Thursday, 11 January 2018

天下杂志:念大學,為了什麼?

原文 http://www.cw.com.tw/article/article.action?id=5005483&page=1
作者:吳永佳            2010-05-26           Cheers雜誌         

你,是為了什麼而念大學?
父母的期望、考試的終點、自我的意願…
在成年之後,迎來不曾有過的自由學習生涯,
在享受之餘,你,必須先找到定位人生方向的指南針。

原文刊登於CHEERS雜誌20105月,特刊。
以前,大學這道高牆,是天下父母望子成龍、望女成鳳,借貸也要讓孩子考進去就讀的城堡。過去10幾年來,台灣的大學迅速擴增,大學窄門不再窄,充分滿足了台灣父母希望兒女念大學的願望,但當大學生、碩博士滿街都是,大學生得到什麼好處?

「大部份同學,讀書就是為了那張文憑,雖然文憑不一定有用,但沒文憑一定找不到工作,」就讀華夏技術學院機械工程系夜間部的連同學,如此形容周遭一邊工作、一邊辛苦求學的同學。如今大學文憑不再是「社會菁英」的保證,而是成了進入社會的最低門檻,或可說是「有憑有保佑」的心態。

欠缺方向感的負面循環
當大學文憑的價值貶低,年輕一代對於進大學的意義,似乎更加迷惘!昔日,人們為了父母的期待,懵懵懂懂考進某個科系,畢業後,還能靠文憑在社會上得到不錯的工作機會。

如今,大學新鮮人在資訊的取得上遠有利於過往,但許多大學生考大學仍是隨波逐流,選科系只因為「考試分數剛好到那裡」,糊裡糊塗晃進校園,混水摸魚告別大學,最後,卻面臨畢業即失業的窘境。

清華大學陳立德是哥斯大黎加外籍生,觀察身邊同學,他說讓他感覺最不可思議的就是「很多同學好像不清楚自己在幹嘛!也不是因為喜歡某個科系而念這個科系.....」。

面對「迷惘的一代」,企業的雇用意願一路走低。根據《Cheers》雜誌每年進行的「1000大企業人才策略與最愛大學生」調查,從2006年開始,企業晉用社會新鮮人的需求便自79%逐年下滑至今年的61%。人才顧問集團保聖那暨經緯智庫總經理許書揚也發現,過去日商公司對於新鮮人需求頗高,但近3年來卻下降7成,主因即在於新鮮人對未來欠缺方向感,工作穩定度低,企業轉而選擇有2年以上社會歷練的人才。

學位價值低落、企業不愛,愈加嚴峻的就業環境,使得新鮮人開始逃避進入社會。

根據104人力銀行調查,大學生畢業後只有近一半真正進入職場,有四分之一考研究所、或準備考研究所中,另外四分之一則在準備考公職、出國或待業中。國際知名學者、政治大學頂尖大學計劃校務諮詢委員錢致榕分析,許多大學生不夠用功,一直到大四,還有近四分之三的人沒有「準備好」進入社會,問他們要再準備幾年才夠,平均的回答是:「還需要56年」。

然而,準備時間再長,面對未來卻仍不知該何去何從,只會更加削弱在就業市場上的雇用價值。

生涯規劃,從進大學第一天開始
這與企業的選才思維大有關係,許書揚分析,一般國立大學新鮮人,在專業知識方面,程度相差無幾,所以企業首重新鮮人的工作價值觀與企業文化是否吻合;其次為工作態度;再次為人格特質,如是否具有未來領導的潛力、溝通技巧等。

但最重要的一點,許書揚強調,「企業希望新鮮人對於未來有清楚的職涯規劃。很多公司人資跟我說,面試時問應徵者的要求,他們最怕聽到這種答案:『我都可以配合,只要能到你們公司就好了。』不知道自己要什麼的人,如今並不受企業歡迎。」

大學4年是機會的探索,更是人生定錨的開始。生涯規劃不是從進入社會才要思考的問題,當進入大學的第一天,你就可以善加利用校園豐沛的資源認識自己,進而開始規畫未來的人生。

許書揚的孩子考進清大,選擇電機、財務金融雙專長的學程,因為「未來社會不能只有單一專業」。許書揚希望孩子多參加各種國際性組織,也鼓勵他未來繼續出國念研究所,「國際觀太重要了!現在的年輕人資源很多,要善加利用,提升全球視野。」

培養軟實力,比埋頭念書更重要
態度的養成,將左右新鮮人未來在職場上的潛能。根據「1000大企業人才策略與最愛大學生」調查,企業對於大學畢業生的能力,首重態度面,排名前2名的分別為「學習意願與可塑性」(73.5%),次為「穩定度與抗壓性」(65.7%),「專業知識與技術」則是位居第356.5%)。

長期關注高等教育問題的台灣師範大學教育學系副教授王麗雲強調,無論對大學生或教育者而言,大學都不只是一個讀書的地方,「更重要的是要培養你的『非認知能力』,也就是大家現在說的『軟實力』。這些非認知能力,往往才是決定一個人未來是否成功的關鍵!」

王麗雲舉美國培育出好幾個總統的知名學院Philips Academy為例(甘乃迪即畢業於此校),在教師評鑑學生是否獲准入學的評量表上,除學術能力之外,個人特質部份的評量項目更多,包括目的感、組織、動員、說服能力、責任感、自律力、成熟度、抗壓性、獨立性等。

王麗雲認為,一般大學教育容易忽略這些能力的培養,因為評量不易,且影響又非立時可見,「但我建議學生在大學生活中,要時時系統性地檢視自己,是否同時在培養這些足以影響一生的信念、習慣、價值觀,是否能以多元包容的心態、視野去思考、判斷一件事,這才是大學教育的真諦。」

