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好文共賞 Cents and Sensibility 金錢與感性 2012/11/19 731
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作者|葉祖堯教授Dr.Raymond T. Yeh
(國際電機電子工程學會IEEE院士)
翻譯|李雨衡Lewis Lee(臺大跨科際對話平臺)
資料提供|TheATlas


To succeed in tomorrow’s world, college graduates must have both cents and sensibility. When I say “cents” I mean dollars and cents. When I say “sensibility” I am talking about meaning and purpose. To make cents, a college graduates must be competent, and to make sense, she must be able to find meaning for herself and help others to find meaning as well.


現今的大學畢業生,若想在未來拔得頭籌,必須具備金錢以及感性的心。金錢指的是鈔票與銅板;感性的心指的是做某件事的意義與目的。前者,大學畢業生需要足夠的競爭力;後者則需要為自己以及他人,找到做某件事的意義。


There are three distinctive types of competence:
競爭力分為三種:
 
現今的大學生,若想在未來拔得頭籌,必須具備金錢以及感性的心。
(圖片拍攝:唐功培)


1. Technical: In the face of knowledge explosion, we need to teach students to learn how to learn fast so that they are prepared to continuously upgrade themselves in new contexts.


技術性:知識爆炸的時代來臨,我們需要教導學生如何快速學習,讓他們在新環境中,不斷提升自己的能力。


2. Relational: a student must be armed with abundance thinking, which leads to win-win relationships, as she enters a global workforce consisting of more and more free agents.


關聯性:學生必須具備富足思維(abundance thinking),以便在充滿競爭的全球勞動市場中,創造雙贏的局面。


3. Conceptual: our students need to cultivate design thinking in order to understand broad ideas—and their applications—with both analytical and intuitive thinking (utilizing both of their left and right brains).


概念性:學生需要培養設計思維(design thinking),並結合分析的能力與直觀思維(intuitive thinking),以了解宏大的思想及其應用。


To develop such kind of competence, academic institutions must provide broadly educational background for students to understand basics of liberal arts and science as well as different cultures so that they develop an appreciation of the relevance of a broad range of subjects from literature, art, philosophy and history, to mathematics, biology, and physics, as well as some key technologies. Such students are efficient synthesizers of information who can put together the right information at the right time. They are also effective facilitators who can make wise choices utilizing collective wisdom. These people can help any organization to make cents – profits for shareholders, good benefits for employees, etc.


為培養這三種競爭力,學校必須提供基礎的博雅教育、科學教育,與多元文化的環境,藉此讓學生欣賞不同學科之間的關聯性─—舉凡文學、藝術、哲學、歷史,到數學、生物學、物理學,以及一些關鍵技術。如此,學生便能在適當的時機,有效率的整合各種資訊。同時,學生也能發揮團隊合作的精神,做出明智的決定。這些學生能幫任何企業賺錢,包括股東的利潤以及員工的福利。


But that is only half of the equation. A great university must do more to address the problems humanity faces at its current cross-roads. These include:


然而,以上只是方程式的一半。除此之外,一個好的大學必須讓學生知道人類目前所面臨的困境,包括:


1. the rapid destruction of our natural environments
2. the increasing divide between haves and have nots
3. The prevalence of deficit thinking that creates a highly conflict-prone society in an instantly connected world
4. The need for healing everywhere as people feel insecure, isolated, depressed, a sense of hopelessness, and totally lost in a world filled with fake relationships.


1. 自然環境的浩劫
2. 貧富差距的擴大
3. 由於欠缺思維(deficit thinking)橫行,導致在資訊發達的年代,社會易引發衝突
4. 許多人感到不安全、被孤立、憂鬱、沒有希望,活在一個充滿 虛假關係的世界中


Much of what we face today is, in some sense, the result of failed leadership in all career domains: business, finance, government, industry, etc. Many of these failed leaders are products of elite academic institutions which had, unfortunately, put their focus primarily on academic excellence, neglecting the fact that leadership is essentially a moral act. A great university in the 21st century must cultivate a new crop of leaders who are meaning makers—those who can find meaning for themselves and help others to find meaning.


我們現今所面臨的問題,一部分肇因於各界領袖領導無方,包括商業、金融、政府、企業等。許多領袖之所以失敗,是因為他們所受的菁英教育只關注學業表現,反而忽略了領導的道德層面。21世紀,一所優質大學應當培養一群能夠創造意義的領袖——能幫他人以及自己找尋意義。


Meaning can be derived from three distinct aspects:


意義來自下列三個面向:


1. Self-transcendence—meaning is the result of peace of mind knowing that one has made the effort to become the best one could be.
2. Purpose—Nietzsche said, “He who has a why to live can bear almost any how.” Meaning makers are powered by purpose, and inevitably find the “how” that realizes their “why."
3. Service—there is no meaning without service, so meaning makers put stakeholders first and make sure their needs are met.


1. 超越自我——意義來自一顆平靜的心,知道自己已盡全力成為最好的人
2. 目的——尼采曾說:「人只要參透為何而活,即能承受任何煎熬。」意義創造者受目的驅動,總會找到實現目的的方法
3. 服務——意義總是伴隨著服務,因此意義創造者會將股東擺在首位,並滿足他們的需求。


Meaning maker can help an organization to make sense of itself, which means the organization has good senses of its collective identity, direction, working environment for employees, social contributions to communities, etc.


意義創造者能幫助一個組織了解其存在的意義,也就是該組織的集體認同、發展方向、員工的工作環境、對社會的貢獻等。


To nurture meaning makers, an academic institution must embody ethical behavior, service attitude, and innovation as the core culture of a university through its course wares, decision-making processes, and all other functions. In other words, the university itself needs to become a living laboratory for leadership by providing plenty of opportunities to help the students to experiencing qualities of leadership as part of their student life on campus.


為培育意義創造者,學校的核心文化應納入倫理行為、服務態度、以及創新精神,並在教學及決策過程中,展現這樣的文化。換言之,學校本身需要成為一個培養領導能力的實驗室,讓領導能力成為學校生活的一部分。


The graduates of great institutions of tomorrow will be a new crop of broadly educated, thoughtful, moral leaders who are equipped with an abundance mindset with a good understanding of our mutual interdependence. They will help to create meaning and well-being (good sense) as well as shared prosperity (good cents) wherever they are. These are the people who can properly address the complex and critical issues that threaten humankind at this juncture in our history.


日後,從頂尖大學畢業的社會新鮮人將會是一群受過良好教育、細心、且具道德操守的領導者。他們能相互理解、依賴,為社會創造意義與幸福,並將繁榮帶往世界各地。在這個歷史交會點,有許多威脅人類生存、複雜且關鍵的議題,這些領導者便是能正確指認出這些議題的人。