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正月十五已過，全國高校陸續(xù)開學(xué)。今天普特君就給大家推薦一篇和學(xué)習(xí)有關(guān)的演講。今天的演講者叫斯科特·楊(Scott Young)，他來自加拿大，是美國MIT（麻省理工學(xué)院）計(jì)算機(jī)科學(xué)專業(yè)的學(xué)生。

毫無疑問，他是超級學(xué)霸，有著超強(qiáng)的學(xué)習(xí)能力，他通過12個(gè)月自學(xué)完成了本專業(yè)33門課程的學(xué)習(xí)，也就是說他用一年的時(shí)間修完了大學(xué)四年的課程。他在演講中無私地分享了自己的學(xué)習(xí)技巧和自學(xué)的理念，他說，只要2000美元，你就可以享受到這所世界頂級學(xué)府的教育！

↓↓以下為演講全文（中英雙語對照）：

So if you’ve been watching the news lately, you have probably seen photographs like this. Students protesting because their government is cutting subsidies to education. And the big part of the reason for this, both the government cutting subsidies and the student outcry is that getting a college education just doesn’t cost what it used to.

如果你們最近有看新聞的話，你們可能看過這樣的照片。學(xué)生們抗議的原因是政府削減了教育補(bǔ)助金。而對于這兩個(gè)現(xiàn)象——政府削減補(bǔ)助金，以及學(xué)生們出來抗議;它們的主要原因就是：大學(xué)教育已經(jīng)不再是以前那個(gè)價(jià)了。

So if you graduated more than 2 decades ago, you might be surprised to know that it now costs students over 2.5x as much as it did for you, and that’s in real dollars for any economists in the audience here.

所以，如果你是20多年前畢業(yè)的，你可能會吃驚地發(fā)現(xiàn)：現(xiàn)在學(xué)生們要花你那時(shí)候2.5倍的錢，而且我們這里說的是實(shí)際價(jià)格(而不是賬面價(jià)格)，如果觀眾里有經(jīng)濟(jì)學(xué)家的話。

And it’s not an easy problem. On one hand the cost is becoming harder for both students and governments to bear. But in the other hand employers are demanding an educated workforce. They want employees with complex analytical skills. The world now runs out of what we dig out of people’s brains not just what we dig out of the ground. So, that’s the problem.

這不是個(gè)容易解決的問題。一方面，教育成本對學(xué)生和政府來說都越來越難負(fù)擔(dān);但另一方面，雇主們要的是一個(gè)受過教育的勞動力大軍。他們要的是具備復(fù)雜分析技巧的雇員。現(xiàn)在全世界急缺的不光是自然資源，還有優(yōu)質(zhì)的腦力勞動。對，這就是問題的癥結(jié)。

Now what’s the fix? Well, let me be completely honest with you. I have no idea.

那，怎么解決呢?嗯，實(shí)話講，我完全不知道。

But what I do want to suggest is that maybe we’ve been looking in the wrong place. We’ve been expecting change to come from schools and governments, but what if the change came from us.

不過，我想說，可能我們一直以來尋求答案的方向是錯(cuò)的。我們一直指望學(xué)校和政府能帶來改變，但有沒有可能其實(shí)是我們自己該改變呢?

I’d like to share my story and suggest that maybe an education doesn’t need to be expensive and what’s more, maybe we can learn better without it.

我想分享一下我自己的故事，告訴大家教育可能并不需要這么昂貴，而且，我們在沒有它的情況下可能可以學(xué)得更好。

So in my case I was lucky. When I got accepted to college, I managed to narrow down my choice in major to two choices: Business and computer science. I was really interested in both. With one you get to build companies, with the other you get to build technologies. And these two are not mutually exclusive. After all Bill Gates was a hacker before he built an empire.

就我個(gè)人而言，我挺幸運(yùn)的。當(dāng)我被大學(xué)錄取時(shí)，我成功地把專業(yè)選項(xiàng)縮減到2個(gè)：商科和計(jì)算機(jī)科學(xué)。我對兩者都真的非常感興趣。其中一個(gè)讓你可以建立公司，而另一個(gè)讓你可以創(chuàng)造技術(shù)。而且這兩者并不是互相排斥的。畢竟，比爾·蓋茨在建立他的帝國前就是個(gè)黑客嘛。

But in my school I could only major in one. So I did what any freshman would do, and did a careful rational cost-benefit analysis.

