。當孩子們離開學校的時候，他們的大腦就開始了順從和不快樂的生活。從這個角度來看，令人驚訝的是，一些孩子仍然能夠茁壯成長。我在其他地方解釋了什么是一個快樂學生的模式。然而，這種模式只適用于少數人。還有一個叛逆的學生傾向于無視這個系統并且能夠幸存下來。 **In the conveyor belt of mass education, most of students get the short end of the stick**. **在大眾教育的流水線中，大多數學生受到壞的影響。** ### 7.3 Learned helplessness at school ### 學校里的習得性無助 There are many ways brains adapt to the environment. 大腦適應環境的方式有很多。 When you travel to a mountain resort and return to a big city, you are probably instantly struck with the unhealthy smell of a polluted metropolis. If you know a thing or two about the impact of pollution on longevity, this can be a horrifying feeling. Within minutes though, you stop sensing the difference and may happily return to your routine. This phenomenon is called an olfactory fatigue, and the underlying process is based on neural adaptation. Neural adaptation may have many forms. It may be instant and it may re-shape your brain over the period of months and years. 當你到一個山區度假勝地，回到一個大城市，你可能會立即遭到受污染的大都市的不健康氣味侵襲。如果你了解污染對壽命的影響，這可能是一種可怕的感覺。但是在幾分鐘內，你就不再感覺到差別了，你可能會很高興地回到你的日常生活中去。這一現象被稱為嗅覺疲勞，其潛在的過程是基于神經適應的。神經適應可能有多種形式。它可能是瞬間的，它也可能會在幾個月或幾年的時間里重新塑造你的大腦。 If you take on narcotic drugs, you will quickly develop tolerance that will call for higher doses. Tolerance has many aspects. It is based on metabolic adaptations, receptor downregulations, neurological changes, behavioral adaptations, and more. 如果你服用麻醉藥品，你將很快發展出需要更高劑量的耐受性。容忍有很多方面。它是基于代謝適應，受體下調，神經變化，行為適應，等等。 Concentration camp survivors employed a whole range of psychological defenses to cope with the horrors of the camp. To a mere mortal, a day in Auschwitz may seem like an unbearable experience that no human mind could survive undamaged. However, camp survivors often returned to normal lives with seemingly limited scars. 集中營的幸存者使用了一系列的心理防御來應對集中營的恐怖。對于一個凡人來說，在奧斯威辛的一天似乎是一種難以忍受的經歷，任何人的思想都不可能不受傷害地存活下來。然而，集中營幸存者往往恢復正常生活，帶著似乎有限的傷疤。 There are many aspects of biological desensitization and habituation. They form natural regulatory and defence mechanisms in nearly all aspects of human physiology. In school setting, those defenses can be dangerous and can change a student's brain for life. 生物脫敏和習慣有許多方面。它們在人類生理學的幾乎所有方面形成自然的調節和防御機制。在學校環境中，這些防御措施可能是危險的，會改變一個學生的大腦一生。 The whole host of adaptations at molecular, cellular, and network levels will result in helping a student develop a tolerance for low arousal, low novelty, and low inflow of valuable knowledge. This is how the [learn drive](https://supermemo.guru/wiki/Learn_drive) gets extinguished. Those "well adapted" students might be classified by a teacher as focused, patient, and well-behaved. These kids are perfect for the classroom setting and they do indeed focus better and learn better at the moment and on demand \(see: [Dangers of being a Straight A student](https://supermemo.guru/wiki/Dangers_of_being_a_Straight_A_student)\). However, their dulled craving for novelty and diminished [learn drive](https://supermemo.guru/wiki/Learn_drive) take a long-term toll. Intellectual curiosity may be diminished and creativity extinguished. Some of those changes may leave a long-term imprint on personality. Reversal and recovery should be possible but may never be complete. Some of the human potential is lost in the process for ever. 在分子、細胞和網絡水平上的整體適應將會幫助學生對低喚醒、低新穎性和低價值知識的流入形成一種寬容的態度。