I was devastated by that.

我對此感到非常震驚。

And to make matters worse, I have a terrible sense of direction.

更糟糕的是，我的方向感很差。

Now I'm not sure if you're familiar with the UC Santa Cruz campus, but if not, I want you to imagine a huge forest with a bunch of classes stuck in different parts of it.

我不知道你們是否熟悉加州大學聖克魯茲分校的校園，如果不熟悉，我想讓你們想象一下，在一片巨大的森林中，有許多班級被困在不同的地方。

As a joke, my high school friends actually gave me a watch with a compass on it so I get from place to place.

開個玩笑，我的高中同學居然送了我一塊帶指南針的手錶，這樣我就能從一個地方走到另一個地方了。

And you know, they were right.

你知道，他們是對的。

I needed a compass that year, but not one that would get me from class to class.

那一年，我需要一個指南針，但不是一個能讓我從一堂課走到另一堂課的指南針。

One that would help me find my way to live a more happy and more fulfilled life.

它能幫助我找到生活得更快樂、更充實的方式。

You see, when I was a freshman at UC Santa Cruz, I was lost and unhappy.

你看，當我還是加州大學聖克魯茲分校的大一新生時，我很迷茫，也很不開心。

I was taking courses in computer science that I hated because I was told, major in computer science, you'll get a good job, you'll make a lot of money, and you'll be rich and happy.

我選修了我討厭的計算機科學課程，因為有人告訴我，主修計算機科學，你會找到一份好工作，你會賺很多錢，你會變得富有和快樂。

I was following this motto, suffer now so you can be happy later, and most importantly, don't question it.

我一直遵循著這樣的座右銘：現在受苦，以後才能幸福，最重要的是，不要質疑。

But my girlfriend at the time, who's now my wife, she did question it.

但我當時的女朋友，也就是我現在的妻子，她確實提出了質疑。

And she asked me, why are you taking these courses?

她問我，你為什麼要學這些課程？

And I was like, what do you mean?

我當時想，你什麼意思？

I have to take these courses.

我必須參加這些課程。

And she's like, no, actually, you don't have to take these courses.

她說，不，實際上，你不需要上這些課程。

You can choose to drop these courses and major in something you enjoy learning about.

您可以選擇放棄這些課程，轉而主修自己喜歡的專業。

And to me, this was a moment.

對我來說，這就是一個時刻。

Because you see, up until that point, I never asked myself what I enjoyed learning about.

因為在此之前，我從未問過自己喜歡學習什麼。

To me, that question seemed indulgent.

對我來說，這個問題似乎有些放縱。

Luckily, she pushed me to take a class called Personal Empowerment, taught by Professor

幸運的是，在她的推動下，我選修了一門名為 "個人賦權 "的課程。

Frank Andrews.

弗蘭克-安德魯斯

And Frank taught me that paying attention to what makes me feel alive, what makes me feel happier, is not wrong, and it's not a luxury.

弗蘭克告訴我，關注能讓我感覺自己還活著、能讓我感覺更快樂的事情並沒有錯，也不是什麼奢侈的事情。

It's actually critical to my happiness and also to my success.

事實上，這對我的幸福和成功至關重要。

Most importantly, Frank taught me that paying attention to my emotions and using this information to make decisions in my life was the compass that I needed to live a more fulfilled and happier life.

最重要的是，弗蘭克教會了我關注自己的情緒，並利用這些資訊做出生活中的決定，這是我過上更充實、更幸福生活所需的指南針。

I thought getting into UC Santa Cruz was the worst thing ever.

我以為考上加州大學聖克魯茲分校是最糟糕的事情。

It turned out to be the best.

結果是最好的。

Because after that class, I started to live a more fulfilled and happier life.

因為在那堂課之後，我開始過上了更充實、更快樂的生活。

I actually started to do things that I enjoyed more, that I was drawn to.

實際上，我開始做一些我更喜歡的事情，我被吸引的事情。

And I decided to become a teacher.

於是我決定成為一名教師。

Now fast forward about 10 years, I find myself teaching AP Economics to 17 and 18 year old kids who are really smart, really hard working, and a lot of whom are actually also really detached from their emotions.

現在快進到 10 年前，我發現自己正在給十七八歲的孩子們講授 AP 經濟學，他們非常聰明、非常勤奮，而且很多人實際上也非常疏遠自己的情感。

All of whom are really stressed, and some of whom lack social and interpersonal skills.