不過，在我們學(xué)校里，你只能選一個(gè)專業(yè)。于是我做了任何一個(gè)大一新生都會做的事：一個(gè)嚴(yán)密、理性的成本-收益分析。

So business it was, and after graduating I have no regrets. I learned a lot and I had a great time.

于是我就選了商科，而且畢業(yè)后我也完全沒有遺憾。我學(xué)到了很多，也過得很開心。

But after finishing my education, I had this longing for the path not taken. I really wanted to learn computer science. But going back to school didn’t appeal to me, four more years of my life, acceptance boards, tuition bills, I didn’t want to postpone my life and rack up debt, just to pursue a curiosity. I wanted the education, not the school.

但是在結(jié)束了我的大學(xué)教育之后，我一直對自己沒有選的那條路心懷渴望。我真的很想學(xué)計(jì)算機(jī)科學(xué)。但是，回學(xué)校讀書對我來說沒有什么吸引力; 我不想再花4年時(shí)間，不想再應(yīng)付一次招生委員會，不想再交學(xué)費(fèi)，不想僅僅為了滿足好奇心就推遲我的人生并背一大筆債。我想要的是教育，而不是學(xué)校。

And then I remembered that Universities like MIT, Stanford and Harvard, had a habit of putting up classes online for free. I’ve done a few of these before and then a thought occurred to me. If you could learn a class, why not an entire degree.

然后，我想起來像麻省理工、斯坦福和哈佛這樣的大學(xué)都有把課程免費(fèi)放到網(wǎng)上的習(xí)慣。我以前上過幾次這種課，而這時(shí)我突然有了一個(gè)點(diǎn)子：如果你能用這種方法學(xué)一門課，為什么不直接學(xué)完一個(gè)學(xué)位呢?

So that was the beginning of an experiment. Would it be possible to get an MIT education in computer science without ever going to MIT? So it’s an intriguing idea, but already you can probably notice some of the complexities and objections this might raise. So going to MIT is a lot more than just what you learn in the classroom.

于是，實(shí)驗(yàn)就這么開始了。到底有沒有可能不去麻省理工就得到麻省理工的計(jì)算機(jī)科學(xué)教育呢?這個(gè)想法的確挺誘人的，不過你可能已經(jīng)意識到這個(gè)事情很復(fù)雜，而且會引起一些人的反對。對，去麻省理工上學(xué)意味的并不僅僅是課堂上學(xué)的那些東西。

So how can you possibly hope to replicate something which is such a multifaceted experience? So I like to think college is a lot like eating at a five star restaurant. You’re never paying for just the food. You get the wait staff, elegant decor, the fancy french wines. You’re paying for a complex and multifaceted experience.

你怎么可能用別的東西替代一個(gè)這么多維的體驗(yàn)?zāi)?我覺得上大學(xué)很像是去米其林五星餐廳吃飯。你絕不是僅僅為了食物才付那么多錢，你的消費(fèi)還涵蓋服務(wù)員的服務(wù)、雅致的裝潢、高檔的法國葡萄酒。你買的是一個(gè)復(fù)雜而多維的體驗(yàn)。

And the same is true at college. You get networking with your intellectual peers, research opportunities and credentials from elite institutions. And like the fancy restaurant you get a big bill at the end.

這對于上大學(xué)來說也是一樣的。你可以和那些聰明的同輩互動，你能從這些精英機(jī)構(gòu)得到研究機(jī)會以及證書。而且，和高檔餐廳一樣，你最終會拿到一份老貴的賬單。

And you know what, sometimes this system works, but just as you probably don’t want to go to a five star restaurant, every time you get hungry, you probably also don’t want to go back to school every time you want to learn something. I didn’t want the five course meal. I wanted my education “a la carte”.

而事情是這樣的，有時(shí)候這個(gè)系統(tǒng)的確有用，但就像你不是每次餓的時(shí)候都想去一家五星餐廳，你可能也不是每次想學(xué)點(diǎn)什么的時(shí)候都要回學(xué)校。我不想要一頓五道菜的全餐，我希望我的教育是“按需點(diǎn)菜”。

So what mattered most to me, was being able to understand the big ideas of computer science; things like algorithms, artificial intelligence, encryption, and the Internet and being able to implement those ideas in computer programs.

