FruitfulQuestions

1、2 fruitful questio ns獲盤甌淺的問1 The other ni ght at the dinner table, my three kids- ages 9, 6 and 4-took time out from their food fight to teach me about p aradigm shifts, the limitati ons of lin ear thinking and how to refocusp arameters.不久前的一個晚上在養(yǎng)桌旁，我的三個孩 年齡分別為9歲&歲和4歲暫時停 止?fàn)帗?物騰出時間教我認(rèn)識什么是范式變換、什么墾線性思考

2、的斶限以及如何電新看待相 關(guān)的各種因索2 Heres how it happen ed: We were p layi ng our own oral vers ion of the Sesame Street game, What Does nt Bel on g?, wherekids look at three p ictures and choose the one that does nt fit . I said, OK, what does nt bel ong, an ora nge, a tomato or a strawberry?撲悄臭這樣的.當(dāng)時我們在J&訂1己那套只動

3、嘴的“卿個不是同一類廠的芝麻街游戲.本來 玩這游戲時*孩子們要fl三張価并挑出那張不屬同一類的畫.我說;“來吧，哪個不址同一類. 橘子,西紅柿還楚單莓字3 The oldest did nt take more tha n a sec ond to deliver his smug an swer: Tomato because the other two are fruits. I agreed that this was the right an swer des pite the fact that some p urists in sist a tomato is a fruit. T

4、o those of us forced as kids to eat them in salads, tomatoes will always be vegetables. I was about to think up ano ther set of three whe n my 4-year-old said, The right an swer is strawberry because the other two are round and a strawberry isnt. How could I argue with that?老大很快就說岀rEiw為護(hù)常得意的答案西紅柿因*K

5、他靖種炬水果r我承認(rèn)這是 止確答案，盡管書些純粹主義董堅(jiān)決認(rèn)為西紅柿是種水果.對從小就被迫吃拌在 色拉里的西紅柿的人來說-西紅柿水遠(yuǎn)址蔬菜。我正準(zhǔn)備再出一道三種東西為一組的題忖時* 我4歲的核子說廿確答案是草韓因?yàn)榱硗鈨煞N足圓的沖務(wù)卻不虬T電怎么能駁斥這種論 點(diǎn)呢？4 Then my 6-year old said, Its the orange because the other two are red. Not to be outd one by his youn ger sibli ngs, the 9-year old said, It could also be the orange

6、 because the other two grow on vin es.接氛我右歲的孩子說:“不加同一類的是橘手，因?yàn)閯⑼獾姆N臭紅色的/勺歲的啓-r不想 辻弟妹上風(fēng)，說逍廣不是同一類的血可以是橘子個為川他兩種長在蘇5 The middle one took this as a direct challe nge. It could be the strawberry because its the only one you put on ice cream.老二把這看作對他發(fā)出的挑戰(zhàn)町兇是草宦屈為只有呻:侮會放在冰汛淋I丁6 Someth ing was defi nitely happe

7、ning here. It was messier tha n a food fight and much more imp orta nt tha n whether a tomato is a fruit or vegetable. My kids were doing what Coperni cus did whe n he p laced the sun at the cen ter of the uni verse, readjust ing the cen turies-old p aradigm of an Earth-ce ntered system. They were d

8、oing what Reube n Mattus did whe n he ren amed his Bronx ice cream Haage n-Dazs and raised the p rice without cha nging the p roduct. They were doing what Edward Jenner did whe n he discovered a vacc in ati on for small pox by aba ndoning his quest for a cure.髦無蹩問,這耳!iE發(fā)4;/HI-么事兒n這事兒比爭搶食物還亂d匕四紅柿是水果還

9、罷蔬菜電 要眷名.哥白足把丈陽觀為宇雷中心，審新調(diào)整地心說這一悅達(dá)數(shù)址紀(jì)的范式，我的孩子們 正做著紙門尼當(dāng)霽做的事.秤賓4修斯耙他的布期克斯冰淇淋故名為哈槪達(dá)斯往不廈變 產(chǎn)品的情況下提離了價樓,我的摟子們正做著魯賓:馬修斯檢過的寸匚，愛徳華-簡納放棄了 尋找治療天輪的特效藥,從陽發(fā)現(xiàn)了能預(yù)防送一疾病的疫苗我的孩子們正做著愛德華-簡納 做過的啡.In stead of study ing people who were sick with small pox , he began to study people who were exposed to it but never got sick.