大學並非職業訓練所
專業能力和知識的獲取並非是大學的唯一目的,更非職業訓練所。「現代大環境變動劇烈,產業的景氣循環可能每3年就變動一次,如果學校把自己當作職業訓練所,可能等培養4年後,產業的需求又改變了,」錢致榕表示。

他另外指出一項事實:「我們的上一代可能期待45歲退休,但放眼未來社會,下一代可能要到70歲才能退休,也就是將有長達50年的職涯。在這 50年中,有很多產業會消長,一個人或許每隔78年就得面臨一次產業消失、或劇變的衝擊,而在他50年的職涯中,可能每隔67年就得改行轉換跑道。」

任何在校園中學的專業知識,進入社會中很快就落伍、或不夠用了。因此,「大學教育愈須要往下扎根,回歸人文(文、史、哲)與科學的基礎,這些才是永遠不會落伍的知識,」錢致榕強調,基礎知識要打破院系本位主義,文、理兼顧,愈廣愈好。

此外,學院的知識是為了訓練邏輯思維與獨立思辨的能力,所以在大學時代就要培養好自學的能力(learn how to learn)、興趣與習慣,面對外在環境的變動,永遠有能力吸收、掌握新知,才能終生受用。

中央大學副校長李誠也認為,把念大學當作一項投資、當作未來謀生的工具並無不對,但念大學的另一層意義,是豐富我們的人生,提升生活品質。用這觀點來看,大學變多、大學生變更多是好事,代表全民素質的提升。

很多大學生,便懷抱高度的自覺在求學,決定了自己不同的人生。

善用校園資源,黃金4年不白費
以陳立德為例,雖然清大資訊工程學系的同學畢業後多半都準備考研究所,他卻樂得上班。他大一下就開始修工業工程學系當副主修,大三暑假請老師幫忙找企業實習機會,卻沒有任何回音,結果還是靠在竹科上班的家教學生幫他介紹到一家科技公司打工;之後這家公司表明歡迎他畢業後正式上班。

把握校園無限資源,學到該學的,才能真正為你的未來打下基礎。

林黛慈自高中參與社團活動中,發現自己對大眾傳播有興趣,後來推甄進入淡江大學大眾傳播學系;覺得大學4年是人生最後的求學階段,她不想混過去,還雙主修西班牙語,因此認識了更多同學。念大學對她有沒有意義?她回答,「有!念大學對於我們的邏輯、思考、組織、統整.....這些能力有很大幫助,最重要的是,透過社團、朋友這些與他人的接觸,讓你更認識自己。」

大學黃金歲月,許多人在其中找到自己終生的方向。曾任德國漢諾威國家歌劇院音樂總監的國際指揮家呂紹嘉,幼時生長於醫生之家,雖然小時候學過鋼琴,但後來為了升學放棄學琴,也順利考進台灣大學心理學系。

但大學時代,他常跑音樂性社團,內心另一股騷動卻慢慢升起,最後當兵時決定出國改學音樂。雖然人生繞了一小圈,但他至此尋到一生的志業,發光發熱!

所以,不是考進某個科系就非要死守一生,念大學正是探索人生的開端,專業知識的追尋,讓你擁有一定的知識思考未來,然而更重要的是,利用大學的課程、社團與各種人際資源,真正認識自己,找到未來的方向!

或許,高中畢業後也不必急著念大學,可以先旅行或體驗生活一年,思考清楚自己想要的,再進大學不遲,因為有方向感,學習才有效!



Friday, 22 December 2017

上大学的梦想

导读:从幼儿园到小学到初中再升高中,最后是大学,每一个人的一生大部分时间都在这个过程里度过,可是我们再想想上大学到底是在追求什么呢?是因为这个社会需要这样一张高贵的入场劵,还是在围绕着梦想不继前进呢?

  无论是就业、创业,还是技术创新,竞争力来源于人的活力,大学生应该对学习内容与安排做出自己的选择和决定。高等教育既要培养专门人才,又要广泛对青年和成年人开放,培养各类通用实务人才。

  学生围着学历文凭转,不能真正成为学习的主体,就难以成为择业和创业的主体,这样的学生毕业后待业或下岗不足为奇。用人单位单凭学历录用,不能真正选贤与能,就难以避免冗员和庸员,这样的单位在市场竞争中陷入困境也不足为怪。

  高等教育应该从学历文凭教育转变为学位课程教育,从一考定终身并一次学完的学习制度转变为专科与本科学分相通的终身可及的学习制度,面向大众的高等教育应该从以专科教育为主转变为以重视基础课程和通用技能的素质教育为主。

  读大学为了拿学历文凭,是习以为常的答案。这个计划色彩的观念有什么消极作用,值得我们深入思考。

  过去读大学的人少,毕业后都是国家干部。只要通过了由政府组织的入学考试,进入国家计划内按照统一课程安排学习,不论在哪个学校,不管是怎么学出来的,拿到学历文凭就有了国家干部的资格证书,可以走遍天下。入学考试不仅决定上哪个学校,还决定了学习的终点,常常要一生戴着中专生大专生本科生的帽子。没有学完就叫肄业,视同废品。近年来读大学的人多了,专科学历难找工作,招聘都要高学历,于是就专升本,甚至千军万马考研究生。学什么内容似乎并不重要,研究课题也不必是志向所在;不能发现问题,只会收集现成结论”;不是追求日新月异的科学和文化,而是追求学历文凭。读书人又在演绎一部新的《儒林外史》,发人深省。

  我们去看看别人。在美国,1999年有1479万人注册读大学学位课程,其中40%在两年制学院,40%25岁以上,当年获得学士学位的不到124万人,获副学士学位(Associate Degree)的仅56万人。折算起来,以读学位为目标的占三分之一,而三分之二只读学位课程。有人说这是高淘汰率,其实不然。高等教育以读学位课程学分为单元,比以学历文凭为单元,具有更强的组合性、可扩展性和对职业的适应性。

