Chapter 4 Now, we must think critically
Chapter 4 Now, we must think critically
第四章 現在我們必須作批判性思考
第四章 現在我們必須作批判性思考
中文有聲書
Ch4.mp3
4. Now, we must think critically
4. Now, we must think critically
This week, I was troubled by an image that continues to plague me. It shows a young woman doing a nonsensical task and it touches on the question of why she could not see it for what it was? Not far from our house is a dealership that sells expensive and exotic cars. The structure is new, having only been completed last year. It has the latest technological creations: glass walls that extend into the stratosphere, an overly-large revolving sign, a dynamically-moving electrified screen that showcases the latest vehicles and, most importantly, modern landscaping. The grounds are the most interesting because, though somewhat limited, they include an in-ground sprinkler system. The water system is remarkable due to the fact that it only worked for a day before it was crushed by a salesman moving a car. Water and its attendant substance, mud, do not mix on the tire wells1 of pricey vehicles -- necessity thus forced a repair. This was done, not by digging up the damaged water pipe but by tiling and concreting the offending area. We all know that water is ubiquitous and soon the puddles had returned. The work had been completed, however, and the job was left just like that, in an inferior state. This necessitates the continual cleaning of the surface area to dissuade the encroaching boue2 from smudging the tires and clothing of the “well-heeled” clientele. Now for the image: The other day, I passed by the abovementioned building on my way to work. There was a young woman feverishly sweeping leaves on the moist escarpment. As she was cleaning, her broom touched the plashes spreading a thin layer of dirt everywhere. A fool could see what was going on. Why didn’t she stop? The answer: she had been told to clean the outside of the structure. She had simply not questioned that the fundamental premise was flawed. The water continued to leak making it impossible to actually cleanse the area.
This week, I was troubled by an image that continues to plague me. It shows a young woman doing a nonsensical task and it touches on the question of why she could not see it for what it was? Not far from our house is a dealership that sells expensive and exotic cars. The structure is new, having only been completed last year. It has the latest technological creations: glass walls that extend into the stratosphere, an overly-large revolving sign, a dynamically-moving electrified screen that showcases the latest vehicles and, most importantly, modern landscaping. The grounds are the most interesting because, though somewhat limited, they include an in-ground sprinkler system. The water system is remarkable due to the fact that it only worked for a day before it was crushed by a salesman moving a car. Water and its attendant substance, mud, do not mix on the tire wells1 of pricey vehicles -- necessity thus forced a repair. This was done, not by digging up the damaged water pipe but by tiling and concreting the offending area. We all know that water is ubiquitous and soon the puddles had returned. The work had been completed, however, and the job was left just like that, in an inferior state. This necessitates the continual cleaning of the surface area to dissuade the encroaching boue2 from smudging the tires and clothing of the “well-heeled” clientele. Now for the image: The other day, I passed by the abovementioned building on my way to work. There was a young woman feverishly sweeping leaves on the moist escarpment. As she was cleaning, her broom touched the plashes spreading a thin layer of dirt everywhere. A fool could see what was going on. Why didn’t she stop? The answer: she had been told to clean the outside of the structure. She had simply not questioned that the fundamental premise was flawed. The water continued to leak making it impossible to actually cleanse the area.
How many times in life have we done similar things? We adopt certain postulates that are totally false and yet do a task again and again and again only to achieve the same results. The quote falsely attributed to Albert Einstein3 states, “The definition of insanity is doing the same thing over and over and expecting different results.” As educators, we see the same thing with school systems. We tell our students that if you work hard you will eventually finish and get a “good job.” No you won’t: who told you such nonsense? The system of capitalism, of course, is the answer. Herein lies the problem. A “straw poll”4 of any large convenience store or fast-food chain will quickly show you that this is where the many “educated” end up -- not a pretty sight as you get your morning coffee at 6:00 -- and, by adolescence, most already know this. Their only escape is the intellectual blandness of the phone.
How many times in life have we done similar things? We adopt certain postulates that are totally false and yet do a task again and again and again only to achieve the same results. The quote falsely attributed to Albert Einstein3 states, “The definition of insanity is doing the same thing over and over and expecting different results.” As educators, we see the same thing with school systems. We tell our students that if you work hard you will eventually finish and get a “good job.” No you won’t: who told you such nonsense? The system of capitalism, of course, is the answer. Herein lies the problem. A “straw poll”4 of any large convenience store or fast-food chain will quickly show you that this is where the many “educated” end up -- not a pretty sight as you get your morning coffee at 6:00 -- and, by adolescence, most already know this. Their only escape is the intellectual blandness of the phone.
