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未来的教师
导语：从“教”师到“导”师——今天，他们的职业正在发生重大转变。他们不再只是知识的传递者，而是学习的设计师。他们是触发者、协助者，是促进者、引导者。未来的教师是什么样？我们应该怎样重新界定他们的职能、重新想象他们的角色？
阿兰·米歇尔
欧洲教育与社会政策研究所科学顾问
玛丽·高登
同理心之根课堂计划创始人兼校长
戴尔·斯蒂芬斯
（UnCollege）创始人
苏伽特﹒米特拉
英国纽卡斯尔大学教育、交流与语言科学学院教育技术教授
Strengthen Teaching by Improving Professional Mobility
通过提高流动性来加强教学
The teaching profession, as we have known it, is obsolete. Certainly, we need to rethink teachers’ roles.  But we also need to take a fresh look at why people want to teach.  Indeed, fewer and fewer people want to become teachers.  Many of those who do enter the profession leave it within a few years.
众所周知，教师职业已经过时。我们当然需要反思教师的角色，但也需要重新审视人们希望从事教育工作的原因。实际上，愿意当老师的人越来越少，很多人踏进了这个门槛，不出几年又纷纷转行。
There is already a shortage of qualified teachers in many countries and this trend is likely to intensify. Some think that we can address teacher shortages by providing more ICT-based learning and edutainment. While this may be appropriate, for older learners in higher education and training programs, at least to a certain extent, it is certainly not a solution for younger learners in primary and secondary school.  Teachers have a crucial role to play in supporting these young learners as they develop their social skills and start to engage more actively in their communities.
很多国家已经出现合格教师资源短缺的情况，而且形势愈发严峻。有些人认为，通过提供更多基于信息通信技术的学习活动和教育游戏，我们就可以解决这个问题。至少在某种程度上，这个方案或许适合正在接受高等教育或参加培训项目的年长学习者；但它并不适用于比较年幼的中小学生。在他们发展社会技能，并开始积极参与集体活动的过程中，教师发挥着关键的支持作用。
Indeed, in many ways our expectations of teachers and schools are greater than ever. Teachers are expected to do more to personalize learning in order to meet diverse learner needs. They are also asked to develop new approaches to assessment, to support active student learning, to keep up to date with developments in their fields, and to integrate new technologies. As a result, most countries are exploring policy options for strengthening teacher qualifications. International organizations such as UNESCO, the OECD and the European Commission have also undertaken studies on how to attract new teachers while also raising the bar for professional qualification.  The growing international consensus that teachers should have a Master of Education degree is a significant example of this trend.
在许多方面，我们对老师和学校的期望的确比以往任何时候都要高。为了满足不同学习者的需求，老师要付出更多努力以实现个性化教学，还要开发新的评估方法、提高学生学习的积极性，与时俱进、紧跟专业领域的发展脚步，同时拥抱新技术。因此，大多数国家都在探索强化教师任职资格的政策选择。联合国教科文组织（UNESCO）、经济合作与发展组织（OECD）和欧盟委员会等国际组织也积极开展研究，探索怎样在提高专业资格门槛的同时吸引新的师资力量。国际各方日渐达成共识：教师应具备教育硕士学历，这就是该趋势的重要例证。
A few obvious factors are likely to have an impact on the attractiveness of the profession, such as salary level and working conditions. In some countries, the relatively low salary of teachers, particularly in comparison to other professions requiring an equivalent level of qualification, has lowered teachers’ social status.
有几个显而易见的因素可能会影响教师职业的吸引力，如薪酬水平和工作条件。在有些国家，教师的薪水相对较低，尤其是和其他要求具备同等资历的职业相比，这种反差降低了教师的社会地位。
A recent study by the European Institute of Education and Social Policy (EIESP) found that there are many additional factors that play a significant role in decisions to enter and stay in the teaching profession. For example, initial teacher education, early-career support and professional development are particularly important. Over the last decade, the declining social prestige and negative image of the profession portrayed in the media appears to have had a big impact on the attractiveness of the profession in many countries. 