  无论是就业、创业,还是技术创新,竞争力来源于人的活力,大学生应该对学习内容与安排做出自己的选择和决定。高等教育既要培养专门人才,又要广泛对青年和成年人开放,培养各类通用实务人才。

  专门人才包括科研创新人才,医生律师等专业人才,技师等职业技术人才等,其社会需求总量与劳动力总量比较相当有限,而教育成本较高,改行适应性差。为了提高效率,防止个人和社会的不良投资,专门人才的培养要特别注意供需对应,尽量做到专业对口。实际上,社会上大量需要的是通用实务人才,毕业后从较低起点做事,经过多次变动,逐渐找到相对稳定的工作岗位。在产业结构调整和市场竞争中,每个人的机遇难以预计。例如在农业产业化的链条上,许多新的环节学校里并没有相应的专业,需要具备知识根基的人自己去闯。各类通用实务人才首先要学好大学的基础课程和通用技能,也要学习某些实务知识和职业技能。知识面较宽的基础课教育、强调实践能力的综合技能教育(如外语和信息技术)、短学制的学分教育和可扩展的终身教育是这类教育的特点,与培养专门人才相比,可以称为高等教育中的素质教育,更容易适应每一个学生的原有基础和具体就业目标,应当成为高等教育规模扩大的主要方向。它也为创新人才、专业人才和职业技术人才打下宽广基础。专业知识固然很重要,但对许多人来说,与新时代相适应的基础课知识在他们一生中发挥的作用更大。大学课程也不需要一口气学完,求学和求职可以交叉,工作变动再修几门课。不是由学校规定课程,而是个人根据求职和求知的需要选修学分。高中推行学分制,有能力的可选修一些大学基础课,这是各国通行的做法。学校之间的学分认可则是各个学校学术委员会的自主事务。

  学位制度实行了20多年,但学校里以学生为主体的弹性学分制还并不健全,仍不如学历制度管用。统一编制的课程计划尽管已经不能适应毕业后的需要,但学校和用人单位对其质量更为放心。学生围着学历文凭转,不能真正成为学习的主体,就难以成为择业和创业的主体,这样的学生毕业后待业或下岗不足为奇。用人单位单凭学历录用,不能真正选贤与能,就难以避免冗员和庸员,这样的单位在市场竞争中陷入困境也不足为怪。学历制度早已完成了历史使命,作为计划体制在教育制度和用人制度中的顽固堡垒,实在应该废除了。高等教育应该从学历文凭教育转变为学位课程教育,从一考定终身并一次学完的学习制度转变为专科与本科学分相通的终身可及的学习制度,面向大众的高等教育应该从以专科教育为主转变为以重视基础课程和通用技能的素质教育为主。实现这些转变,教育才能适应社会主义市场经济体制,焕发出勃勃生机。

  有的年轻人把读大学作为脱离社会底层的阶梯,这种要求看起来合情合理。但是,学历制度产生过度的等第扭曲,一些地方人才辈出,江山依旧,基层干部队伍持续膨胀,造成严重的社会问题。废除学历制度,实行学位制度,学生自主地以课程学分为单元终身学习,而学位课程相对标准化,教材随时更新,跟上科技和社会进步,使教育成为人本身现代化的途径,这已经是当务之急。

  青年人读大学,首先要追求真理,探索创新。掌握自然科学和社会科学基础知识,了解科学技术前沿和国内外经济政治文化发展趋势。其次要谋生自立,脚踏实地。求学时参与实践、打工挣钱,求职时恰当定位、勇于创业,求学和求职相结合。还要与人交往,沟通交流。只有把个人在理论和实践上的发展社会化,才能掌握必然规律,自由地全面发展。


《老查话留学》NO.30
我们送孩子出国读书到底是为了什么?
作者:老查                20140328             来源:尚友留学

今天要说的话题是教育的终极目的。我认为明确这个终极目的非常重要。就像一个人的成就和他的德行紧密相关,做任何事情,都要先有一个思路、原则,再有具体的方法。那么,无论是家庭教育,还是学校教育,终极目的到底是什么呢?

我认为有两点,一个是实现自我教育和自我觉醒。通过教育,学生或者孩子要发现自己想干什么,擅长干什么,如何去实现自己的理想。所有学校和家长的都在向这个方向努力。世上有三中人,一种人叫做先知先觉,例,很早就有大的志向这种人其实不用别人花太多心思去帮助他们。另外一种人叫做后知后觉,例如我自己,我到了32岁,才知道自己想干什么,才知道自己的职业理想,才知道自己应该读什么书,怎么读书,其实这已经很不容易,因为绝大部分都属于最后一个类型,就是不知不觉型。这个类型的人没有想法,没有毅力,一辈子也不知道自己应该干什么,适合干什么,应该有什么样的生活。如何从不知不觉过度到后知后觉,一方面需要外在的教育,这种教育不在于具体教授了你多少知识,而在于教会一个人做人的道理和方法。美国的文理学院的教学理念就是这个,先实现自己教育和自我觉醒,再学习更加具体的专业知识,当然,也要通过学习专业知识来达到自己我教育和自我觉醒。

教育终极目的另外一点是让学生或者说孩子学会选择。这就是为什么很多教育学家和一些成功的家长说,你应该不断征求孩子自己的意见,让他自己选择。其实,人生面临无数的选择,人生境遇就是由选择组成,例如你上哪个大学,学习哪个专业,要不要留学,何时留学,什么时候工作,找什么样的工作,找什么样子的配偶,什么时候生小孩,工作中要不要跳槽,病了要看哪个医生,如果病得很严重,哪个医生给你手术等等。所以成功的人士除了自我教育外,还要学会选择。作为家长,我们只能陪伴孩子到孩子50岁,而你会发现,你能帮助孩子的时间大约是孩子25岁之前,过了25岁,一是孩子不会听你的,二是你也帮不到他,有时候我们的意见甚至会帮倒忙。因为我们家长的时代已经过去了,所以作为家长,要尽快协助孩子在现有的情况下做出选择,而且是比较理性的选择。

