Asynchronous

Design the world from circuits

学习与思考1-3

with 6 comments

まな 学习
なら 学习、研究
学習する がく しゅう する 学习
復習する ふく しゅう する 复习
習う なら  见习、向别人看齐
補習する ほ しゅう する 补习
実習する じっ しゅう する 实习
修業する しゅ ぎょう する 学习学业、技术
習いえる なら い おぼ 习得、学会
練習する れん しゅう する 练习、时间
学がある がく がある 有学问
暗唱する あん しよう する 记住、背诵
卒業する そつ ぎょう する 毕业
勉強する べん きょう する 学习、用功
学問の がく もん の この 好学、爱读书
教えをける おし えを  ける 接受指导
がく
習・修 しゅう なら(~い)
ふく
じつ(じっしゅう)
しゅう(しゅぎょう)
ぎょう
かく おぼ(~え)
れん
あん
しょう
そつ
べん
強・教 きょう
もん
きょう おし(おしえ)
う(うけ)
える おぼ 记得、记下
記憶する き おく する 记忆
き覚えがある き おぼ えがめる 耳熟、用听记住
自覚する じ かく する 自知、认识到
おぼ え  记录、笔记
不覚を ふ かく を  遭遇失败
前後不覚 ぜん ご ふ かく 失去知觉
きとめる きとめる 记下来
しっかりえる しっかり おぼ える 牢牢记住
記憶力がいい き おく りょく がいい 记忆力好
しるしをする しるしをする 做记号
覚えがある こころ おぼ えがある 记得
みを うら みを いだ 记恨
銘記する めい き する 铭记
記録する き ろく する 记录
おく
が・か(~き)
ぜん
りょく
こころ
めい
ろく
える おし える 教导
教育する きょう いく する 教育
指導する し どう する 指导
知恵をつける ち え をつける 想办法
教鞭を きょう べん を  当教师
かせる い  かせる 劝说、忠告
説教する せっ きょう する 说教
唆す そそのか す 教唆
忠告する ちゅう こく する 忠告
本になる ほん になる 成为范本
おし  弟子、学生
諌める いさ める 劝谏、劝导
さと 告诫、教导
道をつける みち をつける 指导前进
教えてる おし え そだ てる 教育、培养
教室 きょう しつ 教室
いく
どう
鞭・勉 べん
せつ
そそのか
ちゅう
こく
ほん
こ(おしえ
いさ
みち
しつ
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Written by monoself

October 2, 2009 at 3:24 am

Posted in 勉強

Tagged with ,

The Man in the Well

with 6 comments

I was caught by Ira Sher’s fiction “The Man in the Well”, first published in the Chicago Review just 14 years ago (exactly). It was originally aired on “This American Life”, as part of the series called “The Cruelty of Children“, on 06.21.1996.

The man in the well understood. The man in the well didn’t speak anything.

Please download the full article HERE or view it online.

Plot

A group of children find a man stuck in a well. The man asks them to tell their parents for help, while they choose to lie. Children bring him food, keeping him in the well and talking to the strange man. Later as he learns their names, they grow afraid and uncomfortable, and ultimately they abandon the man, leaving him alone in despair.

The Man and the Children

It’s definitely more than cruelty.

Do the children have the responsibility to save the strange man? They do not know the man’s name or the man’s appearance, an absolute stranger in their minds. They have foresee no explicit punishments from not saving the man. What to expect if I save this man? They do not know law and kindness. Since it’s not obliged, then why should I make efforts which sound not so interesting and a waste of time and energy?

“Is it going to rain?”

The man and kids keep their conversation meaningless. It’s “unfair” for the man, who is trapped in the deep well with restricted view of the outside. He is expecting help which doesn’t exist actually, all made up from the children. On the other hand, the kids are just curious about the well and the man. They keep asking questions and give him food for life. At least they are making efforts to sustain his life, also irrelevant to themselves. It’s just the nature.

The man is trapped, eager to catch all the information. When he learns the names of the children, he also starts to figure out the lie. First unconsciously then on purpose, he drives a wedge between this children.

Are children born little monsters? Not likely in my mind. The man breaks the equilibrium between the relationship; children are in horror. From that time on, there are few chances that the man would be saved by this group of children. Of course It’s the man’s last resort, but also the worse one, turning the well into hell.

The Power of Name

* Why is it easier for the children in the story to be unkind when the man doesn’t know who they are?

* Why does using someone’s name have such a powerful effect? (Follow up: Why is it important to learn the names of your peers?)

* How can people identify themselves without using their names?

* How does the power balance shift when the man starts calling names?

(Questions from Using the Man in the Well in Gifted Advisory by Alex Sharp)

Everyone is a stranger to the world. Only by names people are able to identify individuals. Identification should be done on both side to keep the relation balanced. People with less information always act aggressively, making a potential threat to the others. And people with more information are acting actively as they are holding the advantageous position in the conversation, just like the children in the beginning. However, after their names are public knowledge, they feel threatened by the man. The problem is, the man who know more names is incapable to make any actions. Children decided to quit not because of their meanness, but because of the broken balance.

Also, they are neither trusting nor trusted any more between this group. It’s an accident, but it’s the fact.

I will never go back.

Read the rest of this entry »

Written by monoself

September 22, 2009 at 3:05 pm

Hello world!

with one comment

Welcome to WordPress.com. This is your first post. Edit or delete it and start blogging!

Written by monoself

September 22, 2009 at 7:45 am

Posted in Uncategorized