欧洲教育与社会政策研究所最近的一项研究发现，许多附加因素对教师队伍新人的加入和稳定发挥着至关重要的作用，例如，职前教师教育、青年教师扶持培养和职业发展机制都尤为重要。过去十年，很多国家教师职业的社会声望日趋下降，媒体对教师形象的负面刻画貌似对该职业的吸引力产生了巨大影响。
But there is another factor likely to improve the attractiveness of the teaching profession which may at first glance look like a paradox. Despite the fact that most people who decide to enter the teaching profession do so for altruistic reasons – teaching as a vocation – the limited opportunities to leave teaching for another profession may be a significant obstacle. In most countries, support for mobility within and beyond the teaching profession is very rare.
不过，另一个因素也许会提升教师职业的吸引力，只是初看上去似乎有些自相矛盾。尽管大部分决定当老师的人都是出于无私，视教师为神圣的天职，但是另谋他业的机会有限也许正是教师职业缺乏吸引力的一个重要障碍。大多数国家对教师队伍内部的流动和教师转行的支持非常少。
Real opportunities for teachers to take on new responsibilities during the course of their careers may also be an important factor in attracting top graduates.  This is particularly the case in countries where the teaching profession does not have much social prestige. Conversely, it is important to attract professionals who wish to become teachers after they have worked in some other field. Their real-world experience is extremely valuable.
Indeed, an important goal of education is to prepare students for working life by helping them to acquire basic competences and skills they will need to adapt to a fast-changing world. Teachers who have had previous professional experience in business or public administration are particularly well equipped to prepare young learners to navigate the multiple changes they are likely to experience in their lifetimes.
让教师真正拥有在职业生涯中转行的机会：这或许也是吸引优秀毕业生的重要因素，尤其是在教师职业社会声望不足的国家。相反地，这对吸引曾在其他领域工作、现想转行当老师的专业人才来说也很重要，他们的工作阅历和经验是一笔极其宝贵的财富。现实世界日新月异，帮助学生培养适应快节奏社会的基本能力和技能，为今后的工作和生活打好基础是教育的重要目标。拥有商业或公共管理经验的老师非常有助于指导学生如何为应对人生中可能遇到的各种变化做好准备。
Some countries are already doing more to facilitate this kind of teacher mobility.  For example, according to the Training and Development Agency for Schools in England, between 2009 and 2010, the number of career changers applying for teacher training rose by 35%, thus representing about 30% of the total number of new applicants.
一些国家已经采取多项措施，促进教师的流动性。例如，英格兰学校培训与发展局的数据显示，2009年至2010年间，申请参加教师培训的转行者增加了35%，占新申请总人数的30%。
In other words, a significant way of increasing the number of qualified teachers who will be able to meet ever-higher expectations, is to increase their opportunities to move between the teaching and other professions.
换言之，增强能够满足更高期望的合格师资力量的一个重要方式，就是增加教师职业与其他职业之间的流动机会。
原文来自于WISE官方网站：www.wise-qatar.org
The Best Teachers Provide Love and Guidance
最好的老师给予爱和指导
If Clayton Christensen is right in his prediction that by 2019 more than 50 percent of classroom education will be individualized and computer based, we need to ensure that children’s emotional needs are also being met. The landscape of childhood has changed dramatically but the emotional needs of children remain as ever. They need love guidance and a sense of security. 
克莱顿·克里斯坦森（Clayton Christensen）曾预言：到2019年，超过一半的课堂教育将以计算机为基础，实现个性化教学。如果他是对的，那么我们要确保孩子的情感需求也能得到满足。孩子们生活的时代发生了巨大的变化，但是儿童对情感的需求一如以往。他们需要爱、指导和安全感。
Technology and teachers are not in competition with one another – they are complementary. Empathy does not come through a screen, it is only developed experientially. John Hattie speaks to the non-rule based complex way students need to develop – ways that computers do not take over easily. We are drowning in information yet experiencing a famine of wisdom.
科技与教师并不是互相竞争的关系，而是互为补充。同理心的培养无法对着电脑屏幕实现，只能通过实践来开发。约翰·海蒂（John Hattie）认为学生需要以不基于规则的复杂方式来培养能力，这是电脑无法轻易取代的。我们沉浸在信息的海洋，智慧却严重匮乏。
I would place empathy at the top of the list of 21st century skills.  It is the ultimate human trait.
