異類(lèi)之不一樣的成功啟示錄 第176期:補(bǔ)救透支危機(jī)的方法

But in western agriculture, the opposite is true. Unless the field is that left fallow every few years, the soil becomes exhausted. Every winter, fields are empty.

但是在西方的農(nóng)作習(xí)慣中，情況剛好相反。每隔幾年土地就得閑置一下，否則就認(rèn)為會(huì)被透支，所以每個(gè)冬天，土地都被空置著。

The hard labor of spring planting and fall harvesting is followed, like clockwork, by the slower pace of summer and winter.

春天的播種和接下來(lái)的秋收是勞動(dòng)強(qiáng)度最大的時(shí)候，人們像是在和時(shí)間賽跑，但到了夏天和冬天就可以放慢速度。

This is the logic the reformers applied to the cultivation of young minds.

這個(gè)邏輯被改革家應(yīng)用于年輕思想的改造。

We formulate new ideas by analogy, working from what we know towards where we don't, and what the reformers knew were the reasons of the agricultural seasons.

我們用同理可證的方式來(lái)闡述新觀點(diǎn)，從我們已知的事情推測(cè)我們未知的。

A mind must be cultivated. But not too much, lest it be exhausted. And what was the remedy for the dangers of exhaustion?

改革家們知道可以依照農(nóng)作季節(jié)的節(jié)奏來(lái)改進(jìn)，那么補(bǔ)救透支危機(jī)的方法又是什么呢？

The long summer vacation—a peculiar and distinctive American legacy that has had profound consequences for the learning patterns of the students of the present day.

長(zhǎng)的暑假——一個(gè)與眾不同的美國(guó)傳統(tǒng)，這個(gè)傳統(tǒng)已經(jīng)在現(xiàn)代學(xué)生的學(xué)習(xí)模式上得到意義深遠(yuǎn)的證實(shí)。

Summer vacation is a topic seldom mentioned in American educational debates.

在美國(guó)教育界的爭(zhēng)論中，暑假很少被提及，

It is considered a permanent and inviolate feature of school life, like highschool football or the senior prom.

它被認(rèn)為是學(xué)校生活中永不改變的特色，就像高中的足球比賽以及畢業(yè)舞會(huì)一樣。

But let's consider a set of elementary school test-score results, and see if our faith in the value of long summer holidays isn't profoundly shaken.

但是我們研究一下小學(xué)每個(gè)年級(jí)的考試成績(jī)，之后再看看你對(duì)暑期長(zhǎng)假的信心是否還在。

These test-scores come from research led by the Johns Hopkins University sociologist Karl Alexander.

約翰·霍普金斯大學(xué)的社會(huì)學(xué)家卡爾·亞歷山大研究得出以下這些數(shù)據(jù)。

Alexander tracked the progress of 650 first graders from the Baltimore public school system, looking at how they scored on a widely used math and reading skills exam called the California Achievement Test.

亞歷山大對(duì)650名首批從巴爾的摩公立學(xué)校畢業(yè)的學(xué)生進(jìn)行跟蹤調(diào)查，著重分析他們?cè)跀?shù)學(xué)和閱讀技能測(cè)試中的成績(jī)，這個(gè)測(cè)試使用的是加利福尼亞的試卷。

The scores we're going to consider are for the first five years of elementary school, broken down by social economic class—lower, middle, and high.

如下是小學(xué)前5個(gè)年級(jí)的學(xué)生閱讀成績(jī)，引用的是社會(huì)經(jīng)濟(jì)學(xué)中的分類(lèi)方法——低，中，高三個(gè)級(jí)別。

If you look at the test-score results, what you find is that students from all three social economic classes start in first grade with meaningful, but not overwhelming, differences in their knowledge and ability.

看第一列學(xué)生。學(xué)生滿(mǎn)腹熱情地開(kāi)始了一年級(jí)的學(xué)習(xí)，但這不足以改變他們?cè)谥R(shí)和能力上的不同。