所有這些人的壓力都非常大，其中一些人缺乏社交和人際交往能力。

Now here's the thing.

事情是這樣的

I don't teach a discipline.

我不教一門學科。

I teach people.

我教書育人。

And I wanted my students to have the skills that so fundamentally changed me.

我希望我的學生也能掌握這些從根本上改變了我的技能。

These skills that amount to what Daniel Goleman calls emotional intelligence.

這些技能相當於丹尼爾-戈爾曼（Daniel Goleman）所說的情商。

And he defines emotional intelligence as the ability to monitor one's own and other people's emotions, to label these emotions appropriately, and to use emotional information to guide our own thinking and ultimately our behavior.

他將情商定義為監控自己和他人情緒的能力，為這些情緒貼上適當標籤的能力，以及利用情緒資訊來指導我們自己的思維並最終指導我們的行為的能力。

It includes components such as these, self-awareness, social skills, empathy, self-regulation, motivation.

它包括以下內容：自我意識、社交技能、移情、自我調節、動機。

Take a look at these for one moment.

請看一下這些。

If you haven't used at least one of these in the last 24 hours, we really need to talk.

如果你在過去 24 小時內至少沒有使用過其中的一種，我們就真的需要談談了。

Because we use these things all the time.

因為我們一直在使用這些東西。

Ten minutes ago, when I was backstage, I looked like this.

十分鐘前，當我在後臺時，我看起來是這樣的。

Because it's scary to speak in front of a thousand people and be recorded, right?

因為在上千人面前發言並被錄音是很可怕的，對嗎？

I had this negative self-talk telling me, oh, no one's going to want to listen to this, you're going to make a fool out of yourself, no one cares about this, right?

我的消極自我對話告訴我，哦，沒人會想聽這個，你會讓自己出醜，沒人在乎這個，對嗎？

So I had to take a deep breath and remind myself why this is important to me, try to shift my focus as much as I can away from that voice.

是以，我不得不深吸一口氣，提醒自己為什麼這對我很重要，儘量把注意力從那個聲音上轉移開。

And I decided to visualize something that makes me feel calm and centered, that puts me in the present moment.

我決定想象一些能讓我感到平靜和集中的東西，讓我置身於當下。

And for me, it's the incredibly cute pictures of my kids.

而對我來說，則是孩子們可愛無比的照片。

Yeah, thank you, I appreciate that.

是的，謝謝你，我很感激。

And so they helped me remember why this message is so important.

是以，他們幫我記住了為什麼這條資訊如此重要。

So this is my way, right, of self-regulating to do this.

這就是我自我調節的方式。

But look, these skills come in handy in so many different ways.

但是你看，這些技能在很多方面都能派上用場。

Have you ever procrastinated because you didn't want to do something, right?

你是否曾經因為不想做某事而拖延過？

Motivation comes into play.

動機開始發揮作用。

Have you ever been in conflict with someone?

你曾與人發生過沖突嗎？

What skills do we need in conflict?

我們在衝突中需要什麼技能？

We need to notice when we're triggered, when we're flooded.

我們需要注意自己何時被觸發，何時被淹沒。

We need to be able to actively listen to the other person.

我們需要能夠積極傾聽對方。

We need to be able to empathize with their emotions and their feelings.

我們需要能夠對他們的情緒和感受感同身受。

We need to be able to assert ourself in a non-blameful way.

我們需要能夠以一種不帶責備的方式堅持自我。

These are all skills.

這些都是技能。

And by the way, these are skills that companies such as these highly, highly value, okay?

順便說一句，這些技能是這些公司非常非常看重的，好嗎？

In education, teachers around the world ask themselves, do we provide 21st century skills to our students?

在教育領域，全世界的教師都在問自己，我們是否為學生提供了 21 世紀的技能？

But this question is never answered in the world of education.

但在教育界，這個問題從來沒有答案。

All the conferences I go to, it kind of like floats there.

在我參加的所有會議上，它都像是漂浮在那裡。

And I'm curious, I want to know.

我很好奇，我想知道。

And so I ended up going to a conference where top HR executives from these companies listed the skills that they want people to possess before they work for them.

於是，我參加了一個會議，會上這些公司的人力資源高管列出了他們希望員工在為其工作之前應具備的技能。

And here they are.