這就是[學習內驅力](https://supermemo.guru/wiki/Learn_drive)被撲滅的原因。那些「適應良好的」學生可能會被老師歸類為專注、耐心和行為端正的學生。這些孩子是完美的教室布置，在那時候他們確實更專注、學得更好、達到要求（參見：[成為一個優秀學生的危險](https://supermemo.guru/wiki/Dangers_of_being_a_Straight_A_student)）。然而，他們對新奇事物遲鈍的渴望和[學習內驅力](https://supermemo.guru/wiki/Learn_drive)的減少會造成長期的損失。求知欲可能會減弱，創造力可能會消失。這些變化中的一些可能會在性格上留下長期的印記。逆轉和恢復應該是可能的，但可能永遠不會完全。在這一過程中，人類的一些潛力永遠地喪失了。  > **Figure:** Schoolchildren in German painting by Eugène-Fran?ois de Block, 1866 \(source: Wikipedia\) > > **圖：** 1866 年 Eugène-Fran?ois de Block 在德國的繪畫作品（資料來源：維基百科） Educators keep forgetting that **focus and creativity stand in opposition and a great mind needs both in the right proportion**. In the chapter on [Natural creativity cycle](https://supermemo.guru/wiki/Natural_creativity_cycle), I show that the best segregator of the two is the circadian cycle, which naturally harnesses rampant creativity and channels it into focused productive [problem solving](http://help.supermemo.org/wiki/Incremental_learning#Incremental_problem_solving). 教育工作者總是忘記，**專注和創造力是對立的，而偉大的頭腦需要正確比例的兩者**。在關于[自然創造力周期](https://supermemo.guru/wiki/Natural_creativity_cycle)的一章中，我證明了這兩個周期中最好的分隔是晝夜周期，它自然地利用奔放的創造力，并將其引導到集中的生產性[問題解決](http://help.supermemo.org/wiki/Incremental_learning#Incremental_problem_solving)中去。 **Learned helplessness** is the mechanism by which students gain classroom focus **at the cost of creativity**. In the process, they gradually **lose their learn drive**. **習得性無助**是學生**以創造力為代價**獲得課堂注意力的機制。在這個過程中，他們逐漸**失去學習內驅力**。 ### 7.4 Kids in a container ### 牢籠里的孩子 [John Taylor Gatto](https://en.wikipedia.org/wiki/John_Taylor_Gatto) is a world famous critic of compulsory schooling. He was an award-winning teacher who quit in 1991 in protest against the way "school made him [hurt children](https://supermemo.guru/wiki/John_Taylor_Gatto:_I_refuse_to_hurt_children)". [John Taylor Gatto](https://en.wikipedia.org/wiki/John_Taylor_Gatto) 是世界著名的義務教育批評家。他曾是一位屢獲殊榮的教師，1991 年為了抗議「[學校讓他傷害孩子](https://supermemo.guru/wiki/John_Taylor_Gatto:_I_refuse_to_hurt_children)」而辭職。 Gatto uses a dramatic example to illustrate the operations of a school system. For fleas to be trained for a flea circus, [their spirit needs to be broken first](https://youtu.be/Wl9PPOVQ8wI). A simple formula for breaking the will of a flea is to put it in a glass container with a lid. Each time a flea jumps, it hits the transparent ceiling. After a while, fleas stop jumping. Their will is broken via learned helplessness. They cannot stop hitting the barrier, so they stop jumping. Gatto 用一個戲劇性的例子來說明學校系統的運作。要為跳蚤馬戲團訓練跳蚤，[首先需要粉碎它們的精神](https://youtu.be/Wl9PPOVQ8wI)。打破跳蚤意志的一個簡單的方法是把它放在一個帶蓋子的玻璃容器里。跳蚤每跳一次，就會撞到透明的天花板上。過了一會兒跳蚤就不跳了。它們的意志因習得性無助而破碎。它們不能停止撞擊障礙，所以他們停止了跳躍。 Gatto, who spend 3 decades as a teacher, felt like he was hired to act as a lid on a container from which kids are supposed to learn never to escape. Gatto 做了 30 年的教師，他覺得自己是被雇來充當一個容器的蓋子，孩子們應該從中學習如何永不逃脫。  > **Figure:** Even if children [hate school](https://supermemo.guru/wiki/Why_kids_hate_school) they accept their fate via [learned helplessness](https://supermemo.guru/wiki/Learned_helplessness). This destroys their [natural love of learning](https://supermemo.guru/wiki/Pleasure_of_learning), suppresses natural creativity, deprives of independence, and may lead to mental disorders later in life \(picture source: Wikipedia\) > > **圖：** 即使兒童[討厭學校](https://supermemo.guru/wiki/Why_kids_hate_school)，他們也會通過[習得性無助](https://supermemo.guru/wiki/Learned_helplessness)來接受自己的命運。