系列报道 社会学课(四)

    发布时间:2018-04-23 01:05:28责任编辑:高振中点击次数:579

    系列报道 社会学课(四)

    Series Report SS Four

    让问题钻入你的脑筋

    Burry Questions Deep In Your Heads

     

    上集回顾: 通过入门级、基础级、进阶级、高级及突破级思考的层层挑战,老师已经带领学生抢占了思维的高地,稍缓口气,转身发现后面还有99级的阶梯……

    Preview: After Entrance, foundation, Intermediate and advanced levels of thinking training, it is the time to climb towards the peak.

     

    我们已经学到,思考要评判事情的重要性,而重要性由影响范围、时长和深度决定。每一次行动、事件都有发生的原因,引出短期或长久的结果。原因与结果互相碰撞,而当时当日的此情此景也在其中扮演了重要的作用。

    As what has been told, significance is decided by the effect range. Every event has effect, or we call it consequence, as well as the reason that we name it cause. No event happens out of the vacuum. They all happen in the context.

     

    思考熟练级:离开时代环境思考问题都是耍流氓

    The professional Level of Thinking: Thinking in the Context

    !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

    实践七:如果我在那个年代…

    “想象一下,我们生活在上个世纪,和今天最大的不同是什么?”

    “没有网络!!!”

    “是的。现在我们要联系远在天边的人,发个微信、邮件, 打个电话,方法太多了。 但是假设你现在生活在上个世纪,你要邮寄一封信到外国,和家人报告一件很重要的事情,需要等6个月的时间才能收到回信。你会有什么感觉呢?把你的感觉写下来。”

    Suppose we are living in the last country when internet did not come out. We need to write a letter to family and will spend 6 months waiting to get a reply. How will you feel about it?

    “焦虑,着急,担心,没有耐心,如果是急事根本来不及……”

    Concerned, anxious, worried impatient….

    “似乎都是贬义词啊。 但是你知道吗,那个时候邮寄海外信件也无法靠飞机,所以6个月是最短的时间,是能用到的最快的邮寄方式。”

     “啊~~~

    “就是这样。而且信件漂洋过海还不一定能寄到,寄到了给你回信还不一定能收到,这就是那个时代的通讯方式。现在想象一下,经过6个月你终于收到了回信,你是什么感觉呢?把你的感觉写下来。”

    All negative words. Do you know that 6 months is the shortest time to wait for a letter at that time? Many letters even get lost on the way. Now think again but to put yourself back to that time, how will you feel about getting a letter after 6 months?

    “激动,兴奋,期盼,分享给很多人……”\

    Excited, happy, expecting, want to share…

    “你发现了吗?我们用的都是褒义词,和刚才我们写下的答案正好相反。这很有意思。同样一件事情,不同的背景时代,我们能给出完全不同的情感反应。如果是重大事件或历史性问题,对当时情景和知识的了解程度会不会直接影响了我们的判断? 思考角度不同,结论也不尽相同。思考一定要结合当时的社会环境,包括人文、历史、科技、经济、文化、宗教及政治等方面,这样才能得出一个全景。

    All positive words. So different attitudes that we give to the same situation. So different society context will define various situations and our reactions to them. So we have to think in the context if we want to do it right, including culture, technology, economics, religion and politics of the time, which will give us a full perspective.

    思考精通级:你要有自己的判断,你要能识别他人的判断

    The Excel Level of Thinking; The Fact and Opinion, the Independent Judgement

    ???????????????

    实践八:甲方乙方?还是正方反方?

    Practice; Pro and Corn or Party A and B?

    三份报纸信息,请判断他们是在讲事实还是在下判断, 是直接表明态度还是在字里行间暗示了自己的立场?

    1)      穆斯林恐怖分子袭击纽约市世贸中心大楼时,3000名无辜市民死于这场灾难。

    2)      来自沙特的30名自由战士驾驶飞机冲入了纽约世贸大楼。他们以此来抗议西方帝国主义国家对中东采取的非法行动。

    3)      30名沙特人开飞机冲入纽约世贸大楼时导致了3000人死亡。

     

    也许我们对其中的一种讲述很熟悉,甚至在不断的舆论环境中默认,那就是事实。但是比较第一条和第二条,很多关键词其实在引导我们做出完全相反的是非判断。

    1)   穆斯林恐怖分子袭击纽约市世贸中心大楼时,3000名无辜市民死于这场灾难。

    2)   来自沙特的30名自由战士驾驶飞机冲入了纽约世贸大楼。他们以此来抗议西方帝国主义国家对中东采取的非法行动。

     

    Among the messages from Newspaper, which are telling facts and which are giving opinions?

