萨尔曼·可汗(Salman Khan 1976)，可汗学院创始人、互联时代教育思想家。
The One World Schoolhouse, Education Reimagined
2004年开始辅导12岁表妹纳迪亚，成为YouTube上教育领域的超级巨星。2010年入选全球40大青年才俊，2012年入选全球100大最具影响力人物。

0、谁都可以享受世界一流的免费教育
让地球上的任何人都能随时随地享受世界一流的免费教育。
“不要用自己的学识限制孩子，因为他出生在与你不同的时代。”这句话很像是数字原住民和数字移民的类比。泰戈尔《昨天的名字》里还很喜欢“从土壤束缚中的解放绝不是树的自由。”甚至想把这段当成演讲的结尾：

I have become my own version of an optimist. If I can’t make it through one door, I’ll go through another door - or I’ll make a door. Something terrific will come no matter how dark the present.

柏拉图《理想国》里这段话就如书的名字（我们小组qiutopia是丘托邦），“教育的基本原理在于，使人们在孩提时代就建立起良好的思维体系。教育无需强迫，也不能强迫，无法强迫。任何填鸭式的教育方式只能让人们头脑空空、一无所获。只有在早期教育中融入寓教于乐的成分，我们才能更快地发现孩子的兴趣所在。”

虽然可汗学院这个名字看上去会让人觉得规模很大，但一开始，整个学校只有一台电脑，一个价值20美元的屏幕录像软件和一块花了80美元购置的手写平板。至于那些图形和等式，我都是借助微软的一款免费画图工具完成，而且经常画得歪歪扭扭。我还以每月50美元的价格租了一个网络服务器，尝试进行一些收集来的测试软件。

我想在教育过程中传递学习的快乐，并让学生在了解宇宙万物时感到兴奋。

1、踏上教学之路
采用精熟教学法，学生在学习中更加积极主动，对自己的学习能力也更加自信，彻底实现了“教”与“学”的统一。

上学时，我感觉一些老师更喜欢炫耀他们的知识，二非将那些知识传授给我。他们的语气通常很不耐烦，有时还带有傲慢的情绪甚至居高临下的态度。

我开始注意到，比起帮助，或许我给她带来的伤害更多。虽然我想表达的全是善意，却让她感到了不安和焦虑。我原本是想让她重拾信心，但我却进一步损害了她的信心。….老师有的时候会成为禁锢学生思维的罪魁祸首。如果老师不改变对待学生的方式，学生很难体会到老师是在帮助他们。

当时YouTube上传视频的长度被限制在10分钟以内，所以，我的课程只能控制在十分钟。实践证明，不管是对我这样的发布者还是那些听课的学生，10分钟都是非常合适的。（误打误撞）
如果学生的注意力只能集中十几分钟，那么老师为什么仍会认为一节课理应为一小时呢？

毕加索：消除冗余方为艺术。
人类会不由自主地把注意力集中在他人的面部，这是一种与生俱来的习惯。
凯文·凯利：创新的本质在于，它虽在边缘之地诞生，但能被大众接纳和认可，也不会被正统体系的惯性所压垮。

根本上说，精熟教学法实际上是指学生在进入更高难度的学习阶段前，应该充分理解之前所学的概念。

1922年，Winnetka Plan
只要教学条件能够满足学生的需要，那么所有学生都能掌握知识，任何学生都不会掉队或成绩不佳。
沃什伯恩认为，教育中常量应该是学生对知识和概念的高水平理解，而变量才是学生为理解问题所花费的时间。
二十世纪六十年代，本杰明·布鲁姆和他的一位优秀学生詹姆斯·布洛克提出反馈在教育过程中的重要意义。学生应该按照自己的节奏学习，在掌握了所了解的概念后进入下一个阶段的学习；教师的角色也有所改变，主要是承担指导工作。还鼓励同龄人之间积极展开互动，这种互动不仅能够让他们在学业上获益，还能帮助他们塑造自己的性格。在这样的学习环境中，有的学生或许会遇到困难，感到吃力，但没有一名学生会落后。

人们经常会认为“承担责任”与学习无关，或者认为教育的责任属于家长和教师，与学生无关。两种想法都是错误的。你为教育承担责任，实际上就是在教书育人；你为学习承担责任，实际上就是在学习知识。从学生的角度来讲，只有承担了责任，才能真正进入学习的过程。

个人责任这一问题不仅被低估了，而且被一种源于被动学习以及受严格规定的课程与课时阻碍了。既然没有了选择的权利，他们当然也不会对其产生的结果全权负责。

可汗学院抓住机会应用了精熟教学法，并前所未有地获得了广泛的收益。

获得诺贝尔奖的神经系统科虚假Kandel在其著作 In Search of Memory中提出：
学习实际上是组成大脑的神经细胞发生一系列变化的过程。当某个细胞参与学习的过程时，这个细胞就会生长。这一过程与我们锻炼肌肉的过程不一样，但也大同小异。通俗来讲，接受了教育的神经元会长出心得突触---这个微小的附属物在神经元之间起到了传递信息的作用。如果活跃的突触数量增加，神经元细胞在传递信息时的效率就更高。如果信息不断被传递到大脑的某片特定区域，就会在这片区域集合并被存储。如果我们从不同的角度对同一概念进行学习并研究与其相关的问题，就能建立更多且更深层次的信息链接。这些信息链接和与其相关的内容交织共同构成了我们日常所说的“理解”。
要想得到长久的记忆，大脑在处理接收到的信息时必须足够透彻且深入，这就要求大脑在处理信息时集中精力，并且要将这一信息有意图且系统性地与记忆中已经完善的知识联系起来。