它們就在這裡。

And this is in order of importance.

這是按重要性排序的。

They want people who can work well with others.

他們需要的是能與他人很好合作的人。

That's hard to do.

這很難做到。

Who can creatively solve problems.

能夠創造性地解決問題的人。

They want people who have basic knowledge of subject matter.

他們需要的是對學科知識有基本瞭解的人。

They want people who can persevere through adversity.

他們需要的是能在逆境中堅持不懈的人。

And they want people who can be ruthlessly intentional with their time.

他們需要的是能夠無情地利用時間的人。

They also said that it's very, very difficult to find people who possess these skills.

他們還說，要找到掌握這些技能的人非常非常困難。

And these are rooted in emotional intelligence.

而這些都植根於情商。

Very difficult to find people who have these skills.

很難找到具備這些技能的人。

And so let me paint this picture to you right now.

現在就讓我給你們描繪一下這幅畫面。

These companies are offering emotional intelligence courses, like at Google, they offer a course called Search Inside Yourself.

這些公司正在開設情商課程，比如谷歌就開設了一門名為 "搜索你的內心 "的課程。

And they're offering these courses because our educational system is failing to provide these courses that offer the skills the private sector so dearly wants.

他們之所以開設這些課程，是因為我們的教育系統未能提供這些課程，而這些課程能夠提供私營部門非常需要的技能。

But what if we did offer these skills in our education?

但是，如果我們真的在教育中提供這些技能呢？

What if we offer these courses in schools?

如果我們在學校開設這些課程呢？

Imagine the benefit to our society well beyond the workforce.

試想一下，我們的社會所能獲得的好處將遠遠超出勞動力的範疇。

Imagine the benefit to our society, like for marriages and child rearing, if we had emotionally intelligent parents who could attune to their kids' needs, who could emotion coach their kids.

試想一下，如果我們的父母都具有情感智慧，能夠關注孩子的需求，能夠對孩子進行情感指導，那麼我們的社會將會受益匪淺，比如在婚姻和子女教育方面。

Imagine the benefit to our nation if we had lawmakers who actually knew how to self-regulate and be empathic and active listen.

試想一下，如果我們的立法者真正懂得自我調節、換位思考和積極傾聽，我們的國家將會受益匪淺。

And the thing that's crazy to me is that these skills are completely trainable.

讓我感到瘋狂的是，這些技能是完全可以訓練的。

You know, we assume that second-graders don't know how to multiply, how to divide, and how to read, and that's why we teach it to them, as we should.

你知道，我們假設二年級學生不知道如何乘法、如何除法、如何閱讀，所以我們才教他們，這是我們應該做的。

Why do we assume that second-graders know how to self-regulate or self-manage or even be empathic?

為什麼我們認為二年級學生懂得自我調節或自我管理，甚至懂得換位思考？

You see, schools across the nations have embraced something called the Common Core Standards.

你看，全國的學校都接受了一種叫做 "共同核心標準 "的東西。

And with Common Core, you know, if you go to their website, there's actually a section in the Common Core Standard that says, what is not covered by the standards?

至於 "共同核心"，你知道，如果你訪問他們的網站，"共同核心 "標準中實際上有一個部分是這樣說的："標準中沒有涵蓋哪些內容？

And in that section, there is a line that says, social, emotional, and physical development are not covered in the standards, which can only make sense if you live alone in a cave.

在該部分中，有一句話是這樣說的："標準中不包括社會、情感和身體發展"，只有當你一個人住在山洞裡時，這句話才有意義。

So why are we not offering, why is there not in the Common Core?

那麼，為什麼我們不提供，為什麼共同核心中沒有？

Maybe the research isn't robust enough.

也許研究還不夠深入。

Well, it turns out that Goleman writes in his book that there was a meta-analysis of 668 schools that implemented SEL programs, social and emotional learning programs.

事實證明，戈爾曼在書中寫道，對 668 所實施 SEL 計劃（社會和情感學習計劃）的學校進行了薈萃分析。

Dr. Weisberg at the University of Illinois found that schools who do implement SEL programs see up to 50% of children improving achievement scores, 38% improving GPAs, suspensions dropping by 44%, and kids showing 63% significantly more positive behavior.

伊利諾伊大學的魏斯伯格博士發現，實施了 SEL 計劃的學校中，多達 50% 的孩子成績有所提高，38% 的孩子 GPA 有所提高，停學率下降了 44%，孩子們的積極行為明顯增加了 63%。

These results are remarkable.