我认为同理心是21世纪学生应具备的首要技能，它是人类最基本的特征。
So what is it that students need to be successful? Children need feedback from the adults in their universe in order to thrive.  This is especially true for younger children who learn through relationships.  In the brains of young children, the regions of cognition and emotion are so inextricably linked that one cannot tease apart thinking from feeling.  In other words, when a child’s feelings are not well managed, thinking can be impaired. 
Teachers of young children are increasingly being trained in neuroscience so that they can appreciate how learning happens. Parents, the child’s first and most indelible teachers, are also increasingly aware that the emotional environment in which a child lives plays a significant role in brain development.
要取得成功，学生们需要什么？孩子需要从周围大人那里获得反馈从而茁壮成长，对于通过人际交往进行学习的年纪较小的孩子来说更是如此。在幼儿的大脑中，认知区域和情感区域密不可分，思维与情感不能孤立于彼此而存在，换句话说，如果孩子的情感没有管理好，那么思维也会受影响。幼儿教师正在不断加强神经科学知识的培训，以便能够理解学习的发生过程。父母是孩子的第一任教师，也是孩子的终身教师；他们也越来越意识到儿童所处的情感环境对大脑发育的重要作用。
Teachers, through their feedback, help students deal with mistakes and any perceived failures.   In our fast-paced, success-oriented culture it is important for children to learn to deal with disappointment and failure. The teacher is on the spot to encourage, to acknowledge effort, and more importantly, to see the person that the student/child is.   We all remember the teacher who turned us on to learning, generally, or in a particular subject area. This special teacher may not have been unique in his or her teaching talents but most assuredly was empathic and able to see and appreciate us.  Having interaction with a teacher versus a computer allows a child to feel seen, understood and appreciated.  Teachers are coaches and can create a love of learning and pathways through difficulties because they care.  The ethic of care in education is ignored at our peril.  Teaching is now more about the learner than the curriculum and teacher preparation is increasingly including social and emotional learning and the importance of empathy.
老师通过反馈来帮助学生应对错误和失败。在这个以成功为导向的快节奏社会中，学习如何应对失望和失败对孩子来说非常重要。老师有责任鼓励学生、认可他们付出的努力，更重要的是了解他们是什么样的人。我们都记得那个曾让我们对学习本身或对某个学科产生兴趣的老师，他可能并没有出类拔萃的教学才华，但是一定善于进入并了解我们的内心世界，能够读懂和欣赏我们。与人机互动相比，和老师交流能让孩子们感受到自己被关注、被理解、被欣赏。老师是学生的导师；出于对学生的关怀，他们能够培养学生对学习的热爱，指导学生渡过难关。教育中的关怀伦理不容忽视。如今的教育不只关乎课程，更关乎学习者；在师资培养过程中，社会与情感学习和同理心的重要性等内容也在不断增加。
Classroom climate is also an increasingly popular area of concern. More than in any other setting, teachers have the opportunity to provide opportunities for students to gain insight into how others think and feel and how they themselves think and feel. Teachers are at their best when they create a flow between instruction and the development of students’ social and emotional competencies. It is only through interaction with teachers that students will be able to develop the executive functioning skills that are required for successful life long learning and living: focused attention, working memory, impulse control, mental flexibility, and decision making.
课堂气氛也越来越成为人们关注的焦点，与其他环境相比，老师在课堂上更有可能为学生深入了解他人以及自己的思维和感受提供机会。将授业解惑与开发学生的社会和情感能力融会贯通是教师的最高境界，只有通过与老师的互动交流，学生才能培养终身学习和生活所必需的执行功能技能，其中包括：专注力、工作记忆、冲动控制能力、思维灵活度和决策能力。
Creating a positive, risk-free learning environment where students have the courage to be publicly wrong is only possible through the brilliant orchestration of a teacher/leader who understands and cares how the students feel.  Cornelius-White conducted a meta-analysis of research on teacher-student relationships and found that teachers’ warmth, empathy and “non-directivity” strongly correlated to higher levels of student participation, motivation and achievement.  
只有理解和关注学生感受的老师，才能协调统一，合理安排，营造出一个学生敢于在他人面前犯错的、积极的、无风险的学习环境。科尼利厄斯-怀特的师生关系元分析研究发现：老师给予的温暖、同理心和不具指向性的指导与学生的课堂参与、积极性和成绩的提高存在强烈的相关性。
Classroom teachers, more than ever, need mega doses of empathy. Sara Konrath of the University of Michigan found a 48 percent decrease in empathic concern and a 34 percent decrease in perspective taking in US University students today compared to University students in the ‘70’s.  
