真正的知識份子，是自己的知識貢獻給知識比他低的人； 而不是反過來利用知識，去掠奪知識比他不足的人

大約十年前,吳念真去法鼓山打禪三,在一次心得分享

他說: 一般年輕人都說 : 只要我喜歡 ,我什麼都可以. 吳念真先生卻說 : 只要我可以,我什麼都喜歡. 吳念真跟他的師父【令人感動、值得一讀的好故事】 我的記憶力並不出色，但靠著常常回憶重要畫面，以下敘述應該大致正確。 Read the rest of this entry

（該文同時就是「專家就是訓練有素的狗」的出處）

歡迎練習英文，看看愛因斯坦當年在NYTimes寫下的社論。

Education for Independent Thought

It is not enough to teach a man a specialty. Through it he may become a kind of useful machine but not a harmoniously developed personality. It is essential that the student acquire an understanding of and a lively feeling for values.

He must acquire a vivid sense of the beautiful and of the morally good. Otherwise he – with his specialized knowledge – more closely resembles a well-trained dog than a harmoniously developed person.

These precious things are conveyed to the younger generation through personal contact with those who teach, not – or at least not in the main – through textbooks.

It is this that primarily constitutes and preserves culture. This is what I have in mind when I recommend the ‘humanities’ as important, not just dry specialized knowledge in the fields of history and philosophy.

Overemphasis on the competitive system and premature specialization on the ground of immediate usefulness kill the spirit on which all cultural life depends, specialized
knowledge included.

It is also vital to a valuable education that independent critical thinking be developed in the young human being, a development that is greatly jeopardized by overburdening him with too much and with too varied subjects (point system).

Overburdening necessarily leads to superficiality.

Teaching should be such that what is offered is perceived as a valuable gift and not as a hard duty.

（點擊可至PDF： http://www.jamieyorkpress.com/wp-content/uploads/2012/02/Einstein-article-on-Education.pdf）

秋蕙老師反思:

當教師自己不能開放心胸學習，不能思考教育之目的，只為求分數，求爭取好成績，再多談論教改都是枉然，教師認知的改變才是起點!!