尚友留学(北京)咨询有限公司隶属于云南大学国际教育服务中心有限公司。从事留学咨询服务、职业规划、境外服务等整合式留学服务,致力于为学生们提供最全面,最专业的海外升学服务方案,服务内容包括:留学咨询、专业选择、语言能力评估、语言培训、签证服务以及境外服务等。 

如果你觉得我的文章好,就帮我宣传一下吧。老查话留学的订阅号是:“laocha100”,也可以让你的朋友扫描一下下面的二维码。这个订阅号不仅有高质量的文章,也可以每晚固定时间由我来亲自答疑。欢迎大家提问。
尚友老查



Monday, 11 December 2017

黄万盛:作为Liberal Arts的大学理念

作者: 黄万盛     2005-6-12 02:57     来源: 哲学译丛

  现在,中国有学者在讨论大学理念,这是重要的问题。从晚清办京师大学堂至今,中国现代教育已有百余年的历史,这期间,所谓“大学理念”的问题一直混乱不堪,中国的大学教育走过的是不堪回首的曲折历程,有很多值得认真总结的经验教训。我读了几篇参与讨论的文章,总觉得稍有就事论事之嫌,太过拘泥在北大当前的改革上。其实,大学理念的问题有极其深刻的含义,深入反思,会大有益于中国的教育和中国的未来。这里,我想围绕着对Liberal Arts这个词的解说谈谈大学理念。

  什么是“Liberal Arts”的教育传统?从20029月到20035月,我在哈佛燕京学社用了整整一个学年主持每周一次的讨论班,主题是“Liberal Arts(君子之道)、人文学和传统资源”,参加的人绝大多数是从中国大陆、台湾、香港来哈佛访问的学者,此外还有在哈佛的一些学生、教师。这个讨论班除对两岸三地在基础教育方面的得失成败进行交流对话以外,更重要的是从各个不同的传统出发考虑人文学的进一步发展,对于人文学和未来社会发展的关系提供一个基本的看法。然而,在如何汉译“Liberal Arts”这个词上,我们没能形成统一的意见——这是一个很难翻译的词。

  该词在大陆被译为“素质教育”,台湾为“通识教育”,香港则译得更显古典,叫“博雅教育”。严格说来,三种用法都没错,又都不够全面,各自突出了问题的某一个方面。

  “素质教育”强调了对人的品行、能力等综合素养的教育培养,这是对的,可是,经由何种途径、用什么内容、如何培养素质,却不甚了了。一般意义的素质培养,其实从襁褓中就已经开始,但这不是“Liberal Arts”所要讨论的。它是大学的基础教育,是和知识教育、自我反思、自觉修炼的成人化行为连在一起的。假如不突出这些主要方面,素质教育就难免沦为令人腻味的空洞道德说教,甚至变成政治意识形态的强行灌输。那不是“Liberal Arts”,而是颠覆“Liberal Arts”。人文学的传统是用人类长期发展积累的智慧、品行、情操来塑造人,造就社会栋梁。它的核心就是文明和人性,反文明、反人性,最为人文学所排拒,开展人文学教育就是为了防止那些不健康的力量主导社会进程。在这个意义上,“Liberal Arts”的传统拒绝一切以非学术的名义构造的学说理论。大陆大学教育现在相当重视“素质教育”,这是英明而有远见的举措。但是,“素质教育”在学生中不受欢迎的现状值得反省,国家教委一位主管官员也曾对我说,素质教育的课很难上。我想,的确应当考虑“素质教育”到底教什么?这实际是对人的理解和设计,是千万千万不可掉以轻心的大问题。在哈佛,这是本科教育的整套机制;在大陆,这只是各种知识之外的一个课程设置;这个区别应当足以说明问题了。

  台湾的“通识教育”突出“Liberal Arts”中的知识教育的重要性,这是非常重要的方面。哈佛的“Liberal Arts”教育有18门必修的核心课程,范围广阔,涉及自然科学、社会科学、人文、艺术等各个方面。说人文学所要求的人的培养不是一般的道德说教,其区别就在于,它坚持成人的努力必须要有厚实的知识基础,一个人的精神成长应当而且也必须体现人类的知识累积,人文、社会、自然三方面的知识缺一不可。但是,仅仅是知识还不足以表达人文学的要求,知识只有转化为责任,才能成为人的自觉的要素,这就和境界、风度、品味、人格有关了,这些方面又是知识不能涵盖的。因此,人文学所说的知识并不是死的知识,而是在大的人文传统上来看待知识,把知识当作人文传统最主要的构成,知识应当是人的知识。只有这样,知识才是人成其为人所自来的源泉,因为你知道你是出自这个大传统,你就能知道,你可以为这个传统做些什么,什么可能是你对这个传统的贡献,在人文学的视野中,人既是传统的产品,又是传统的创造者。假如我们把“通识教育”翻译成英文,它叫做“General Knowledge Education”,它已经不是“Liberal Arts”了,最重要的是“Liberal”完全没有体现出来,这就是它的问题。

  比较起来,香港的“博雅教育”是相对接近的说法,博是博学多才,突出全面训练,雅是风度、境界,是人的品味。但是做人是有向度的,一个知识渊博、风度翩翩的人,固然比不学无术、举止粗俗的人好得多,可是那“博雅”假如只是表面功夫,就非常有害了。如何突出做人的深度,是“博雅”这个说法需要进一步考虑的。

