【導(dǎo)讀】蒂羆薂薄螈芀薁蚇羄膆薀蝿螇肂蕿葿肈膆蟻裊羄膅螃肀芃膄蒃袃腿膃薅聿肅膂蚇袁羈芁螀蚄艿芀葿袀膅芀螞蚃膁艿螄羈肇羋蒄螁羃芇薆羆節(jié)芆蚈蝿膈芅螁羅肄莄蒀螇羀莄薃羃袆莃螅螆芄莂蒅肁膀莁薇襖肆莀蠆肀荿螁袂芁莈蒁蚅膇蒈薃袁肅蕆蚆蚃罿蒆蒞衿羅蒅薈螂芄蒄蝕羇膀蒃螂螀肆蒃蒂羆薂薄螈芀薁蚇羄膆薀蝿螇肂蕿葿肈膆蟻裊羄膅螃肀芃膄蒃袃腿膃薅聿肅膂蚇袁羈芁螀蚄艿芀葿袀膅芀螞蚃膁艿螄羈肇羋蒄螁羃芇薆羆節(jié)芆蚈蝿膈芅螁羅肄莄蒀螇羀莄薃羃袆莃螅螆芄莂蒅肁膀莁薇襖肆莀蠆肀荿螁袂芁莈蒁蚅膇蒈薃袁肅蕆蚆蚃罿蒆蒞衿羅蒅薈螂芄蒄蝕羇膀蒃螂螀肆蒃蒂羆薂薄螈芀薁蚇羄膆薀蝿螇肂蕿葿肈膆蟻裊羄膅螃肀芃膄蒃袃腿膃薅聿肅膂蚇袁羈芁螀蚄艿芀葿袀膅芀螞蚃膁艿螄羈肇羋蒄螁羃芇薆羆節(jié)芆蚈蝿膈芅螁羅肄莄蒀螇羀莄薃羃袆莃螅螆芄莂蒅肁膀莁薇襖肆莀蠆肀荿螁袂芁莈蒁蚅膇蒈薃袁肅蕆蚆蚃罿蒆蒞衿羅蒅薈螂芄蒄蝕羇膀蒃螂螀肆蒃蒂羆薂薄螈芀薁蚇羄膆薀蝿螇肂蕿葿肈膆蟻裊羄膅螃肀芃

　　

【正文】 Foster 和 Matthew Wilson 不必背誦或記錄，只是為了啟發(fā)你們。 教授都來自麻省理工大學(xué)。 Indeed the following study that I think confirms the importance of timein, time to look inside. 他們研究證實(shí)了練習(xí)時(shí)間的重要性，開始內(nèi)省的時(shí)間。 What they did is they scanned the brains of rats while they were in a maze and after they went through the maze. And here’s what they 掃描。 以下是他們的發(fā)現(xiàn)。 What the results suggest is that while there certainly is some record of your experience as it is occurring in other words when they doing the maze. 實(shí)驗(yàn)結(jié)果表明，當(dāng)某種經(jīng)歷正在進(jìn)行時(shí)，即老鼠進(jìn)行迷宮時(shí)。 The actual learning when you try to figure out:”what was important?”, ”what should I keep and throw away?”. That happens after the fact during periods of quiet wakeful 階段是當(dāng)你嘗試分辨： “什么才是重要的？ “， ”什么舍棄什么保留。 “。 這些發(fā)生在經(jīng)歷之后進(jìn)行安靜的自省時(shí)。 What they show was rats who went through the maze and went through the maze again and again learned far less than rats who took time aside chilled out a little bit after a maze had more margarita. 他們的實(shí)驗(yàn)表明接連不斷反復(fù)進(jìn)入迷宮的老鼠比進(jìn)行一次迷宮后稍事放松，來點(diǎn)小酒的老鼠學(xué)到的少得多。 Experience, embrace stillness. This has implications and they showed implications to human beings as well. Not only those of the rat race, all human ， 享受安靜。 這很能說明問題，對(duì)人類也一樣。 不僅僅是實(shí)驗(yàn)小白鼠，所有人類都是。 So what they say is that ”Replay might constitute a general mechanism of learning and memory”. Both learning, understanding as well as memory, ： “重現(xiàn)可能形成一種學(xué)習(xí)記憶機(jī)制“。 包括學(xué)習(xí)，理解，記憶，保留。 When we reflect, when we replay the material, we are much more likely to retain, to remember what we have just been through. 當(dāng)我們思考時(shí)，我們重放素材時(shí)更容易保留，記住之前的經(jīng)歷。 So the importance of time aside cannot be overemphasized. 所以休息時(shí)間的重要性不能被忽視。 In his wonderful book of teaching, Parker Palmer—it’s called The Courage to Teach says the following. Parker Palmer 在他的教學(xué)著作《教學(xué)的勇氣》一書中提到了以下一段話。 Words are not the sole medium of exchange in teaching and learning, we educate with silence as well. 語言不是教學(xué)的唯一媒介，安靜同樣可以進(jìn)行教育。 