哈佛公开课_幸福_第一课__中英文对照字幕整理

哈佛公开课_幸福_第一课__中英文对照字幕整理 Hi, good morning. It’s wonderful to be back here. 各位，早上好。很高兴能回到这里。 Wonderful to see you here.高兴见到你们。 I am teaching this class because I wish a class like this had been taught when I was sitting in your seat as an undergraduate here.我教授这门课是因为在我读本科阶段时非常 希望能学习这样一门课程。 This does not mean it is a class you wish to be taught nor does it mean that it is the right class for you.可能这门课并不是你希望的那样也可能并不适合你。 But I hope to doing the next couple of lectures is giving you an idea what this class is about so that you can decide whether or not it is for you.但希望几堂课后，你能有个大 概印象让你决定这门课程是否适合你。 I came here in 1992 and studied the computer science and concentrator.我1992年 来到哈佛求学，一开始主修计算机科学。 And when I had I mini epiphany half way through my sophomore year.大二期间，突 然顿悟了。 I realized that I was in a wonderful place with wonderful students around me, wonderful teachers.我意识到我身处让人神往大学校园周围都是出色的同学，优秀的导师。 I was doing well academically. I was doing well in athletics. I was playing squash at that time. I was doing well socially.我成绩优异。擅长体育运动。那时壁垒打的不错。社交 也游刃有余。 Everything was going well except for the fact that I was unhappy. And I didn’t understand why.一切都很顺利除了一点我不快乐。 而且我不明白为什么。 It was then in a matter of moments that I decided that I had to find out why and become happier.也就是在那时我决定要找出原因变得快乐。 And that was when I switched my concentration from computer science to philosophy and psychology.于是我将研究方向从计算机科学转向了哲学及心理学。 With a single question: How can I become happier.目标只有一个:怎么让自己开心起来。 Overtime I did become happier what contributed most to my happiness was when I encountered a new emerging field that time didn’t have the name that it has today.渐渐的，我的确变得更快乐了主要是因为我接触了一个新的领域，那时并未正式命名。 But essentially research that falls under or within the field of positive psychology.但 本质上属于积极心理学范畴。 Positive psychology, studying it and applying the ideas to my life has made me significantly happier .研究积极心理学把其理念应用到生活中让我无比快乐。 It continues to make me happier.而且这种快乐继续着。 And it was when I realized the impact that it had on me that I decided to share it with others.于是我决定将其与更多的人分享。 That’s when I decided that I wanted to be a teacher and teach in this field.选择教授 这门学科。 So this is positive psychology, psychology 1504.这就是积极心理学，1504号心理学课程。 And we’ll be exploring this new, relatively new and fascinating field.我们将一起探索这 一全新相对新兴令人倾倒的领域。 And hopefully, we will be exploring more than the field ourselves.希望同时还能探索我 们自己。 When I first taught this class that was back in 2002.我第一次开设这门课程是在2002年。 I taught it at a seminar and had eight students. Two dropped out that left me with six. The year after, the class became slightly larger. I had over three hundred students.是以讨论会的形式，只有8名学生。 两名退出了只剩我和其他六个人。一年后学生稍微多了点。 有300多人参加。 And then third year when I taught it which was the last time.到了第三年，也就是上一 次开课。 I had 850 students in the class, making it at that point the largest course at Harvard .有850名参加是当时哈佛大学人数最多的课程。 And that’s when the media became interested. Because they wanted to understand why.这引起了媒体的注意。因为他们想知道为什么。 They wanted to understand this phenomenon that here you have a class that’s larger than Introduction to Economics. How could that be,他们对这一奇特现象非常好奇竟然有 比经济学导论更热门的课程。怎么可能呢, So I was invited by the media for interviews whether it was newspapers, radio, television. 于是我被请去参加各类媒体采访，报纸，广播，电视。 And I started to notice a pattern during those interviews. 在这些采访中，我发现了一种 有趣的模式。 So I would walk into the interview. We would have the interview.我前去参加采访。进行采访。 And afterwards, the producer or the interviewer would walk me out. And say something to the effects of well, thank you Tal for the interview.结束后，制片人或主持人会送我出来。 说些诸如Tal多谢你抽空参加采访。 But you know I expected you to be different. 不过你跟我想象的不太一样的话。 And I would ask, as nonchalant as I could of course. 我漫不经心的问。 I didn’t really care but had to ask anyway “How different”. 我无所谓，不过总得回应“有何不同,” And they would say: Well, you know, we expected you to be more outgoing”. 他们会说“这个嘛，我们会以为你很外向”。 Next interview, the end of the interview, same thing: Thank you for doing the interview”. 下一次采访结束时仍是如此“多谢接受采访”。 “But you know Tal, I expected you to be different”. 不过Tal，你跟我想象得不太一样。 And once again, nonchalant of course so how different. 又一次，我漫不经心地问有何不同。 And she would say: “Well you know, we expected you to be less, less introversit”. “这个嘛，我们没想到你会这么内向”。 Next interview, same thing “How different?” 下一次采访，仍是如此“有何不同,”。 “Well, you know, more extroverted, more outgoing.” “这个嘛，更开朗，更外向”。 Next interview, “Well, you know, less shy”. 下一次采访，“这个嘛，太害羞了”。 Coz I get very nervous in interviews. 因为采访中我容易紧张。 l Interview after interview, literally dozens. 差不多有几十个采访。 More outgoing, more cheerful, less introverted, more extroverted. And on and on. 每次都是好交际，更开朗，不含蓄，更外向诸如此类。 But here the best one. 最绝的一次。 So this is one of the local channels here around Boston. I was going to the interview. 是波士顿一家地方台。我去参加采访。 We had a quite long interview which I thought was actually pretty good. And at the end of the interview.聊了很多，我觉得进行得很不错。 采访结束。 The interviewer is a very jolly guy. He walks me out and puts his hands on my shoulder.主持人是个开朗热情的男生。他送我出门，拍着我的肩说。 And says, ”Thank you very much for doing the interview.” And then the usual comes. “多谢接受我们采访。” 然后又是那句。 “But you know Tal, I expected you to be different.” “不过Tal，你跟我想象不太一样”。 And I said, ”How different”. Just so you understand by this time, my self-esteem is short. 我问，“有何不同”你要知道那时候，我已经完全被打击了。 But still with some resemblance of nonchalance I asked “How different”. 不过我还是 漫不经心地问有何不同。 And he looks at me and says: ”Well I don’t know Tal, I expected you to be taller. ”. Taller? What?他看着我说:“我也说不上，Tal，我以为你会更高些”。 更高些,什么, Five seven, well ok five six and a half is not enough to teach happiness? 1米70…… 是1米69就不够格传授快乐吗, And I thought about it, I thought about it a lot. The whole pattern from the beginning.我考虑了很久，仔细思量了。整件事从头到尾。 And I think I understand why they expected someone different. 我似乎明白为什么他们 期望不同了。 You see they had to explain to themselves as well as the audience. 因为他们要说服自 己说服观众。 How come this lecture is larger than the Introduction to Economics? 这门课怎么会比 经济学导论更热门, And the way to explain it must be that the teacher is very outgoing, extremely charismatic, very cheerful and extroverted and of course, tall. 唯一的解释就是导师非 常外向、充满领袖气质、乐观开朗，当然了，还很高。 Well, there is one L missing there, But……. Yeah, if only.可惜我的名字少了一个L，但 是……。嗯……真可惜。 So the problem though is that they were looking in the wrong place for the explanation. 所以问题是他们找答案找错了地方。 In other words, they were looking at the messenger, what they needed to look at was the message. Now how do I know that?也就是说，他们不该关注信息传达者而应该关注信息本身。我怎么知道的呢, You see because I see other positive psychology classes on other campuses around the country and around the world. 因为我参与过其他大学积极心理学课遍及全国乃至全球。 There are over 200 campuses here in United States that teach positive psychology. 美国有超过200 所大学开设了本课程。 And almost every campus where this class is taught it’s either one of the or the largest class. It’s about the message.而且几乎其中所有院校，这门课都是参与人数最多的或者最多的之一。 信息是关键。 I see more and more organizations taking up positive psychology in their as consultant companies. 越来越多的机构组织开设这门课，还有咨询公司。 Some of them the leading big consultant companies are taking it on. 其中一些甚至是全球知名咨询公 司。 More and more high schools are introducing positive psychology class.……Elementary schools are introducing it.越来越多的中学开始引入积极心理学……。小学也是。 The governments around the world are expressing interest in this new emerging field. Why? Because it works, because it really works.各国政府都对这一新领域现出兴趣。 为什么,因为它有效，因 为它真正有效。 You see this whole realm of life flourishing on happiness, on well-being has been until recently dominated by the self-health movements. 殷盛人生，快乐，幸福感这一整个领域在此之前一直被心理自助 运动统治。 What do we have in the self-health movement? We have books that are very interesting that are very accessible.心理自助运动带来了什么, 生动有趣通俗易懂的书。 We have speakers who are very outgoing very charismatic and tall attracting the masses into these workshops, seminars and lectures. But, there is a very big “but” here.热情外向的宣讲者颇具领袖气质 且身材高大吸引大众参与他们的专题讨论讲座。 但是，有一个大大的转折。 Many of these books, many of these workshops and seminars lack substance. Very often, overpromising and under-delivering.其中很多书籍讨论都缺少实质。通常都言过其实无法兑现。 So there are five things you need to know to be happy. The three things to be the great leader.比 如，快乐的五个关键。成功领袖的三个要素。 The one secret of success, happiness and a perfect love life. Overpromising, under-delivering.成功 快乐完美爱情的唯一秘诀。夸大其词，效果甚微。 On the other hand, we have academia. What do we have in the academia? We have a lot of rigor, a lot of substance.再来说说学术界。 学术界给我们带来了什么, 大量精确的实质内容。 We have datas analyzed, reanalyzed and meta-analyzed. Things that actually work, good stuff.数 据被一而再再而三得反复分析。行之有效的好方法。 But, there is also a very big but here. Very few people read refereed academic journals.但是又有一 个大大的转折。很少有人会阅读专业学术期刊。 I mean think about it: how many people outside this room of course have read the last twelve issues of the Journal of Personality and Social Psychology? 想想看，这间教室之外有多少人读过最近12期《个 性与社会心理学》杂志, Most people don’t even know what that means. 大多数人甚至不知道那是什么东西。 The head of my PHD programs actually estimated the average academic journal article is read by seven people.我博士班的主任估算过学术期刊上的一篇论文平均只有7人阅读。 You know……And that includes the author’s mother. So you know I say half in jest but it’s actually really sad.这话……其中还包括作者的母亲。这话虽然是半开玩笑但其实很可悲。 Because… Certainly sad for me, as an academic. Because these things are good.因为……作为学者我 觉得很可悲。因为这些论文都非常精彩。 They are important, these things make a difference, can even make more of a difference. But not accessible to most people.非常重要，能大有作为甚至不仅仅是作为。但是对大众来说晦涩难懂。 And this is where positive psychology comes in. And this is also where this class comes in.所以我们 需要积极心理学。需要这门课程。 