教师需要比过去任何时候都多的同理心。密歇根大学的萨拉・康拉特发现：当今美国的大学生与70年代相比，同理心关怀减少了48%，换位思考减少了34%。
Through the Roots of Empathy program, I have  worked with teachers in classrooms in ten countries for the last thirteen years.  I continue to be impressed with teachers’ power of influence, their creativity, and their commitment to helping their students learn. Our classroom based program brings in an instructor, a local parent and infant and an award-winning curriculum to work with the classroom teacher, who participates in it along with his or her students.  As we help students read the cues of a baby and develop empathy for self and others, we see in thousands of classrooms how vital the human connection is between teacher and student. 
过去的13年中，我通过同理心之根（Roots of Empathy）课堂计划，与10个国家的教师共事。老师们的影响力、创造力和致力于帮助学生学习的决心给我留下了深刻的印象。这项基于课堂的计划引进了一位教师，一名本地的家长和他的婴儿，以及一套备受赞誉的课程，并邀请教师和学生们一同参与其中。我们帮助学生观察婴儿的一举一动、了解婴儿的心理感受，从而培养他们对自己和他人的同理心。在数以千计的课堂中，我们也体会到师生之间的纽带是多么重要。
If children from low-income families with poor outcomes consistently learned with a great teacher, I believe we would see the achievement gap shrink dramatically. A significant body of research speaks to the quality of teaching as being the single most important ‘in-school’ factor affecting student learning and achievement.  Eric Hanushek, a Stanford economist, confirmed that of all the variables in learning and things that schools could control, high-quality teachers mattered most, ahead of class size, curriculum and the amount of money spent on students.  I agree that investment in the teacher must come ahead of bricks and mortar. 
如果一个来自低收入家庭、成绩较差的孩子能始终跟着一位好老师学习，我相信他与其他孩子之间的成绩差距会明显缩小。一些重要研究显示：教学质量是影响学生学习和成绩的唯一最重要的校内因素。斯坦福大学经济学家艾里克·哈努谢克证实，在所有涉及学习的变量和学校能够控制的因素当中，高质量的师资队伍才是重中之重，其关键程度远胜过班级规模、课程设置以及对学生的资金投入。我赞成对师资力量的投入必须优先于硬件建设。
Far from being obsolete, the teaching profession is poised to reinvent itself in this globalized and modernized world. To care is to teach and to teach is to touch the future. The challenge and the hope of this decade would be to revisit the cultivation of relationships and empathy in classrooms and to support teachers in learning how best to capitalize on the use of technology and the power of their own humanity.  
教师职业不但没有过时，还与全球化、现代化世界接轨，重新定位、不断创新。关怀即教育，教育即触摸未来。这十年，我们面对的挑战和目标是重新审视怎样在课堂中培养学生的人际交往能力和同理心，并帮助老师们学习以最佳方式利用技术和人性的伟大力量。
原文来自于WISE官方网站：www.wise-qatar.org
Teachers Are Not Needed to Deliver Knowledge
学生不再需要老师提供知识
I have long argued that the teaching profession as we know it is obsolete. The Internet has destroyed its value proposition -- teachers are not needed to deliver knowledge when knowledge is freely available. Therefore, we no longer need academic specialists whose job it is to deliver content, yet whose incentives lie in doing meaningful research. This is the situation of today’s college professors.
我一直认为众所周知的教师职业已经过时了。互联网的发展摧毁了它的价值定位，当知识可以免费获取的时候，学生不再需要老师提供知识。学术专家的工作是传授内容，而动力和奖励却来自有实际意义的研究，所以我们不再需要他们，这是当今大学教授所面临的处境。
What we desperately need, especially at the college level, are professors who genuinely care about young people, and who act as guides, mentors, advisors, role models, and facilitators.
在教育过程中，尤其是在大学阶段，我们急需真正关心年轻人，能够起到向导、良师益友 、榜样和推动作用的教授。
Good educators are already doing this. They teach students how -- as opposed to what -- to learn. They inspire students who weren’t initially self-motivated to explore topics that interest them. They encourage independent inquiry. They make sure students have fun in their classrooms. They demonstrate the value inherent in the process of learning.