這些成果令人矚目。

Students are learning more, and schools are safer.

學生學得更多，學校更安全。

And they're remarkable to the point that the state of Illinois decided to implement SEL standards.

伊利諾伊州決定實施 SEL 標準，這一點非常了不起。

So in Illinois, every student is taught to recognize and accurately label their emotions, and to identify non-verbal clues as to how someone else feels, amongst many, many other things.

是以，在伊利諾伊州，每個學生都要學習識別和準確標註自己的情緒，以及識別他人感受的非語言線索，等等。

What happens in the other states?

其他州的情況如何？

Well, students in the other states spend about 1,700 minutes or so per week in the classroom, instructional minutes.

其他州的學生每週在課堂上的授課時間約為 1700 分鐘。

And if you were to ask a student explicitly, how many minutes are you trained in emotional intelligence?

如果你明確地問學生，你接受過多少分鐘的情商訓練？

They'll tell you.

他們會告訴你

The answer is either zero, or really, really close to it.

答案要麼是零，要麼非常非常接近零。

So I decided to take a leap of faith.

於是，我決定放手一搏。

And I wanted to start to incorporate emotional intelligence lessons into my econ class.

我想開始把情商課納入我的經濟學課堂。

And I wanted to start with something called mindfulness, because a mindfulness practice allows you to pay attention to your thought patterns.

我想從一種叫做正念的東西開始，因為正念練習可以讓你關注自己的思維模式。

And since what we're thinking about affects what we're feeling, it was a natural place to start.

既然我們的所思所想會影響我們的所感所想，那麼自然要從這裡入手。

So I made a decision that my students are going to meditate in the beginning of class.

是以，我決定讓我的學生們在課堂開始時進行冥想。

First three to five minutes, my students are going to meditate.

前三到五分鐘，我的學生要進行冥想。

And as soon as that thought came into my mind, I looked like this again.

這個想法一出現，我又變成了這個樣子。

And here's why.

原因就在這裡。

That negative self-talk came back and said,

這種消極的自我對話又回來了、

Ronnie, you're crazy. Your students are going to hate this, number one.

羅尼，你瘋了第一，你的學生會討厭這個的

Number two, their parents are going to think you're initiating them into a cult.

第二，他們的父母會認為你在引導他們加入邪教。

And number three, you're going to lose instructional minutes.

第三，你將失去幾分鐘的教學時間。

So I had to take a deep breath again.

於是，我不得不再次深吸一口氣。

And remind myself why this was important to me.

並提醒自己為什麼這對我很重要。

And I actually sought social support.

實際上，我也在尋求社會支持。

I went to my friends and dear colleagues, supportive colleagues, who were encouraging me to do this.

我去找我的朋友和親愛的同事，支持我的同事，他們都鼓勵我這樣做。

And the next day, my students meditated for five minutes at the beginning of class.

第二天，我的學生們在課堂開始時冥想了五分鐘。

And we did it for the rest of the semester.

在接下來的學期裡，我們都是這樣做的。

And here's why.

原因就在這裡。

Students loved it.

學生們都很喜歡。

And they loved it because it was the only time in their really, really hectic day, and stressful day, that they could feel at peace.

他們喜歡這樣，因為這是他們忙碌而緊張的一天中唯一能讓他們感到平靜的時刻。

They could have five moments of feeling centered.

他們可以有五次居中的感覺。

And I actually ended up gaining instructional minutes.

而實際上，我最終獲得了幾分鐘的教學時間。

Because with less time in the classroom,

因為課堂時間少了、

I was able to cover more material because the students were present, were here.

因為學生們都在這裡，所以我能夠講更多的內容。

Now, the most important thing, I think, out of all this, is that my students began to notice their mental chatter.

現在，我認為最重要的一點是，我的學生開始注意到自己的心理嘮叨。

What was going on in their head, the comments, the questions that they asked themselves.

他們腦子裡在想什麼，他們的評論，他們問自己的問題。

This is incredibly important because when students don't do well in school, they have a tendency to beat themselves up.

這一點非常重要，因為當學生學習成績不理想時，他們往往會自暴自棄。

And I know this because I read their journals.

我知道這一點是因為我讀過他們的日記。

And we have one-on-one discussions.

