第三大类 教育类

1 教育的三大目的
Fundamental purposes that have been proposed for education include:
The enterprise of civil society depends on educating young people to become responsible, thoughtful and enterprising citizens. This is an intricate, challenging task requiring deep understanding of ethical principles, moral values, political theory, aesthetics, and economics, not to mention an understanding of who children are, in themselves and in society. 

Progress in every practical field depends on having capacities that schooling can educate. Education is thus a means to foster the individual’s, society’s, and even humanity’s future development and prosperity. Emphasis is often put on economic success in this regard.

One’s individual development and the capacity to fulfill one’s own purposes can depend on an adequate preparation in childhood. Education can thus attempt to give a firm foundation for the achievement of personal fulfillment. The better the foundation is built, the more successful the child will be. Simple basics in education can carry a child far.

2 教育面临的问题:
知识快速更新、 全民教育的普及、 个性化教育的实施困难
We increasingly see education as a critical component of democratic society. For intelligent decisions in democratic society, we need an educated population. Furthermore, we increasingly see the need for lifelong education. Society changes faster, so what is learned when we are young is fast outdated. So this need for universal education further complicatesthe problems created by growing populations, by increasing the numbers we must consider.
One aspect of education that must be considered is that all students are different, with different backgrounds, knowledge, interests and learning styles. Each student should be treated individually. But our current modes of learning provide little individualization. Every student tends to be provided with the same learning experiences focused around a white Anglo-Saxon curriculum. This cookie-cutter approach to learning works for a few students, but many do not learn, or learn only partially. Our classes are already too large to provide individualized learning.

3 教育中的三大争议
Today there are never-ending controversies about the education that our students are receiving. There are continual questions concerning intelligence and how intelligence is measured and valued in our school systems. There are a number of issues in regards to academic success and how academic success is emphasized in our schools and society. Finally, the challenge of standardization in the public schools is a never-ending debate. Together these three topics create unanswered questions and hours of examination.

4 解决教育难题的途径
How can we use computers to make major improvements in the educational process, for all students worldwide? This is possible, but only if we consider carefully the problems of education and the capabilities of interactive technology in solving them. Although we have major problems in learning, we now have the technology to solve these problems, the interactive technology provided by the computer. But new approaches are needed; learning materials, schools and universities in their current form must change greatly. We have not begun the process needed.

5 人口增长带来的教育问题
This rapid growth of population is the root problem on earth today, not just for learning but also for many other aspects of modern society. Attempts to control population in countries such as China and India have met with only partial success. In most of the world there is only an inadequate attempt at population control. A rapidly growing population means that with today’s methods of learning, many people will receive no or inferior education. Schools and other educational institutions cannot handle, in their present mode, even in highly developed countries, the ever-increasing numbers of students, and they change only slowly. Very few of the people on earth receive an adequate education even today.

How has our education system changed as population has increased? Unfortunately, it has changed little in this century, in spite of the six-fold increase in population. Classes have grown, particularly at the college level. But the educational materials have varied only slightly, and our major learning problems remain unchanged. Universal education increasing population is not the only problem contributing to greater numbers to be educated. A greater percentage of this growing populace needs education. This is partly because of the rise of democratic states, and partly because our society changes rapidly. We also have rising expectations for schools, assigning them new tasks.

6 学生数量增加与教育解决方案
The worldwide need to educate far more students than we do at present, along with the population problem, and the need for universal education, is an important problem of education. Our current methods for assisting learning will not allow us to work with far more students, within the bounds of fiscal realism. But those students are there, and their numbers are increasing. Highly interactive technology is the only possibility that will allow us to reach the individual needs of large numbers of additional students.

Replacing our current educational systems with ones that depend on highly interactive technology is not a simple and inexpensive process. It cannot be done at a single school or single university. A coordinated effort, perhaps involving many countries, will be necessary.
The world has increasing problems in education. A reasonable possibility to explore is the development of highly interactive computer-based courses. These courses would interact with the students in the students’ own language, finding learning weaknesses. They would also store information about such learning weaknesses, and use this information in helping the individual student. No other current proposals will meet the challenge of providing adequate education. But we need more experimental work to test this approach.

7 正规教育体系的两大基本假设
Two fundamental assumptions that underlie formal education systems are that students(a)retain knowledge and skills they acquire at school, and (b) can apply them in situations outside the classroom. But are these assumptions accurate? Research has found that, even when students report not using the knowledge acquired at school, a considerable portion is retained for many years and long term retention is strongly dependent on the initial level of mastery. One study found that university students who took a child development course and attained high grades showed, when tested 10 years later, average retention scores of about 30%, whereas those who obtained moderate or lower grades showed average retention scores of about 20%. There is much less consensus on the crucial question of how much knowledge acquired in school transfers to tasks encountered outside formal educational settings, and how such transfer occurs. Some psychologists claim that research evidence for this type of far transfer is scarce, while others claim there is abundant evidence of far transfer in specific domains.