The explicit mandate of positive psychology as well as of this class is to create a bridge between Ivory tower and Main Street. 积极心理学及本课程的宗旨非常明确就是在象牙塔及大众间构建桥梁。 In other words, it is to bring the rigor, the substance, the empirical foundation, the science from academia and merge it with accessibility of the self-help or New Age movement. In a way the best of both worlds.换句话说就是要把严谨、实质、经验基础学术科学与自助或者新纪元运动的通俗易懂相结合。充 分发挥两者所长。 And this explains the popularity of the field of positive psychology: Science that works. 这也是积极 心理学大受欢迎的原因:有用的科学。 This class will be taught in two levels. The first level it will be taught as any other class in psychology or any of the classes you’ve taken here.本课程将分为两个部分。第一部分会和其他心理学或者其他任何课 程一样。 You’ll be introduced here to studies, to research, to rigorous academic work. You’ll be writing paper, academic paper. You’ll be taking exams just like every other class.我将向你们介绍相关知识，调查研究， 严谨的学术作品。需要你们撰写，学术论文。跟其他课程一样参加考试。 But then it will also be taught at the second level which is for every paper that you’ll read every paper that you’ll write, you’ll always be thinking. 而教学内容的另一部分，你们读每一篇论文，写每一篇 论文时都需要思考。 OK, so how can I take these ideas and apply them to my life? How can I apply them to my relationship? How can I apply them to my community? Two levels: The academic, Applied如何把这 些理念运用到生活中去,运用到恋爱中去,运用到社交圈里去,就是这两个部分:学术与应用。 I did not just introduce whether it’s in the readings or in the lectures ideas just because they are interesting for the sake of the idea. 无聊是论文还是讲座我不会因为某个理论有趣而去介绍它。 It is always an idea that is both rigorous and can be applied. Just a few words about housekeeping.而是因为这个理论严谨且能被应用。再唠叨几句题外话。 Some of the questions that I have already received from you before the class started. 有几个问题 课前就有人问我了。 So this unfortunately is the last time that I am teaching positive psychology or any other class for that matter at Harvard. 不幸的是这学期将是我最后一次在哈佛开设积极心理学或其他课程。 Hopefully within two years, probably not next year but within two years there will be positive psychology class offered but I certainly cannot guarantee it. About feedback and questions.但愿两 年内，明年可能性不大，但是两年内学校会再次开设积极心理学课程，但我无法保证。关于反馈与提问。 If you have any questions, anything that’s not clear, if you agree or disagree with something. Email me or Email your TF (Teaching Fellow at Harvard, just like TA at other schools.) and we’ll always respond. 如果你有任何问题或者不明白的地方，如果你同意或者反对什么观点，请给我或助教写邮件，我们一 定会回复的。 Sometimes if the question is asked by enough people, we’ll respond to it publicly, always anonymously unless you specified specifically that your name can be mentioned. 如果某个问题问的 人数较多，我们会公开回答，当然一定是匿名的除非你特别注明可以提及你的名字。 But sometimes you may be listening to a lecture and then half way through it there is an emergency, there is something that you really have to ask, something that cannot wait. 有时候讲座过程中突然有 紧急情况，有什么非问不可的问题，无法等待。 In that case, please just put your hand up because it’s just like when you have to go to the bathroom, just can’t stop, and can’t wait. And when you gotta go, you gotta go. 如果那样的话，请 直接举手，因为就跟你要去厕所一样，无法忍耐，无法等待，要去就去。 So we’ll take a positive psychology break for that. And just stop me half way through and I’ll answer any question.我们会为此进行积极心理休息。所以大可以打断我，我会回答任何问题。 All the power points, as well as the videos of the classes will be online; will be available within couple of days. 所有幻灯片以及课程视频都会放在网上，课后几天就能下载。 Well, the power points will be available before say for the lecture it will be before so that you can use them in class. 幻灯片其实课前就能下载，这样你们上课时就能用到。 The videos, unfortunately, cannot be made available before, we tried, could not figure it out. So it will be available within a day or two after. And the reason why they are up there.可惜视频不能提前 提供，我们试过了但效果不好。所以会在课后一两天内放到网上。这样做的原因。 First of all, I do prefer that you attend lecture, I do prefer that you are physically here. You get things in the energy of the room with so many students so you wouldn’t just get from your computer.首先，我当然更希望你们出席课程，能出现在课堂上。和大家一起，在课堂的气氛中学习而不仅仅是 对着电脑。 The reason why I do put them up is so that you have the opportunity if you want to see it again or if you have to miss a class. That’s perfectly fine. 我之所以把资料放在网上是为了让你们可以重温或者学 习错过的课程，这很正常。 And also because and this is also the reason why the power points are always available, I want you to be engaged in the material. 另一个原因之所以提前提供幻灯片是因为我希望你们能充分理解材料。 I want you to be engaged in whatever it is that we are discussing in class, not necessarily thinking about getting down every word that I say on paper, remembering everything, memorizing everything. 充分参与课堂讨论而不是忙于我说的每一个字，记住每一个词，背诵每一句话。 I want you to take rather than passive notes of writing down what’s on the power point or every word that I say, I’d like you to take active notes. And that means being engaged with the material. 我不希望你们被动地记录幻灯片上的内容或者我说的话而是要主动记录。也就是要充分理解材料。 For example, if you heard something and idea and you say:”Oh, that’s interesting”. Star it, write it down. Or “OK, I think I’ll start applying this”. Write it down. Or I want to tell my mom about this later. Or I want to talk to my roommates or my team about this idea. Write it down.比如如果你们听 到某个理论觉得“挺有趣的”，标上星号，写下来，或者觉得“也许我可以应用这点”，那就写下来。或者跟我妈妈 讲讲。或者跟我室友队友讲讲。那就写下来。 l Active note taking is opposed to passive note taking for two reasons. 主动笔记与被动笔记有两方面 不同。 First of all, as I said, this class is a class about making a difference in people’ lives. 首先，正如我刚 才说的这门课是关于如何改变生活。 I would not be teaching the class just for its academic beauty although there is a lot of academic beauty in this field. 我不会仅为了学术之美而教授此课虽然这一领域的确有许多美术之美。 So write down if you have an idea that you think you can apply. 所以发现可以实际运用的就写下来。 The second reason why we should that is because you’ll remember more. Better attention, better understanding of the material if you are actively engaged as opposed to just taking down passive notes.第二个原因是你会记住的更多。 主动参与，集中注意，更好的理解材料而不是被动做笔记。 Throughout the class starting next week we’ll take what I called “time-ins” as opposed to “time-outs”. It’s like a time-out在这整个课程中从下周开始我们将进行我所说的“练习时间”而不是“休息时 间”。其实类似休息时间。 It’s the time where we stop the class and you look inward. 这段时间我们会停止课程进行内省。 And this is literally a time of silence in a class. I will stop for a minute or two.也就是在课堂上的安静片刻。我会 停一两分钟。 And you will have a chance either to just stare at me or anyone else or think about what we’ve just discussed or have a guiding question that I will provide you that you’ll address during the class. 你 们可以盯着我或者周围人发呆或者思考一下之前讨论的内容或者解答我提出的提示问题。 The reason why I have time-ins, this is something that I am introducing this year for the first time; we didn’t have it last time. 之所以进行练习时间，这是我今年新提出的，上学期没有。 It’s because over the last two years since I last taught it, I’ve done a lot work in the area of silence. 因为上次课程结束后到现在的两年我做了大量关于安静的研究。 I’ve read a lot of research in this area about the importance of quiet times whether it’s in a class, in a lecture, whether it is at home, whether it is for a leader in the business, for relationship, for children starting from pre-schools. 关于安静时刻的重要性，无论是课堂里，讲座里，还是家中，无论是公 司领导，爱情关系甚至学龄前的儿童。 Now many of you, as you are going through these time-ins if you decide to take this class may think:”Well, is this what I’m paying 40000 dollars a year for?””To sit a class and be quiet?”. 你们 中很多人在经历练习时间时可能会疑惑:“我一年付四万美金就是为了这个,“”坐在教室里发呆,“。 First of all, it will only be a minute or two at a time maybe once or twice a lecture. But second, it is maybe the most important thing you’ll take from this class. The notion of embracing stillness.首先， 每个人只有一两分钟，一堂课最多不超次两次。第二，这可能是你从本课程中学到的最重要的东西。 即享受安静 这一理念。 Let me read to you an excerpt from a study that was run by two MIT professors. 我来读一段麻省理 工两位教授的研究。 You don’t need to remember or write down; this is just for your edification. So David Foster and Matthew Wilson, both of them from MIT. David Foster和Matthew Wilson不必背诵或记录，只是为了 启发你们。教授都来自麻省理工大学。 Indeed the following study that I think confirms the importance of time-in, time to look inside. 他 们研究证实了练习时间的重要性，开始内省的时间。 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 found.他们在老鼠处在迷宫中及脱离迷宫后分别对它们进行了脑 扫描。以下是他们的发现。 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. 实验结果表明，当某种经历正在进行时，即老鼠进 行迷宫时。 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 introspection.真正的学习 阶段是当你尝试分辨:“什么才是重要的,“，”什么舍弃什么保留。“。 这些发生在经历之后进行安静的自省时。 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. 他们的实验表明接连不断反复进入迷宫的老鼠比进行一次迷宫后稍事放松，来点小酒的老鼠学到的少得多。 Experience, embrace stillness. This has implications and they showed implications to human beings as well. Not only those of the rat race, all human beings.经历，享受安静。这很能说明问题，对人类也 一样。不仅仅是实验小白鼠，所有人类都是。 So what they say is that ”Replay might constitute a general mechanism of learning and memory”. Both learning, understanding as well as memory, retention.他们认为:“重现可能形成一种学习记忆机制 “。 包括学习，理解，记忆，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. 当我们思考时，我们重放素材时更容易保留，记住之前的经历。 So the importance of time aside cannot be over-emphasized. 所以休息时间的重要性不能被忽视。 In his wonderful book of teaching, Parker Palmer—it’s called The Courage to Teach says the following. Parker Palmer在他的教学著作《教学的勇气》一书中提到了以下一段话。 Words are not the sole medium of exchange in teaching and learning, we educate with silence as well. 语言不是教学的唯一媒介，安静同样可以进行教育。 Silence gives us a chance to reflect on what we have said and heard. 安静让我们有机会反省我们所说 所闻。 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，安静为学生进行内省提供可靠环境，是一种最深层次的学习媒介。 而安静恰恰是我们文化所缺 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 well-known, called Lila (Lila: an Inquiry into Morals).很多人 可能读过《万里任禅游》，作者Robert M Pirsig。 还写过另一本书，没那么知名，叫《寻找莱拉》。 And Lila is an anthropological study of Native Americans. 这本书是对印第安人的人类学研究。 What he does there is compare their culture to Americans’ from European ancestry. 将他们的文化 与美国传承的欧洲文化进行对比。 