  “Liberal Arts”这个传统起源于希腊,是非常古老的做人和教育的传统。在词源上看“Liberal”和劳动、自由、自由民、博学多才有关,再加“Arts”,是艺术的集合名词,是美的问题,美是自由的最高界面。因此,这是对人的自由的教育,自由是做人的最高目的,也就是说,自由是做人的境界,更是做人的使命,需要穷毕生精力永不休止去追求的,“Liberal Arts”要解决的就是人对自由的理解、实现自由的能力、追求自由的责任和使命。这个教育的理想信念就是儒家的“君子之道”。我们必须惊叹古代先哲的伟大智慧,孔子一生所关心的最大问题就是君子的问题,也就是人的塑造的问题。与“Liberal Arts”相近的思想是孔子的“君子通六艺”,而孔子关于“君子”的思考,内容之丰富、思想之深刻要远远超过希腊的那些哲人,可惜的是一百年来的“破旧立新”,这些深刻的远见卓识屡屡成为糟粕撇履,以至于我们的“素质教育”、“人才培养”成了无源之水、无本之木。2002年暑期,我在北京、上海、广州等地进行学术交流,曾建议建立“六艺馆”,让各个学科的教授、博导有可能修习“君子之道”,在一个传统破碎而又物欲横流的社会,“素质教育”如果不从为人师表做起,那是绝对不会有希望的。

  一些从北大、清华来哈佛访问的教授告诉我,在中国考名牌大学很难,考生多,竞争激烈,可一旦录取后,就相对轻松了。他们在哈佛看到这里学生的读书状况,非常惊讶,哈佛的学生比国内的学生紧张多了。在中国是先难后易,在哈佛,不能说先易后难,考入哈佛本身就很难,但是入学后更难更紧张,叫作难而更难。所以有这个区别,我想,还是因为对大学的使命和对人才的理解、要求上存在很大的不同。

  美国是个注重实用的国家,实用主义哲学至今仍然是美国的主流精神,这保证了美国社会始终能够面向实际,不被那些纯粹乌托邦的意识形态所迷惑。但是“有用即是真理”这句话很容易被庸俗化,以为蝇营狗苟的蝇头蚊脚般的私利都是有用,也就都是真理。假如实用主义就是如此,美国这个社会连一天都无法维持。这里的“用”是大用,是国计民生之用。接近儒家所讲的“人伦日用”的用。这样的实用主义是把对个人、国家、社会、人类的发展有用有益当作真理来追求。这种大“用”,一直在限制和引导一己私利的小“用”,防止它膨胀成危害社会的力量。这个原则深入到美国的教育理念中。它主要表现在两个方面。一是建校的理想,二是培养人的理想。

  在美国学校可以分成两个大类,一种叫“Liberal Arts College”,另一种叫作“ Professional College”,前者的目标是造就全面发展的人,是谓大用,从这个意义上看,它很接近儒家传统意义上的“大学”理念。后者的目的是培养有专业技能的人,看似小用。这两种办学理念在美国教育史上是长期冲突的。现在排名前20位的“Liberal Arts College”中的大多数之所以会立自己的学校强调自己的建校理想,是因为在它们看来,甚至连哈佛这样的学校都受到了职业学校的污染,因为哈佛办了医学院、商学院、法学院等专业学院,因此它们必须捍卫人文学教育的传统,为美国社会培养可以持续发展的有人文境界的人才。可见重视文理,从大用着眼培养人才,在美国是有深厚传统的。尽管哈佛也曾受到各种各样的批评,毋庸置疑,哈佛仍然是这个传统的中坚和代表,事实上,美国人文学为中心的教育传统,就是哈佛开了风气之先。哈佛的校训是用拉丁文写的,译成中文是:“与柏拉图为友,与亚里士多德为友,更与真理为友”。这个校训突出的有两点,一是哈佛重视传统,尤其是以柏拉图、亚里士多德为代表的希腊的人文理性的传统,相信在伟大的传统中有永远的智慧,所以在哈佛不大可能出现全盘反传统、全盘反历史的迷狂;二是强调追求真理是最高的原则,无论是世俗的权贵,还是神圣的权威都不能代替真理,都不能折服人对真理的追求。就是这两个原则的相互作用、相互补充,保证了哈佛能够在一个伟大的谱系中继往开来、传承创造,不断地推陈出新,这就是哈佛的魅力,它永久地激励着一代又一代年轻学子的渴望和梦想。

  几年前,哈佛神学院录取了一个看起来很奇怪的学生,有人把他当作一个不折不扣的傻子。他不仅仅多才多艺,而且各个方面都非常杰出,他理科的成绩几乎满分,被麻省理工学院录取,他的小提琴演奏水平已可以直接进纽约交响乐团,被著名的朱利亚音乐学院录取。无论是读麻省理工学院,还是搞音乐,都是可以挣大钱的,而神学院毕业很可能连工作都找不到。为什么他要进神学院?这是很多教授都感兴趣的。但这个同学回答说,我还年轻,钱总是可以挣到,可以慢慢来,但信仰问题,神是什么,人何以才能超越,这些是我人生的功课,这些功课不做,我活着一天都不得安宁。我读书不是为了职业,而是为了我的人生。他的回答能够引发我们思考的是,读书是为了什么?这当然是非常个人化的问题。但是,从大学的角度看,这个问题同时就是,学校是为了什么?在中国,很长时间以来,大学是和职业连在一起的,考上了大学就意味已经把将来的饭碗捧在手里了,这样,一跨进大学门坎,高考时的动力和奋斗也就开始退潮了,大学对人的培养,如果没有人的自觉是不会有结果的。学生自己没有动力和激情,又何以成为杰出的人才呢。

  归根结底还是那个问题:我们到底需要什么样的大学呢?假如我们的大学仅仅只是Professional College,那我们的学生就跳不出为一个饭碗而上大学的区区功利眼界,我们的大学就会永远陷落在它和就业市场的紧张之中,我们就不可能培养出对这个社会承担责任、引领社会前进的优秀群体。在我的少年时代,关于大学听得最多的就是所谓“工程师的摇篮”,现在,仍然还有许多的家长和老师在对孩子们重复这个幼稚的童话,而今,我知道,那有多深的误解和多么的俗气。让我们告别吧,“工程师的摇篮”!