這破壞了他們[天生的求知欲](https://supermemo.guru/wiki/Pleasure_of_learning)，壓制了天生的創造力，剝奪了他們的獨立性，并可能在以后的生活中導致精神障礙（圖片來源：維基百科） ### 7.5 Learned helplessness at daycare ### 幼兒園里的習得性無助 The same scary process may already begin in daycare where kids learn to overcome separation anxiety "disorder". Separation anxiety is a normal instinctive reaction to the absence of the primary caregiver, esp. in the natural breastfeeding window. That window is not your textbook 6 months. It might be as long as 3-5 years. We just never seem to see it in modern world that intervenes even in that most intimate process. As a population, we have no idea that natural weaning may take that many years! We need to look at [hunter-gatherer societies](https://supermemo.guru/wiki/Hunter-gatherer_childhood) to find the truth. When late weaning happens in the western world, it is seen as an aberration. Even a [sexual aberration](https://supermemo.guru/wiki/Breastfeeding_as_sexual_perversion). 同樣可怕的過程可能已經在幼兒園開始了，在那里孩子們學會了克服分離焦慮的「障礙」。分離焦慮是一種正常的對主要照顧者缺席的本能反應，特別是在自然哺乳期。這段時間不是你的教科書上的 6 個月。這可能需要 3 到 5 年的時間。即使是在最親密的過程中，我們似乎也從未在現代世界中看到過這種情況。作為一個整體，我們不知道自然斷奶可能需要這么多年！我們需要觀察[狩獵采集社會](https://supermemo.guru/wiki/Hunter-gatherer_childhood)來尋找真相。當斷奶過晚發生在西方世界時，它被視為一種反常現象，[甚至是性變態](https://supermemo.guru/wiki/Breastfeeding_as_sexual_perversion)。 Behavioral therapy can overcome separation anxiety to a degree. Kids can naturally overcome separation at their circadian prime. They cope much worse before sleep or at prime feeding time. In daycare, however, a 2 year old copes with separation anxiety primary by learned helplessness. Tons of self-help books have been written on how to gently separate a child from his mother at that stage, and they all prove that is it possible \(in a healthy child\). Except, this is always harmful. [Raymond Moore](https://www.amazon.com/Raymond-S.-Moore/e/B001IODEXC) warns that [_the earlier you institutionalize your kid, the earlier it will institutionalize you_](https://supermemo.guru/wiki/Raymond_Moore:_On_early_institutionalization). 行為療法可以在一定程度上克服分離焦慮。孩子們能自然地克服在生理高峰期的分離。他們在睡前或最佳攝食時間應對得更差。然而，在幼兒園里，一名 2 歲的孩子由于習得性無助而患上了初發的分離焦慮癥。關于如何在這個階段溫和地把孩子和他的母親分開的自助書籍已經有很多了，它們都證明了這是可能的（在一個健康的孩子身上）。但是，這總是有害的。[Raymond Moore](https://www.amazon.com/Raymond-S.-Moore/e/B001IODEXC) 警告說，[_你越早把你的孩子制度化，他就會越早把你制度化_](https://supermemo.guru/wiki/Raymond_Moore:_On_early_institutionalization)。 The second layer of learned helplessness comes with discipline. Child freedoms are limited and tolerance to limits on freedom is increased. Ideally, the kid should have a wide cognitive space opened to its explorations. The borders of that space should be set firmly at areas that entail danger to life or health of the child, well-being of others, property, etc. Children must obey the rules and obeyance must be consistently enforced along the principles of efficient conditioning. However, rules are costly. They use resources in learning, execution, confusion, violations, inconsistencies, stress, etc. It is easier to keep fewer rules. If