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 word.两种文化最突出的特点之一是 印第安人崇尚安静。他发现与印第安人坐在一起。他们围坐在篝火边两三个小时一句话也没说。 ust sit around, look at another, smile, have a good time, introspect, just be there for hours. 只是 坐在那儿，互相看着，微笑，享受美好时光，内省，就这样几个小时。 While he points out that in our culture we feel very uncomfortable with the absence of words with the absence of sound or noise. 他指出，在我们文化中沉默让人不适。 We have to fill up all the gaps. This is an important cultural difference. And we pay a price for this lack of stillness.我们试图打破沉默。这是一项重要的文化差异。我们为缺乏安静付出了代价。 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. 我们会重点讨论这一代价，涉 及到恋爱，美德与道德以及快乐与幸福感。 Let me give a little bit background on positive psychology. 下面介绍一下积极心理学的背景。 How we came about and how this class came about. 它是如何诞生的，这门课是如何诞生的。 In many ways, positive psychology is the brainchild, the product and the grandchild of humanistic psychology. 从很多方面说，积极心理学是人本主义心理学的产物和衍生。 What we have in humanistic psychology is essentially a reaction to be existing psychology of the time. 人本主义心理学本质上是对当时各种心理学派系的不同见解。 The founders, considered the founders of humanistic psychology in fact called it “the third force”. Why the third force?人本主义心理学的创始人称之为心理学上的“第三势力“。为什么是第三势力呢, Because the first force was behaviorism, the work of Skinner (B.F.Skinner), the work of Waston (John B. Waston), the work of Thorndik (Edward Thorndik). This was the first force.因为第一势力是 行为主义，代表人物有斯金纳、华生、桑代克。这是第一势力。 he second force was psychoanalysis. The work of Frued (Sigmund Frued), Jung (Carl Jung), Adler (Alfred Adler) to some extent. This was the second force.第二势力是精神分析学。创建者包括弗洛伊德， 荣格以及阿德勒。这是第二势力。 And the third force, humanistic psychology came as a reaction to it. First It is a reaction to behaviorism.第三势力人本主义心理学作为对其的异议出现。首先是对行为主义的异议。 Behaviorism looks at the human entity at the person as basically a collection of behaviors as a box, like a billiard ball knocked around by reinforcements, by punishment, by reward. 行为主义认为人的 主体性，认为人是一个行为集体就像一只被击打而四处滚动的台球，被增强，被惩罚驱动。 And what humanistic psychology said was that we are much more than a billiard ball being knocked around. 但是人本主义心理学说我们不只是被击打的台球。 We have spirit, we have a soul, we have cognitions and thoughts that matter. 我们有精神，有灵魂， 我们有重要的认知与思想。 It’s not just behavior that is important for understanding as well as improving life. 不能只靠行为观 察，改善人生。 And then psychoanalysis, the second force. 然后是第二势力精神分析学。 The psychoanalysis is about basically understanding mostly through the subconscious that’s how you understand it, that’s how you improve the quality of life. There are defense mechanisms.精神 分析学主要通过潜意识分析，它决定你的理解，决定如何改善生活。还有防卫机制。 There are biological instincts, neurosis, and if you understand these very often dark forces, were better able to deal with life, understand as well as improve the quality of life. 人类本能论，神经症， 如果你理解这些黑暗势力就能更好地处理生活，了解并改善生活。 Humanistic psychology says human beings are much more than that. 人本主义心理学认为人类不止如 此。 Much more than biological instincts, much more than neurosis. 不仅仅是生理本能，不仅是神经症。 Much more than the person who exists in a Newtonian reality like a billiard ball. 不仅仅是牛顿学说 世界里的台球。 We need to value much more the human being. We need to give much more dignity and freedom to the person. There was a problem.我们要重视人的本质。给予更多的自尊和自由。但有一个问题。 The problem was humanistic psychology is said lacked the rigorous methodology. 人本主义心理学缺 少严谨的方法论。 While it brought in many wonderful ideas, talked about the study of well-being, talked about the study of optimism, of kindness, of morality, of virtue, of love, of relationships, of peak experiences, of self-actualization, of empathy. 但它引入了许多精彩的理念，对于幸福感的研究，乐观主义的研究，善良， 道德，美德，爱，两性关系，巅峰体验，自我实现，移情。 All these wonderful concepts that we’ll talk about throughout the semester. 这些精彩的概念都会在本 学期讨论。 It wasn’t as rigorous about its epistemology, about how we form ideas and how we learn. 它的认 识论并不严谨，如何形成理念，如何学习。 And that’s why, in many ways, largely not completely but largely more of into the self-health movements. 所以在很多方面，大部分成为了自助运动。 Interesting ideas, good ideas, important ideas, certainly good intentions. But to some extent without the academic rigor.有趣，有益，重要的理念，意图当然是好的。但就某种程度上缺乏学术严谨性。 And that’s why it lacked the impact on academic. That’s why we don’t have partly any humanistic psychology classes offered in universities today. There are very few still around.所以它在学术上影响 很小。所以很少有大学开设人本主义心理学。几乎没有。 And this is why also a lot of it became the New Age essentially. 所以本质上成为了新纪元运动。 But still, it’s humanistic psychology that has in many ways fathered and mothered as we’ll see positive psychology. 但是我们很快就会了解到，人本主义心理学孕育了积极心理学。 So let’s meet the grandparents. People like Rollo May, People like Carl Rogers.我们先见见祖父祖母。 比如Rollo May和Carl Rogers。 And more than anyone, Abraham Maslow, was the Americans Psychological Association President, was professor just down the road here at Brandeis (Brandeis University). 还有最著名的Abraham Maslow，曾是美国心理学会主席，布兰迪斯大学教授。 And he introduced this humanistic psychology in 1954. 他于1954年提出了人本主义心理学。 He wrote a chapter, called Toward the Positive Psychology. 他写了一章，《为了积极心理学》。 1954, In it he said we need to also research kindness, goodness, and happiness and optimism. In many ways it was way ahead of his time. 1954年，他在其中写到，我们需要研究善良，美德，快乐与乐 观。可以说这是超前于他时代的。 Then if Maslow is the grandfather, then Karen Horney is the grandmother. Initially a psychoanalyst, trained through the works of Frued.如果说Maslow是祖父，那Karen Horney就是祖母了。她最初是精神 分析学者学习弗洛伊德的理论。 She realized the focuses had been too much on the negative, on neurosis, on psychosis and said we also not only but also have to focus on what is working on human organism. 意识到其过于注重消极 面，神经症，精神病，她认为还必须关注影响人类生命体的东西。 We have to work and look at the fine qualities and cultivate those. Because part of being human is being those things as well. 我们需要研究培养那些好的品质。因为它们也是我们的一部分。 In many ways, brought about the movement toward humanistic psychology and through that—positive psychology. 反而向人本主义靠近了，并由此产生了积极心理学。 Aaron Antonovsky, the third person I would consider the grandfather, brought in the idea of focusing on health. 还有Aaron Antonovsky，第三位祖父级人物提出了关注健康的理念。 He has a new concept. Or he introduced a new concept. I’ am still here, don’t worry.他提出了一个 新概念。或者说他引进了一个新概念。我还在，别担心。 He introduced a new concept, which he called, his own neologism: salutogenesis. 他引进了一个新概 念，他称之为，他个人创造的新词:健康本源学。 Salutogenesis: salute which is health; genesis which is origin. 健康本源学由两部分组成，saluto健康， genesis起源。 The origin of health, and this was an alternative model, to be conventional ways model of pathologies. 健康的起源这是病理学常规模型的替代模型。 So instead of just studying pathologies whether it’s in physical health or psychological health, we should also study the origin of health. 也就是说除了研究病理学无论是生理健康还是心理健康还需要研究健 康的起源。 In many ways that is what prevented medicine is about. 这也是预防医学所关注的。 So this was not a novel idea back in 1970s when he introduced it. 这在1970年是一个全新的理念。 And we will talk a lot about Aaron Antonovsy. 我们会仔细讨论Aaron Antonovsy。 Now the parents. 现在转到父辈。 Martin Seligman considered the father of the positive psychology network of scholars, started the field in 1998. Martin Seligman被认为是积极心理学之父与一群相关学者于1998年确立了这一领域。 Like Maslow, he too, was the President of American Psychological Association. 和马斯洛一样也是美 国心理协会会长。 And as his mandate, during his presidency he has two aims. 他任职期间的首要任务是实现两个目标。 The first aim—to make academic psychology more accessible. 第一，让学院式心理学变得通俗。 In other words, bridge Ivory Tower and Main Street. 也就是说连接象牙塔与普罗大众。 This was the first aim of his presidency. 这是他任职期间的第一目标。 The second aim was introduce a positive psychology. 第二是引进一个积极的心理学。 A psychology that will look at also things that work that were not just study depression, anxiety, schizophrenia and neurosis. 需要着眼于有用的东西，不仅仅是研究抑郁、焦虑、精神分裂和神经症。 A psychology a network of scholars who will focus on love, relationships, self-esteem, motivation, resilience and well-being. 还需要关注爱、两性关系、自尊、动机、恢复以及幸福感。 And he introduced these ideas, and it’s all been literally uphill from then. 他提出了这些理念从那时蓬 勃发展起来。 Before Martin Seligman, this all happened in 1998 and we’ll talk about it a little bit more next week. 在Martin Seligman之前都发生在1998年，下次我们会详谈。 This all happened in 1998. 这都诞生于1998年。 Long before 1998, our very own professor Ellen Langer did research in all these areas, bringing the humanistic spirit and combining it with the academic scientific rigor. 而早在1998年前 Ellen Langer 教授就已经研究了这些领域，将人本主义精神与学术科学严谨性结合。 We’ll be talking probably more than any other scholar about her work in this class. 我们对她的讨论 会比其他人多。 And another person from Harvard, one of the parents of positive psychology was Philip Stone, who passed away two years ago, yesterday. 还有一位哈佛的教授，积极心理学的另一位父辈Philip Stone，两 年前的昨天去世了。 Both Langer and Stone were my physicist advisors, introduced me to the field of positive psychology into this research. 两位都是我的物理学导师带我进入了积极心理学领域的研究。 In 1998 when I had the first positive psychology summit, Professor Stone took me along with him. 1998年我第一次参加积极心理学峰会，Stone教授带我同去。 I was a graduate student. 我那时在攻读硕士学位。 In 1999 he taught the first positive psychology class at Harvard, one of the first in the world. 1999年他首次在哈佛开设了积极心理学课程，在全球范围内也是首批。 I was his teaching fellow. A couple of years later, he taught it again. l Again, I was his teaching fellow.我是他的教研员。 两年以后，他又重新开设了课程。 我仍旧担任教研员。 And then when I graduated, he suggested I take over his class, and here we are today. So this is 1504.后来我毕业了，他提议我接手他的课程直到今天。这就是1504号心理学课程。 Let me give you a sense of … in the next half an hour and so, a sense of what you expect in this class. 我再来讲……接下来的半个小时我会向你们介绍下这门课的内容。 The first thing is this class is not just about information; it is also explicitly about transformation. What do I mean by that?首先，这门课不只是传授信息而且关于如何变形，显而易见。 