优秀的教育者正在身体力行，他们教会学生怎样学，而不是学什么。他们激励那些一开始并不积极的学生去探索他们感兴趣的话题。他们鼓励自主探究，确保学生能在课堂学习中获得乐趣，并展示学习过程的内在价值。
The problem that today’s students face is that there are simply too few good professors. An even smaller number of them make themselves easily accessible to students, though this situation might be better at private institutions. In general, there’s a lack of personal contact, despite the fact that students are paying so much for college tuition. Even if there was more personal contact, it may or may not be effective: college professors are trained in subject matter, not pedagogy. 
今天的学生所面临的问题是，优秀的教授寥寥无几，其中能与学生轻松打成一片的教授更是凤毛麟角，尽管这种情况在私立机构中可能会好一些。总而言之，虽然学生们支付了高额的大学学费，师生之间却鲜有个人接触。即使接触机会增多，效果也未必理想，因为大学教授接受的是专业课培训，而不是教育学培训。
This is a problem that begins in high school. At UnCollege, the organization I direct, our focus is to prepare students for life. More specifically, we prepare students to learn independently. If secondary school teachers don’t do this, students will struggle after they leave school. This will negatively impact students, whether they decide to go to college or not. If they do decide to go, they might not be prepared, and professors have to repeatedly go over remedial work. This can be demotivating for both parties.
这是一个从高中阶段就开始出现的问题。“不读大学运动”（UnCollege），作为一个由我创办并管理的组织，我们关注的重点是为学生的人生打好基础，更具体地说，我们致力于培养学生独立学习的能力。如果中学老师不进行这方面的辅导，学生离开校园后就会感觉很吃力。不管他们之后是否决定上大学，这都会对他们产生负面影响。如果他们决定上大学而准备不足，教授就不得不反复讲解复习，双方都会变得消极。
There seems to be a disconnect between what professors are supposed to be and what most are actually like. Good professors often fail to recognize that they are among the few who actually make it their life’s mission to help students enjoy learning. Most are mediocre: they are content with just presenting the required course material and calling it a day. What’s more is that this required course material is usually irrelevant to real-life situations.
理想中的教授似乎和现实中的他们存在差距。优秀的教授一生都致力于帮助学生享受学习，但是他们却往往意识不到自己是这类极少数人当中的一个；而大部分普通教授只满足于讲授必修的课程教材和完成本职工作。更糟糕的是，这些必修的课程教材往往与现实生活无关。
Such is the current state of the teaching profession.
这就是教师职业的现状。
Of course, this is primarily because teachers are rewarded based on how much information their students can recall, not by how much of an impact they make in their students’ lives. This is the experience of many college students.
当然，其主要原因是教师的奖励标准取决于学生能够吸收多少信息，而不是老师对学生的人生产生了多少影响。这正是许多大学生的亲身经历。
The thing is, students want to feel in control of their own lives. Young people are arrogant. We need advice, of course, but we want to solicit it ourselves. Although we don’t know what the future holds, we want to be given the freedom to make our own decisions and figure things out for ourselves. 
问题是，学生渴望自己管理人生。年轻气盛的我们当然需要建议，但是我们想自己征求建议。虽然我们不知道未来会怎样，但是我们希望自己做决定，自己发现和寻找问题的答案。
Because of the structure of college, students often lose motivation. They may feel confined if they have to take classes that they may not see as relevant to their future careers, or classes that are taught in such a way that doesn’t fit with their learning styles. Although they have opportunities to choose their professors and courses, they may still not feel motivated if they consider the opportunity cost of college -- that the teachers they find in real life might teach them more effectively than their college professors.
大学的体制结构往往导致学生失去学习的动力。如果学生们不得不选修自己看来可能与未来职业生涯无关的课程，或者教学方式不适合个人学习风格的课程，他们会感觉受到限制。虽然学生有机会选择教授和课程，但是如果他们认为，现实生活中的老师能够给予比大学教授更有效的指导，即上大学的机会成本高，那么学生的积极性还是会下降。
UnCollege, recognizes this fact: we serve students who recognize that the teaching profession as we know it is dead, and who want to learn how to learn on their own.