We have our work “cut out for us” to make education “fun.” This can be and is being done in certain administrations. “‘Whatever it takes’ is an attitude that drives … most of Finland’s 62,000 educators in 3,500 schools from Lapland to Turku—professionals selected from the top 10 percent of the nation’s graduates to earn a required master’s degree in education. Many schools are small enough so that teachers know every student. If one method fails, teachers consult with colleagues to try something else. They seem to relish the challenges. Nearly 30 percent of Finland’s children receive some kind of special help during their first nine years of school. ‘Children from wealthy families with lots of education can be taught by stupid teachers;’ … ‘we try to catch the weak students. It’s deep in our thinking.’” 5
We have our work “cut out for us” to make education “fun.” This can be and is being done in certain administrations. “‘Whatever it takes’ is an attitude that drives … most of Finland’s 62,000 educators in 3,500 schools from Lapland to Turku—professionals selected from the top 10 percent of the nation’s graduates to earn a required master’s degree in education. Many schools are small enough so that teachers know every student. If one method fails, teachers consult with colleagues to try something else. They seem to relish the challenges. Nearly 30 percent of Finland’s children receive some kind of special help during their first nine years of school. ‘Children from wealthy families with lots of education can be taught by stupid teachers;’ … ‘we try to catch the weak students. It’s deep in our thinking.’” 5
I took note of this: “We try to catch the weak students.” This must be part of the solution. If we make education inclusive, the outsiders will feel included in the success of the system, any system for that matter. The great teacher, mystic and philosopher, Krishnamurti,6 has a thought: “There is no end to education. It is not that you read a book, pass an examination, and finish with education. The whole of life, from the moment you are born to the moment you die, is a process learning.”
I took note of this: “We try to catch the weak students.” This must be part of the solution. If we make education inclusive, the outsiders will feel included in the success of the system, any system for that matter. The great teacher, mystic and philosopher, Krishnamurti,6 has a thought: “There is no end to education. It is not that you read a book, pass an examination, and finish with education. The whole of life, from the moment you are born to the moment you die, is a process learning.”
I read this analogy the other day. I thought it was very clever: Imagine that you are invited to a banquet. You arrive and the table is truly magnificent. It is overladen with the best of food. You even spy your chosen delicacy, the one that you can never find and never get enough of when you do. Your mouth salivates with expectancy, but wait; there are no bowls or plates. If you want to indulge in the food, even a little, you must use your hands. Now, I have used my hands to eat during my trips in India and, at least for me, it is not a comfortable proposition. I would pick at a few morsels, but I would not enjoy the food: what a disappointment! Cutlery is a lot like our critical thinking skills and the food much like the “table of knowledge”: if you can use our utensils with dexterity and elan, we will enjoy a delicious meal of wisdom.
I read this analogy the other day. I thought it was very clever: Imagine that you are invited to a banquet. You arrive and the table is truly magnificent. It is overladen with the best of food. You even spy your chosen delicacy, the one that you can never find and never get enough of when you do. Your mouth salivates with expectancy, but wait; there are no bowls or plates. If you want to indulge in the food, even a little, you must use your hands. Now, I have used my hands to eat during my trips in India and, at least for me, it is not a comfortable proposition. I would pick at a few morsels, but I would not enjoy the food: what a disappointment! Cutlery is a lot like our critical thinking skills and the food much like the “table of knowledge”: if you can use our utensils with dexterity and elan, we will enjoy a delicious meal of wisdom.