rules are innumerous, they can be clearer and stronger. Rules should be adapted to cognitive capacities of a child and introduced slowly. Running a kid through a narrow gauntlet of rules is possible, but the narrower the channel the more conformity training is required. Conformity is largely based on learned helplessness. A child may disobey a loving parent, but may easily be pushed into submission when faced with an unwelcoming face of a supervisor or peer pressure. Hence the "magic" of daycare \(see: [Learning acceleration via stress](https://supermemo.guru/wiki/Learning_acceleration_via_stress)\). 第二層習得性無助是伴隨著紀律而來的。兒童的自由受到限制，對自由限制的容忍程度提高。理想的情況下，孩子應該有一個廣闊的認知空間供其探索。該空間的邊界應牢固地定在對兒童的生命或健康、他人的福利、財產等造成危險的領域。孩子們必須遵守規則，并且必須按照有效的條件反射的原則始終如一地遵守這些規則。然而，規則代價高昂。他們在學習、執行、困惑、違規、矛盾、壓力等方面使用資源。遵守較少的規則比較容易。如果規則不多，它們就會更清晰、更有力。規則應適應孩子的認知能力，并慢慢引入。通過狹隘的規則來管理孩子是可能的，但是渠道越窄，需要更多的整合訓練。整合在很大程度上是基于習得性無助。孩子可能不服從慈愛的父母，但當面對上司或同齡人的壓力時，孩子很容易被逼迫屈服。因此，幼兒園的「魔力」就在于此（參見：[通過壓力加速學習](https://supermemo.guru/wiki/Learning_acceleration_via_stress)）。 Instead, I advocate large [behavioral spaces](https://supermemo.guru/wiki/Behavioral_space). A securely attached caregiver is only needed for reassurance while exploration proceeds unimpeded. A caregiver should seem invisible and intervene only in extreme situations \(e.g. when child safety is compromised\). Whereas a kid under parental supervision may explore the world, investigate, play, and have fun. The same toddler in daycare may be engaged in a battle for survival. Battling other kids. Disobeying orders. Submitting to the authority. Following a rigid schedule that does not match interests or the circadian cycle, wrongly timed learning, wrongly timed running, wrongly timed compulsory napping, and even limits on the freedom of the bladder and the bowel! 與之相反，我提倡廣闊的[行為空間](https://supermemo.guru/wiki/Behavioral_space)。當探索不受阻礙地進行時，只需要一個安全可靠的看護人來保證。看護人應該是隱形的，只在極端情況下（例如，兒童安全受到威脅時）進行干預。而在父母的監督下，孩子可以探索世界，調查，玩耍，并享受樂趣。在幼兒園里的這個蹣跚學步的孩子可能正在為生存而戰。和其他孩子打架。違抗命令。服從權威。遵循與興趣或生理周期不匹配的嚴格時間表，錯誤地安排學習時間，錯誤地安排跑步時間，錯誤地安排強制午睡時間，甚至限制膀胱和腸道的自由！ Child's optimum nap time depends on the natural waking time. If natural waking is gone, the optimum nap time may be gone too, and naps may compound the mess in the sleep cycle. Some kids do not want to nap. Others might refuse to nap in day care for factors that are hard to comprehend to caregiver with 10-20 others subjects to take care of. 孩子的最佳午睡時間取決于自然醒來的時間。如果自然醒來的時間消失了，那么最佳的午睡時間也可能會消失，而午睡可能會加劇睡眠周期中的混亂。有些孩子不想打盹。有些孩子可能會拒絕在幼兒園中打盹，因為還有 10 到 20 個其它孩子需要照顧，看護者很難理解這些因素。 The bigger the cognitive space the lesser the need for adaptations that will limit future explorations. The bigger the space the bigger the rewards from explorations via the [novelty seeking guidance system](https://supermemo.guru/wiki/Learn_drive). Most parents love well-disciplined kids who obey orders, follow the rules, and minimize disruption. This is achieved well at daycare and this is often met with delight. However, those procedures limit exploratory nature of the young brain and [may also result in worse long-term outcomes](https://supermemo.guru/wiki/Learning_acceleration_via_stress). All parents should be aware that **less discipline may be good for a thriving brain**. The term "spoilt brat" should be retained solely for kids who violate the basic rules of decency. Otherwise, **let your kid be spoilt until its brain is strong enough to become a model citizen. This process may take three decades!