Silence gives us a chance to reflect on what we have said and heard. 安靜讓我們有機(jī)會(huì)反省我們所說所聞。 In authentic education, silence is treated as a trustworthy matrix for the inner work students must do, a medium for learning of the deepest sort. Silence is something that is missing from our culture.在真正的教育中，安 靜為學(xué)生進(jìn)行內(nèi)省提供可靠環(huán)境，是一種最深層次的學(xué)習(xí)媒介。 而安靜恰恰是我們文化所缺失的。 I know that many of you have probably read Zen and the Art of Motorcycle Maintenance, Robert M Pirsig. He had a second book out, less wellknown, called Lila (Lila: an Inquiry into Morals).很多人可能讀過《萬里任禪游》，作者 Robert M Pirsig。 還寫過另一本書，沒那么知名，叫《尋找萊拉》。 And Lila is an anthropological study of Native Americans. 這本書是對(duì)印第安人的人類學(xué)研究。 What he does there is pare their culture to Americans’ from European ancestry. 將他們的文化與美國傳承的歐洲文化進(jìn)行對(duì)比。 And one of the distinguishing characteristics between these two cultures is their approach were silence. What he found was when he went and sat around with Native Americans. They would sit around the fire and hang out for two three hours without saying a 印第安人崇尚安靜。他發(fā)現(xiàn)與印第安人坐在一起。他們圍 坐在篝火邊兩三個(gè)小時(shí)一句話也沒說。 ust sit around, look at another, smile, have a good time, introspect, just be there for hours. 只是坐在那兒，互相看著，微笑，享受美好時(shí)光，內(nèi)省，就這樣幾個(gè)小時(shí)。 While he points out that in our culture we feel very unfortable with the absence of words with the absence of sound or noise. 他指出，在我們文化中沉默讓人不適。 We have to fill up all the gaps. This is an important cultural difference. And we pay a price for this lack of 。這是一項(xiàng)重要的文化差異。我們?yōu)槿狈Π察o付出了代價(jià)。 A price that we’ll talk about a lot, when I talk about relationships, when I talk about virtue and morality, and when we talk about happiness and wellbeing in general. 我們會(huì)重點(diǎn)討論這一代價(jià)，涉及到戀愛，美德與道德以及快樂與幸福感。 Let me give a little bit background on positive psychology. 下面介紹一下積極心理學(xué)的背景。 How we came about and how this class came about. 它是如何誕生的，這門課是如何誕生的。 In many ways, positive psychology is the brainchild, the product and the grandchild of humanistic psychology. 從很多方面說，積極心理學(xué)是人本主義心理學(xué)的產(chǎn)物和衍生。 What we have in humanistic psychology is essentially a reaction to be existing psychology of the time. 人本主義心理學(xué)本質(zhì)上是對(duì)當(dāng)時(shí)各種心理學(xué)派系的不同見解。 The founders, considered the founders of humanistic psychology in fact called it “the third force”. Why the third force?人本主義心理學(xué)的創(chuàng)始人稱之為心理學(xué)上的 “第三勢力 “。 為什么是第三勢力呢？ Because the first force was behaviorism, the wor