    ž   Muslim terrorists killed 3000 innocent people when they bombed the World Trade Center in NY city.

    ž   Thirty freedom fighters from Saudi Arabia crashed a plane into a building in NY city as a protest against the unlawful actions carried out in the Middle East by imperial western countries.

    ž   Three thousand people died when 30 people from Saudi Arabia crashed into a building in NY city.

     

    Between the first two statements, usually we will feel familiar with one of the wordings. After hearing so much of it consistently, we may regard it as truth, yet these two statements contain different expressions of the same event. The feeling behind the words that writers choose to use will seduce our opinions in an implicit way

     

    We are not discussing any politics or justices here. This is just a reminder that, from time to time, when you are looking for facts, you are given opinions. We need to be vigilant against the confusion between facts and opinions, so that we can prevent ourselves from jumping in too many of the bias traps. Note that history is not truth, it is the interpretation of the past,

    在这里,我们不讨论任何政治立场或正义与否,只是提醒你们,经常,当你以为自己在了解事实,实际上却在被灌输太多观点。我们要警惕事实与观点的区别。 当你要收集资源来思考时,第三条才是你想要寻求的结果。记住,偏见无处不在,历史是我们对过去的解读。

    实践九:是非对错,学会更高级别的思考,重新审视自己与这个世界

    Practice: Revise the World from a Different Perspective

    ==================================

    还记得我们讲过的美国原子弹袭击日本广岛的事情吗?还记得不同数据和资源层层呈现时,思维情绪的跌宕起伏吗?
    Do you remember the feeling twists when we talked about the atomic bomb shot to Japan?

    还记得那一列排过重要性的历史事件吗?如果你现在重新给他们排序,你是会给出相同的答案,还是不同呢?

    Do you remember the ranking we gave to the historical events by their significance? If you are doing it again, will you give the same answer?

    如果是你的爸爸妈妈,或是爷爷奶奶给他们排序,你认为他们会给出怎样的答案呢?为什么呢?

    If you were your parents or grandparents, what ranking would you give and why?

    如果现在给你看一部纪录片或历史电影,你将通过什么视觉角度来欣赏、学习、研究这部影片?你将如何搜集和筛选信息帮自己作出判断?你将为影片作出哪些评价?你将如何补充更新自己的知识体系?

    If watching a documentary or historical movie right now, how are you going to appreciate, view, study and comment on it? What kind of judgements are you going to give this time? 

         对于课程学习,读到的书籍、网络上获取的资源、日常发生的事情,你能不能从更公正、客观、全面的角度地去思考呢?你能否保持一个开放的学习心态呢?

    Will you give a different perspective to books that you read, information that you get online, the situation happening in daily life? Will you keep yourself open-minded at study?

    KKKKKKKKKKKKKK   KKKKKKKKKKKKKK  

    好了,这个单元的学习终于结束了。你说我们就是做了一堆头脑风暴活动? No, No, No, 每一个活动都跟随了思考性作业,分析性写作和最终项目作业。

    学习这个单元,好似练功去骨洗髓,飞升不同境界。

    发现了吗?整个课程内容中,我们没有分析任何重大事件、不讲发生年代和历史意义,不说英雄事迹和社会影响……没有任何知识性内容。我们就是一直在告诉你,当学习发生时,不受时间、地点和情景限制,我们应如何正确编程自己的大脑来思考。

    当我们熟练了新的思维方式,我们就能够突破常规限制,做到思想独立。从而在学校中,毕业后,以及未来的人生里,掌控自己的方向,实现自我价值。

     

    从“攻略”到“心法”,这是加方课程改革中强调的,以科目学习为载体,培养学生核心技能的最好比喻。

     

    Finally, we finish this unit. Hooray!!! Do not assume that we just went through various mindful activities, since every practice is a challenge of thinking and understanding, followed up with assignments and a final project.

     

    Notice that no major historical event was analyzed in this unit,neither hero stories nor social evolution. Instead of the knowledge delivery, teachers are trying to program the proper mechanics of our thinking, for us to use whenever and wherever learning happens. When getting used to the new thinking mode, we can expand our understanding and vision, and become the independent learners.

     

    From WHAT to Learn to HOW to learn, that is what new BC curriculum emphasizes to develop students’ core competencies via subject learning.