** 認知空間越大，對限制未來探索的適應需求就越小。空間越大，通過[獵奇性引導系統](https://supermemo.guru/wiki/Learn_drive)進行探索的獎勵就越大。大多數父母都喜歡紀律嚴明的孩子，他們服從命令，遵守規則，最大限度地減少干擾。幼兒園很好地做到了這一點，而且經常能得到滿意的結果。然而，這些過程限制了年輕大腦的探索性，[也可能導致更糟糕的長期后果](https://supermemo.guru/wiki/Learning_acceleration_via_stress)。所有的父母都應該意識到，**對于蓬勃發展的大腦來說，較少的紀律可能是有益的**。「被寵壞的孩子」一詞只應保留給那些違反基本禮儀規則的孩子。否則，**讓你的孩子被寵壞，直到他的大腦足夠強大，成為一個模范公民。這個過程可能需要三十年！** ### 7.6 Your brain is great! ### 你的大腦很棒！ My writing about learned helplessness may sound a bit dramatic or even depressing. I hope it is taken to heart by parents and teachers. However, if you strive at high creative achievement, and recognize some stories or symptoms in yourself, this is not the time to slow down and look for your own limitations. I write elsewhere about the magic extent of the adaptive powers of the human brain. With hard work you can restore a great deal of your [learn drive](https://supermemo.guru/wiki/Learn_drive), creativity, or zest for brainwork. Some of the potential might have been lost. Lost brain connection will never be the same. However, for the brain, where one door closes, another opens. Lost skills get compensated in new areas. Personality changes can make you suitable for new and different occupations. It is conceivable that things we consider "_bad for the brain_" may actually turn your life for the better in some circumstances. Do not slow down. 我寫的關于習得性無助的文章可能聽起來有點戲劇化，甚至令人沮喪。我希望家長和老師都能把這件事放在心上。然而，如果你努力取得較高的創造性成就，并認識到自己身上的一些故事或癥狀，現在不是放慢腳步、尋找自己的局限的時候。我在其他地方寫到人類大腦適應能力的神奇程度。通過努力工作，你可以恢復大量的[學習內驅力](https://supermemo.guru/wiki/Learn_drive)、創造力或對腦力勞動的興趣。有些潛力可能已經喪失了。失去的大腦連接將不再是原來的樣子。然而，對于大腦來說，一扇門關閉，另一扇門打開。失去的技能在新的領域得到補償。個性的改變可以使你適應新的和不同的職業。可以想象，在某些情況下，我們認為「對大腦有害」的事情可能會使你的生活變得更好。別慢下來。 ### 7.7 Summary: School and learn drive ### 摘要：學校和學習內驅力 * Compulsory schooling suppresses the [learn drive](https://supermemo.guru/wiki/Learn_drive) * 義務教育抑制[學習內驅力](https://supermemo.guru/wiki/Learn_drive) * Most kids adapt to the compulsion of schooling via learned helplessness * 大多數孩子通過習得性無助來適應學校教育的強迫 * Classroom focus is maximized by suppression of creativity via learned helplessness * 最大化課堂注意力是以通過習得性無助抑制創造力為代價 * Learned helplessness may lead to problems such as depression, obesity, addictions, risk-taking, aggression, bullying, cruelty, etc. * 習得性無助可能導致抑郁、肥胖、上癮、冒險、攻擊、欺凌、殘暴等問題 * As experience shapes the brain, inaction in the wake of learned helplessness, is bound to stunt cognitive abilities of children * 經驗塑造大腦，習得性無助后的不作為，必然會阻礙兒童的認知能力 * Learned helplessness begins with forceful weaning \(natural weaning may take 3-4 years\) * 習得性無助始于強行斷奶（自然斷奶可能需要 3 到 4 年） * Learned helplessness continues in daycare with a rigid regiment of rules enforced by strangers * 由于陌生人強制執行的嚴格管制規則，習得性無助在幼兒園持續存在 * Large [behavioral spaces](https://supermemo.guru/wiki/Behavioral_space) with fewer rules are beneficial in cognitive development * 規則較少的廣闊[行為空間](https://supermemo.guru/wiki/Behavioral_space)有利于認知發展 * Unrestrained development of personality may take three decades. Accelerating that process limits human cognitive powers * 個性的自由發展可能需要三十年。加速這一過程限制了人類的認知能力