8 情商的定义及其四大内涵
Emotional intelligence defines EQ, which stands for emotional quotient, is a fairly new concept in the scientific community, yet it has become one of the most controversial topics. For thousands of years, people have thought that IQ is destiny, but it has turned out to be not nearly as much as we thought. Daniel Goleman, a psychology professor at Harvard, wrote a ground-breaking book about the EQ factor. His book argues that our view of human intelligence is far too narrow, ignoring a crucial range of abilities that matter immensely in terms of how well we do in life. To be emotionally intelligent relies on many factors, which include knowing one’s feelings and using them to make life decisions they can live with.

1. Being able to manage one’s emotional life without being hijacked by it—not being paralyzed by depression or worry, or swept away by anger.

2. Persisting in the face of setbacks and channeling one’s impulses in order to pursue their goals.

3. Empathy—reading other people’s emotions without their having to tell you what they are feeling.

4. Handling feelings in relationships with skill and harmony—being able to articulate the unspoken pulse of a group, for example.

9 亚里士多德观点: 情商
Aristotle, a Greek philosopher, had a recipe for handling relationship smoothly. He said “You mustbe able to be angry with the right person, to the right degree, at the right time, for the right purposeand in the right way”, while psychologist, Daniel Goleman, called such self-control as“Emotional Intelligence”. This concept was made popular by his ground-breaking book Emotional Intelligence. EQ refers to a combination of skills such as empathy, self-control, self-awareness, sensitivity to feelings of others, persistence and self-motivation. People who excel in their life tend to be emotionally intelligent.

10 情商是后天培养的
EQ is something a person learns. People aren’t born with high EQ: people learn it. The best time to learn EQ is during one’s childhood (as a child is more easily influenced than an adult). Psychologists often recommend helping children talk about their emotions as a way to understand the feelings of others. But words account for only a small part of how we attach meaning to emotional communication. Teaching children to understand the meaning of posture, facial expressions, tone of voice, and other body language will be much more effective in enhancing their understanding of their emotions and those of others. It is never too late to learn to become emotionally intelligent but the sooner it starts the easier it is.

11 情商与创造性
Having a high EQ gives a person more courage to try new things and go to new places. Most people with high EQ are very creative people; they are not afraid of sharing their ideas or their thoughts. Although people with high EQ don’t usually have the highest grades, they are more than likely more creative than other children.

Creativity can be developed at an early age. Parents should talk a lot to their kids, take them for walks, or go to the beach, anything that can conjure up the least bit of curiosity. A person once said:“Curiosity is the mother of invention.” If parents can make their kids curious at an early age, thekids are more likely to grow up with more creativity.

12 自尊与情商
Self-esteem, like optimism, is essential in order to maintain a healthy emotional life. People who have confidence in themselves, their ideas and views, and what they are all about tend to be more emotionally stable than people who lack self-confidence. Being self-confident gives people the impression that you are reliable and trustworthy. Studies have showed that children who lack self-esteem are more likely to have emotional problems such as depression, violent fits and suicidal tendencies. People who have high self-esteem are less likely to be affected by any negative comments; they know that it’s what they think of themselves that counts.

Teaching a child to have self-esteem is very important. Children’s expectations about their abilities begin at home. If parents show confidence in children’s behaviors and judgments, children are more likely to set a higher standard for themselves, in their social and personal life. Developing a child’s self-esteem through constant praise and reinforcement, as advocated for many years, may actually do more harm than good. Helping a child feel good about themselves works only if those feelings are attached to specific accomplishments.

13 乐观主义与情商
Most people with a high EQ are optimists; you almost never see a pessimist with a high EQ. It is somewhat of an oxymoron for someone to be emotionally intelligent and pessimistic. Optimism plays a huge role in the life of an emotionally intelligent person. Optimists see things differently from pessimists. An optimist would see an obstacle as a challenge, whereas a pessimist would see it a disaster. Being an optimist makes things easier for people around him/her; it eases things in rough situations. An optimist can control his/her emotions in a way that would benefit him/her. Pessimism has no place in the life of an emotionally intelligent person. Optimism is more than just positive thinking; it is a habit of positive thinking.

Optimistic people were less frequently depressed, more successful in school and job, and, surprisingly, even physically healthier than pessimistic people. Perhaps more importantly, a child that is not born with an optimistic disposition can learn to be an optimist. Fortunately optimism is an EQ skill that can be learned.

14 情商与成功
The excitement over the concept of emotional intelligence begins with its applications for raising and educating children, but extends to its importance in the work place and virtually all human relationships. Studies show that the same EQ skills that result in your child being perceived as an enthusiastic learner by his/her teacher, or being liked by his/her friends on the playground, will also help him/her twenty years from now in his/her job or marriage. In many studies, adults do not appear to be that different from the children they once were. The extent to which EQ skills can affect the workplace is still surprising. A study found out why scientists were performing poorly at their jobs in spite of intellectual and academic intelligence equal to their high-achieving colleagues. The researchers studied the E-mail patterns of all the scientists and found that the employees who were disliked because of poor emotional and social skills were being left out by their colleagues, much the same way as the nerd was left out of games on the playground. EQ is as important as IQ when it comes to success.