所以，對我來說最重要的，一個(gè)是理解計(jì)算機(jī)科學(xué)里的主要概念，比如算法、人工智能、加密以及互聯(lián)網(wǎng);另一個(gè)是將這些概念運(yùn)用到電腦程序里。

So I decided to make my challenge simple. My goal will be to try to pass the exams an MIT student would do and to do the programming projects. I admit it is a simplification. It omits a lot of the MIT experiences. But for what I wanted to get out of it, it was a pretty good simplification. And what mattered more, it was a simplification that worked.

于是我決定要讓這次大學(xué)經(jīng)歷簡單點(diǎn)。我的目標(biāo)是通過麻省理工學(xué)生需要通過的考試，并實(shí)際動手編程。我承認(rèn)這的確是個(gè)簡化版本。它把去麻省理工上學(xué)的大部分體驗(yàn)都剔除了。但對于我想從中獲取的東西來說，這是個(gè)非常好的簡化版本。而更重要的是，這個(gè)簡化版本的確有用。

So I was able to build a curriculum of 33 classes, that with one or two minor exceptions was identical to the course list an MIT student would use. And I was able to build this using only MIT’s free online available information. The only cost was for a few text books which meant I could follow this entire program for under $2000.

情況是這樣的，我當(dāng)時(shí)成功地建立起一個(gè)包含33門課的課表，這和一個(gè)麻省理工學(xué)生要用到的課表幾乎是一模一樣的，只有一兩門課有點(diǎn)小區(qū)別。而我建立這個(gè)課表時(shí)用的全是麻省理工放在網(wǎng)上的免費(fèi)資源。唯一的花費(fèi)就是買了些教科書，這意味著這個(gè)項(xiàng)目對我來說還不超過2000美元。

Okay. So I have my goal and now I have the material.

好，現(xiàn)在我既有目標(biāo)也有資源了。

Now for the hard part: actually learning MIT classes. I’m not kidding myself, MIT is a really hard school, it’s notoriously difficult even for bright students and what’s more, I’m not going to have the help of faculty, and professors, and classmates that I can easily get help from.

接下來是困難的部分：真的學(xué)完這些課程。我不是在鬧著玩，麻省理工是個(gè)很難畢業(yè)的學(xué)校，即使對聰明的學(xué)生來說這里也是臭名昭著地難，而且，我還得不到教員、教授和同學(xué)的幫助。

So in theory the project’s doable but would it just be too difficult in practice? And when I told my friends about this, that I was planning on doing an MIT degree on my own, they reinforced those doubts. They told me they couldn’t imagine trying to learn a MIT degree on your own. It’d be too difficult without the constant guidance and support of faculty members.

所以，理論上來講這個(gè)項(xiàng)目是可行的，但它是不是因?yàn)樘y而無法完成呢?而當(dāng)我把這告訴我的朋友的時(shí)候，當(dāng)我告訴他們我準(zhǔn)備自學(xué)一整個(gè)麻省理工學(xué)位的時(shí)候，他們強(qiáng)化了那些疑慮。他們告訴我，他們根本無法想象光憑自己就學(xué)完一個(gè)麻省理工的學(xué)位，沒有教職人員的支援和引導(dǎo)這實(shí)在是太難了。

But that last point didn’t ring true for me, because when I went to college, I was in lecture halls like this one, where the professor would give a talk to an auditorium full of 300 students. Yeah, sure that if I had a question I could rise my hand, but if I really didn’t understand something it was up to me to learn it.

不過他們說的這最后一點(diǎn)在我看來并不正確，因?yàn)楫?dāng)我上大學(xué)的時(shí)候，我也去過這樣的講座，一個(gè)教授在里面會對著300個(gè)學(xué)生講課。的確，如果我有問題要問可以直接舉手，但如果我有什么不懂的，最終只能自己學(xué)著去解決。

So perhaps the doubts and worries over do-it-yourself degree, had more to do with it being unconventional, than it being genuinely more difficult than a formal program.