“不读大学运动”承认：我们服务的对象是那些认识到众所周知的教师职业已经名存实亡，并希望学会如何自主学习的学生。
These unconventional students still need guidance. We all do. We don’t, however, have to spend time in a classroom to get it. In fact, I want to dispel the belief that teachers are only to be found in the classroom. The opposite is true. By learning on your own, you can find informal teachers everywhere, and can focus on things that you can actually use. This is easily done by pursuing internships, volunteering, or even just attending interesting events. 
这些非常规的学生也需要指导。我们都需要指导，但是，我们不必只依赖于课堂。事实上，我想消除“老师只存在于课堂”这样的观念。现实情况正好相反，通过自学，随处都可以找到不是老师的老师，并把注意力集中在可以实际应用的问题上，而这些可以通过实习、志愿活动、甚至是参加兴趣活动来轻松实现。
In fact, from my experience, true teachers are more often found outside of the classroom than in. I’ve gained mentors while pursuing internships. I’ve been connected with advisors by reaching out to my network. I’ve found role models in many of my peers. These “teachers” have taught me more than the average professor ever could have.
根据我的经验，真正的老师更常见于校外而不是校内。我在实习期间收获了人生导师，在建立人脉时和指导老师取得了联系，在很多同龄人中找到了学习的榜样——这些“老师”教我的东西比教授教给我的还要多。
My question, then, is this: why pay so much money to be taught by an ineffective teacher in a classroom when you can easily find teachers and cultivate these relationships in real life?
那么，我的问题是：当你可以在现实生活中轻松找到老师并培养互动关系，为什么还要支付高额学费在课堂上接受低效的教育呢？
In light of the absurd cost of a college education, this is especially pertinent. Costs are out of control: in the United States, the average student graduates with, on average, $27,000 in unforgivable debt. 
荒唐的大学教育成本，尤其能够说明问题。教育成本已经失控：在美国，学生毕业时平均每人要背负27000美元的债务。
Going to university for the knowledge simply isn’t worth it anymore, and if you take a look at the types of examinations that are prevalent in today’s universities, you’ll see that knowledge is what the teaching profession of today was designed to offer. This knowledge does not translate into insight. In fact, studies show that college students don’t actually show improvement in critical thinking skills despite spending four years at an expensive institution. This is the premise on which UnCollege is based: we’re paying too much for college and are learning too little. 
为了获得知识去大学深造的含金量已经不高了，如果大家看看现在大学普遍使用的考试类型，你们就会发现今天的教师仍然是为传授知识而存在，而这些知识无法转化为深刻见解和实际能力。事实上，研究显示：大学生们虽然在成本昂贵的学校里呆了四年，批判性思维能力却并没有得到提高。这正是“不读大学运动”存在的前提基础：我们付出的大学成本太高，学到的却太少。
Hackademics — what we call self-directed learners — recognize that education is quickly being unbundled. The four core components of a university education — knowledge, community, network, and signal — can now be very easily found, created, or accessed outside of the traditional school system. Knowledge can be accessed online through Massive Online Open Course platforms, or by doing some sort of apprenticeship. Community can be developed by using the Internet to find, organize, and attend events. Networks can also be built with the help of various online platforms. Signals can be created by showing people what you’ve built or finished -- your progress, if you will -- instead of just a piece of paper. 
Hackademics（我们所谓的自主学习者）认为，教育很快会被分解。大学教育的四个核心元素——知识、社群、人脉和成就——在传统的学校体系之外也可以轻易找到、创建或获取 。我们可以通过大规模开放在线课程（MOOC）或者建立师徒关系来获得知识；可以利用互联网来发现、组织并参与活动，从而发展朋友圈；可以在不同网络平台上建立人脉；而成就的建立，需要向人们展示你创建或完成了什么（如果你愿意的话，也可以展示过程），而不仅仅是一张纸。
With a combination of hard work, self-awareness, and determination, it’s very possible to create an education that is better or more interesting than the average university experience. In the process, you’ll naturally build a world-class network and your team of friends and supporters. 
将辛勤努力、自我意识和决心结合在一起，我们就很有可能创造出比一般的大学更好、更有趣的教育 。在这个过程中，你会自然而然地组建一个世界级的网络，与朋友和支持者们一起创建自己的团队。
This is the question that I pose to today’s high school graduates: why would you spend so much time and money to be taught at an institution when curating your own education can be orders of magnitude more meaningful than just having it handed to you?
