Unit11OnBecomingaBetterStudent课文翻译综合教程三.docx

Unit11OnBecomingaBetterStudent(abridged)DonnaFarhiSchuster1 AsstudentsWCexpectagreatdealfromourteachers.Weexpectthemtobeenthusiastic.Weexpectthemreliable.Wemayevenhaveexpectationsthattheybeendlessrepositoriesofskillandknowledgefromwhichwemaypartakeatwill.2 AsateacherIhavecometofeelweightedbytheseexpectationsandhavebeguntoseethatitisrealIynotpossibletoteach.Al1thewordsandtheoriesandtechniquesareofnousetostudentswhohaveyettoopenthemselveswithreceptivityandtotakeituponthemselvestopractice.SoinasenseIhavegivenuptryingto“teach,''forI'vecometobe1ievethatthegreatestthingIcanoffermystudentsistohelpthemlearnhowtofindthemselvesthroughtheirowninvestigation.3 Manyfactorscometogethertomakeafinestudent.Findsomeoneyouthinkisextraordinary,andyouwil1findmany,ifnotall,ofthefollowingqualities.Peoplewholearnagreatdealinwhatseems1ikeaveryshorttimeembodythesequalities.4 CuriositySuchpeoplearctremendouslycurious.Thewholeworldisofinteresttothem,andtheyobservewhatothersdonot.NobelPrize-winnerphysicianAlbert-Gyorgyiputitwel1whenhesaid,uDiscoveryconsistsoflookingatthesamethingaseveryoneelseandthinkingsomethingdifferent.''Withthiscuriositycomesaninvestigativespirit,;thelearningisnotsomuchtheacquisitionofinformationasitisaninvestigation-aquestioning,aturningoveroftheobjectofstudytoseeal1sidesandfacets.Itisnotknowinginthesenseofhavingarigidopinion,buttheabilitytolookagainatanothertime,inadifferent1ight,asGyorgyisuggests,andtoformanewunderstandingbasedonthatobservation.5 .DisciplineAnydiscipline-butespeciallythosewithgreatsubtletyandcomplexity,likeyogaort,aichi-canbealifelongpursuit.Persistence,consistency,anddisciplinearerequired.Withoutthese,ourlearningisbutforthwithoutsubstance.Therearenoshortcuts.Thefruitoftheseseeminglydryqualities(whichweprefertoadmireinothers)isthesatisfactionofhavingtastedthefullnessofcompletion,orthethrillofmeetingadifficultchallengewithsuccess.Perhaps,though,ourcultureisinneedofredefiningwhatitmeanstostudy.Ifwecanlookatourchosendisciplineorcraftasanongoingprocessratherthanasadiscreteaccomplishment,thepotentialforlearningcanbeinfinite.Withthisattitudewemayfindourselvestreatingeventhemostmundanediscoverywithwide-eyedwonderandjoy.6Risk-TakingWhyisit,then,thatsofewpeopleliveuptotheirtruepotential?Beyondthewe11-pavedroadsandsecurestructureswcusualIybuildforourselvesliedemons,unsurefooting-andunfeltpleasures.Tobeastudentistotakerisks.Yctmosteducationdiscouragespeoplefromventuringfarenoughtotakeriskstomakemistakes."Childrenenterschoolasquestionmarksand1eaveasperiods,observeseducatorNei1Postman.Whatkindofpunctuationmarkdoyourepresent?Doyoufindyourselflookingfortidyanswersthatgiveyouafeelingofsecurity?Bylearningtofindtheonerightanswer,wemayhaverelinquishedourabi1itytofindotheranswersandsolutions.Welearn,then,nottoputourselvesintosituationswherewemightfail,becausefailurehastremendoussocialstigma.Whenwetrydifferentapproachesanddothingsthathavenoprecedenceinourexperience,wewillsurelymakemistakes.creativepersonusesthese“failure“assteppingstones.7 InitiativeCanwebegin,then,toseethatourteachersareguidesonourjourney,butthatthejourneyitselfisourownresponsibility?Thereisnothingquitesosatisfyingasundergoingadifficultprocessandafterlonghardworkdiscoveringthetruenatureofthatprocess.Itcou1dbeassimpleasthrowingaperfectpot,orascomplexasformulatinganewtheoryofphysics.Thesatisfactionwefeelwillbedirectlyproportionaltoamountofworkwedobyourselvestoachieveourgoal.Successfulstudentsdonotexpecttobespoon-fed,buttaketheirowninitiative.Wantinganswersfrommyteacherhasoftenbeenawayformetoavoidtakingtheinitiativetodiscovermyownanswersthroughmyownpractice.8 EnthusiasmTolearn,then,istoopenoneself.JimSpira,directoroftheInstituteforEducationalTherapyinBerkeley,California,askshisstudentstopreparethemselvesto1earninthisway:"Dropyourpriorknowledgeandattempttograspthenewframeworkinitsowncontext.Thestudentcomplains,'ButIknowwhatisimportant.,Ifwhatyouknowisimportant,thenitshouldbetherewhenyoufinishthecourse.Ifyoucontinually'holdontoit,'thenyou'11onlyseewhatispresentedintermsoftheoldknowledge/frameworkandneverreallygrowinnewways.,9 Finally,asWCeachadvanceonourownuniquejourney,letusliveeachdayasbeginners.Being“advanced“hasitsownpitfalls-amongthemcomplacencyandpushingorforcing.Togodeepermaymeantobestill,toprogressmorepatiently,ortodevotemoretimetootherareasofourlivesasyetgreenandimmature.sF.M.Alexander,oftheAlexandertechnique,oncesaidtohisstudentsastheystrainedandlabored,44Giveuptryingtoohard,butnevergiveup.”10 TIPSFORTHEASPIRINGSTUDENTTheinformationthatfollowsisdesignedasaguide.Theauthorwelcomescorrespondencefromthosewhocanaddtoit. Beattentive.Teacherswillusuallygooutoftheirwaytohelpaself-motivatedandinterestedstudent. Beseen.Ifyouwanttheteachertoknowthatyouareserious,sitorstandinthefrontoftheclass.Makeeyecontactandintroduceyourself,eitherbeforeorafterclass. Beontime.Consistentlatenessisasignofdisrespect.Ifyoutakeyourteacher,sskillsolightly,whyshouldheorshetakeyouseriously?Missingthebeginningofclasscanalsobephysica