4. 現在我們必須做批判性思考
4. 現在我們必須做批判性思考
這禮拜，有一個畫面持續不斷地困擾著我。畫面中有一位年輕女子正在做著一件荒謬的事情，這令我想到一個問題：為何這位女子看不到這件事情實際的情況呢？離我住家不遠處有一家經銷門市，專售價值不菲的進口車。建築是去年才新落成的，它有最新的科技設備：玻璃牆高聳上天、超大型旋轉招牌以及動態電子螢幕展示著最新的車輛，最重要的是有現代化的景觀設計。而地面是最有趣的部分，因為即便空間有點侷限，仍裝了一個嵌入式灑水系統。這個灑水系統之所以引人注目，是因為它只用了一天，就在銷售人員移車時給壓壞了。水和隨之產生的泥巴卡在名車輪胎的擋泥板1顯得不搭嘎，所以必須要修理。然而，處理的方式並不是把受損的灑水系統挖開，而是在出事的地方舖上水泥和磁磚。我們都曉得水是無所不在的，很快又積水了。修復是做了，然而卻用這種較差的方式完成的。為此，他們需要不斷清潔地面，以防越界的泥土2弄髒汽車輪胎以及「講究穿著的」客戶的衣服。現在我們想像一下這個畫面：前幾天，我在上班途中經過這棟建築物。有一個年輕女子態度認真地在潮濕的坡道上掃落葉。當她正在清掃時，她的掃帚將泥水噴的到處都是，地面都覆蓋上ㄧ層薄薄的泥巴。就是一個傻瓜也可以了解這是什麼狀況，但她為什麼還是不停地掃呢？答案是：她被要求清掃建築物的外面。她根本沒有質疑問題的根源。水仍繼續在漏，根本不可能將這個區域打掃乾淨。
這禮拜，有一個畫面持續不斷地困擾著我。畫面中有一位年輕女子正在做著一件荒謬的事情，這令我想到一個問題：為何這位女子看不到這件事情實際的情況呢？離我住家不遠處有一家經銷門市，專售價值不菲的進口車。建築是去年才新落成的，它有最新的科技設備：玻璃牆高聳上天、超大型旋轉招牌以及動態電子螢幕展示著最新的車輛，最重要的是有現代化的景觀設計。而地面是最有趣的部分，因為即便空間有點侷限，仍裝了一個嵌入式灑水系統。這個灑水系統之所以引人注目，是因為它只用了一天，就在銷售人員移車時給壓壞了。水和隨之產生的泥巴卡在名車輪胎的擋泥板1顯得不搭嘎，所以必須要修理。然而，處理的方式並不是把受損的灑水系統挖開，而是在出事的地方舖上水泥和磁磚。我們都曉得水是無所不在的，很快又積水了。修復是做了，然而卻用這種較差的方式完成的。為此，他們需要不斷清潔地面，以防越界的泥土2弄髒汽車輪胎以及「講究穿著的」客戶的衣服。現在我們想像一下這個畫面：前幾天，我在上班途中經過這棟建築物。有一個年輕女子態度認真地在潮濕的坡道上掃落葉。當她正在清掃時，她的掃帚將泥水噴的到處都是，地面都覆蓋上ㄧ層薄薄的泥巴。就是一個傻瓜也可以了解這是什麼狀況，但她為什麼還是不停地掃呢？答案是：她被要求清掃建築物的外面。她根本沒有質疑問題的根源。水仍繼續在漏，根本不可能將這個區域打掃乾淨。
一生當中，我們做過多少類似的事情？我們採用明然錯誤的假設，重覆做同樣一件事，得到的結果都是一樣的。套用這句人們誤以為是艾伯特‧愛因斯坦3說過的話：「瘋狂的定義就是重複用相同的方法做事，卻期待產生不同的結果。」身為教育人員，我們看到學校的狀況就是這樣。我們告訴學生，如果你努力，你最終就能完成學業並且得到一份「好工作。」錯了，事實不是這樣的，是誰跟你這樣胡說八道的？毫無疑問，資本主義是問題所在。到任何大型便利商店或速食連鎖店「調查」4一下就會發現，這就是許多「受過教育」的人最後工作的地方。當你早上6點享用早晨的咖啡時，看到他們如此的情況可能不是個美麗的景象。到了青春期，大多數的年輕人都已經知道這一點，而沈迷於不需思考的手機成了他們唯一能逃避現實的方式。
一生當中，我們做過多少類似的事情？我們採用明然錯誤的假設，重覆做同樣一件事，得到的結果都是一樣的。套用這句人們誤以為是艾伯特‧愛因斯坦3說過的話：「瘋狂的定義就是重複用相同的方法做事，卻期待產生不同的結果。」身為教育人員，我們看到學校的狀況就是這樣。我們告訴學生，如果你努力，你最終就能完成學業並且得到一份「好工作。」錯了，事實不是這樣的，是誰跟你這樣胡說八道的？毫無疑問，資本主義是問題所在。到任何大型便利商店或速食連鎖店「調查」4一下就會發現，這就是許多「受過教育」的人最後工作的地方。當你早上6點享用早晨的咖啡時，看到他們如此的情況可能不是個美麗的景象。到了青春期，大多數的年輕人都已經知道這一點，而沈迷於不需思考的手機成了他們唯一能逃避現實的方式。