这是什么意思, You see most of education today is about information. l What is information? l So we have a container which is our mind.如今大多数教育都只是传达信息。什么是信息, 比如，我们有一个容器，也就 是我们的思想。 And information is about taking data, taking science, taking information and putting it inside the form. 信息就是接收数据，接收科学，接收信息储存到容器里。 This is information. Now, when this form is filled, that’s when we are educated.这就是信息。等容器 填满了，我们就毕业了。 More information, more data, better. Not enough.信息数据越多越好。这还不够。 Because it’s not just information that determines our well-being, our success, our-esteem, our motivational lever, the relationship and the quality of our relationships. 因为信息无法决定我们的幸福 感、我们的成功、自尊和动机水平、两性关系及其质量。 It’s much more than information. Transformation is about taking this form and changing it.光有信 息还不够。变形则是把容器的形状改变。 Trans change; form shape, change the form. Trans即改变，Form This is transformation.即形状，改 变形状。这就是变形。 This is distinction that I learned first from at the school Professor Robert Kegan who taught about this. 这是Robert Kegan教授教我的第一区别。 Information in and of itself is not enough. Think about this example.接收信息关注信息本身是不够的。 听听这个例子。 You go for an athletic meet; your aim is to get into the top three, to be a medalist. You come in number eight.你去参加运动会，目标是进入前三获得奖牌。但是只获得第八名。 What’s the analysis? What’s the interpretation?—Terrible! I just failed. You feel deflated, enervated.你会如何分析,你会如何解读,太糟糕了，我彻底失败了。你灰心丧气，感到无力。 On the other hand, the exact same event. You came eight when you expected to be top three.但从 另一个角度看，同样的比赛。你期望获得前三，但只得到第八。 You can interpret is as OK, so what have I learned? I need to work even harder. 你可以解读为，我 学到了什么,我还需要更努力的训练。 You become more energized, you learned from the experience. 你会更有动力，从经验中学习。 In other words, the same objective information which is “I got eighth, I expected top three”. The same information, very different interpretation.也就是说，同样的客观信息“我是第八名，我目标前三”。 同样的信息，截然不同的解读。 One is disaster; the other interpretation is an opportunity. 一个认为是灾难，另一个则当成机遇。 One leads to loss of energy, the other one to increasing energy. 一个让人失去动力，另一个增加动力。 Or think about another very common example. 还有一个很普遍的例子。 We know of many people around the world who seemingly have everything, who are doing well, who have more than they need, and yet they are unhappy. 世界各地很多人似乎拥有了一切，人生顺利， 生活富庶但仍然不快乐。 And then there are people around the world who have very little, and yet they never cease, never stop to celebrate life. 而另一些人拥有的不多但从未中断，从未停止过享受人生。 And we have another way around as well, people who have everything and appreciate it and enjoy life. 还有相反的情况，拥有一切的人充满感恩，享受生活。 And people who have very little and who see themselves as victim. 生活窘迫的人觉得自己是受害者。 In other words, it’s not just the information that goes in; it’s also the shape, the interpretation, the perception, the focus. 也就是说，重要的不仅仅是获得了什么信息，还是有何形状，如何解读，如何理解，关 注的重点。 And that is determined by the shape of the form. 这就是由容器的形状所决定的。 This is what I realized when I was an undergrad here. 这是我在本科生阶段所认识到的。 Seemingly, looking in from the outside, I had everything. 表面上看，我拥有了一切。 lDoing well in sports, academics and socially, and yet my perception, my focus, my interpretation of life—not that great. 体育运动，学术和社交都很成功，但是我对生命的理解、关注和解读并不正面。 I wasn’t unhappy. 我不快乐。 The interpretation matters very often a lot more as we’ll see than the information that goes in. 我们后面会讲，通常解读比信息更重要。 One of the sentences that I’ll repeat throughout the class is that happiness is much more contingent on our state of mind than our status or the state of our bank account. 有一句话我会在课程中经常引用:“快乐由我们的精神状态而定而不是社会地位或银行存款”。 And that’s where transformation comes in. 所以需要变形。 And that’s why it’s so important for well-being. 这对建立幸福感来说很重要。 What that will look like in practice is that we’ll cover not so much information. 所以在我们实际操作时不会传达过多信息方面的东西。 We’ll uncover much more and I don’t mean that in the Berkeley (George Berkeley) sense of the word, I mean that in the academic sense of the word. In other words.而是挖掘更多东西，不是联想意义上的而是学术意义上的。也就是说。 What we’ll do is uncover potential that we have inside that we have inside of us all along, maybe we just didn’t see, or maybe it’s obscured by something or another. 我们要挖掘自身潜能，这种潜能一直存在只是我们没有发现或者被其他东西掩盖了。 l We’ll uncover it so that we can utilize it, so that we can focus on it, so that we can perceive it. 我们要发现利用它，以便关注它，以便理解它。 Here is a story just to illustrate it. So this is Michelangelo.我来讲一个故事说明吧。如米开朗基罗。 One day he was asked by a journalist of his time. 曾经有一个记者问他。 How did you create this most amazing masterpiece, David? 您是如何创造出《大卫》这件巨作的, To which Michelangelo responded. 米开朗基罗回答。 It was easy, I went to the quarry, I saw this huge piece of marble, and in it I was David. 很简单，我去了一趟采石场，看见一块巨大的大理石，我在它身上看到了大卫。 All I need to do was to chip away the excess stone, to get rid of the marble that shouldn’t have been there. 我只要凿去多余的石头，只留下有用的。 And when I got rid of this excess stone, there was David. 凿去多余的石头之后，大卫就诞生了。 Not obviously easier said than done. 虽然说的比做的容易。 But this story captured the metaphor of what this class very much is about. 但是这个故事捉住了这门课程精髓。 It’s about chipping away the excess stone; it’s about getting rid of limitations, of barriers, whether it’s the fear of failure, something that we didn’t have as kids. 即凿除多余石块，也就是摆脱限制，阻碍 或者对失败的恐惧，这些东西并不是与生俱来的。 But today most people in our culture have it. 但如今却出现在了大多数人身上。 It’s about chipping away perfectionism that is debilitating and often hurts us. 要凿除削弱甚至伤害我 们的完美主义。 It’s about chipping away our ability for success because maybe we are afraid of success. 凿除成功 的能力因为我们可能害怕成功。 Maybe we feel guilty about some of the things that we have in our life and that in turn limit us. 可 能我们对生命中一些东西感到内疚，这些都会反过来限制我们。 Maybe it’s about chipping away the limitations on our relationships in while we don’t thrive within them. 也许甚至凿除两性关系中的限制，尤其是带来消极面的时候。 This is what this class is mostly about. 这些就是本课程的主要内容。 As Doro says:”Soul grows more by subtraction than by addition, by getting rid of these limitations, limitations that are preventing us from fulfilling our potential”. 就像俗话说的那样:“做减法比做加法让 灵魂成长得更快，减法包括除去那些阻碍我们发挥潜能的限制”。 Because our potential is in there in nature, we talk a lot about human nature. 因为我们的潜能是天 生的，我们关注人类本性。 It’s there whether it’s through God, whether it’s through evolution. 是与生俱来的，无论是上帝赐予的， 还是进化产生的。 We have a lot of potential that overtime with we fix stone of voices with being parts of our culture, that very often these limitations are put on top of us just like the excess stone. 但是渐渐地受到外部 文化压力，像多余石料一样，把我们禁锢起来了。 Lao Tzu, ”In pursuit of knowledge everyday something is acquired, in pursuit of wisdom, everyday something is dropped”. 老子说过:“为学日益，为道日损”。 Knowledge is about information. Wisdom is about transformation.学即信息,道即变形。 I was recently interviewed for a newsletter on coaching before a large conference on the topic. And the interviewer asked me.我最近参加一次大型咨询业会议时接受了一家相关期刊的采访。采访者问我。 So what tips, what tools can you give from positive psychology? 能给读者传授一些积极心理学建议吗, So I talked about some of the greatest hits, the importance of gratitude, the importance of physical exercise. 于是我谈到了一些热门话题，感恩的重要性，体育锻炼的重要性。 I talked about the importance of spending time on our relationships, about taking time aside and simplifying and so on and so on. 我谈到了花时间经营爱情的重要性，谈到了休息，简化等等。 And I was going through my long list. She stopped me and she said.我正滔滔不绝时。 她打断了我说。 l You know, Tal, this is all good. The importance of stuff, I know. l But readers already know that. 谢谢，Tal，这些都不错。那些事情的重要性，我知道。但这些我们的读者都已经知道了。 I am looking for the Wow factor. Come on, surprise me.我想要的是轰动的因素能让我意外的东西。 What can you tell our readers? 能否告诉我们的读者, And I thought about this question for a minute, and I realized that there is no Wow. And I told her that.我想了一会这个问题然后意识到根本没有什么惊奇可言。我跟她这么说了。 You know if there is a wow, the wow is that there is no wow. That’s it.所谓的轰动之处就是没有轰动之 处。就是这样。 Because the over-not-transformation emperor, the emperor of quick fixes has no clothes. 因为没有 经过转变，快速见效的说法都是皇帝的新衣。 It doesn’t exist; it’s over-promising and under-delivering. 是不存在的，是过高的承诺和过低的兑现。 l A life, a fulfilling life, a rich life includes ups and downs, includes pain and getting up again, includes failure and getting up again. 生活，令人满意的生活，丰富的生活包括了起起落落，包括了痛苦 和再次振作，包括失败和再次奋斗。 l It includes success and celebrating it, victories and losses, ups and downs as we will talk about next week. 它包括了成功和庆祝成功，胜利与失败，起起和落落，我们下星期会讲到。 l It’s not about this one secret, one Wow to the good life. 而不是关乎一个秘密，一个能让人过上幸 福生活的令人惊奇的诀窍。 l And many of the things you will learn in the class, you’ve heard before. 而你们将在本课程中学到 的很多东西，都是你们之前听说过的。 l Probably nothing new to you. 也许对你来说没有什么新鲜的内容。 l You already know it inside of you. 在你内心深处你已经知道了。 l And you are going to say:”Well, it is common sense”. 你会说“这是常识”。 l And yes, a lot of it is common sense. 是的，很多都是常识。 l However, it is Voltaire once said:”Common sense is not that common”. 但是伏尔泰曾经说过:“常 识并非那么平常”。 l And this especially applies to application. 特别是应用于实际。 l So the aim of this class is to make common sense more common, especially in the real world application. 所以本课程的目标是让常识更加平常，特别是应用到实际中。 l At the end of the class. 在本课程结束时。 l Here’s what I am hoping for, at the end of the class, if you decide to take it at the end of the semester. 我所希望的是，在本课程结束之时，如果你打算上这门课的话在本学期结束时。 l I don’t think—I am not expecting you to come and tell me. 我不想，我不期待你跑过来告诉我。 l Wow, thank you for teaching me so many new things. 谢谢你教给了这么多新东西。 l That’s what I am expecting. 那不是我所期待的。 l I don’t think that is what will happen. 我不认为那会发生。 l What I hope will happen is for you to come and say rather than “Thank you for teaching me” something you would say. 我所希望发生的是你过来跟我说，不是说“谢谢你教了我”之类的话。 l “Thank you for reminding me of something that I’ve already known”. 而是“谢谢提醒了我一些我 熟知的事情”。 l And this is what this class is about. 