这就是我向今天的高中毕业生提出的问题：如果规划和管理属于你自己的教育远比灌输式教育有意义，那么为什么还要花费如此多的时间和金钱接受学校教育呢？
原文来自于WISE官方网站：www.wise-qatar.org
It’s the Examination System That’s Obsolete
考试制度已经过时
The teaching profession as we know it is obsolete because it caters to an examination system that was created to serve the needs of another time. 
我们所知的教师职业已经过时了，因为它所迎合的考试制度是满足另一个时代需求的产物。
Most national curricula for children consist of outdated norms from the last century. These include excessive emphasis on spelling, grammar, cursive writing, multiplication tables and mental arithmetic. These skills were needed and valued in the last century, mostly for clerical work. Today the proponents of these subjects claim that they improve mental capabilities of children. I have not found any evidence of this. 
大多数针对儿童的国家课程大纲依然延用了上个世纪的标准，主要包括：过多地强调拼写、语法、书写、乘法表和心算，这些都是上世纪文职工作要求具备的技能。现如今，这些科目的支持者声称这些培训有助于提高儿童的智力，但是我尚未找到任何相关的证据。
The examination system requires learners to answer questions on paper, using handwriting. The learner must be alone and not in any communication with anyone. The learner must not use any assistive technology other than a pencil, and perhaps a ruler, namely, technology from the 18th century.
考试制度要求学习者书面解答试卷上的题目，必须独立参加考试，不得与任何人交流，不能使用任何辅助技术，除了铅笔、尺子这类18世纪科技的产物。
In order to cater to the needs of such examination systems, teachers, good or bad, need to use teaching methods from 18th century consisting of rote learning, drill and practice and negative reinforcement.
为了迎合这种考试制度的需要，老师们无论好坏，都要沿用机械式学习、反复练习以及心理负强化等18世纪的教学方法。
After the school years, when the erstwhile learner enters the real world, he is expected to solve problems using the Internet, to collaborate with others while solving problems, to type rather than write by hand, to use calculators and not their minds to calculate, to use spell checkers and grammar checkers while typing, and so on. 
当昔日的学生走出校园，步入社会，现实对他们的要求是：在解决问题的过程中利用互联网并与他人合作，打字而不是手写，用计算器计算而不是心算，打字时使用拼写和语法检查器，等等。
In other words, the learner is asked to do the opposite of what he did in school. 
On the other hand, we know that: 
换言之，实际工作对学习者的要求和学校里的截然相反。另一方面，我们知道：
1、Good teachers usually like well-paid jobs in rich schools. They don’t, usually, go to remote or poor or dangerous places. In other words, they don’t go to places that need them the most. 
1、好老师往往喜欢去资金实力雄厚、收入高的学校工作，他们通常不愿去偏远、贫困或危险的地区执教，也就是说，最需要老师的地方，他们不去。
2、Groups of children can learn to use computers and the Internet, no matter who or where they are, or even what language they speak in. 
2、不论他们是谁、在哪里，甚至不管他们说何种语言，一群孩子就能学会使用电脑和上网。
3、Groups of children can learn many things, indeed almost anything, by themselves, using the Internet and discussion. This happens provided there is no adult supervision.
3、通过互联网和讨论，孩子们可以自学很多东西——几乎是所有的东西，而这一切发生的前提是：没有大人的监督。
4、It is possible to ‘beam’ teachers over the Internet using, for instance, Skype. It is possible to have teachers control a robot in a remote location where they cannot go.
4、我们可以用互联网（比如Skype）把老师“发射”到任何地方。在老师们不想去的偏远地区，由老师远程控制机器人进行教学是有可能实现的。
5、Groups of children can research subjects years ahead of their time. Doing so seems to improve their reading comprehension.
5、孩子们可以在一起研究超前于这个时代的话题，这样做似乎能够提高他们的阅读理解能力。
The examination system needs to be changed to include collaborative problem solving using assistive technology. If this is done, teachers will be free to enable learning in newer ways.
考试制度需要改变， 应该允许利用辅助技术协作解决问题。如果改变得以实现，老师便能够获得自由，让新型的学习发生。
This has to happen. There is a generation that uses assistive technology, particularly the mobile tablet phone, all the time, except when they are in school. They learn continuously from these devices.