在我看来，一门课程永远没有学完的时候，任何一个概念都可能与另外一个概念相关。知识似青山连绵不息，思想如河水奔流不止。

2、传统教育模式的弊端
学生做家庭作业时，老师不能在身旁答疑解惑，还不如学生在家里自学新知识。到课堂上去做作业，也即“翻转课堂”。

“因循守旧会在方方面面阻碍人类的进步。”密尔
正如我们一日三餐的饮食习惯很难改变，形成已久的教育制度也是如此。
柏拉图受到亦师亦友的苏格拉底的启发，做出这样的描述：放弃众人向往的荣誉，我自为追求永恒的真理。亚里士多德《形而上学》开篇即说：“求知是人类的天性。”
1450年，一名52岁的铁匠约翰·古登堡发明了简化书刊印刷流程的办法。

性格的一切伟大之处在于独立性。人们如果不表现出有别于他人的存在价值，那么他就无法被人们铭记。库柏

如今被我们称为K-12的教育体系，是十八世纪普鲁士人最先实时的。靠税金支持的义务教育不仅是一种教育手段，更是一种政治手段，其他任何方式都无法取代它。普鲁士人的初衷并不是教育出能够独立思考的学生，而是大量炮制忠诚且易于管理的国民，他们在学校里学习的价值观让他们服从包括父母、老师和教堂在内的权威，当然，最终要服从过往。
“如果你想影响一个人，要做的不仅仅是与他对话，你必须区改变他，让他按照你的意愿去思考和行动。”
“整个教育体系基于一个前提而建立：那些无法了解到第一手信息的学生以及那些只被灌输了抽象、片面信息的学生往往会很顺从，而且缺少主见。”

1892年成立“十人委员会”，任务是决定小学和中学的教学内容和体制。
一旦学生掌握了严谨的逻辑推理方法，老师就应该果断停止被动的教学过程。学生应该开始尝试自主构建几何图形，并在此之上进行分析推理。仅通过阅读书中的内容无法深入掌握几何学，在数学领域，如果仅仅被动学习，长此以往，我们将逐渐丧失兴趣无法在独立学习中体会到数学的魅力与神奇。

在大部分课程中，学生在考试中获得总分的75%或80%才算及格，这是一个惯例，然而只要稍微想一下你就会发现，这样的分值体系实际上后患无穷。
前面模糊不清的理解会为后面的学习造成困扰，但老师却愉快地给出及格的分数。
对很多老师来说，让学生通过考试似乎是个善举，或许让那些边缘学生通过考试时为了顺应管理需要，但实际上，这不仅对学生造成了伤害，而且这是个彻头彻尾的谎言。
我们希望他们能够变得优秀，而且逼迫他们进入难度更高的下一阶段的学习，但大门实际上并没有为此做好准备。这样的教育方式为他们将来的失败埋下了隐患。
如果你的车只有三个轮子，你能出发进行长途旅行吗？你会建造自己梦想中的房子在只打好75%的地基上吗？

瑞士奶酪式学习？
（整理本文时恰有女生来问题目，现学现卖，分析她只是之前的某个概念不清楚，并不是现在知识的问题...）
我们对考试的过分依赖绝大部分源于积习，是我们自己一厢情愿地坚持原本毫无意义的事。
和以往相比，上了大学预科班后作业量少了，由于难度增大了，我花费在作业上的时间增多了，但在这个过程中，我觉得自己真正地学到了一些知识，掌握了一些技能。

进入二十世纪五十年代，苏联成功发射了世界第一颗人造地球卫星“斯普特尼克1号”，而美国之前进行的发射失败。
Flipped Classroom指的时让学生按照自己的学习进度在家里听课，然后在课堂上与老师和同学一起解决疑问。这个概念在可汗学院成立之前就有了，不过随着视频课程的风靡，这一概念逐渐成了主流教育思想。

3、可汗学院进校园
可汗学院的自主学习理念，不仅适用于在校生，而且适用于所有人。

学生对概念的一知半解，这个问题的影响很快就在一对一的辅导课程中暴露出来。即便在回答简单问题时，学生也不确定自己的答案是否正确，听起来就像在猜。
第一个原因是没有彻底立即核心概念。第二个原因是缺乏自信。在重要的学习阶段，他们接受的是瑞士奶酪式的教育，这使得他们的知识基础并不扎实。

教育工作者对学生的期望值普遍偏低，老师总是抱着一种极富传染性的施恩者的态度，让学生对自己的能力也产生怀疑。有些学生会认为，做得产不多就可以了，这种想法极具危害性，会限制学生的发展。
答对80%或90%只能说还算不错，但我对他们的要求是连续答对10道题，在我看来，这事唯一能够在继续沿用现有的科目试题的同时准确苹果学生的标准。其目的并不是让学生受挫，而是激励他们成功。

我们认为可汗学院的教学方法从根本上改变了学生的性格，让那些原先对自己的学业漠不关心的学生突然开始为自己承担责任，让曾经懒散懈怠的学生变得刻苦努力。我们相信，学生性格的改变是每个班级乃至每名学生获得惊人成绩的主要原因。

亨利·福特：任何人，不管是20岁还是80岁，只要停止学习就会衰老。坚持学习的人永远年轻。人生最重要的事就是让头脑保持年轻。

玛格丽特·米德：
把所有游戏和学习放入童年，所有共工作塞进中年，所有遗憾留给老年，这是极端错误和非常武断的做法。

Malcolm Knowles The Adult Learner:
如果我们清楚自己学习的目的，而且学习能够满足我们的需求，那么我们就能快速而深入地进行学习。

4、教育的未来
未来世界时不确定的，因此重要的不是学到了什么，而是学习新知识的能力。未来的课堂上，不同年龄的孩子们坐在一起。未来的老师，以团队的形式现身。未来的成绩单，创造力是重中之重。未来的证书就是评估报告，而你在哪里学习并不重要。未来的寒暑假，需要重新规划，避免不必要的浪费。学习与实习并重，是未来大学发展的方向。

在全世界今年入学的新生中，有65%的人在未来将会从事现在还不存在的职业---这是一种意义深远的想法。
既然我们无法预测现在的学生们在10年或20年后需要什么样的知识，那么比起现在教给她们的知识内容，教会她们自学的方法、培养她们的自学能力无疑更重要。

