異類(lèi)之不一樣的成功啟示錄 第179期:窮孩子的業(yè)余生活

Think back to Alex Williams, the nine-year-old whom Annette Lareau studied.

我們回頭再看亞力克斯·威廉姆斯，這個(gè)安妮特·拉里奧研究的9歲孩子，

His parents believe in concerted cultivation. He gets taken to museums and gets enrolled in special programs, and goes to summer camp where he takes classes.

他的父母信奉協(xié)同培養(yǎng)，所以他被帶到博物館，參加一些特殊活動(dòng)，還去了夏令營(yíng)，以這些地方為課堂。

When he's bored at home, there are plenty of books to read, and his parents see it as their responsibility to keep him actively engaged in the world around him.

當(dāng)他在家里感到無(wú)聊時(shí)，有很多的書(shū)籍可以閱讀，他的父母認(rèn)為有責(zé)任讓他積極地融入身邊的社會(huì)。

It's not hard to see how Alex would get better at reading and math over the summer.

這樣就不難看到，暑假之后亞力克斯在閱讀和數(shù)學(xué)方面做的更好了。

But not Katie Brindle, a little girl from the other side of the tracks. There is no money to send her to summer camp.

但是卡蒂·布琳德?tīng)柌皇沁@樣，這個(gè)小女孩的生活軌跡正好相反。家里沒(méi)有錢(qián)送她去夏令營(yíng)，

She's not getting driven by her mom to special classes, and there aren't books lying around the house that she can read if she gets bored.

她媽媽也不能用車(chē)載她一些特殊的學(xué)習(xí)班，當(dāng)她無(wú)聊時(shí)家里也沒(méi)有書(shū)籍閱讀。

There's probably just a television. She may still have a wonderful vacation, making new friends, playing outside, going to the movies, having the kind of carefree summer days that we all dream about.

也許家里有臺(tái)電視，或許她仍然可以過(guò)一個(gè)愉快的暑假，交到新朋友，在戶(hù)外玩，去看電影，去過(guò)那種我們都向往的無(wú)憂(yōu)無(wú)慮的暑假。

None of those things, though, would improve her math and reading skills, and every carefree summer days she spends puts her further and further behind Alex.

但這些事情不能改善她閱讀和數(shù)學(xué)方面的技能，每一天無(wú)憂(yōu)無(wú)慮的暑假都使她落后于亞力克斯越來(lái)越遠(yuǎn)。

Alex isn't necessarily smarter than Katie. He's just out-learning her:

亞力克斯不一定比卡蒂聰明，他只不過(guò)比她多了一些額外的學(xué)習(xí)。

He's putting in a few solid months of learning during the summer months while she watches television and plays outside.

在這幾個(gè)月的暑假中，當(dāng)卡蒂在看電視、嬉戲玩耍的時(shí)候，亞力克斯卻正在學(xué)習(xí)。

What Alexander's work suggests is the way in which education has been discussed in the United States is backwards.

亞歷山大研究后的意見(jiàn)是，美國(guó)討論教育的方式后退了。

And enormous amount of time is spent talking about reducing class size, rewriting curricula, buying every student a shiny new laptop, and increasing school funding—

花大量的時(shí)間來(lái)討論減少班級(jí)人數(shù)，重新設(shè)置課程，給學(xué)生配置人手一臺(tái)的掌上電腦，增加學(xué)校的基礎(chǔ)建設(shè)——

all of which assume that there is something fundamentally wrong with the job schools are doing.

所有這些都是根本上的錯(cuò)誤。