我們還進行了一對一的討論。

And in my classroom, we have discussions.

在我的課堂上，我們進行討論。

And I want to just give you a sense as to why paying attention to our questions is so critical in the comments in our head.

我只想讓你們知道，為什麼關注我們的問題對我們頭腦中的評論如此重要。

And to do that, I'm going to take you through an activity that I do in class and that Professor Tal Ben-Shahal used to do at a class at Harvard.

為了做到這一點，我將在課堂上帶領大家開展一項活動，這項活動是我在課堂上開展的，也是塔爾-本-沙哈爾教授在哈佛大學的課堂上曾經開展過的。

I'm going to show you a picture.

我給你看張照片。

And you have 20 seconds.

你有 20 秒鐘的時間。

The question is, how many geometrical shapes can you see?

問題是，你能看到多少個幾何圖形？

Do the best you can.

盡力而為

20 seconds.

20 秒

Five more seconds.

還有五秒鐘

Okay. So, any answers? Real quick.

好吧，有答案嗎？很快

Yes.

是的。

Seven.

7.

Fifty.

五十

Forty-three. Okay. You know what?

43好吧，你知道嗎？

Here's the thing.

事情是這樣的

This is a very hard question.

這個問題很難回答。

I actually don't know the answer to it. I'm sorry.

其實我也不知道答案。我很抱歉

But I have another question for you.

但我還有一個問題要問你。

How many kids were on the bus?

車上有多少孩子？

Yeah. Some of you guys are like, well, hold on, hold on.

是啊你們有些人說，等等，等等。

What kids? What bus? Right?

什麼孩子？什麼巴士？對不對？

Some of you guys are like, what bus are you talking about?

你們中有些人可能會問，你們在說什麼巴士？

All right. Let me go back real quick, okay?

好吧讓我回去真正的快，好嗎？

There are five students on the bus.

車上有五名學生。

And here's the bus.

這就是巴士。

Now, to my point, though, here's the thing.

現在，我想說的是，事情是這樣的。

When I asked you to pay attention to geometrical shapes, your brain did a very normal thing.

當我讓你注意幾何圖形時，你的大腦做了一件非常正常的事情。

It focused on one thing and filtered everything else out.

它只關注一件事，過濾掉其他一切。

Questions lead to focus, which leads to reality.

有問題才有重點，有重點才有現實。

When our students ask themselves, why am I so stupid?

當我們的學生問自己：我為什麼這麼笨？

Why is everybody else smarter than me?

為什麼別人都比我聰明？

Why can't I never do this?

為什麼我就不能這樣做呢？

Their questions lead them to focus, which leads them to one reality, which completely filters away another reality of how can I improve?

他們的問題會讓他們集中精力，這就導致了一種現實，而這種現實會完全過濾掉另一種現實，即我如何才能改進？

When can I see my teacher to work this out?

我什麼時候可以找老師解決這個問題？

Just like you didn't see the students on the bus.

就像你沒看到巴士上的學生一樣。

These questions are not...

這些問題不是...

So, attention training exercises allow our students to notice what types of questions they're asking themselves.

是以，注意力訓練可以讓我們的學生注意到他們在問自己哪些類型的問題。

And the amazing thing about this is that

令人驚歎的是

I notice my students choosing to not beat themselves up and to actually say, okay, like, I'm going to stop that and I'm going to, you know, focus on how to improve.

我注意到我的學生選擇不自暴自棄，而是真正地說，好吧，我要停止這樣做，我要，你知道的，專注於如何改進。

So, I wanted to give more of that to my students, but I was limited with time because I was teaching AP econ.

是以，我想給我的學生更多這樣的機會，但我的時間有限，因為我在教 AP 經濟學。

So, I created a new course called Positive Psychology, which is an emotional intelligence course.

是以，我開設了一門名為 "積極心理學 "的新課程，這是一門情商課程。

And I was hoping that 25 students will sign up because it's an elective course.

我希望能有 25 名學生報名，因為這是一門選修課。

107 students signed up.

107 名學生報名參加。

And the reason is because people care about this stuff.

原因就在於人們關心這些東西。

People want to know how to become more emotionally intelligent and happier.

人們想知道如何變得更有情商、更快樂。

I want to share with you some quotes from some of my students' messages that they wrote the students who took the class.

我想與大家分享一些我的學生寫給選課學生的寄語。