回到MIT我们两个人都以较高的成绩毕业，并获得了多个学位。我们能做到这一点，并不是因为我们比同龄人聪明或者更努力，而是因为我们并没有把大量的时间花在课堂上被动听课。

青少年状态的萎靡似乎已经成了全球性的问题。一个很重要的因素就是，我们并没有让青少年学会承担责任。没错，我们的确向他们提出了要求并给他们施加了竞争压力，但在这样的环境中，她们只能学会为自己负责。我们并没有给他们机会去指导或帮助他人，从而使她们养成了孤立和以自我为中心的习惯。

在只有一位老师的课堂上，学生只能从这位教师身上学到知识，这位老师能够利用的科学技术也只有那么一点而已，而在一个有多名老师的课堂上，老师对科学技术的利用会成倍增加。如果契机合适，老师可以在教师的一前一后进行教学，可以曹勇辩论的方式或者组织不同的小组展开项目研究。如果某个知识领域刚好是某位老师比较擅长的，那么这位老师就可以独自讲解那部分内容。

说到团队合作，我们可以进行一个对比，你是否注意过：孩子们往往会厌恶甚至憎恨老师，却很尊敬和爱戴他们的教练。
其中一个原因在于，老师教的时学生被动学习的内容，而教练传授的时学生自己选择的内容。很大程度上还是因为教练明确地表现出对学生的支持。教练帮助孩子们展示出自己最好的一面，让孩子体会到胜利带来的喜悦。
当孩子在比赛中取得胜利时，教练与他们一同庆祝；当孩子们输掉比赛时，教练会陪在身边安慰他们，帮助他们从失败中吸取经验教训。
相反，在很多学生的眼中，老师可不是那个在背后默默提供支持的人，也不是帮助他们做好准备在比赛中迎接对手的人，更不行的是，学生常常将老师视为对手，正式老师丢给他么繁重的课业任务和与现实脱节的公式，让他们没有闲暇时间，让他们感到耻辱。
老师们被迫拉着学生按照规定的进度学习，而评估系统知识只用来给学生贴上标签，而不是帮助他们掌握知识点。

课堂教学的目的不是别的，而是帮助学生在未来更好地面对社会竞争。考试的目的并不是为了给学生定性或者让学生蒙羞，而是为了让学生发现自己在知识和能力上的不足，以做到查缺补漏。发现自己的错误并不意味着自己愚笨，而意味着仍有需要提高的的地方，老师此时的作用就是确保学生弥补这些不足之处，而不是强迫学生进入更困难的学习阶段。老师应该和教练一样向学生强调，对知识的精通比其他任何事情都重要，因为他们期望学生能最大程度地挖掘出自己在思考和创造力方面的潜能。

在导致教育低效且不符合社会需要的种种过去的想法和习惯中，危害最大的一个就是暑假。它是农耕社会的残留物。
暑假是对金钱和时间的大量浪费。在假期期间，学生停止了学习。学习进度搁置，知识的连贯性被打破，阶段性的学习成果付之东流。众所周知，我们骑自行车，一直蹬车比停下来重新起步容易得多，学习过程何尝不是这样呢？
创造力，成绩单的重要一项。
比起任何数据、成绩、或是评估分数，学生创造出的东西最能展示他们的创造力以及解决开放问题的能力。

马克·吐温：我从不让学校干扰我的教育。

0、翻转课堂，为创造力腾出时间
传统的教育模式并不是为了追求卓越，而是为了减小风险、避免学生的成绩和能力出现意料之外的下降，而这样的做法不可避免地限制了优秀学生的发展。
“你有什么梦想？”“我们不会做梦，梦想又不会得到奖励，我们才不做呢。”

只要给学生深入学习和了解神秘宇宙的机会，那么每位学生都会重燃学习的热情。

读书笔记《翻转课堂的可汗学院》，非科班出身却改变教育格局，也洞见教育的本质。
误撞误碰：10分钟的视频的微课、连续答对10道题精熟教学......

中午睡了个午觉，看了一下午，晚上值班，继续看，周五上午没课，继续看，周五下午第二遍。laura订的英文版周六到货......

George Polya’s 10 Commandments for Teaching Mathematics

1.Be interested in your subject. Be interested in your students.
对你（教）的学科感兴趣。对你（教）的学生感兴趣。
2.Know your subject and know your students.
熟知你（教）的学科。也了解你（教）的学生。
3.Know about the ways of learning. The best way to learn anything is to discover it by yourself.
懂得学习途径。学习任何知识的最佳途径是你独立去发现其中的奥秘。
4.Try to read the faces of your students, try to see their expectations and difficulties, put yourself in their place. Remember when you've been a student!
努力解读学生的面部表情，觉察到他们的期望和困难，学会换位思考。记得自己当学生的时候。
5.Give them not only information, but “know-how,” attitudes of the mind, the habit of methodical work. Force them to think and to organize their thoughts.
不要只是传递信息，还要教会方法，心态，井井有条的工作习惯。强迫他们思考并组织思路。
6.Let them learn guessing.
让学生学会猜想。
7.Let them learn proving.
让学生学会证明。
8.Look out for such features of the problem at hand that may be useful in solving the problems to come- try to disclose the general pattern that lies behind the present concrete situation.
从手头上的题目找出一些可能用于解决今后题目的特征，揭示出当前具体情况背后的普遍模式。
9.Do not give away your whole secret at once – let the students guess before you tell it – let them find out themselves as much as is feasible.
不要把你的全部秘密一股脑地倒给学生，让他们先猜测，尽可能找出更多的东西。
10.Suggest it, do not force it down their throats. Let them make the great discoveries!
提出自己的建议，但不是填鸭式的传授。让他们做出伟大的发现。
with love and added comments from D. Poss

thanks Lauralee ~

Out of Our Minds: Learning to be Creative Sir Ken Robinson

The book looks at the nature of personal talent and creativity and the conditions in which it flourishes.