这就是本课程要做的。 l It’s constant reminder, twice a week. 经常性的提醒，一周两次。 l Constant reminder of what you already know of what is inside you, the David that is inside you. 经常提醒你们记起你们已知的东西，你们内心深处的东西，你们心中的大卫。 l And what this class will hopefully do is to help you chip away some of these limitations, whether it’s limitation, cognitive limitations that prevent you from seeing what already knew, emotional limitations that are preventing you from deriving the benefits of what you already know or behavioral limitations. 本课程希望做到的是帮助你们凿掉一些束缚，不管是哪种束缚，是阻碍你认识已经熟 知事物的认知束缚还是阻碍你从已经熟知事物中获取益处的情绪束缚抑或是行为束缚。 l The ABC affects behavior and cognition that we’ll talk about during the change week. 基本要素 是影响，行为和认知正是我们在改变周将要讨论。 l So I’m making common sense more common. 我要让常识更平常。 l Information in and of itself is simply not enough. 信息本身还不够。 l It’s not enough and what we need in addition to our information highway is a transformation highway. 还不够，而我们除了信息高速公路外还需要转变高速公路。 l Transformation highway or transformation back roads to come through the fast increasing pace because as we’ll talk about next time. 转变高速公路还是转变乡村小道上来经历快速增长的步伐，因为我 们就像下次课会说到的那样。 l Rates of depression are on the rise, rates of anxiety are on the rise, not just in this country, globally. 抑郁率呈上升趋势，焦虑率呈上升趋势，不只是在这个国家，是全球化的现象。 l It’s literally global epidemic. 简直就是全球传染病。 l And to deal with it, more information will just not do, just not enough. 而为了应对它，更多的信 息也并不够。 l Here is Archibald MacLeish. 下面是Archibald MacLeish的话。 l He was a poet, was a Harvard professor. 他生前是一位诗人，是哈佛的教授。 l What is wrong is not the greatest discoveries of science—information is always better than ignorance, no matter what information or what ignorance. 错的不是科学的重大发现，有信息永远比 无知强，不管是什么样信息和什么样无知。 l What is wrong is the belief behind the information, the belief that information will change the world, it won’t. 错在于信息背后的信念，认为信息会改变世界的信念，但它不会。 l Just adding it and filling up our containers with more and more stuff, more and more information, more and more data. 往我们的容器里增加装上越来越多的东西，越来越多的信息，越来越 多的数据。 l It’s just not enough, we need more than that. 还是不够，我们需要更多。 l This class will take a humanistic approach. 本课程将采用一种人性的方法。 l Let me read you a quick excerpt by Abraham Maslow who talks about this approach. 我来给你 们读一小段Abraham Maslow的话。 l If one took a course or picked up a book on the psychology of learning, most of it, in my opinion, would be beside the point—that is, beside the “humanistic” point. 如果有人上了一门关于心理学学习 的课大部分内容在我看来是与重点无关的，也就是与人性无关。 l Most of it would present learning as the acquisition of associations of skills and capacities that are external and not intrinsic to the human character, to the human personality, to the person himself. 大部分内容把学习展现为获得联想技能和能力，这些对于人的性格，人的个性，人本身来说只是外在 的而并非本质的。 l External refers to information. 外在指信息。 l Internal refers to the transformation, the changing of the form. 内在指转变，形态的转变。 l And when we talk about transformation, actually mean it quite literally—change of the form, changing of the brain as we’ll talk about. 当我们谈到转变时实际上是非常字面的说法，形态的改变，大脑的改变，我们一会就谈到。 l We’ll talk about meditation for instance. 比如我们会谈到冥想。 l We know our brain today can actually change through MRI studies since 1998. 1998年后通过核磁共振研究我们知道大脑而已被改变。 l A new concept came up which is Neurogenesis or Neuroplasticity, meaning our brain actually changes and transforms. 一个新的概念叫做神经形成或者神经可塑性，是指我们的大脑实际上会改变和转变。 l It changes its form throughout our life. 在我们的一生中其形态都在改变。 l So I don’t just mean it metaphorically, I also very often mean it literally. 所以我不只是在打比方，我也经常指的是字面意思。 l Abraham Maslow continues. 继续Abraham Maslow的话。 l Humanistic philosophy offers a new conception of learning, of teaching and of education. 人性的哲学衍生出关于学习，教学和教育的新概念。 l Stated simply, such a concept holds that the function of education, the goal of education, the human goal, the humanistic goal, the goal so far as human beings are concerned—is ultimately the “self-actualized” of a person, the becoming fully human, the development of the fullest height that the human species can stand up to or that the particular individual can come to. 简单地说，这一概念认为教育的功能，教育的目标，人的目标，人性的目标，只要人还是被关注的目标——从根本上是一个人的自我实现，完全成为一个人，达到人类或者特定的某个个人能达到的最高高度。 l In a less technical way. 通俗点讲。 l It is helping the person to become the best that he is able to become. 就是帮助一个人成为最好的自己。 l And this was before the Ad came up for the army that “Be all you can be”. 这些是军队的广告“做最好的自己”。 l This is what the class is about. 这就是本课程所要讲的。 l It’s the humanistic approach. 这就是人性的方法。 l It’s about fulfilling our potential, chipping away those limitations. 关于实现我们的潜能，凿掉那些束缚。 l Now to many of you this may sound naïve, idealistic. 现在对于你们许多人这种方式似乎很天真，很 理想主义。 l Naïve it is not, Idealistic it is. 并不天真，但理想主义。 l And we’ll talk about and discuss the importance of idealism and maintaining idealism. 我们会 谈到和讨论理想主义和保守理想主义的重要性。 l If we are to introduce personal change, inter-personal change or community or society change. 如果我们要介绍个人的改变，个人之间的改变，或群体与社会的改变的话。 l This class is not about providing answers concerning the good life and happiness. 本课程不是 提供关于美好生活和幸福的答案的。 l It is about identifying the right questions. 是关于辨识正确的问题。 l Ask and ye shall your receive, say the Scripture. 问过之后便会有收获，圣经如是说。 l This class is what I think education is all about which is that the quest for information and transformation must begin with the question. 本课程就是我认为的教育的宗旨也就是对信息和转变的探 索必须由一个问题开始。 l Quest, question. 探索，问题。 l There is no coincidence that there is an etymological link between the two. 这两者在词源上有所 关联并非巧合。 l In this class we’ll be asking, you’ll be asked many questions, questions that as you’ll see, create reality. 在本课程中，我们会问，你们会被问许多问题，你们将会看到那些问题创作了现实。 l We’ll talk about it already next time. 我们下次会讲到。 l The importance of the questions you ask of yourselves first and foremost of your partner, of your students, of your parents, of your employees in the future, teammates and so on. 那些你首 先向你自己，然后问你的搭档，学生，父母，未来的雇员和同事提出的问题的重要性。 l Questions make a difference. 问题十分重要。 l Peter Drucker, ”The most common source of mistake in management decisions is the emphasis on finding the right answer rather than the right question”. Peter Drucker说:“在管理决策最常见的 错误来源是强调找到正确答案而非正确的问题”。 thl Peter Drucker considered the most important management scholar of 20 century just recently passed away, saying the biggest mistake is not asking the right questions. Peter Drucker是20 世纪最重要的管理学学者，最近刚刚去世，说最大的错误是没有问正确的问题。 l As we’ll see next week, this is the biggest mistake in research potential; this is the biggest mistake in application. 我们下次会看到，这也是在研究中潜在的最大的错误，这也是在应用中最大的错误。 l Not asking the right questions as well. 没有问正确的问题。 l Whether it’s in managing organizations, whether it’s managing our lives. 不论是在管理组织还是 在管理我们的生活。 l Now, when I said that questions are important and answers matter less, I am not coming from a point of relativism. 现在当我说问题重要而答案没那么重要时，我不是从相对论的观点来说的。 l I’m not a relativist, I think they are……. 我不是相对论者，我认为他们……。 l To some questions definitive answers that are important to know. 对于某些问题，知道决定性的 答案很重要。 l However, what I’m saying is that it’s important, not less important to focus on questions when it comes to education. 但是，我所说的是当提到教育时关注问题很重要，而不是较不重要。 l The educator, Neil Postman once said. 教育家Neil Postman曾经说过。 l The kids enter schools as question marks and they leave as periods. 孩子进校时像问号而毕业时 像句号。 l My hope in this class is to bring up many more question marks than periods. 我的希望是本课程 培养的问号要比句号多。 l Once again, it’s about chipping away the excess stone because as kids. 再一次，这是关于凿掉多 余的石头。 l We are always asking questions, we are always curious. 因为作为孩子，我们永远都在问问题，我 们永远都很好奇。 l Let me show you a quick excerpt from a video of one of my favorite psychologists, actually the comedian Seinfeld. 我来放一段我最喜爱的心理学家之一的录影，其次是喜剧演员宋飞。 l Here he is talking about…… 他要讲的是…… l We will watch a lot of excerpts throughout the semester. 我们这个学期会看很多录影。 l Talking about what we were like as kids. 如果像孩子一样我们会是怎样。 l So, the first couple of years I made my own costumes which of course sucked, the ghost, the hobo, then finally, the third year, begging the parents, I got the Superman Halloween costume, not surprisingly, Cardboard box, self-made top, mask included, remember the rubber band on the back of that mask? That was a quality item there, wasn’t it? 于是前两年，我自己做服装当然不怎么 样，鬼啊，流浪汉啊，第三年终于求了爸妈，我得到了超人的万圣节服装，并不奇怪，纸盒箱，自己做的上衣，还有面具，还记得面具后面的橡皮筋吗,那可是个质量不错的玩意，不是吗。 l That was good for about 10 seconds before it snapped out of that cheap little staple they put it in there with. 它可以坚持用10分钟之后就会从那个廉价订书钉里掉出来。 l You got to your first house, “Trick or…”, Snap! It broke, I don’t believe it. 你去了第一个人家。“不给糖就……“啪嗒，橡皮筋断了，简直不敢相信。 l Wait up you guys. I gotta fix it! Hey, wait up! Wait up! 你们等我一下，我能修好它，等我一下，等我一下。 l Kids don’t say “wait”. 孩子们不说“等“。 l They say “wait up! Wait up!” 他们说等我一下，等我一下。 l Coz when you are little your life is up. 因为当你还小的时候，你的生活都在上面。 l Your future is up, everything you want is up. 你的未来在上面，你所要的一切都在上面。 l Wait up! Hold up! Shut up! 等一下，举起来，闭嘴～ l Momma, clean up! Let me stay up! 妈妈，打扫一下，让我晚点睡吧～ l Parents of course are just the opposite, everything is down. 父母当然刚好相反，一切都在下面。 l Just calm down, slow down! 冷静，慢一点～ l Come down here, sit down, put that down! 给我冷静，坐下，把那个放下～ l So again this curiosity, this looking up. 所以孩子们的这种好奇，这种寻找。 l This opening up is opposed to closing down that kids have. 这种开放的心态是与封闭相反的。 l This notion, this is what I hope will happen in this class. 我希望在本课程中会产生这种观念。 l The one real objective of education is to leave a man in the condition of continually asking questions. 教育的真正目的是让一个人可以连续发问。 l So here is a longitudinal study that was done by John Carter. 所以下面讲讲John Carter所作的纵向研究。 l John Carter, professor of leadership management of the business school across the river, came to Harvard in 1972, joined the faculty and started to follow Harvard class, MBA class of 1973 and followed them through 20years. John Carter是河对面的商学院的 领导管理学教授，1972年来到哈佛做了老师并开始关注哈佛的课程，从1973年起一直关注了20 年MBA课程。 