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  • We want to do well at school for an obvious reason: becauseas were often told

    我們想在學校表現出色的原因無它:因為 —— 就像我們時常被耳提面命的 ——

  • it’s the primary route to doing well at life. Few of us are in love with the A

    這是人生成功的不二法則。只有少數人非常愛拿 A,

  • grades themselveswe want them because were understandably interested in one day

    我們想要這樣的成績,是因為我們都希望未來的某天

  • having a fulfilling career, a pleasant house and the respect of others. But, sometimes,

    可以有理想的工作、一個寬敞的房子和得到眾人的尊敬

  • more often than seems entirely reassuring, something pretty confusing occurs: we come across

    但有時候,事情似乎不是如此,令人匪夷所思的事發生了:我們會遇到

  • people who triumphed at schoolbut flunked at life. And vice versa. The former stars

    學校中的常勝軍卻非人生的勝利組;反之亦然

  • who once knew exactly how to satisfy their teachers may now be flatlining in a law office,

    那些老師眼中的乖乖牌卻在律師事務所中跌落谷底

  • or relocating to a provincial town in the hope of finding something better. The path

    或是搬去偏遠的鄉鎮中試圖重新出發

  • that seemed guaranteed to lead to success has run into the sand. We shouldn’t actually

    這條看似金光閃閃的道路卻沒入沙塵中

  • be surprised: school curricula are not designed by people who necessarily have much experience

    其實我們根本不應該感到驚訝,畢竟設計學校課程的人不一定

  • of, or talent at, the world beyond. School curricula are not reverse engineered from

    悉知、擅長生活。學校課程也不是從現今一些人的圓滿生活裡

  • fulfilled adult lives in the here and now. They were intellectually influenced by all

    推演回來,再加以設計的。課程其實經過數百年的演變,被各種

  • kinds of slightly random forces over hundreds of years of evolutionshaped by, among

    隨機的力量影響,影響課程的有

  • other things, the curricula of Medieval monasteries, the ideas of some 19th-century German educationalists,

    從中世紀修道院的課程、19世紀某德國教育家,到

  • and the concerns of aristocratic court societies. This helps to explain the many bad habits

    貴族法院社會所關注的問題等等。這也解釋了為什麼

  • that schools can inculcate. They suggest that the most important things are already known; that

    學校會灌輸給學生許多陋習:他們認為最重要的知識就是已知的知識,

  • what is is all that could be. They can’t help but warn us about the dangers of originality.

    存在即一切。他們警告我們,小心創新的危險性

  • They want us to put up our hands and wait to be asked. They want us to keep asking

    他們希望我們靜候,等待他人來詢問。他們希望我們不斷地

  • other people for permission. They teach us to deliver on, rather than change, expectations.

    尋求他人的許可;他們教我們完成他人對我們的期待,而不是去改變別人對我們的看法

  • They teach us to redeploy ideas rather than originate them. They teach us to respect

    他們教導我們去重整知識,而不是創新思考

  • people in authorityrather than imagine thatin rather inspiring

    他們要我們尊重掌握權力的人,而不讓我們發現

  • waysno one actually knows quite what’s going on.

    其實有趣的是,根本沒人真的知道事情是怎樣的

  • They teach us everything other than the two skills that really determine the quality of adult life:

    學校教了我們全部的東西,除了真正能夠左右未來生活品質的兩項技能之外,那就是:

  • knowing how to choose right job for us and knowing how to form satisfactory relationships.

    如何選擇適合自己的工作,以及如何擁有良好的人際關係

  • They instruct us in Latin and how to measure the circumference of a circle

    學校教我們拉丁語、以及如何計算圓周長

  • long before they teach us these core subjects: Work and Love. That said, it isn’t that

    最後才提到人生的重要課程:工作和愛情

  • all we need to do to succeed at life is flunk school. A good life requires us to do two

    儘管如此,我們要有個成功的人生並不是簡單逃學就好了

  • very tricky things: be a very good boy or girl for 20 years; and simultaneously never

    成功的人生有兩個困難的小撇步:前 20 年當個非常聽話的男孩或女孩

  • really believe blindly in the long-term validity or seriousness of what were being asked

    同時永遠不要盲目地相信別人教我們的東西是長期有效或一定是真的

  • to study. We need to be outwardly entirely obedient while inwardly intelligently and

    我們表面上可以故作服從,

  • unashamedly rebellious.

    內在機智地、理直氣壯地反抗一切

We want to do well at school for an obvious reason: becauseas were often told

我們想在學校表現出色的原因無它:因為 —— 就像我們時常被耳提面命的 ——

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B1 中級 學校 人生 成功 知識 創新 修道院

【The School of Life】功課不好等同失敗?看你追求「學業」還是「人生」的成功 (Success at School vs Success in Life)

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