The more complex the word becomes, the more creative we need to be to meet its challenges.
I trust you will find a great deal here to interest and engage you.
These standards were designed for other times and for other purposes.
We will not succeed in navigating the complex environment of the future by peering relentlessly into a rear-view mirror.(通过后视镜来观察是无法在未来复杂的环境中顺利通行)
We are living in a world that is changing faster than ever and facing challenges that are unprecedented.

Creativity is a rare talent.
A culture of creativity has to involve everybody, not just a select few.
As our case is new, so we must think anew and act anew.
We are not going back to the good old days.

image via edutopia[?]教育乌托邦，Utopia“没有的地方”或者“理想完美的境界”，edutopia教育理想国。）
Government are pouring vast resources into education reform.
Parent lie awake at night worrying about the quality of their children's education.
Lead a life that has meaning and purpose.
After the arrival of television, the world was never the same place again.
Some people struggled to see why it would replace horse and carriages.

Like the printing press, the motorcar changed the world in ways that its inventors could not have imagined.
He could not have foreseen the mushrooming expansion of the Internet.

The evolution of the Internet has been driven not only innovation in technology but also by unleashing the imaginations and appetites of millions of users, which in turn are driving further innovations in technology.

Digital technologies are blurring the boundaries between home and work, business an pleasure.
We live in a time when the ability to adapt is critical.
There is no agreed definition of intelligence.
Human intelligence is much richer than we have been led to believe by industrial/academic education.
You are more than you think.
For most of them it's the first time that they'll be seen in a positive light.
Make groundbreaking contribution in their own area of work.
Creating a place where children feel safe and challenged. Graduates leave with a sense of capability, endurance and resilience, owning a confidence about taking on enormous challenges in there lives.
A deep sense of value, of being loved and appreciated, and a trust for group process and cooperation, enables them to feel that excellence is in their own hands.
Students are encouraged to be leaders and schools leaders are encouraged to be visionaries. our schools strive to create a respectful, diverse, creative, exciting and reflective culture.
We are building a school system that inspires and awakens the possibilities of an engaged and vital life within our youth.
Everyone has a stake in the future of education.

Imagination is the process of bringing to mind things that are not present to our senses; creativity is the process of developing original idea that have value; innovation is the process of putting new ideas into practice.
Everyone has a huge creative capacities as a natural result of being a human being. The challenges is to develop them. A culture of creativity has to involve everybody not just a select few.

Being creative does usually involve playing with ideas and having fun, enjoyment and imagination. But creativity is also about wiring in a highly focused way on ideas and projects, crafting them into their best forms and making critical judgments along the way about which work best and why. In every discipline, creativity also draws on skill, knowledge and control. It's not only about letting go, it's about holding on.

We are all born with immense natural talents but that too few people discover what they are and even fewer develop them properly. Ironically one of the main reasons for this massive waste of talents is the very process that it meant to develop it: education.

In imagination we can bring to mind things that are not present to our senses. We can visit the past. We can review and reinterpret the past...

The problem is that many of our established ways of doing things, in business, in government and education, are rooted in old ways of thing They are facing backwards, not forwards.

The impossible yesterday is routine today, Wait until tomorrow.
Civilization is a race between education and catastrophe. The problem is that too often and in too many ways, current systems of mass education are a catastrophe in themselves. Far from looking to the future, too often they are facing stubbornly the past.

The front-loading model of education: you accumulate your educational resources at the beginning of your life and you eke them out gradually as you get older. It's also called gas tank mode: you are filled up in your mouth with an initial supply of education, which is meant to see you through the rest of life's journey.
Technology, is not technology if it happened before you were born.
We don't teach people how to deal with failure and this is a fundamental oversight.

All truth passes through three stages: first, it is ridiculed. Second, it is violently opposed. Third, it is accepted as being self-evident. Arthur Schopenhauer(叔本华)
Our ideas can enslave or liberate us.

We ask how we can measure intelligence. The assumption is that intelligence is quantifiable. We ask how can raise academic standards but do not question whether they deliver what we need to survive in the future. We ask where we can find talented people but ignore the talents of people that surround us. We look but we do not see, because our traditional common-sense assessment of abilities distract us from what is actually there. We ask how to promote creativity and innovation but stifle the processes and condition that are most likely to bring it about.
Dance is the hidden language of the soul.
Intelligence is not only diverse: it is highly dynamic.

One of the consequences of a narrow view of ability is a correspondingly wide view of disability.(对能力的狭隘认知直接导致对无能的广泛定义。)
If you're interested in the ultimate character of the physical world, at present time our only way to understand it is through a mathematical type of reasoning.
There are many aspects of the world where mathematics is unnecessary, such as love, which are very delightful and wonderful to appreciate and to feel awe about.(世界上很多的方面是用不到数学的，比如说爱情。爱情美妙绝伦，令人愉悦并产生敬畏。)

We see the world not as it is, but through a veil of conception.
Just when I found out the meaning of life, they changed it. George Carlin
(1.Just when I discovered the meaning of life, they changed it.
2.Ever notice that anyone going slower than you is an idiot, but anyone going faster is maniac?)

Creativity is a dialogue between the ideas and the media in which they are being formed. Dancers think physically.
when I ask how many of his experiments fail, he(Chemist Sir Harry Kroto) said: you're just finding out what doesn't work.
Albert Einstein: Anyone who has never made a mistake, has never tried anything new.
I don't mean to say that being wrong is the same thing as being creative but if you're not prepared to be wrong, it's unlikely that you'll ever come up with anything original.

Creative insights often occur by making unusual connection: seeing analogies between ideas that have not previously been related.(当你看到通常不被联系起来的想法的相似性时，创造性的想法就出现了。)
Personal creativity often comes from a love for particular materials. I spoke once with a professor of physics from California. He described himself as a native speaker of algebra.