Thursday, 2 November 2017

Language matters for learners

The Star     |     Education     |     8 Oct 2017 (Sunday)
To communicate effectively in the English language, students have to be linguistically competent and proficient in the language.
They need to be equipped with the linguistic repertoire to communicate effectively in the language.
Focal knowledge and tacit knowledge are important elements in learning a language.
Focal knowledge of a language can be taught in the classroom.
The teaching of grammar and the linguistic system of a language is taught to improve your focal knowledge and competence of the language.
It equips the learner with the set of prescriptive rules and steps to be followed to produce language.
Tacit knowledge on the other hand, is a class of knowledge that is difficult to teach and communicate to the learner.
Tacit knowledge is the unwritten, unspoken and hidden vast storehouse of knowledge on language learning that is based on an individual’s emotions, experiences, insights, intuition and internalised information.
Tacit knowledge is a class of knowledge that is difficult to communicate.
The tacit knowledge is the knowledge that we have without knowing we know it.
The vast majority of our children come from the rural and remote areas in the country.
With their limited exposure to the language outside the language classroom, these children are severely impoverished in their English language competence and performance.
Though they may be linguistically competent in knowing the rules and order of the language, they may not be able to communicate effectively. Therefore it is a grave injustice expecting our children in primary and secondary schools to speak and write impeccable English, based solely on the teaching and learning of the language in school.
Children who successfully acquire the language come from English speaking homes or backgrounds. They have focal and tacit knowledge of the language because of their rich language environment.
It is virtually impossible to master any language without practice and usage of the language outside the classroom.
Malaysian University English Test (MUET) examiners find pre-university candidates grappling with the English language when they are tested on the speaking component.
The students are unable to share and articulate their thoughts on simple everyday issues.
They are not able to elaborate or expand on a given situation.
There is a lot of hesitation in their speaking presentation.
They lack confidence, fluency and accuracy in their delivery.
Therefore it is not surprising that most of our university graduates lack soft and communication skills in English during job interviews.
Learning the language needs active participation, interaction and exposure to the language.
The students should be given an environment where they can have the opportunity to practice the language in a wider and larger scale.
Short term measures and knee jerk reactions will not be able to fill this void that our students are facing in the teaching and learning of English in school.
Long term measures require the Education Ministry to consult the stakeholders – parents, teachers , Parent Action Group for Education Malaysia and education groups to review and revise their policies on English teaching and learning.
We need English language immersion programmes that can equip the learner with both focal and tacit knowledge.
The learner needs to be exposed to large chunks of English in a variety of situations.
They need to know the nuances of the language.
Language is not taught but caught.
More school subjects need to be taught in the English languge for exposure and immersion in the language.
The learner should be given an opportunity of a rich English environment to learn the unspoken and unwritten rules of the language through active interaction.
The English language presently is taught as a single subject in the primary and secondary school curriculum.
Finally bringing back English medium schools into the education system, will not be the answer or panacea for all our ills, but it will definitely alleviate the deterioration of the English language in our schools.
English competency and performance will improve by leaps and bounds because the medium of instruction in these schools will be in the English language.

Friday, 13 October 2017

Success and Goal Setting

Success is a journey.
Make your life a grand adventure!
~ Brian Tracy

Success is a continuous journey.
~ Richard St John @ TED Talks

The secret of your success
is determined by your daily agenda.
~ John C. Maxwell



What Makes Life Different?
Goal Setting!

Do you know what makes life different? The answer is goal setting.

I remember a famous Harvard business school story. They evaluated a group of students in college, and then re-evaluated them 10 years later. The study found out that the students who had been the most successful in life weren’t the ones who had achieved the highest grades. They were the ones who had specific goals, 10 years ago.

You can see that the big difference between successful people and unsuccessful people. Successful people have their goals in mind. They know where they want to go and finally they get there. So you need to start with a target, a destination, a goal.

You may ask me: “How to achieve goals? It is easier said than done.” You are right. Many people fail not because they don’t have goals, they fail because they haven’t achieved their goals, giving up during the journey. There is a long road from goal to success.

Don’t worry. I will be here to help you achieve your goals more easily. Not only to set your goals properly, but also to achieve them finally. You will achieve goal setting success in the end.

Trust you! ;-)


Success Is A Journey

Have you ever heard that "Success is a journey, not a destination"?

It is very important to have a law of life to base your life on. A law of life that means a lot to me is; Success is a journey, not a destination. It means that what matters is not necessarily where you are at the end, but what you accomplish while you are trying along the way. It means that no matter what, as long as you try, you can never fail. It means that no matter what, as long as you try, you can never fail. It means you can learn from your mistakes and continue on the next journey a little wiser.

One person I believe that shares my law of life is Mark McGwire. He didn't get caught up in the home-run chase in the 1998 season, but instead played every game in the best way he could. And, most of the time, he helped his team. He didn't just go out there and hit home runs because he wanted to be ahead in the end, but because he wanted to make it a good season for his teammates and him.

I also think the 1999-2000 St. Louis Rams as a whole are utilizing my law of life. They play every game with their full potential instead of letting a few winning games go to their heads. They stay focused on playing in the Super Bowl. They know that even if they don't go journey. Even though they lost some games, they didn't give up.

It doesn't matter if you do not have the ability to be on top in the end, to win the championship; all that matters is that you worked hard the whole time. There are a few people in the world who already understand what it means. They understand that success is a journey, not a destination. But wouldn't it be a much better world if everyone did, if everyone would realize that someone will win and someone will lose, but what's important is that both sides need to try their best? After all, it's not who wins or loses, but how well you play the game, and I hope I have applied this in my own life.