所以，對于自助學(xué)位的疑慮，可能更多地來自于它的不同尋常，而非它比正統(tǒng)求學(xué)難。

And as I started doing the first few classes, my results were even more surprising than that. I found I was able to learn faster using this approach than I ever had while in university. So far from being an obstacle, it turned out that not going to MIT had made my job a lot easier.

而當(dāng)我開始學(xué)前幾門課程的時(shí)候，我得到的結(jié)果甚至比這個(gè)還要驚人。我發(fā)現(xiàn)用這種方法學(xué)習(xí)的速度比我以前在大學(xué)里學(xué)習(xí)的速度要快多了。目前看來，這并不是一個(gè)障礙，事實(shí)證明不去MIT反而讓我的學(xué)習(xí)工作容易了不少。

Okay, so that last bit deserves a little bit of an explanation. After all, an MIT student has access to everything I do, and much much more. How can I possibly have an advantage over a student when I have fewer resources? It defies common sense.

不過，最后這一點(diǎn)我得多做點(diǎn)解釋。畢竟，我擁有的資源，MIT的學(xué)生都有，而他們還擁有很多我沒有的。當(dāng)我的資源少于一個(gè)MIT學(xué)生的時(shí)候，我怎么可能比TA有優(yōu)勢呢?這很違反常識。

So in order to explain this, I need to do a little bit of a detour. I need to go into the geeky realm of personal productivity. So there is a tool called the TimeLog.

想要解釋這一點(diǎn)，我得繞點(diǎn)彎子，我得講點(diǎn)個(gè)人生產(chǎn)力方面的艱深內(nèi)容。而我要講的是一種工具，它叫時(shí)間日志。

And here is how the TimeLog works. You jot down the starting and the stopping times for every activity you do. And I mean every activity, from when you wake up in the morning, to when you 

take out the garbage.

時(shí)間日志是這樣用的：你記下你做每件事的起始時(shí)間和完成時(shí)間。我說的是所有的事，包括你早上幾時(shí)起床，以及你什么時(shí)候出去倒垃圾。

Now my guess is that most of you here have never done a TimeLog before. You can just imagine how irritating that is to do.But if you do one, the results can be eye-opening. 

我猜你們中的大部分人以前都沒有用過時(shí)間日志，你們可以想象得出這個(gè)有多么煩人。但只要你用過一次，它的結(jié)果會讓你覺得發(fā)現(xiàn)了新世界。

So here’s a recent Wall Street Journal article where the reporter did just that. She writes: “I soon realized I’d been lying to myself about where the time was going. What I thought was a 60-hour workweek wasn’t even close. I would have guessed I spent hours doing dishes when in fact I spent minutes. I spent long stretches of time lost on the Internet or puttering around the house, unsure exactly what I was doing.”

《華爾街日報(bào)》最近有篇文章，寫這篇文章的記者就干了這個(gè)。她是這樣寫的：“我很快意識到，對于‘我的時(shí)間都用在什么地方了’這一問題，我一直都在騙自己。我曾以為自己一周工作60小時(shí)，其實(shí)遠(yuǎn)沒有那么多。我本以為我花在洗盤子上的時(shí)間有幾小時(shí)，而實(shí)際上只有幾分鐘。在很大一部分時(shí)間里，我都是在網(wǎng)上閑逛或在家里瞎轉(zhuǎn)悠，并不知道到底要干什么。”

Now, because I am a huge geek I’ve done TimeLogs before and I can say the situation is even worse for students. The vast majority of time students spend, isn’t spent learning, it’s spent commuting to class, copying notes at Starbucks, and trying to stay awake in lectures.

而由于我是個(gè)資深極客，我以前也用過時(shí)間日志，我可以告訴你們，學(xué)生人群的情況要糟糕得多。學(xué)生所花的絕大部分時(shí)間都沒有用在學(xué)習(xí)上，而是用在了去上課的路上、在星巴克抄筆記、或者是在講座上盡力不睡著。

If you could total up the amount of time that students spend forming new insights, and remembering facts which is of course what learning is, it would be tiny. And for the most part, this is not even the student’s fault. After all, entrepreneurs often notice a startling difference in their productivity, at a start-up versus a big firm. Big institutions mean bureaucracy. They mean paper work, they mean doing what you’re told instead of what’s important.