Being good at something isn't a good enough reason to spend your life doing it.
I am not what has happened to me. I am what I choose to become. Carl Jung

1.If one does not understand a person, one tends to regard him as a fool.
2.Children are educated by what the grown-up is and not by his talk.
3.There are many nights as days, and the one is just as long as the other in the year's course. Even a happy life cannot be without a measure of darkness, and the word happy would lose its meaning if it were not balanced by sadness. It is fa better take things as they come along with patience and equanimity.
4.There is no coming to consciousness without pain.
5.A collection of a hundred great brains makes one big fathead.
6.The greatest and most important problems in life are all in a certain sense insoluble. They can never be solved, but only outgrown.
7.Your vision will become clear only when you can look into your own heat. Who looks outside, dreams; who looks inside, awakens.
8.Everthing that irritates us about others can lead us to an understanding of ourselves.
9.The creation of something new is not accomplished by the intellect but by the play instinct acting from inner necessity. The creative mind plays with the objects it loves.
10.We cannot change anything unless we accept it. Condemnation does not liberate, it oppresses.
11.The least of things with a meaning is worth more in life than the greatest of things without it.

Education should develop the whole child and not just their academic abilities. It should engage their feelings. physical development, moral education and creativity.

Knowledge of self is a important as knowledge of the external world. Exploring personal feelings and values is essential and so are opportunities to exercise imagination and self-expression.
One of the main roles of teachers is to draw out the individual in every child. In this sense, education is a process of self-realization.

They argued in different ways that children should be allowed to follow a natural pattern of development rather than a standard course of instruction. Above all, naturalist wanted to address the whole child: mind, body and spirit.
They promote the idea of the individual breaking free from the constraints of culture. For the rationalists, the individual becomes independent of cultural influences by the power of rational, objective though. Since objective knowledge exist independently of people and culture, the rational individual is free of culture bias and sees the world just as it is. For the naturalist, the aim is to liberate the individual spirit from the pressures of culture and reveal the authentic self.
(两者均倡导个人发展应打破文化的束缚。理性主义者认为，个人应该通过理智客观的思考独立于文化的影响。既然客观知识的存在不以人和文化的存在而转移，那么理性个人就应当不受文化偏见的左右，客观的认识世界。自然主义者的目的是为了把个体精神从文化的压迫中解放，从而展示真我。)

How we feel about something is an expression of our relationship with it, In that sense, feelings are evaluations.
As Isaac Newton famously said, if he saw further than others, it was because he stood on the shoulder of giants.
As Victor Hugo said, "nothing is more powerful than an idea whose time has come."
Nurture a culture where everyone can have new ideas.

Education is not a linear process of preparation for the future: it is about cultivating the talents and sensibilities through which we can live our lives in the present and create the future for ourselves.
Education has three core purposes:
Personal: to develop student's individual talents and sensibilities.
Cultural: to deepen their understanding of the world around them.
Economic: to enable them to earn a living and be economically productive.

As Socrates famously express it ,"Education is the kindling of a flame, not the filling of a vessel." All students have different interests, and learning styles. What and how they are taught has to engage their energies, imaginations and their different ways of learning. No one can be made to learn against his or her will. Learning is a personal choice.

Some people argue that personalizing education for every student is an impossible pipe dream: it would be too expensive and teachers simply could not give every student the necessary time and attention. There are two answers to this argument.
The first is that there is absolutely no alternative. Education is personal or it is nothing. Personalized learning is an investment not a cost.
The second argument is that it is possible to personalize learning for every student. One of the way is can be done is through the creative use of new technologies. Information technologies are among the driving forces of the economic and culture revolution and one of the reason why the industrial model of education is becoming obsolete. Some of the most powerful tool for promotion creativity, communication and collaboration ever devised now offer unprecedented opportunities for education to be personalized.

Creativity is not about a lack of constraints, often it is about working within them and overcoming them. The dynamics of culture are such that change travels in all directions. With the power of the Internet and of social networking, ideas and innovations can move quickly and inspire others to action. Sensitive policy makers will feel the change and may even say it was their idea.

(At the end of the day, what you really want is the guy who inspires you, not the guy who influenced you.)
The task of education is not to teach subjects: it is to teach students. No school is better than its teachers. When you think of your own time at school it is the people you remember: your contemporaries, and especially the teacher: the ones who turned you on and the ones who turned you off; who build you up or knocked you down. In the right context, a casual remark by a teach , or even a raised eyebrow or tone of voice can set you on a lifelong journey of discovery or put you off taking even the first step.

Creativity depends on interaction between feeling and thinking, and across different disciplinary boundaries and fields of ideas. Mastery in teaching is like mastery in any other profession. Knowing which to draw from to meet the needs of the present situation is a process of connoisseurship that expert teachers also share.
(创造力取决于感受和思考的互动，而且是跨学科跨领域的。教学上的精通等同于其他领域专家。通过汲取来满足当下的需要就是成为行家里手的过程也是教育专家所拥有的素质。)

There is a different between teaching through creativity and teaching for creativity. Good teachers know that their role is to engage and inspire their students. This is a creative process in itself. Too many teaches are hired for knowledge of their discipline rather than their interest in students. Good teacher requires personal knowledge as well as the ability to engage others.

Teaching for creativity is about facilitating other people's creative work. Teaching for creativity involves asking open-ended question where there may be multiple solutions; working in groups on collaborative projects, using imagination to explore possibilities. Teaching for creativity involves teaching creatively.

There are three related tasks in teaching for creativity: encouraging, identifying and fostering.
Encouraging: the first task in teaching for creativity in any field is to encourage people to believe in their creative potential and to nurture the confidence to try. Other attitudes important for creative leaning include: high motivation and independence of judgment; a willingness to take risk and be enterprising, to be persistent and to be resilient in the face of false starts, wrong turns and dead ends.
(鼓励人们相信自己的创造潜能以培养勇于尝试的自信。其他重要的态度包括：高度的积极性，独立判断能力，敢于冒险，有进取心，面对不成功的开始，错误的转弯和走入死胡同时的具有持之以恒和坚忍不拔的精神。)
Identifying: a second role is to help students to discover their own creative strengths.