Success Personality

Is there a "success personality" - some winning combination of traits that leads almost inevitably to achievement? If so, exactly what is that secret success formula and can anyone cultivate it?

We recently focused in depth on success, probing the attitudes and traits of 1500 prominent people selected at random from Who's Who in America. The main criterion for inclusion in Who's Who is not wealth or social position, but current achievement in a given field. Our research pinpoints a number of traits that recur regularly among top achievers. Here are five of the most important:

Common Sense

This is this most prevalent quality possessed by our respondents. Seventy-nine percent award themselves a top score in this category. And 61 percent say that common sense was very important in contributing to their success.

To most, common sense means the ability to render sound, practical judgments on everyday affairs. To do this, one has to sweep aside extraneous ideas and get right to the core of what matters.

A Texas oil and gas magnate puts it this way: "The key ability for success is simplifying. In conducting meetings and dealing with industry regulators, reducing a complex problem to the simplest terms is highly important."

Is common sense a trait a person is born with, or can you do something to increase it? The oil man's answer is that common sense can definitely be developed. He attributes his to learning how to debate in school. Another way to increase your store of common sense is to observe it in others, learning from their and your own-mistake.

Knowing One's Field

After common sense, specialized knowledge in one's field is the second most common trait possessed by the respondents, with three-fourths giving themselves an A in this category.

Geologist Philip Oxley, former president of Tenneco Oil Exploration and Production Co. and now chairman of Tenneco Europe, attributes his success to having worked in the oil fields, by "sitting on wells and bird-dogging seismic crews," he learned the tricks of the trade firsthand. "People, who are going to be good managers need to have a practical understanding of the crafts in their business," he says. Today his expertise earns him a six-figure salary.

On-the-job experience convinced people the importance of specialized knowledge. He says that "understanding why my equipment performs the way it does" is part of his success formula. A noteworthy point: he obtained his specialized knowledge through self-education and not through formal schooling.

Self-reliance

Top achievers rely primarily on their own resources and abilities. Seventy-seven percent give themselves an A rating for this trait. Self-reliance is not how you feel or how good you are; rather, it's whether you have the gumption to take definitive action to get things moving in your life. In includes plain old willpower and the ability to get goals.

Two-thirds of the respondents say they've had clear goals for their lives and careers. And half of those we interviewed give themselves an A in willpower. Among other capabilities, willpower encompasses the ability to be a self-starter and to persevere after a project has begun.

General Intelligence

This is essential for outstanding achievement because it involves your natural ability to comprehend difficult concepts quickly and to analyze them clearly and incisively. At least that's the way our respondents see it-43 percent said it was a very important ingredient of their success, and another 52 present said it was fairly important.

Ability to Get Things Done

Nearly three-fourths of our high achievers rank themselves "very efficient" in accomplish tasks, and they agree that at least three important qualities have helped them to do so: organizational ability, good work habits and diligence.

A physics professor summarizes his success formula this way: "Sheer hard, tenacious work, with the ability to pace oneself." He admits working up to 100 hours a week.

Besides the five success personality listed here, there are other success personality too, and, of course, luck. But common sense, knowing your field, self-reliance, intelligence and the ability to get things done stand out. If you cultivate these traits, chances are you'll succeed. And you might even find yourself listed in Who's Who someday.


Success is a lousy teacher.
It seduces smart people
into thinking they can't lose.
~ Bill Gates


~~~~~~~~~~~~~~~~~~~
Success Can Be Hazardous
~~~~~~~~~~~~~~~~~~~

Success has far more potential to harm us than we acknowledge. 

I’ve heard many people say, “Success breeds success.”  It’s entirely true that when you’ve achieved success, you know – to a large extent – what you need to do in order to achieve similar success in the future.  You understand what techniques you should use, what connections you should build, and what obstacles you need to overcome if you were to embark on a comparable endeavour.  That’s why success leads to further success.

The first question you need to ask yourself, then, isn’t “How can I be successful?”  Rather, it’s “Am I being successful at the right things?”  After all, it’s possible for you to achieve a lot of success, as defined by society, without necessarily being a true success.  This can happen by accumulating achievements that aren’t in line with your four tools.

When you’ve attained superficial success, there’s a lot of pressure on you to continue succeeding.  This is a phenomenon I’m familiar with.  Like you read about in the introduction, I performed well academically throughout my schooling years.  Consequently, I felt the need to keep up my grades.  I began to fear the possibility of not getting an A for a class.  In order to ensure that I kept getting A’s, I only took classes that I’d already demonstrated an aptitude for.  I shied away from classes or activities where my aptitude hadn’t yet been tested.  This meant that I never tried my hand at things like dance, theatre, or literature.

This resulted in more A’s but less education, more awards but less fulfillment, more accomplishments but less growth – and this was driven entirely by fear.  Superficial success is one of the biggest potential hindrances to getting a real education, which is why it’s so dangerous.  Education isn’t primarily about getting good grades, getting into a good college, or getting a good job.  If that were the case, education would serve far too trivial a purpose.

In Life Is What You Make It, Peter Buffett (son of renowned investor Warren Buffett) writes, “Life is what we make it, and if we want our lives to be as rich and round and gratifying as possible, we should try to learn about everything – not just what we need to know to make our living, but all the innumerable subjects at the periphery of our specialties.”  It’s essential that you embrace this approach toward education if you want to be a happy student.  No number of A’s will bring you academic fulfillment.

Don’t get me wrong; it’s of paramount importance that you have a spirit of excellence in all that you do, and there’s also enormous value in focusing on learning things that will be of practical benefit in your future career.  But the attitude we’re called to have toward education is one of intellectual curiosity, not merely intellectual greed or pragmatism.  Education isn’t just about remembering or using information, even though that’s a necessary aim.  At its core, education is about cultivating an insatiable love for learning.

