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Yep, this begins as early as the first grade. There are very ignorant teachers who truly believe in gardner’s false belief we are in their words, “naturally good at some thing and not good in other areas”. Those ignorant teachers probably have no idea this was never science but simply an assertion by gardner many years ago, we simply evolved with different strengths and weaknesses which are more or less permanent in nature. Those ignorant teachers boosted also by very ignorant administrators who also believe in the false genetics models and in addition, are also most usually businessmen with absolutely no real care for education or students. As a result, over the years, the myth continues to be blindly accepted as dogma or false accepted as fact.

确实，这种情况早在一年级就开始显现。有些老师由于无知，竟然真的相信霍华德·加德纳（Howard Gardner）的错误观点，即我们“天生擅长某些事情，而在其他领域则不擅长”。这些老师可能并不知道，这从来不是基于科学的结论，而只是霍华德·加德纳（Howard Gardner）多年前提出的一种观点。我们每个人都有不同的优势和劣势，这些特点在本质上或多或少是一直存在的。这些无知的老师还得到了同样无知的管理者的支持，他们不仅相信错误的遗传学模型，而且通常是商人出身，不会真正的关心教育和学生。因此，多年来，这个错误的观念一直被盲目地接受为教条，或者错误地被视为事实。

They have also taken firm hold of galton’s belief of evolved abilities regarding “sheer effort” or as he stated, “succeed by ability and effort”. So those ignorant educators began doing all they could to work with that one variable, “effort”, again having no concept of attention spans; frustration tolerances; fatigue limits; improper pace and intensity before proper mental frxs are established or need for proper dynamics, slowing down for newer mental work; understanding how our individual environments create many many different amount of maintained layers of average stress along with very different verbal/social vocabulary from their environments.

他们还坚持弗朗西斯·高尔顿（Francis Galton）的观点，即通过“纯粹的努力”来发展能力，正如他所说的，“通过能力和努力取得成功”。因此，这些无知的教育工作者开始竭尽所能地专注于“努力”这一单一因素，却完全没有考虑到注意力的持续时间、对挫折的容忍度、疲劳的极限；在学生建立起适当的心理准备之前，他们没有意识到节奏和强度的不当；在进行新的脑力劳动之前，他们没有意识到需要放慢脚步；他们也没有理解到每个人的成长环境如何塑造出不同程度的压力和截然不同的口头及社交词汇。
原创翻译：龙腾网 https://www.ltaaa.cn 转载请注明出处

Instead, they simply follow galton’s myth of simply “succeed by effort”, creating more time on task without sufficient breaks if any and attempting to not only get more effort but assigning much more difficult work than the students are prepared for. What they are really doing is simply working the students very hard and then separating those students who appear to meet their needs for achievement. Those students with sufficient support and care from home are then either put in what they call gifted classes or pulled out of their rooms, openly said to more advanced. As they reach fifth grade, they also given individual classes for each subject area, with higher and lower achievement standards.

相反，他们只是盲目地遵循高尔顿的“努力就能成功”的理念，不断增加学生的作业时间，却鲜有适当的休息，他们不仅要求学生付出更多努力，还常常布置超出学生能力范围的难题。实际上，他们所做的就是让学生过度劳累，然后从中筛选出那些看似能够满足他们成就目标的学生。那些在家中得到足够支持和关怀的学生，要么被分到所谓的“资优班”，要么被明确地挑选出来，认为他们更为先进。当学生升到五年级，他们会根据每个学科领域得到个性化的课程安排，并面临不同水平的成就要求。

When they get to middle school, then begins the full separation of creating very average classes with lots more busy work, stereo typing treatment by teachers to fit their positions as just average, receiving more simplistic instruction, more patronization, and more authoritarianism. At that time those students fully recognized the handwriting on the wall: they have been assigned as failures by the school system with no avenue for any real change and improvement. Many just coast along while others become increasingly angry and frustrated. Many then turn to drug/alcohol abuse, even suicide as a result of the accumulated psychological suffering from teachers, parents, and peers for being labeled as such. So yes, the system hurts everyone to a degree by teaching permanence in ability, but for those labeled as average or below, it becomes a never ending torment.