Knowledge can be generated in many ways other than in words and numbers. Not everything we know can be put into words and numbers, nor are words and numbers all that we know. It is far all these reasons that schools have to offer curricula that are broad and balanced.

The implication of diversity is that breadth in schools should be balanced by depth. Alongside any common curriculum, there have to be opportunities for students to go more deeply into areas that interest them particularly.
A narrow, unbalanced curriculum will lead to narrow, unbalanced education.

Assessment is the process of making judgments about students’ progress and attainment. The problem for creative education is not the need for assessment, but the nature of it. Assessment should support students’ learning and achievements. In practice, it tends to dominate the priorities and general ethos of education.

An assessment has two components: a description and a comparison. Assessments compare individual performances with others and rate them against particular criteria. One problem with systems of assessment that use letters and grades is that they are usually very light on description and very heavy on comparison.

A second problem in grade-based assessment is that a single letter or number does not convey the complexities of the process that it is meant to summarize. And some outcomes cannot be adequately expressly in this way. As Eliott Eisner once put it, “not everything important is measurable and not everything measurable is important.” One way to enhance the value of assessment is to separate out these elements of description and comparison. Portfolios of various sorts allow for detailed descriptions of the work that students have actually done, with examples and reflective comments by themselves and others. Providing clear and detailed criteria is also a way of improving the transparency of assessments. Peer group assessment is a process by which students contribute to the judgments of each other’s work and to the criteria by which it is assessed. These approaches can be especially valuable in both formative and summative assessments of creative work.
(以打分为基础的评价系统存在的第二个问题是单一的字母或数字是无法表达所需要总结的学习过程的复杂性的。一些结果无法用这种方式准确表达出来。正如教育学家艾斯纳所说，“不是所有重要的东西都可以衡量，可以衡量的东西并不都重要。”提高评价系统价值的一个方法是区分评判与比较。可以为学生建立不同形式的文件夹，对其所作工作进行具体描述和举例说明，并附上学生的自我反思和他人的评论。提供一个明确具体的评价标准也可以提高评价体系的透明度。小组互评也是一种方法。学生对彼此的工作互相评价，并且共同制定评价标准。这些方法在创造性工作的形成性评价和总结性评价中都非常有价值。)
Transforming education is not easy but the price of failure is more than we can afford, while the benefits of success are more than we can imagine.

Reading Notes, Thanks for Laura Lee

Austin Kleon[?]
10 things nobody told you about being creative\Unlock your creativity

Nothing is original, so embrace influence, school yourself through the work of others, remix and reimagine to discover your own path. Follow interests wherever they take you ---what feels like hobby may turn into your life’s work. Forget the old cliché about writing what you know: instead, write what you want to read, make the movie you want to watch.

Art is theft. Pablo Picasso
It’s one of my theories that when people give you advice, they’re really just talking to themselves in the past.

This book is for you. Whoever you are, whatever you make.
1\Steal Like An Artist.
Where do you get your ideas? I steal them.文章本天成，妙手偷得之？（天下文章一大抄？）
The only art I’ll ever study is stuff that I can steal from. David Bowie
There is noting new under the sun. Bible

Everything that needs to be said has already been said. But, since no one was listening, everything must be said again. The French writer Andre Gide who said these maybe a teacher from china before.

You are, in fact, a mashup of what you choose to let into your life. You are the sum of your influences.
We are shaped and fashioned by what we love. Geothe ,German writer

Garbage in garbage out.
School is on thing. Education is another.
Whether I went to school or not, I would always study. RZA

Google everything, Google your dream, Google your problems. Don’t ask a question before you Google it. You’ll either find the answer or you’ll come up with a better question.

Don’t worry about doing research, Just search.

2\Don’t Wait Until You Know Who You Are To Get Started
Fake it ‘til you make it.
Start copying what you love. Copy copy copy copy. At the end of the copy you will find your self. Yohji Yamamoto（山本耀，著名设计师）

The human hand is incapable of making a perfect copy.
Who to copy is easy. You copy your heroes.
What to copy is a little bit trickier. Don’t just steal the style, steal the thinking behind the style. You don’t want to look like your heroes, you want to see like your heroes.

3\Write The Book You Want To Read.
Write what you like.

4\Use Your Hands.
In the digital age, Don’t forget to use your digitals! Lynda Barry
You need to find a way to bring your body into your work. Our nerves aren’t a one-way street-our bodies can tell that phrase, Going through the motions.

Art that only comes from the head isn’t any good.
Hands first, then computer, then hands, then computer.
A kind of analog-to-digital loop.

I have two desks in my office---one is analog and one is digital.
Once you start getting ideas, then you can move over to your digital station and use the computer to help you execute and publish them. When you start to lose steam, head back to the analog station and play.

5\Side Projects And Hobbies Are Important.
Practice Production Procrastination.
When I get busy, I get stupid.
Take time to mess around. Get lost. Wander. You never know where it’s going to lead you.
Don’t throw any of yourself away.
Do not leave your longings unattended.

6\The Secret: Do Good Work And Share It With People.
In the beginning obscurity is good.
The classroom is a wonderful, if artificial, place: Your professor gets paid to pay attention to your ideas, and your classmates are paying to pay attention to your ideas, Never again in your life will you have such a captive audience.

It’s not that people are mean or cruel, they’re just busy. Steven Pressfield
Step 1: Wonder at something. Step 2: Invite others to wonder with you.
You should wonder at the things nobody else is wondering about.
Don’t worry about people stealing your ideas. If your ideas are any good, you’ll have to ram them down people’s throats. Howard Aiken

7\Geography Is No Longer Our Master.
Build your own world.
It isn’t necessary that you leave home. Sit at your desk and listen. Don’t even listen. Just wait, Don’t wait, be still and alone. The whole world will offer itself to you. Kafka was born a century before Internet!
I always carry a book, a pen, and a notepad, and I always enjoy my solitude an temporary captivity.