考试制度改革势在必行。如今这一代年轻人，除了在学校的时间，无时无刻不在使用辅助技术，尤其是平板手机，他们借助这些设备不断学习。
There is powerful resistance to these ideas. The resistance comes from an older generation with a subconscious desire to return to the 1920s, a time that they believe was the best the world ever had.
而这些观点面临着来自老一辈人的强大阻力，他们的潜意识里渴望回到20世纪20年代，那个他们认为有史以来最好的年代。
They have understood my statement 'children need not be taught spelling' as 'children should not learn spelling'. Similarly for grammar. 
他们把我所谓的“不需要专门教孩子如何拼写”理解为“孩子不应该学习拼写”，而在语法问题上，他们的理解也是如出一辙。
People who use spell checkers don't misspell all the time. If they misspell a word once, they tend to spell it right after the spell checker corrects the mistake. In other words, assistive technology becomes a learning tool. This is true of many different kinds of assistive technology. If you use a GPS navigator to go to a place once, you are unlikely to use it again to go to the same place, because you have learned how to get there. If you use YouTube to cook a dish once, you don't use it again to cook the same dish, because you have learnt how to do so. 
使用拼写检查器的人并不总是拼错单词。如果写错了一次，他们在检查器更正错误后往往能够拼写正确。换句话说，辅助技术变成了学习工具，许多不同种类的辅助技术都发挥着类似的作用。GPS导航指引你到达某地，再去的时候或许就可以不用了，因为你已经知道路线了。YouTube上教你做菜，再做就可以不看了，因为你已经学会了。
Children, and possibly adults, using a spelling or grammar checker will continuously learn spelling and grammar in a painless and functional way. This will free up teaching time of teachers, who can then use this time to focus on more conceptual issues that technology cannot, as yet, address.
孩子们，或许也有成人，会借助拼写或语法检查器以一种实用的、易于接受的方式来不断学习拼写或语法，老师们省去了教学时间，近而可以关注那些科技尚不能解决的概念上的问题。
Younger people are uniformly appreciative of these ideas. 'U R cool' texted one. 
Now that is poor grammar. He should have texted 'I appreciate your point of view and consider it refreshing'. That would be the 'right' grammar, the grammar of the early 20th century. Anything older would also not be 'right'. For example, 'Sir, ye be right, aye' would be considered rather odd. Who has decided that early 20th century English from Oxford is the only 'right' English? 
年轻人对这些观点表示出一致的肯定。他们其中一个在短信里写道：“亲，你真给力”（U R cool）。在老一辈人眼中，他应该写成“我很欣赏你的观点，让人耳目一新。”（I appreciate your point of view and consider it refreshing），这才是“正确”的20世纪初的语法。而年代更久远的语法，比如“汝言极是，余颔首”（Sir, ye be right, aye）在他们看来也是相当怪异的说法。谁规定了20世纪初的剑桥英语才是唯一“正确”的英语？
It is the middle-aged generation that has created devices with tiny keyboards that make typing almost impossible. The younger generations have responded by creating a whole new SMS language that solves the problem. They should be applauded for it.
中年一代设计的电子设备，键盘很小，打字非常困难；为了解决这个问题，年轻人创造出了一套短信语言，他们应该得到掌声。
If you answer an examination using Shakespeare’s English, you would fail. If you answer an examination in texting language, U would fail. There is something wrong with a world that considers Shakespeare’s English as inappropriate as texting language. The examination system is obsolete and so are the teachers who are forced to cater to it.
如果你用莎士比亚式的英语答考题，你会不及格。如果你用短信语言答题，亲，你也会不及格。像拒绝短信体一样拒绝莎士比亚体，这个世界到底是肿么了？考试制度已经过时，而被迫迎合这种制度的老师们，亦是如此。
原文来自于WISE官方网站：www.wise-qatar.org
WISE宣传片：构筑教育的未来
WISE（World Innovation Summit for Education，世界教育创新峰会）于2009年由卡塔尔基金会主席谢赫•莫萨•宾特•纳赛尔殿下发起，是一项促进教育创新的跨领域全球性倡议。通过一年一度的峰会和一系列全年项目，WISE正在促进全球合作并构筑教育的未来。从创立之初，WISE一直相信教育能让个人和社会变得更加强大，相信优质教育应该是全世界所有人的一生之旅。}