要讓教育變得「有趣」，我們要努力的地方還有很多，這件事是辦得到的，而且有些政府已經在執行。「在芬蘭，從拉普蘭到圖庫3,500所學校的62,000教育人員當中，大部分對教育有全力以赴的動力。教師是從全國大專院校畢業生中，排名前百分之十的佼佼者中脫穎而出的，而且還得取得教育碩士的學位。很多學校規模很小，教師認識每位學生。如果某一種教學方式行不通，老師會與同事討論嘗試使用其他的方法。他們似乎很喜歡面對挑戰。芬蘭的孩子在初上學的前九年期間，有將近30%的學生會得到老師的某種特殊協助。『家境好、父母擁有高學歷的孩子，即便讓愚蠢的老師教到也沒有太大的關係』...... 『我們試著引導弱勢的學生學習，這種想法深植我們的內心。』」5
要讓教育變得「有趣」，我們要努力的地方還有很多，這件事是辦得到的，而且有些政府已經在執行。「在芬蘭，從拉普蘭到圖庫3,500所學校的62,000教育人員當中，大部分對教育有全力以赴的動力。教師是從全國大專院校畢業生中，排名前百分之十的佼佼者中脫穎而出的，而且還得取得教育碩士的學位。很多學校規模很小，教師認識每位學生。如果某一種教學方式行不通，老師會與同事討論嘗試使用其他的方法。他們似乎很喜歡面對挑戰。芬蘭的孩子在初上學的前九年期間，有將近30%的學生會得到老師的某種特殊協助。『家境好、父母擁有高學歷的孩子，即便讓愚蠢的老師教到也沒有太大的關係』...... 『我們試著引導弱勢的學生學習，這種想法深植我們的內心。』」5
我特別注意到這句話：「我們試著引導弱勢的學生學習。」這種態度絕對是處理當今教育問題的一種解決方式。如果我們讓教育更具有包容性，那麼原先的局外者對教育體系的成功也會有參與感。同樣的道理也適用於其他的體系。偉大的老師、神秘主義者兼哲學家克里希那穆提6曾提出一個想法：「教育是無有止境的。這不是說你讀完一本書、通過一場考試，就完成教育了。從你出生到死亡的那一刻，都是一個學習的過程。」
我特別注意到這句話：「我們試著引導弱勢的學生學習。」這種態度絕對是處理當今教育問題的一種解決方式。如果我們讓教育更具有包容性，那麼原先的局外者對教育體系的成功也會有參與感。同樣的道理也適用於其他的體系。偉大的老師、神秘主義者兼哲學家克里希那穆提6曾提出一個想法：「教育是無有止境的。這不是說你讀完一本書、通過一場考試，就完成教育了。從你出生到死亡的那一刻，都是一個學習的過程。」
前幾天我讀到這個比喻，我覺得這個比喻很妙：想像一下你受邀參加一場宴席，你到了會場之後，餐桌擺設簡直太精緻了。餐桌上擺滿最好的料理，你甚至可以發現你喜愛的美味佳餚，那個你永遠找不到，或者是百吃不膩的美食。你的嘴巴裡口水直流，內心充滿期待。不過等等，桌上沒有任何碗盤。如果你想享受這些料理，即便只是一小口，你都必須用你的雙手。我在印度旅行時曾用手吃飯，至少對我來說，那並不是一個舒服的吃飯方式。我也許吃個幾口，但是我無法真正享受美食，多令人失望啊！餐具就像是批判性思考的技巧，而食物如同「桌上的知識。」如果我們可以熟練且將餐具使用到淋漓盡致，我們便可以享受一頓智慧的饗宴了。
前幾天我讀到這個比喻，我覺得這個比喻很妙：想像一下你受邀參加一場宴席，你到了會場之後，餐桌擺設簡直太精緻了。餐桌上擺滿最好的料理，你甚至可以發現你喜愛的美味佳餚，那個你永遠找不到，或者是百吃不膩的美食。你的嘴巴裡口水直流，內心充滿期待。不過等等，桌上沒有任何碗盤。如果你想享受這些料理，即便只是一小口，你都必須用你的雙手。我在印度旅行時曾用手吃飯，至少對我來說，那並不是一個舒服的吃飯方式。我也許吃個幾口，但是我無法真正享受美食，多令人失望啊！餐具就像是批判性思考的技巧，而食物如同「桌上的知識。」如果我們可以熟練且將餐具使用到淋漓盡致，我們便可以享受一頓智慧的饗宴了。