Distance and difference are the secret tonic of creativity. When we get home, home is still the same. But something in our mind has been changed, and that changes everything. Jonah Lehrer

Travel makes the world look new, and when the world looks new, our brains work harder.

8\Be Nice (The World Is A Small Town.)
Make friends, Ignore enemies.
There's only one rule I know of: You’ve got to be kind. Kurt Vonnegut
Stand next to the talent.

You will need: Curiosity Kindness Stamina A willingness to look stupid.
If you ever find that you’re the most talented person in the room, you need to find another room.( The only mofos in my circle are people that I can learn from. Questlove)

Complain about the way other people make software by making software. Andre Torre
Write fan letters.
The best way to get approval is to not need it. Hugh MacLeod
Ironically, really good word often appears to be effortless. People will say, Why didn’t I think of that? They won’t see the years of toil and sweat that went into it.
Keep a praise file.

9\Be Boring (It’s The Only Way To Get Work Done.)
Take care of yourself.
Stay out of debt.
Keep your day job.
If you don’t take money, they can’t tell you what to do. Bill Cunningham
Get yourself a calendar.
Get a calendar. Fill the boxes. Don’t break the chain.

10\Creativity Is Subtraction.
Do with less.

What now?
Take a walk.
Start your swipe file.
Go to the library.
Buy a notebook and use it.
Get yourself calendar.
Start your logbook.
Give a copy of this book away.
Start a blog.
Take a nap.

Always be reading. A book is a lens to see the world through.

据说查理·芒格（Charlie Thomas Munger）特别喜欢《影响力》这本书，甚至还向作者罗伯特·西奥迪尼（Robert B.Cialdini）赠送了一股伯克希尔哈撒韦公司的股票（价值10万美元）。

这本了不起的书，解释了我们如何被他人操控，可别犹豫把它推荐给你的朋友。

下面摘录了书中提到的一些心理学实验，这是全书最有意思的部分。(转发是觉得对教师有某个侧面的启发~)
第一章 心理影响
实验1：插队
一个心理学家跑到图书馆，请排队等候复印的人帮她一个小忙。
"对不起，我有5页纸要复印，能不能让我先复印呢？"当她这样说时，60%的人答应了。
然后，她换了一种说法："对不起，能不能让我先复印呢？因为我要复印几页纸。"她只多加了两个字"因为"，但同意的人居然增加到了93%。
虽然心理学家早就知道，当我们请别人帮忙时，如果能够讲出一个理由，得到帮助的可能性就更大。但是这个实验证明，只是听到"因为"两个字，人们就会认为她是有理由的，从而给予帮助。这证明了人类存在心理定势，会不自觉地受到影响。

第二章 互惠（Reciprocity）
实验2：捐款信
美国伤残军人协会每年发出很多募捐信，经过统计，18%的收信人会捐款。
有一年，该协会主动在信中放了一个小礼物（比如背面涂了不干胶的标签），结果捐款率几乎翻了一倍，35%的收信人捐款了。
这说明人们存在"互惠心理"，接受别人的礼物后会有一种负债感，觉得自己应该回报。所以，先给予别人一点小恩小惠，然后再提出请求，将会大大提高对方答应请求的可能性。

实验3：陪同参观
心理学家来到大学校园，询问大学生们是否愿意陪一群少年犯去参观动物园，只有17%学生表示愿意。
心理学家换了一种说法，先问你是否愿意每周为少年犯提供2小时的咨询服务，至少坚持两年？所有人都表示不愿意。心理学家又问，那么你是否愿意陪他们去参观一次动物园呢？这一次，50%的学生表示愿意。
可以看到，让对方先拒绝一个更大的请求，会使得另一个较小的请求被接受的可能性上升三倍。心理学的解释是，人们不喜欢有负债感，当你拒绝对方的时候就会形成潜在的负债感，即使你实际上没有欠对方任何东西。为了做到不亏欠，人们往往会同意第二个较小的请求。另一方面，这里还涉及心理学的对比原理，因为两个请求形成对比，使得第二个请求看上去不那么过份，所以更有可能得到同意。
这种情况在实际生活中的应用是，如果你要向别人推销，就要先展示质次价高的商品；如果你要向别人借钱，就要先开口借一个很高的金额。这样会增加第二个请求被接受的可能性。

第三章 承诺和一致（Commitment and Consistency）
实验4：看管物品
心理学家在海滩上随便找一个人作为实验对象，在离他1米的地方，放下浴巾，很放松地躺在上面，听着便携式收音机传出来的音乐。几分钟之后，心理学家从浴巾上爬起来，向大海走去。
过了一会，一个假扮的小偷来了，拿起收音机就走。通常情况下，实验对象都不愿冒险去阻拦那个小偷。在20次的实验中，只有4个人挺身而出。
心理学家改变做法，在下海游泳时，口头请求实验对象帮忙照看一下东西，所有实验对象都答应了。当小偷再来拿收音机时，20个实验对象中有19个人挺身而出。他们追赶着小偷，叫他停下来，要求他对自己的行为做出解释，而且大多数人都会冲上去拉住他，或者干脆把收音机从他手里夺过来。
这是因为人们希望能够遵守承诺。人们在心理上有一种要与过去的所作所为保持一致的愿望。一旦做出了某个决定，或选择了某种立场，就有一种压力要与它保持一致，证明之前所做的决策。