l And what he was interested in was to find all the information he could about this class. 他想尽可能收集所有关于这门课的信息。 l What he found 20years later, early 90s when this study ended was these students were extremely successful or ex-students were extremely successful, students were extremely successful. 20年后，90年代初当这个研究结束时，他发现这些学生都极其成功，以 前的学生都极其成功，学生们都极其成功。 l Very wealthy, having a lot of impact whether it’s on the organizations, on the community. 非常有钱，有很大的影响力，不论是在组织上还是社会上。 l They did extremely well. 他们都做得极其好。 l But within the large group of highly successful Harvard MBAs. 但是在这群极其成功的 哈佛MBA里。 l He found a small group that was extraordinary successful, more successful than the rest of group whether in terms of income whether in terms of impact whether in terms of overall quality of life. 他发现有一部分人是格外成功的，比其他人要更成功，无论是在收入上 还是在影响力上抑或是在总体生活质量上。 l Extraordinary successful, what he wanted to identify was why—what distinguishes this small group from the rest of the pack, very successful, but not quite as successful as that small group. 格外的成功，他想弄明白其中的原因——这一小部分人和其他人有何分别， 其他人也非常成功，但没有那一小组人那么成功。 l And he found two things. 他只找出了两件事。 l It was not their IQs that made no difference whatsoever to their long-term success. 不是他们的智商，智商对他们长期成功的因素没有影响。 l It was not where they came from, pre-MBA, what they did had nothing to do with it. 不是他们在读MBA之前的出身，他们做的事和这一点关系都没有。 l Two and two things along mattered in terms of determining who will be the extraordinarily successful and the rest. 只有两件事会决定谁会成为格外成功的人和其余的人 上有关系。 l The first thing was the extraordinarily successful groups really believe in themselves, they thought they could do well. 第一是那部分人真的相信自己，他们认为自己能做好。 l They were driven, they were motivated. 他们有目的，他们有动力。 l And we’ll talk about it in future lecture as belief it self-fulfilling prophecies. 我们会在 下一次课程讲到自我实现的预言。 l They thought ”I’m going to make it, I’m going to succeed”. 他们认为我会做到，我会成 功。 l That’s the first thing, the sense of the confidence. 这是第一件事，自信。 l The second thing that he found was this group they were always asking questions—always asking questions. 他发现的第二件事是这部分人一直在问问题，一直在问 问题。 l Initially of their boss, later of their employees, of their partner, children, parents, friends. 最初是问他们的老板，后来是问他们的雇员，他们的搭档，孩子，父母，朋友。 l They were always asking questions. 他们一直在问问题。 l They were always at the state of curiosity. 他们一直处于好奇的状态。 l Always looking up, opening up, wanting to understand the world the more. 一直在寻 找，有开放的心态，想要更加了解世界。 l They didn’t say ”Now I have my MBA, that’s it, I know enough”. 他们没有说“我现在有 了MBA学位，就行了，我知道的够多了”。 l They were life-long learners. 他们是终身学习者。 l They were always asking questions. 他们一直在问问题。 l These two distinguishing characteristics account for the difference between the extraordinarily successful and those who were successful. 这两个区别性的特质导致了格外 成功和成功的人之间的差别。 l The question that has guided me whether it’s in writing the book, whether it’s in creating this class, whether it’s first and foremost my personal life is what I call “the question of the question” which is how can we help ourselves and others, individuals, communities and society become happier. 那个指引了我的问题，不论是写书还是开设这门 课，还是被我所称的“问题的问题”就是我们如何能帮助自己和他人，个人，群体和社会变得更幸福。 l Note that it is not about helping ourselves and others become happier, it is about become happier. 注意这不是关于帮助我们自己和他人变得幸福，而是关于变得更幸福。 l Why? Because many people ask me. 为什么,因为很多人问我。 l So Tal, are you happy? 那么Tal，你幸福吗, l And I can’t really answer that question; I don’t know what it means. 我真的不能回答那个问题，我不知道那是什么意思。 l How do I determine whether or not I am happy? 我如何判断自己是否幸福, l Is it compared to someone else? 是和别人比较, l Is there a certain point beyond which I become happy? 是不是存在一个点，超过之后就变幸福了, l Happiness is not a binary either or zero or one, either I’m happy or I’m unhappy. 幸福不是二进制的非此即彼，0或1，要么幸福要么不幸福。 l Happiness resides on a continuum. 幸福存在于一个连续统一体。 l So my answer to this question “am I happy?” 所以我对这个问题的回答——我幸福吗, l Is today I’m happier than I was 15years ago when I started focusing on this pursuit. 我今天是否比我15年前刚开始关注追求幸福时更幸福, l 15years from now I certainly hope to be happier than I am today. 15年后我当然希望自己能比今天幸福。 l Happiness is lifelong pursuit. 幸福是终身的追求。 l Hopefully this class is part of that pursuit, but just part. 希望本课程是这种追求的一部分，但只是一部分。 l You’ll not be happy at the end of class. 你们不会在课程结束时幸福。 l Hopefully you’ll be happier. 希望你们能比现在幸福。 l Cos many people sit here during the lectures on self-esteem, for example, or when we talk explicitly about happiness. 因为很多人坐在这听有关自尊的讲座时，比如或者当我们明确地讨论幸福时。 l They say, ”Wait, do I have self-esteem?”. 他们说，“等等，我的自尊心强吗,”。 l Thinking to themselves. 他们自己想到。 l Do I have high self-esteem or low self-esteem? Irrelevant. 我的自尊是较强的还是较弱的, l Impossible to answer also. 这也是没有意义，无法回答的。 l The question is “how can I improve my self-esteem?, my healthy self-esteem, not narcissism of course”. 问题是，我如何能提高我的自尊,我健康的自尊而当然不是自恋。 l How can I become happier? 我怎样才能变得幸福, l That’s an important question. 那是一个重要的问题。 l And this is the question of questions. 这是问题的问题。 l This class is not a survey of positive psychology. 本课程不是一个积极心理学的概论。 l If you want a survey on positive psychology. 如果你想要关于积极心理学的概论。 l I can recommend some excellent textbooks. 我可以推荐一些很不错的课本。 l Whether it’s by Lopez (Shane Lopez) or by Peterson (Chris Peterson). Lopez 或是Peterson的书。 l Great textbooks, There is also The Handbook of Positive Psychology which is a huge book with most what you want to know about this field. 很不错的课本，还有一本积极心理学手册，一本很厚的书，里面有这个领域大多数你想知道的内容。 l You can also use it in self-defense, very useful in that respect. 你也可以用它自卫，自卫非常管用。 l But a wonderful book, very well-written, very accessible in the spirit of positive psychology. 但是很棒的书，写得非常好，让人很容易里面积极心理学。 l But this is not that, this is not the survey of positive psychology. 但这里讲的不是那些，不是积极心理学概论。 l What it is is a selective exploration of the question of the questions. 而是对问题中的问题的选择性探索。 l In that way, it is eclectic. 从那个角度讲，它是折中的。 l My background is in psychology and philosophy. 我的背景是心理学和哲学。 l I studied organizational behavior. 我学了组织行为学。 l I worked as a consultant in business for a few years, still do some work there. 我做过几年商业顾问，仍然还做一些这方面的工作。 l I worked in the field of education, doing a lot of work in field of education. 我在教育领域工作过，在教育领域内做过很多工作。 l And I take from all these areas. 我从所有这些领域中吸取内容。 l I also draw on not just from positive psychology; I draw on clinical psychology in this class. 我还不只是从积极心理学中吸取内容，我把临床心理学的内容融入这个课程中。 l I draw on cognitive psychology, social psychology and so on. 我融入了认知心理学，社 会心理学等等内容。 l It is eclectic class. 这是一个折中的课程。 l Because my questions. 因为我的问题。 l My guiding question was “what would contribute to happiness?”. 我的引导性问题是什 么会对幸福有贡献。 l And if something within psychopathology I thought could contribute to our wellbeing. 如果我认为精神病理学的内容能对我们的幸福有贡献。 l I took that and used that. 我会吸取并利用之。 l And if something from the field of consulting in organizational behavior could contribute that became part of the class as much as I could fit in of course in one semester. 而如果一些有关组织行为学的咨询领域的东西有用的话，那也会成为本课程的一部分， 只要能在一个学期内讲完。 l So the class is eclectic. 所以本课程是折中的。 l The class is not cross-cultural. 本课程不是跨文化交流。 l I will bring in ideas from eastern thought. 我会引进一些东方思想的观点。 l I lived in Asia for a few years; I worked there, studied and continue to study the eastern philosophies and psychologies. 我在亚洲住过几年，我在那工作，持续研究东方哲学 和心理学。 l But my train primarily is in western psychology and the focus of the class will be that. 但我的专业主要是在西方心理学上，而课程的重点将会是西方心理学。 l However that doesn’t mean that positive psychology doesn’t apply to people from different places in the world. 但是那并不意味着积极心理学不适用于世界上其他地方的人。 l There was recently a meeting between senior scientists psychology from the west. 最 近有一场高资历科学家之间的会议，来自西方的心理学家。 l People like Paul Ekman, Richard Davidson, some of the most important minds in the field of psychology, meeting with the DLLM and some of his monks. 像Paul Ekman和 Richard Davidson，这些在心理学领域内最重要的人物，和DLLM还有他的一些僧侣进行会谈。 l They were talking about the future of psychology, about the research, and how can you research meditation and so on. 他们谈论了心理学的未来研究，还有如何进行冥想等等。 l And one of the things they were talking a lot about is the cultural difference. 而他们 谈论最多的话题之一就是文化差异。 l And when that came up, the DLLM suddenly seemed uneasy. 当提到这个问题时，DLLM 突然好像不舒服。 l And when Daniel Goleman who was writing about this whole event and it was hold in India asked him what’s wrong. 当记录整个会议的Daniel Goleman，会议是在印度开的，问 他怎么了。 l DLLM said that he was not comfortable with talking and emphasizing so much cultural difference. DLLM说他不是因为谈到并强调文化差异而不舒服。 l You can say many things about DLLM. 对DLLM你可以有很多评价。 l One thing you cannon say about him is that he’s culturally insensitive. 但你不能说他 在文化方面不敏感。 l Arguably one of the most sensitive people alive. 他可以说是还在世的最敏感的人之一。 l And yet he said we are focusing too much on cultural difference. 然而他说，我们对文 化差异的关注太多了。 l And he added not because there are no cultural differences. 他补充道不是因为没有文 化差异。 l Of course they are and they are important. 当然有而且很重要。 l But there are many more similarities than differences. 但文化共同性要比差异多。 l And we shouldn’t ignore those similarities. 而我们不应该无视这些共同性。 l Daniel Goleman about the DLLM. Daniel Goleman如此评价DLLM。 l We were a little bit surprised by the DLLM’s seeming resistance to the notion of cultural differences. 我们有点惊讶于DLLM这种表面上的对文化差异概念的抵触。 l So I am willing to introduce these ideas but A because it is not my training and people who are focusing on cultural differences will do a much better job than I do. 所以我想 介绍这些观点，但是首先因为这不是我的专业，研究文化差异的人会比我做的更好。 l And second, because what I hope to look into is the universal, things are common across cultures. 