10、 He found that theyd all con tracted a similar but milder disease, cow pox, which vaccinated them against the deadly small pox.他不去研究得r天花的患若，而公研究接觸天花卻從未染上此病的人.他發(fā)現(xiàn)他們都患 種類似犬花但比較輕微的疾病=牛痘:牛痘便他們得W防止染上致命的天花.2They were refocus ing the p arameters. They were redefi ning the p roblems. They were reframi ng th

11、e questi ons. In short, they were doing what every scientist whos ever made an important discovery throughout history has done, accord ing to Thomas Kuhn, in his book, The Structure of Scie ntific Revolutio ns: They were shift ing old p aradigms.他們在重新看待相關(guān)的各種因素.他們左重新認(rèn)識他們的問題他們在航新表述他們的 問題?？傊?，據(jù)托q斯-庫恩在他的

12、船科學(xué)革命的結(jié)構(gòu)一書中所靑他們正做著歷屯上有過直 尢發(fā)現(xiàn)的科學(xué)家都曾做過的事：他們花改變舊的范式.9 But if this had bee n a workbook exercise in school, every kid who did nt circle tomato would have bee n marked wrong. Every kid who framed the questio n differe ntly tha n Which is not a fruit? would have bee n wrong. Maybe that explains why_sd_man

13、y of the worlds most brillia nt scie ntists and inven tors were failures in school , the most no table being Albert Ein stei n,whowas p erha ps this cen turys most potent p aradigm-shifter.但假若我們的游戲是學(xué)校里做在作業(yè)本上的那習(xí).那么段仃耙西紅柿圏出采的接子全都 會按批為筠骯凡沒冇把問題懈讀為“哪個不是水果的孩子祁是借的.也許總種悄世說明 為什么|北界r最杰出的科學(xué)家和發(fā)明家中右那么爹的人瀆書時是不及陪的

14、悌生，具中皿引人 注的懸剛爾貝特愛因斯坦,他也許是本m圮最右彩響的范變者.10 4This is not meant to be a critique of schools. Lord knows, thats easy eno ugh to do. This is, i nstead, a remin der that there are real limits to the value of in formatio n. I bring this up because we seem to be at a point in the evolutio n of our society whe

15、re every one is clamori ng for more tech no logy, for in sta nt access to ever-grow ing bodies of i nformatio n.這樣說并不是想對學(xué)校評頭品足.天知道，發(fā)一通議論丈容昴了。這樣說不過是想提 醒大家信息的價值實(shí)在塔有限的.我提出這一點(diǎn)，是因?yàn)槲覀兊纳鐣奇诎l(fā)展H這禪一個 階段，人人都大聲要求得到更多的技術(shù)，大聲耍求即刻阜用不斯增多的信息。11 Stude nts must be on-li ne. Your home must be digitallyconn ected to the

16、World Wide Web. Busin esses must be able to dow nl oad volumes of data in sta ntan eously. But uni ess we shift our p aradigms and refocus our p arameters, the super in formatio n highway will lead us no where.學(xué)生們必須聯(lián)機(jī).你們家必須用數(shù)碼打壞球信息網(wǎng)連通，企業(yè)必須能即時下載大童資 料。但是除非我們改變范式、呎新甘侍相關(guān)的齊種因素百則，倍息高速公路就不會給我們帶 來樸么結(jié)果12 We

17、are not now, nor have we recently been suffering from a lack of i nformatio n. Think how much more in formati on we have tha n Coperni cus had four cen turies ago. And he did nt do any thi ng less Earth-shatteri ng (pun inten ded) tha n compi etely cha nge the way the uni verse was viewed. He did nt

18、 do it by uncovering more information - he did it by look ing differe ntly at in formati on every one else already had looked at. Edward Jenner did nt invent p reve ntive medic ine by accumulat ing in formati on; he did it by reframi ng the questi on.無論魁現(xiàn)在注繪近我們都不缺信息.試我WJ擁的殆息比四百甲iim口尼多了 多少a怛他柞甜r足以賓撼地球的(杈作収關(guān)墻)驚人之舉,完令改人們討宇宙的看法 他護(hù)出此舉不