实验5：公益广告牌
心理学家假扮成义工，在加州的一个居民区内，挨家挨户地向居民们提出请求，希望允许在社区草地上树立一块超大的公益广告牌。
为了让居民了解广告牌竖起来之后的样子，他们展示了一张照片：一栋漂亮的房子几乎被广告牌遮得严严实实，广告牌上面歪歪扭扭地写着几个字"小心驾驶"。83%的居民理所当然地拒绝了这个要求。
心理学家又换了一个社区，先向居民询问，是否同意树立一块宣传安全驾驶的小牌子。这个请求不算什么，几乎所有人都答应了。两个星期后，心理学家拿着同一张大广告牌的照片，再来征求居民同意，这次只有24%的居民拒绝这个要求。
人们之所以对同一张广告牌，产生不同的态度。原因就是一旦人们之前同意了某个请求，后面的态度就会发生改变，他会答应陌生人的请求，努力与自己过去的承诺保持一致。
一般来说，当一个人公开选择了某种立场之后，马上就产生一种维持这个立场的压力，因为他想在别人眼里显得前后一致。而且，知道你的立场的人越多，你就越不愿意去改变它。所以，让对方信守承诺的最好方法，就是让他把承诺写下来，再尽量多地向他人展示。

第四章 社会认同（Social Proof）
实验6：怕狗的小朋友
心理学家挑选了一些怕狗的幼儿园小朋友，让他们每天花20分钟观看一个小男孩高兴地与狗玩耍。结果，这一做法使得怕狗的儿童发生了明显变化。
仅仅在4天之后，就有67%的儿童愿意钻进圈着小狗的围栏里，与小狗玩耍。而且当其他人离开后，他们仍旧待在那里，亲热地拍打或抚摸小狗。
这说明周围人的做法对我们决定自己的行动，具有很重要的指导作用。

实验7：旁观者
心理学家让一个纽约大学的学生，在马路上假装癫痫病发作。
当只有一个旁观者在场的时候， 85%的情况他会选择去帮助发病的大学生。当有5个旁观者在场的时候，大学生得到帮助的概率只有31%。
既然绝大部分单独经过的人，都会伸出援手，我们就很难说这是一个"冷漠的社会"。但是，与一般的看法相反，旁观者越多，实际上得到帮助的可能性反而变小了，这是为什么？

心理学家认为，原因至少有两个。第一个原因是，当有多个旁观者时，每个人的责任感都会下降，"也许其他人会帮忙的，也许有人已经这样做了。"结果，没有一个人帮忙。第二个原因是，每个人看到其他人都没有行动，就认为既然大家都不担心，说明一切正常。而且，我们都不喜欢在别人面前显得慌乱。
重要的是认识到，旁观者没有采取行动并不是因为冷漠无情或缺乏善意，而是因为他们不知道是否有紧急事件发生，也不知道自己是否有责任去采取行动。如果他们明确地知道自己负有责任，他们的反应是非常迅速的。
当你遇到危险，正确的做法是从人群中挑出一个人来，盯着他，指着他，直接对他说："你，穿蓝夹克的先生，我需要帮助，请叫一辆救护车来。"通过这么简单的一句话，你可以让周围的人了解你的处境、明确他们的责任、消除所有可能妨碍或延误救助的不确定性。

PS.Grants 甚至觉得这个可以很好的解释了人口密集国家的问题。
第五章 喜好（Liking）
实验8：足球队的称呼
在期末考试结束以后，心理学家对亚利桑那州立大学的学生做电话调查，询问他们该校足球队上一场比赛的输赢。
如果上一场比赛输了，只有17%的学生会说"我们的球队"；如果上一场比赛赢了，用到"我们"这个词的学生就会增加到41%。
这种差异的原因是，人们对与自己相似的人会产生好感。因为没人喜欢当失败者，所以人们更愿意与失败者保持距离或差异。

第六章 权威（Authority）
实验9：估计身高
心理学家将一位来自英国剑桥大学的访问者，依次介绍给澳大利亚某所大学五个班级的学生。但在每一个班上介绍他时，他的身份都不相同。
在第一个班上，他被介绍为学生；在第二个班上，他被介绍为实验员；在第三个班上，他被介绍为讲师；在第四个班上，他被介绍为高级讲师；而在第五个班上，他被介绍为教授。
当他离开之后，心理学家要学生们估计那位访问者的身高。结果发现，随着地位每一次升高，学生们估计的身高平均会增加1.5厘米。所以，当访问者是"教授"时比他是"学生"时，身高要高出6厘米。
这说明头衔对人们有很大的影响力，一个人的头衔越显赫，人们对这个人的身高就估计得越高。这反映了人们仰视权威的心理。

实验10：闯红灯
心理学家让一名31岁的男子在好几个不同的地方，闯红灯横穿马路。
有一半时间，他穿着一套烫得很平整的高级西服，系着领带；而另一半时间，他穿着普通的工作服。后一种情况时，并没有多少人跟着他一起闯红灯；而前一种情况时，跟着他的人简直是成群结队。
这说明，人们很容易从服装去判断权威。如果对方穿着一套权威的衣服，大多数人会选择服从。

实验11：按喇叭
心理学家在旧金山的繁忙路口做了一项调查。
当绿灯亮起的时候，如果前面停着一辆普通的经济型轿车，久久不开，几乎后面所有的司机都按了喇叭，而且大多数人按了不止一次。但是，如果前面停的是一辆豪华的高级轿车，只有50%的司机会按喇叭，其他人老老实实在后面等着，直到它开动为止。
这说明，人们会从车辆判断车主的地位，尊敬拥有名车的人。

第七章 稀缺（Scarcity）

与不费吹灰之力就能得到的那些东西相比，人们更加珍惜那些来之不易的东西。

实验12：品尝拼干
心理学家让一些消费者品尝同样的饼干。
有一半人的罐子里有10块饼干，而另一半人的罐子里只有2块饼干。结果可想而知，后一半人对饼干的评价更高。
这说明人们对稀缺的东西，会做出更高的评价。因此，与其告诉人们将会得到什么，不如告诉他们将会失去什么，这样更容易对他人产生影响。

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