如果你能把學(xué)生用在“形成新見解”和“記住新要點(diǎn)”上的時(shí)間加總，換句話說就是用在學(xué)習(xí)上的時(shí)間，你會發(fā)現(xiàn)它其實(shí)很少。而這很大程度上并不是學(xué)生的錯(cuò)。畢竟，企業(yè)家們也常常發(fā)現(xiàn)自己在剛創(chuàng)業(yè)時(shí)和公司做大時(shí)的產(chǎn)出率完全不一樣。大機(jī)構(gòu)意味著官僚主義。它們意味著更多的紙面流程，意味著你得做上級告訴你的事而不是真正重要的事。

So being an educational entrepreneur can therefore offer some learning advantages over people in a formal system. So, take lectures as a perfect example. So, when I would do MIT lectures, when I started doing the classes, I would watch them at one and a half times the speed. This may sound very difficult, but the difference is barely audible in human speech, and of course, if it goes too fast, you just hit rewind.

所以，像我這樣把自我教育當(dāng)創(chuàng)業(yè)來做的人，比那些在正規(guī)系統(tǒng)里學(xué)習(xí)的人更有學(xué)習(xí)優(yōu)勢。比如講座就是個(gè)完美的例子。當(dāng)我要聽一場MIT講座或者一門課的時(shí)候，我會用1.5倍速來聽。這聽起來可能很難，不過其中的區(qū)別基本聽不出來，而且，如果真的太快了，你完全可以倒回去重聽。

Students in a regular classroom don’t have access to a fast-forward or rewind button, even though I’m guessing most of them would like one. And the impact of this isn’t trivial. By being able to watch lectures at a slightly faster pace, and watching them sequentially, I was able to take classes that normally span four months, and watch them in two days of real time.

教室里的學(xué)生并沒有快進(jìn)鍵和倒帶鍵可以用，然而我覺得他們其實(shí)都想要一套。這點(diǎn)不同帶來的后果可不小。由于可以用稍微快一點(diǎn)的速度播放這些講座，并且可以連著把它們看完，我可以把正常情況下4個(gè)月的課程壓到2天內(nèi)看完。

Or take assignments. Students do assignments because they have to. Yes, sometimes they facilitate learning, but sometimes they don’t. For example, if you are struggling with a concept why wait weeks to get your answers back? When I would do a hard MIT assignment, I would do the questions with the solution key in hand, one question at a time, because it’s tight feedback loops like this that cognitive scientists recognize as being critical to 

learning.

還有作業(yè)。學(xué)生們做作業(yè)是因?yàn)橛腥艘笏麄冞@么做。對，有的時(shí)候這對學(xué)習(xí)有幫助，但有的時(shí)候并沒有。比如，如果你正在為某個(gè)概念糾結(jié)，為什么非得等好幾周才得到反饋呢?當(dāng)我需要做一份很難的MIT作業(yè)時(shí)，我手里同時(shí)也拿著答案，每次只做一個(gè)題，因?yàn)檎J(rèn)知科學(xué)家們認(rèn)為這樣的及時(shí)反饋對學(xué)習(xí)來說至關(guān)重要。

And you don’t need to be a genius to apply these ideas either. Being able to replay key segments of lectures; being able to get immediate feedback on your skills; these are structural advantages that benefit slow learners as much as they benefit fast ones.

而且，并不是只有天才才能運(yùn)用這些點(diǎn)子。能夠回放講座中的關(guān)鍵部分、能夠立即得到關(guān)于技能的反饋，這些結(jié)構(gòu)性的優(yōu)勢對慢學(xué)生和快學(xué)生來說都很有益。

So, where am I right now? As of this moment I’ve completed 20 of the 33 computer science courses in the MIT curriculum. And by completed I mean that I’ve passed those final exams and I did the programming projects associated with those classes. And what’s more, because of speed-ups like this that I have mentioned, I’m on track to finishing the program in 12 months instead of 4 years.