Taking classes and learning things you’re not particularly good at, or don’t yet know if you’re good at, means that you run the risk of failing.  Your parents and teachers might be disappointed if you don’t perform up to their expectations, and you might feel disappointed in your own performance.  These are possible consequences of choosing the path of a real education, consequences that you might understandably be fearful of.

It won’t be easy, but it will be deeply rewarding.

(** This is an extract from The Happy Student, Page 132)


Wednesday, 6 September 2017

12 Time Management Habits to Master

Nearly three hundred years ago, Benjamin Franklin came up with an approach to changing habits that has yet to be surpassed.

A young adult seeking to straighten out his act, Franklin developed a list of thirteen virtues, jotting down a brief definition of each. These were character traits he took to be important, but in which he found himself lacking. He knew that nurturing these habits would bring about positive change in his life.

Starting at the top of the list, Franklin spent one week working on each virtue. In the morning he thought about how he would reinforce the new habit throughout the day. During the day he looked at his notes to remind himself of the new habit. At the end of the day, he counted how many times he fell back into the old habit.

While Franklin was surprised at first to see how “faulty” his behavior was, he was so resolved that he pressed on, working through the entire list in a thirteen-week cycle, and completing four such cycles in a year. As for results, he noted in his autobiography that while perfection was unattainable, he could see big improvements.

Modern psychologists recognize three key elements in Franklin’s three-hundred-year-old procedure for changing habits:
  1.  He started out committed to the new behavior.
  2.  He worked on only one habit at a time.
  3.  He put in place visual reminders.


Applying Benjamin Franklin’s Method
Here are 12 time management habits for the new year. Tailor these as you like, but whatever you do, work on one each week using Benjamin Franklin’s method:

Habit 1: Strive to be authentic.
Be as honest with yourself as you can about what you want and why you do what you do.

Habit 2: Favor trusting relationships.
Put your efforts into building relationships with people you can trust and count on, and make sure those same people can trust and count on you.

Habit 3: Maintain a lifestyle that will give you maximum energy.
Work your way up to doing aerobic exercise at least three times a week, eating a light lunch, and getting enough sleep.

Habit 4: Listen to your biorhythms and organize your day accordingly.
Make it a habit to pay attention to regular fluctuations in your physical and mental energy levels throughout the day; and based on what you learn, make adjustments to how you schedule tasks.

Habit 5: Set very few priorities and stick to them.
Select a maximum of two things that are your highest priority, and plan time to work on them.

Habit 6: Turn down things that are inconsistent with your priorities.
Get good at saying no to other people, and do so frequently.

Habit 7: Set aside time for focused effort.
Schedule time every day to work on just one thing.

Habit 8: Always look for ways of doing things better and faster.
Be on the lookout for tasks you do over and over again, and look for ways of improving how you do them.

Habit 9: Build solid processes.
Set up processes that last and that run without your attention.

Habit 10: Spot trouble ahead and solve problems immediately.
Set aside time to think about what lies ahead, and face all problems as soon as you can.

Habit 11: Break your goals into small units of work, and think only about one unit at a time.
Spend most of your time working on the task in front of you, and avoid dreaming too much about the big goal.

Habit 12: Finish what’s important and stop doing what’s no longer worthwhile.
Don’t stop doing what you considered worth starting unless there’s a good reason to give it up.


Friday, 11 August 2017

Benjamin Franklin’s 13 Virtues

In 1726, at the age of 20, Benjamin Franklin created a system to develop his character. In his autobiographyFranklin listed his thirteen virtues as:

1.  Temperance.
     Eat not to dullness; drink not to elevation.

2.  Silence.
     Speak not but what may benefit others or yourself;
     avoid trifling conversation.

3.  Order.
     Let all your things have their places; let each part of
     your business have its time.

4.  Resolution.
     Resolve to perform what you ought;
     perform without fail what you resolve.

5.  Frugality.
     Make no expense but to do good to others or yourself;
     i.e., waste nothing.

6.  Industry.
     Lose no time; be always employ'd in something useful;
     cut off all unnecessary actions.

7.  Sincerity.
     Use no hurtful deceit; think innocently and justly,
     and, if you speak, speak accordingly.

8.  Justice.
     Wrong none by doing injuries, or omitting the benefits
     that are your duty.

9.  Moderation.
     Avoid extremes; forbear resenting injuries
     so much as you think they deserve.

10.  Cleanliness.
       Tolerate no uncleanliness in body, cloaths,
       or habitation.

11.  Tranquillity.
       Be not disturbed at trifles, or at accidents common
       or unavoidable.

12.  Chastity.
       Rarely use venery but for health or offspring,
       never to dullness, weakness, or the injury of
       your own or another's peace or reputation.

13.  Humility.
       Imitate Jesus and Socrates.


ThirteenVirtues.com brings Franklin's simple system to the information age. You can track your progress against Franklin's virtues with your favorite web browser. Or maybe you don't agree with all of Franklin's original 13 virtues - no problem. Just add, remove, or change them so that you only track what you are interested in.


Benjamin Franklin
"I propos’d to myself, for the sake of clearness, to use rather more names, with fewer ideas annex’d to each, than a few names with more ideas; and I included under thirteen names of virtues all that at that time occurr’d to me as necessary or desirable, and annexed to each a short precept, which fully express’d the extent I gave to its meaning." - Benjamin Franklin


Lessons In Manliness: 
Benjamin Franklin’s Pursuit of the Virtuous Life


Benjamin Franklin is an American legend. 
He single handily invented the idea of the “self-made man.”
Despite being born into a poor family and only receiving two years of formal schooling, Franklin became a successful printer, scientist, musician, and author. Oh, and in his spare time he helped found a country, and then serve as its diplomat.