其次，因为我所希望研究的是普遍事物，不同文化中普遍的东西。 l So we’ll study research in this area but even more than that. 所以我们会在这方面进行 研究，但不只是这样。 l We’ll become even more particular than just talking about psychology in this part of the world. 我们的讨论比这部分心理学更具体。 l We’ll study yourselves. 我们将会研究你们自己。 l We are going to go that particular. 我们会如此具体。 l Now why? When I put this class together, I didn’t think to myself. 为什么,当我开这 么课程时，我自己没有想过。 l OK, so what are the things that I need to introduce in order to please the participants in the class, the students? 好的，我需要介绍些什么东西以便能取悦课程的参与者，这些学生 呢。 l That’ not what I thought. 那不是我所想的。 l What I thought about was “what was the class that I would have wanted to take as an undergraduate here”? 我所想的是如果我是个本科生，会想上什么课, l What would help me become happier if I were sitting there? 如果我坐在这，什么能让 我更幸福, l In other words, thinking from my perspective from very personal perspective. 换言 之，从我的观点，我非常个人的观点出发。 l In this class, I am going to encourage you. 在我们的课上，我会鼓励你们。 l Of course you’ll look at research and read research about other people about large sample sizes. 当然你们可以看和阅读关于别人的研究，有大量的样本。 l But I’m going to encourage you more than anything to look inside yourselves, to study yourselves. 但最主要的，我会鼓励你们去看自己的内心，去研究自己。 l Whether it’s through response papers that will be due weekly starting in 2 weeks. 无 论是通过两周后开始的每周一次的课后论文。 l Whether it’s in your final project that will be a presentation that you won’t have to give but you’ll have to write out. 还是你们最后的演示作业，你们不用做演示但要写出来。 l A presentation about your favorite topic or the topic that matters most to you. 关于 你敢兴趣的话题或者对你来说最重要的话题。 l Whether it’s in sections that you’ll be talking about how I can apply these ideas to my life. 还是关于如何能把这些观点应用于我的生活。 l The time-ins are about thinking about how can I take in the ideas and use them. 联 系时间时关于如何接受和利用一些观点。 l It’s about studying ourselves. 是关于研究我们自己。 l Because as Carl Rogers says. 因为正如Carl Rogers所说。 l What is most personal is most general. 越是个人的东西越普遍。 l And as Maslow adds. 正如Maslow所补充。 l We must remember that knowledge of one’s own deep nature is also simultaneously knowledge of human nature in general. 我们必须记住对一个人深层本性的认识，同时也是对 普遍人类本性的认识。 l When we understand ourselves better. 当我们更了解自己时。 l When we identify ourselves. 当我们认识到自己时。 l We are better able to identify with others. 我们就更能认识他人。 l In fact, this is in many ways the source of empathy, of the healthy empathy. 事实上， 从许多方面说这是有益移情的来源。 l And there are some studies showing that people who know themselves, who study themselves, who are self-reflective display less egregious behavior, less immoral behavior toward others. 有些研究表明了解自己的人、研究自己的人、反思自己的人对别人做出 过分的事情、不道德的行为会相对较少。 l Behavior that would fall under say, racism. 那种比如说种族歧视的行为。 l And it’s counter-intuitive to some extent. 在一定程度上这是反直觉的。 l Wait, don’t you first need to study the other so that you can be more sensitive to others? 等等，你难道不要首先研究别人才能对别人更敏感吗? l Yes, that too, but it’s not enough. 是的，那也需要，不过还不够。 l It’s important to also study ourselves. 研究我们自己也很重要。 l Because when we see our deep nature. 因为当我们看到自己的深层本性时。 l What we encounter there is actually part of the universal nature. 我们看到的是部分普 遍的本性。 l The similarities among us all, regardless of where we are from. 我们所有人之间的共性， 不管我们来自哪里。 l And this was what DLLM was talking about, not stop cross-culture, do it, important, but the same time, not ignore the self, not ignore the universal within each one of us. 而这就是DLLM所说的，不是组织跨文化研究，去做吧，很重要，但同时，不要忽略自己，不要忽 略我们每一个人身上的普遍性。 l C.S Lewis, “There is one thing and only one in the whole universe which we know about that we could learn from external observation, that one thing is ourselves”. C.S Lewis说，整个宇宙中有且只有一件我们知道我们可以从外部观察中学习到的事，那就是我们自己。 l We have, so to speak, inside information, we are in the know. 我没有，可以说是，内 在的信息，我们是知道的。 l Now there are of course biases when we study ourselves, which is why it’s not enough to just study the self. 当我们研究自己时当然会有偏颇，这就是为什么只研究自己是不 够的。 l It’s important to counter it, to add to it, academic work, studying others. 要克服这个 问题，把学术工作，研究他人融入进去很重要。 l That’s why we’ll do some research or study research as well as do some search, searching inside us. 那就是为什么我们除了探究我们的内心外，也会做一些研究或者调查研究。 l Both are important. 两者并重。 l We shouldn’t, just because there are biases and mistakes that potentially can be made. 我们不应该只是因为会有潜在的偏颇和错误。 l It doesn’t mean we need to throw out the baby with the bath water and stop studying ourselves. 这并不意味着我们要因噎废食，停止研究自己。 l So we’ll do that or rather you’ll do that probably more than any other class on campus. 所以我们会，更准确地说是你们会这样做比学校里的其他课程做得更多。 l Finally this may be news to you. 最后这个可能对你们来说有些新。 l But this is not English 10A or Math 55. 但这不是10A号英语课和55号数学课。 l Meaning you will not have to read as much as you will read for 10A or for a history class. 就是说你不用像10A号课或者历史课那样做大量的阅读。 l And this class is not as difficult as Math 55 so you rest. 也不像55号数学课一样难，所以你们可以轻松些。 l I’m sure there are some people here who took the class. 我相信这有些人上过这门课。 l This class at the same time is about rigorous fun. 本课程同时是一种严格的乐趣。 l Fun…Because it’s fun to study ourselves. 乐趣……因为研究我们自己很有意思。 l Sometimes it hurts and sometimes we see that we may not like. 有时会让我们受伤有时我们看到一些我们不愿意看到的东西。 l But overall it’s fun, it’s interesting. 但总的来说还是有趣的，很有意思。 l And at the same time it’s rigorous, based on research. 同时又是严格的，以研究为基础。 l Now many of the ideas that you’ll encounter in this class are very simple, very accessible, common sense. 你们将在本课程中遇到的许多观点都很简单，很容易理解，常识。 l However they are simple, not simplistic. 但它们是简单，不是过分简单化。 l And here is the difference. 这两者是有区别的。 l Oliver Wendell Holmes, this court is attributed to him not 100% sure it’s this—said. Oliver Wendell Holmes，这个报告厅就是他捐建的，但不能完全确定是他所有的——说过。 l I would not give a fig for the simplicity on this side of complexity. 我不会认为与复杂性一致的简单性是微不足道的。 l But I would give my life for the simplicity on the other side of complexity. 但我会把我的一生用来研究与复杂性相对的简单性。 l What Holmes means here is that he doesn’t care about just simplicity, easy, off-the-cuff, whimsical ideas. Holmes这里的意思是他关心的不只是简单性、简单的、随意的、难以预料的想法。 l What he does care about through is the simplicity that comes after. 而他所关心的是之后的简单性。 l We have chewed the idea after we have digested it, after we have thought about it. 我们深思了这个观点在我们吸收了它之后，在我们考虑过它之后。 l Ideas that have been worked on. 那些我们所研究的观点。 l And if on the other side of complexity we can read simplicity and common sense, that’s great. 而如果与复杂性相反，我们能看出简单性和常识，那就很好。 l That’s what he’s interested in. 那是他所感兴趣的。 l That is also positive psychology researchers that we’ll discuss throughout the semester are interested in. 那也是我们整个学期要讨论的积极心理学研究者所感兴趣的。 l The simplicity on the other side of complexity. 与复杂性相对的简单性。 l And there is a very big difference between these two simplicities. 这两种简单性之间有 很大的区别。 l Even though on the face of it, they may at times look similar. 尽管乍看起来，它们有 时也许是相似的。 l What this class requires is a very different kind of effort. 本课程需要的是一种非常不同 的努力。 l A very different kind of effort to other class. 与别的课程非常不同的努力。 l Again it doesn’t require the effort that you’ll need in 55 or in English 10A. 又一次， 它不需要你像55号课和10A号英语课那样的努力。 l The kind of effort that it does require is the effort of application, of applying into your life, of introducing behavioral actual change to your life. 它所需要的努力是一种应用的努 力，努力把它应用到你的生活里，努力把行为的实际改变带入你的生活。 l And before we go into some of the technicalities of the class such as syllabus. 在我 们开始讲本课程的一些细节比如教学大纲之前。 l I want to end with a story about Peter Drucker. 我想先讲一个关于Peter Drucker的故 事。 l Peter Drucker, who I quoted earlier, father of study of management in modern times. Peter Drucker，我之前引用过他的话，是现代管理学研究之父。 l Peter Drucker lived to the grand old age of 94, passed away just a couple of years ago. Peter Drucker享年94岁，是几年前过世的。 l Toward the end of his life while he was still 100% lucid. 在他生命的最后，当他头脑还 百分比清醒时。 l It was more difficult for him to be mobile and to go into organizations. 活动和参加组 织活动对他来说更加困难了。 l So what he did was invite people who wanted consulting from him, wanted to learn from him to come to his home. 于是他邀请想咨询他问题的人，想跟他学习的人来他家。 l And he had Presidents, Premier Ministers of countries. 有国家总统，总理。 l He had CEOs of Fortune 500 companies coming spend the weekend with him. 财富500强公司的CEO和他一起过周末。 l And on Friday, this was how we started with every session with every world leader. 而在星期五，每一次聚会都是这样开始的，对每一个世界级领袖。 l Whether in business, whether in non-for-profit, whether in politics. 无论是商界的，非盈利机构的，还是政界的。 l He would say to them the following. 他都会对他们说如下的一番话。 l On Monday I don’t want you to call me up and then tell me how wonderful it was. 星期一我不想听到你们说有多美好。 l Meaning how wonderful the weekend was. 意思是这个周末有多好。 l On Monday I want you to call me up and tell me what you are doing differently. 星期一我想听到你们跟我说，你们做了些什么改变。 l At the end of the semester or at the end of the lecture. 在这个学期结束后或者在这个讲座结束之后。 l If you enjoyed it. 如果你们喜欢它。 l By all means tell me that enjoyed it, that you had fun. 务必告诉我你们喜欢，你们获得了乐趣。 l But more important, it is what you are doing differently. 但更重要的是你们所做的改变是什么。 l How this has an impact on your life and that takes effort. 这对你们的生活有怎样的影响而那需要我们的努力。 l We are going to spend a whole week talking just about change. 我们将用一周的时间讲改变。 l Nothing directly related to positive psychology. 和积极心理学一点直接的关系也没有。 l Just about change. 只是讲改变。 l Because it is so difficult to change. 因为改变是那么难。 l Because we know most organizational change fails because we know more individual change fails. 因为我们知道大多数组织上的改变都失败了，因为我们知道更多的个人改变失败了。 l Unless we introduce behavioral change along with our cognitive and emotional change. 除非我们引入行为上的改变的同时引入认知上和情绪上的改变。 l Affect and cognitive is not enough, behavior has to be there as well. 影响和认知还不够，还必须有行为。 l What you are doing differently. 你所做的改变。 l To do things differently very often takes courage. 经常用不同的方式做事需要勇气。 