那么，到現(xiàn)在我學(xué)得怎樣了呢?現(xiàn)在我已經(jīng)完成了MIT課表里33門計(jì)算機(jī)科學(xué)課程的20門。我說的“完成”是指：通過了期末考試，而且完成了相關(guān)的編程項(xiàng)目。更值得一提的是，因?yàn)橛形覄倓偺岬降倪@些提速方法，我正順利地把4年的課程壓縮到12個(gè)月內(nèi)學(xué)完。

So today the big topic is about how technology is going to change educational institutions and classrooms. I think this misses the point. The big upheavals in education aren’t going to be about schools, they are going to be about students. And I am not alone in believing this. There is already grassroot organizations looking to rethink education, not from the top-down but from the bottom-up. These are movements that are not planned by schools or governments, but from students who are fed up with the limited options the current system provides.

今天我們談的主題是技術(shù)將如何改變教育機(jī)構(gòu)和課堂。但我認(rèn)為這個(gè)命題其實(shí)沒有切中要點(diǎn)。而且不止我一個(gè)人這么認(rèn)為。已經(jīng)有些草根組織在重新構(gòu)思教育了，不是自上而下，而是自下而上。這些運(yùn)動并不是由學(xué)校或政府策劃的，而是由那些受夠了現(xiàn)有體系里有限選擇的學(xué)生們發(fā)起的。

Education hacking is the new trend. So billionaire investor Peter Thiel now gives $100,000 scholarship to students, not to go to school but to drop out, and start something interesting. And so when the best and brightest and most motivated start singling their talent by not going to school, the rest of the world will take notice.

在教育方式上開辟新道路是現(xiàn)在的新潮流。所以億萬富翁Peter Thiel現(xiàn)在給學(xué)生們提供了一份10萬美元的獎學(xué)金，而且不是獎勵(lì)那些去學(xué)校的學(xué)生，而是獎勵(lì)那些從學(xué)校輟學(xué)來創(chuàng)造有趣事業(yè)的人。而當(dāng)那些最杰出、最有才、最有行動力的人開始通過不去上學(xué)來發(fā)揮自己的才能時(shí)，世界上的其他人都會注意到的。

And it is not an “all or nothing” proposition either. Jay Cross, the founder of “Do-It-Yourself Degree” is putting together a list of universities based on the number of transfer credits they accept. That means you can go to a real university, and get a real degree, but minimize the amount of time you have to spend learning in the classroom.

而且這不是一個(gè)“非此即彼”的事。“自助學(xué)位”的創(chuàng)始人Jay Cross正在組建一個(gè)清單，按照一所大學(xué)接受的可轉(zhuǎn)換學(xué)分?jǐn)?shù)來給大學(xué)排序。這意味著你可以去一所貨真價(jià)實(shí)的大學(xué)拿到一個(gè)貨真價(jià)實(shí)的學(xué)位，并能只在教室里花盡量少的時(shí)間。

Look, I get it, maybe you don’t want to go to MIT or try to learn an MIT degree on your own just for fun, I get that.

我知道，可能你并不想去上MIT或者為了好玩而靠自己學(xué)完一個(gè)MIT學(xué)位所需的課程，我明白這一點(diǎn)。

But even if you decide to do your education the old fashion way, this still impacts you. The world is changing too fast to believe that learning stops once you get your diploma. Being able to teach yourself complex skills and big ideas is going to be essential to stay ahead.

但是，即使你決定用老式的方法來接受教育，這依舊可以影響到你現(xiàn)在的世界變化得太快了，你不可能一拿到文憑就停止學(xué)習(xí)。自學(xué)復(fù)雜技巧和重大思潮的能力對于保持競爭力來說至關(guān)重要。

So, like it or not, most education in the future is going to be self-education. Universities aren’t going away anytime soon, they will always offer things self-education will miss. They’re a great experience even if they’re sometimes an expensive one.

所以，不管你喜歡與否，未來的教育將主要是自我教育。大學(xué)不會在短時(shí)間內(nèi)消失，它們將一直提供一些自我教育不能提供的東西。而且上大學(xué)是個(gè)很棒的體驗(yàn)，雖然有時(shí)候真的很貴。

But that said, I believe self-education is the future. If a person like me can learn an MIT degree in one quarter of the time and 1/100 of the financial cost, what’s to stop you from doing it too?

不過，即便如此，我也相信自我教育才是未來的主流。如果我這樣一個(gè)人能夠只花1/4的時(shí)間和1/100的錢就學(xué)完一個(gè)MIT的學(xué)位，你們又怎么會沒可能呢?

Thank you.

謝謝大家。