2017年10月26日 星期四

李家同:大學生上課胡鬧 他們才是可憐的一群
2017-10-26 00:47聯合報 李家同/清大榮譽教授(新竹市)

最近教育界發生了一件很不好的事,有一些大學生在上英文課時,從頭到尾都在胡鬧,有些學生居然在教室裡蹺起二郎腿。我相信大多數的人都會譴責這些學生上課不守規矩,也會責備老師不能維持教室秩序,更不能原諒校方沒有嚴厲指責學生。
這則新聞使很多人感到非常難過,我們對大學生都有一種特別的想法,認為大學生都是相當用功的,沒有想到今天,大學生不用功已經不好了,居然會在教室裡打鬧,這是過去從來不會發生的事情。
可是我們應該問一個更深層的問題:為什麼有大學生在上課時如此胡鬧?我認為這些學生根本不知道那位英文老師在講什麼。教育界始終不肯面對的殘酷現實,就是現在的大學生中的確有一些程度相當有問題。我知道有位大學電機系畢業生,居然連abc都寫不全。寫英文句子時,很多大學生會寫出They is的句子。
這種現象完全是因為廣設大學和少子化的原因。少子化以後,很多大學就被迫接受程度不夠的學生,否則很難生存。這些學生糊里糊塗地進了大學,大學教授不可能教太淺的學問,因此這些大學生根本無法了解教授教什麼。對於學生和教授,這都是痛苦的折磨。
如果歸根究柢地問,為什麼會有大學生程度如此之差?因為我們國家的教育是完全沒有品質管制的,所有的國小學生六年以後絕對可以升學,進入國中以後又可以升學。在這種制度下,因為廣設大學,大學裡就會有這種可憐的學生,他們是值得同情的。
大學生上課時胡鬧,應是對教育部官員的一聲醒鐘。如果讓國小的孩子沒有學到什麼學問,以後一定仍會發生這種事情。這是很丟臉的事,我敢說世界各國很少有這種事情。透過網路,很多海外關心台灣的人看到這則新聞後,都寫信表示難過,因為他們心目中的台灣大學生不會做這種事情。
也希望政府知道,政府花了這麼多教育經費,結果孩子完全沒有學到東西。這種完全不管小學生的程度是一種浪費的制度。我不懂為什麼教育部長不願意發表一句聲明說,孩子有權利學好,老師也有義務教好。可惜始終沒有聽到教育部長的這句話。雖然我們號稱有非常普及的義務教育,但教育當局不肯承認有相當多的孩子是沒有學好的。

2017年3月6日 星期一

In Bhutan, Happiness Index as Gauge for Social Ills

As a downpour settled into a thick fog outside, Dasho Karma Ura let his eyes flicker at the ceiling of a wood-paneled conference room and began expounding on the nature of happiness.
“People feel happy when they see something ethical,” he said. “When you think you have done something right and brave and courageous, when you can constantly recharge yourself as a meaningful actor.”
“And lastly,” he added, thumbing Buddhist prayer beads, “something which makes you pause and think, ‘Ah, this is beautiful. Beautiful, meaningful, ethical.’ ”
Mr. Ura, 55, is perhaps one of the world’s leading experts on happiness, at least as seen through the lens of development economics. It has been something of a preoccupation for more than two decades as he has developed and fine-tuned Bhutan’s Gross National Happiness
indicator, a supplementary, sometimes alternative, yardstick to the conventional measure of development, gross domestic product.
As the president of the Center for Bhutan Studies and GNH Research, Mr. Ura has spent much of his time asking Bhutanese questions about interactions with neighbors, quality of sleep and physical vigor in an attempt to understand and measure subjective well-being. Over the years, he has watched the idea catch on far beyond Bhutan, a remote kingdom in the Himalayas.
When Denmark repeatedly came in first on the World Happiness Report, which looks at the science of measuring quality of life, more people became aware of both the report, and the concept behind it.
As nations struggle with what Mr. Ura called more “guns, bullets and bombs” than at any other time in history, he said it was imperative that many more countries devise indicators that look beyond economics.
“We have to find new ways of organizing our drives and energies toward peace and harmony,” he said. “We have to sincerely find a way out of it, out of this mutual insecurity. Because you have more guns, I have to have a little more guns. The long-term collapse is facing us.”
While Gross National Happiness has become a political tool around election time, Mr. Ura believes the index has drawn greater attention to social problems. And the results appear to be positive, he said.
In 2015, his staff members released a study that showed 91.2 percent of Bhutanese reporting that they were narrowly, extensively or deeply happy, with a 1.8 percent increase in aggregate happiness between 2010 and 2015.
 Those who were educated and lived in urban areas reported higher levels of contentment than their rural counterparts. Men reported feeling happier than women.
Bhutan’s Constitution, which went into effect in 2008 with the transition to democracy, directs the kingdom’s leaders to consult the four pillars of Gross National Happiness — good governance, sustainable socioeconomic development, preservation and promotion of culture, and environmental conservation — when considering legislation.
Born into an agricultural community in central Bhutan, Mr. Ura said his childhood was marked by changes that brought him closer to a world beyond farming. In the 1960s and 1970s, Swiss investors, taken with his district’s alpine terrain, helped develop road and water systems. The introduction of a formal education system in Bhutan gradually upended the mind-set of many villagers, who felt schooling took away from responsibilities at home.
After graduating at the top of his class in Thimphu, Bhutan’s capital, Mr. Ura was sent to St. Stephen’s College in India, where he at first pursued history. By the time he reached Oxford in 1983, he had begun a longer foray into philosophy, economics and politics.



From:https://www.nytimes.com/2017/01/17/world/asia/bhutan-gross-national-happiness-indicator-.html