l Some of your response papers that you’ll hand in—None of them are graded, they are all just graded “passed/failed”. 一些你们要交上来的课后论文，都不会被打分，都只会有“及格和不及格”。 l You’ll have to hand them in and then you’ll pass. 你们必须交论文，然后你们就及格了。 l But some of them may be the most difficult papers that you’ve written here. 但一些也许是你所写过的最困难的论文。 l For some they’ll be the easiest. 有一些会是最简单的。 l And things will just flow out. 很自然地就能写出来。 l That’s about introducing change. 那就是关于引入改变。 l That’s about reflecting. 那就是关于反思。 l That’s about taking time-in. 那就是关于花时间接受。 l That’s about chipping away the excess stone. 那就是关于凿掉多余的石头。 l And it can only be done through this kind of effort. 而这只能通过这种努力而实现。 l So if you really want class to make a difference in your life, it’s up to you. 所以如果你真的想通过这门课来改变生活，一切取决于你。 l I’m going to introduce to you the material. 我将会给你们介绍材料。 l I’m going to introduce to you this wonderful new field of positive psychology. 我将会给你们介绍这个积极心理学的精彩的新领域。 l What is up to you is to then take it and apply it. 而取决于你们的就是接收并应用它。 l I want to talk a little about the syllabus and the requirements. 我想谈一下教学大纲及要求。 l And I’ll give you a little time for questions. 我会给你们一点时间去问问题。 l But before I do that. 但在这之前。 l I would also like to welcome. 我也想对。 l I know that some of you are watching this from home to the extension school students. 我知道你们中的有些人正在家里看这堂课，对进修学校的同学们表示欢迎。 l It’s wonderful to have you here. 很高兴你们能听我的课。 l Do come and visit once a while. 有空过来看看。 l And you’ll be working with obviously part of this class. 而你们将显然参与到我们的课程中来。 l But also with Deb Levy who is the. 但也可以找Deb Levy。 l They had teaching fellow for the extension school. 他是进修学校的助教。 l They had teaching fellow for the FAS class is Sean Achor. Sean Achor是文理学院的助教。 l And I’d like just to invite him for just a few words. 我想请他来说几句话。 l Just introduce himself to you. 向你们做个自我介绍。 l And you’ll be introduced to other TFs we have. 而你们会被介绍给我们的其他助教。 l We have an amazing team this year. 我们今年有只很棒的团队。 l This is Sean. 这就是Sean。 l Hey, good morning. 大家早上好。 l Can you guys hear me? 能听到我吗, l Can you hear me now? Great. 现在能听到吗,很好。 l This is absolutely honored to be back teaching positive psychology again.能回来再次为积极心理学做助教非常荣幸。 l Tal is too humble. Tal 太谦虚了。 l This is not only extraordinary that he is sharing his time with us. 很荣幸他能给我们上课。 l But he’s actually moved here back. 他还把家搬来了。 l Moved his family back from Israel for the entire semester. 把家从以色列搬到这一整个学期。 l His wife and his two little children just so he can teach this class with us. 包括他的妻子和他的两个孩子只是为了能和我们一起教这门课。 l And this is absolutely an extraordinary opportunity for us to share this moment with them. 对我们来说能和他们一起共事是个极好的机会。 l And I’m really excited about it. 我真的很激动。 l Last time we taught this class. 上一次我们教这门课时。 l We did a survey to find out what types of people were sitting in this room. 我们做了调查看看坐在这上课的都是什么类型的人。 l They are just like yourselves. 他们就像你们一样。 l And find out why you’ll be taking this class. 看看为什么你们会上这门课。 l Coz the comment that we get so often about this class is why would Harvard students possibly be unhappy? 因为我们得到的关于这门课的评价常常是为什么哈佛的学生会不幸福。 l What do they have to be unhappy about? 他们有什么可不快乐的, l They thought everyone who’d be taking this class would be taking it because they are already really happy. 他们认为每个上这门课的人会上这门课是因为他们已经很幸福了。 l And they want to study about how amazing they are. 他们想研究自己到底有多棒。 l And they’d like to learn things that they can tell the roommates so clearly that laugh themselves. 他们想学一些能明白告诉室友他们得意的东西。 l But it turns out actually over a third of people who took this class last year took the class because they felt depressed. 但是结果是去年有超过三分之一的人选这门课是因为他们感觉抑郁。 l And they were trying to learn about the research about positive psychology. 他们想学习积极心理学。 l And another third because they wanted to learn more about optimism. 还有三分之一是因为他们想学会乐观。 l Another third did it for completely different reasons. 另外三分之一的原因则完全不同。 l I think, Additional third this year did it because Tal was on the Jon Stewart Daily Show. 我想今年还有三分之一的人选这门课是因为Tal上了Jon Stewart的Daily Show。 l So I am absolutely thrilled about this class. 我很喜欢这门课。 l They syllabus which Tal is about to tell you about is… Tal 要告诉你们的教学大纲是。 l Actually we learned a couple of other things about you guys. 其实我们了解你们的一些其他事。 l Did you know that of people who take positive psychology 75% of you are officers of club? 你不知不知道选了积极心理学的人中有75%的人是俱乐部的干部。 l 35% of you are the highest ranking officers of club. 35%是俱乐部的高层干部。 l Which means that you think there are about 2000 clubs at Harvard. 这意味着你认为哈佛有大约2000个俱乐部。 l You are in club of three, and you happen to be the president. 你在一个只有3个人的俱乐部里，又恰好是主席。 l We learned other reasons why you are not happy. 我们了解到你们不快乐的其他原因。 l We learned that the average number of romantic relationships for people to take positive psychology in 4 years is between zero and one. 我们了解到上积极心理学课的人在4年里恋爱次数的平均数在0和1之间。 l Zero and one. 0和1之间。 l No, I don’t believe it, don’t leave. 不～我不信，不要走。 l But that was before taking positive psychology class.—That was before taking the class. 但那是在上积极心理学课之前——是在上课之前。 l We are going to test you afterwards. 我们之后会调查一下你们。 l The average number of sexual partners is between zero and 0.5. 性伴侣数目的平均数是在0到0.5之间。 l I have no idea what .5 sexual partners is. 我实在不知道0.5个性伴侣是什么。 l This class is going to be amazing. 这门课程将会很棒。 l It was amazing in the past and Tal we actually have extraordinary teaching staff here with us. 它过去就很棒，而且我们有一个很出色的教学团队。 l It’s a large teaching staff. 很大的教学团队。 l And Tal has actually already given us home works. Tal 实际上已经给我们布置了作业。 l So the teachers are going to be learning not only the material you are doing and talk you about which the experts that. 所以老师们不仅要学你们学的那些材料和你们讨论专业的内容。 l But learning how to be better teachers. 还要学习如何成为更好的老师。 l He’s given us books to read. 他给了我们要读的书。 l He’s actually given us assignment. 他事实上给我们布置了任务。 l It’s a big extraordinary class in that sense. 从那个意义上说这是个很特别的课程。 l In terms of the syllabus, it’s going to be online. 至于教学大纲，网上会有。 l Tal just described now we’ve decided to go green. Tal说现在我们决定要环保。 l So no trees are in making of this class except the large auditorium made of wood. 所以这门课程中不能使用树木制品，除了这个木制的大礼堂。 l Sections—we are going to try sections online next weekend. 我们下周会在网上分组。 l So we are going to get the numbers on Wednesday. 所以我们星期三会知道有多少分组。 l On following weekend we will be doing sectioning that gives you a very short of turnaround time. 下个周末我们会做分组任务，给你们的周转时间就非常少了。 l But that way you can give me Monday to change your section if you need to which I hope you won’t. 如果需要的话，你们可以在周一换组，虽然我不希望你们改。 l And sections will start the following week. 分组会在下一个星期开始。 l Thank you very much, if you have any questions, sends me an email. 非常感谢，如果还有什么问题，给我发邮件。 l OK, so… 好的，那么…… l I think I don’t need to explain to you. 我想我不需要跟你们解释。 l Why there is one lecture in the semester that I don’t teach and Sean will teach it. 为什么这学期有一节课不是我教而是Sean教的。 l And that is the lecture on humor. 而那节是讲幽默的。 l Figure out why yourselves. 你们自己想想为什么。 l I do think you’ll have to walk and talk if you are teaching something. 我确实认为如果你想教什么你就必须擅长。 l The syllabus. 教学大纲。 l The class, is to introduce you to my thinking about the class is what I call it integrated class. 本课程，是像你介绍我关于这门课程的想法的，是我所谓的整体的课程。 l What that means is that integrated vertically as well as horizontally. 就是指纵向的整体和横向的整体。 l Vertically means that every class connected to the next class is connected to every class throughout the semester around a spiral. 纵向意味着每一节课都和下一节课有关系，和整个学期内的每一节课都有关系，呈一个螺旋状。 l So what we’ll talk about next week. 所以我们下周所讲的内容。 l We’ll revisit it again in lesson 7, lesson 17 and lesson 24. 我们将在第7课，第17课和第24课里再回顾一遍。 l Everything is interconnected on the higher level on a spiral. 所有内容在一个更高的水平上呈螺旋状互相联系。 l In other words will lead to deep understanding and hopefully assimilation of the material. 换言之，会带来深刻的理解和我所希望的对材料的吸收。 l So it’s vertically interconnected. 所以是纵向相互联系的。 l It’s also horizontally interconnected. 同样也是横向相互联系的。 l That means every part of the class reinforces and influences the other part. 就是说课程中的每一部分都强调并影响另一部分。 l The lectures, not enough, you’ll get a lot more in sections. 上课还不够，你们在分组作业里面将收获更多。 l Sections are mandatory. 分组作业是强制的。 l You’ll do a lot of work in your sections very much related to your response papers. 你们要在你们的分组里做大量和你课后论文相关的工作。 l That many students claim the most important part of the class. 许多学生说这是本课程最重要的部分。 l Because that’s where you get the time-in. 因为这样你们才有了练习时间。 l That’s when you really get to chip away. 这个你们真正开始凿掉的时候。 l Very much connected to the final project. 和期末的大作业有很大的关系。 l The final project is a presentation that you’ll write out. 期末作业是一个演示稿。 l You don’t actually give it but give it to a couple of friends just to get feedback. 你们不用阵的做演示，但要向几个朋友演示以及获得反馈。 l Not graded on that part. 那部分不计分。 l The final project is graded as a final paper but just what you hand in what you submit. 期末作业是以期末论文计分的，但只是你们教上来的，你们提交的那份。 l And the reason why there is a final paper because the best way which is like a presentation. 为什么写期末论文是因为像演示那样的最好的方式。 l Because the best way to learn is to teach. 因为最好的学习方式是教。 l And you’ll be teaching these materials to other people—any material that you are interested in in your presentation. 你们将把这些材料教给别人，任何在你的陈述中你所感兴趣的内容。 l So the readings very much connected and take you to the next level of understanding and assimilations. 那么阅读非常有关系，会把你们带到理解和吸收的另一个水平的高度。 l So any questions before I finish up? Any questions from you? 在我讲完之前有问题吗,你们有什么要问的吗, l Alright, so let me just say—one second finishing words. 好了，那就让我说最后一秒钟结束语。 l I am very excited to be back here. 对于能回到这里我感到非常激动。 l My families are very excited to be back here. 我的家人对于回到这里也非常激动。 l Looking forward to a meaningful, pleasurable, enjoyable and happier semester with you. 期望能和你们共度一个有意义的，愉快的，令人享受的和更加幸福的学期。 , l Thank you. 谢谢。