異類(lèi)之不一樣的成功啟示錄 第174期:教育與精神錯(cuò)亂的關(guān)系

There are now more than fifty KIPP schools across the United States, with more on the way.

現(xiàn)在美國(guó)已經(jīng)有50多家KIPP學(xué)校，但按照這種趨勢(shì)發(fā)展，將來(lái)還會(huì)有更多家。

The KIPP program represents one of those promising new educational philosophies in the United States.

這說(shuō)明，KIPP計(jì)劃所體現(xiàn)的理念在目前美國(guó)是最新和最有前途的。

But it's success is best understood not in terms of its curriculum, its teachers, its resources, or some kind of institutional innovation.

但它的成功并不在于其課程、老師、資源或機(jī)構(gòu)改革上的某些創(chuàng)新，

KIPP is rather an organization that has succeeded by taking the idea of cultural legacies seriously.

而是因?yàn)樗鼑?yán)肅地采取了傳統(tǒng)的思想文化，并最終成功地形成了一個(gè)組織。

In the early nineteenth century, a group of reformers set out to establish the system of public education in the United States.

在19世紀(jì)的早期，一些改革家在美國(guó)開(kāi)始建立一套公共教育系統(tǒng)，這就是所謂的公立學(xué)校。

What passed for public school at the time was a haphazard assortment of locally run, one-room schoolhouses, and overcrowded urban classrooms scattered around the country.

這在當(dāng)時(shí)只是一個(gè)偶然的舉措，但卻產(chǎn)生了大量只有一間房子的校舍和擁擠在市區(qū)內(nèi)的教室，它們分布在整個(gè)城市。

In rural areas, school closed in the spring and fall and ran all summer long, so that children could help out in the busy planting and harvesting seasons.

在鄉(xiāng)下，學(xué)校春天和秋天放假，整個(gè)夏天上課，這樣孩子們就可以在播種和豐收時(shí)幫家里干農(nóng)活；

In the city, many schools mirrored the long and chaotic schedules of the children's working-class parents.

在城市里，許多學(xué)校的日程雜亂無(wú)章，這是為了遷就那些上班族家長(zhǎng)的時(shí)間。

The reformers wanted to make sure that all children went to school and their public school was comprehensive,

改革家們想讓所有的孩子都能夠上學(xué)，公立學(xué)校應(yīng)運(yùn)而生，

meaning that all children got enough schooling to learn how to read and write and do basic arithmetic and function as productive citizens.

這也意味著所有的孩子都可以獲得足夠的教育來(lái)學(xué)習(xí)讀、寫(xiě)技能和基礎(chǔ)的算術(shù)知識(shí)，同時(shí)還學(xué)到了作為公民的職責(zé)。

But as historian Kenneth Gold has pointed out, the early educational reformers were also tremendously concerned that children not get too much schooling.

但是歷史學(xué)家肯尼思·戈德指出，早期的教育改革家對(duì)孩子們是否能夠獲得足夠教育過(guò)于關(guān)心。

In 1871, for example, the United States commissioner of education published a report by Edward Jarvis on "the relation of education to Insanity."

比如，1871年，美國(guó)教育委員會(huì)的愛(ài)德華·賈維斯發(fā)表了一篇名為《教育與精神錯(cuò)亂的關(guān)系》的報(bào)告，

Jarvis had studied 1,741 cases of insanity and concluded that "over-study" was responsible for 205 of them.

賈維斯研究了1741例精神錯(cuò)亂，其中有205例是過(guò)度學(xué)習(xí)造成的。

"Education lays the foundation of a large portion of the causes of mental disorder," Jarvis wrote.

因此，“精神錯(cuò)亂的誘因，教育占了大部分。”賈維斯寫(xiě)道。