当学生步入中学，就开始了彻底的分层，他们被分到了所谓的“普通班”，这些班级充斥着大量的机械性作业，老师对他们采取刻板的态度，将他们视为仅是平均水平的学生，给予他们更简单的教学内容，更多的居高临下和更多的权威控制。在这个阶段，这些学生清楚地意识到了一个不祥的预兆：他们已经被学校系统判定为失败者，而且没有真正的途径去实现改变和提升。许多人就此随波逐流，而其他人则变得越来越愤怒和沮丧。然后，许多人转向吸毒/酗酒，甚至有人因为被贴上这样的标签而遭受来自老师、父母和同龄人的心理折磨，最终选择了自杀。的确，这个体系通过强调能力的固定性，在一定程度上伤害了每个人，但对于那些被标记为平均或以下的学生来说，它变成了一场无休止的煎熬。
原创翻译：龙腾网 https://www.ltaaa.cn 转载请注明出处

The whole idea of some fixed intelligence came from a time when darwin first brought his “belief” we all simply evolved over time to humans. then his half cousin galton brought out his “belief” we all evolved with different abilities. Those persons back then in 1800’s had absolutely no idea how very complex our minds truly are and how greatly they are affected by our individual environments. Sadly all of the people in society at that time were just as ignorant. Many in college: those in education; science areas; others, simply felt it was correct, with no science to back it up. This myth crept into our schools into society on the false pretense of science, probably because from an observer those with knowledge and skills appears to be be more set in place. Today the myth of genetically fixed abilities has become dogma or myth accepted as fact. Those in research probably in fear of peers rejecting them for espousing environmental variables and/or just so self-centered on themselves were and are content to simply keep this awful myth alive.

关于“智力固化”的整个概念起源于达尔文首次提出的观点，他认为我们所有人都是随着时间的推移而进化成人类的。随后，他的堂兄弟高尔顿提出了另一个观点，即我们每个人都以不同的能力进化。在19世纪，那些人完全无法理解我们的心智有多么复杂，以及它们是如何深受各自环境的影响。不幸的是，当时社会中的所有人都同样无知。许多在大学的人，无论是在教育领域还是科学领域，以及其他人，尽管没有科学依据支持，都简单地认为这些观点是正确的。这个错误的观念以科学的名义潜入了我们的学校和整个社会，可能是因为在观察者眼中，那些拥有知识和技能的人似乎天生就处于某种固定的位置。如今，智力由基因决定这一神话已经成为被广泛接受的事实。那些从事研究的人们，可能因为害怕同侪否定他们提出的环境因素，或者只是过于自我中心，曾经并且依然满足于让这个可怕的谬论得以延续。
原创翻译：龙腾网 https://www.ltaaa.cn 转载请注明出处

The reason why those abilities appeared to be more fixed and from certain families was that those from more stable, knowledge rich, supportive families would have lower average stress, much more ease of learning, a much higher social vocabulary/communication skills from their families and peers, etc. At the same time the vast majority of persons were dwelling in areas with much less knowledge, support, care, skills, and many more continuous anxieties, fears, needs, etc. This taxed their mental, emotional, and physical energies much more, so they had to work much harder to receive the same mental reward and for those persons also, they would have to approach many academic areas as much more new mental work, so they were and are still not able to have the mental, emotional, physical energy to gain sufficient mental reward received for mental work expended and keep this up with enjoyment for years.

这些能力之所以看起来较为固定，并且似乎主要集中在某些家庭，是因为那些出身于更加稳定、知识渊博、支持性强的家庭的孩子们，他们承受的平均压力较小，学习过程更为顺畅，并且从家庭成员和同伴那里获得了更丰富的社交词汇和沟通技巧。与此同时，绝大多数人居住在知识、支持、关怀和技能少得多的地区，而更多的是持续的焦虑、恐惧和需求等。这些因素消耗了他们更多的心理、情感和身体能量，因此，他们必须更加努力地学习才能获得相同的精神满足，对于那些人而言，他们需要将许多学术领域视为全新的心理挑战。这意味着他们过去和现在都难以拥有足够的心理、情感和身体能量去获得与他们投入的精神劳动相匹配的精神回报，并且难以长期保持这种学习的乐趣。

The problem as back then and also now lies in two areas. 1. Those in education still do not realize our minds in its complexities are not just working on some present situations or work, they are also working on many other past, present, future -experiences, fears, anxieties, needs, preparation for defense along with many weights and values (many faulty) accumulated from youth regarding strength, power, status, image, force, hard work, etc. which their minds keep in gear and accumulates in harm or higher average layers over time. These layers take up real mental energy, hurting thinking, learning, motivation, and mental health.

问题在于，无论是过去还是现在，教育领域的人还没有充分认识到我们的心智复杂性。我们的大脑不仅仅处理当前的情况或工作，它们还在处理许多其他的事情，包括过去、现在和未来的各种经历、恐惧、焦虑、需求以及防御准备。同时，我们的大脑还承载着从年轻时期积累的许多重负和价值观（其中许多是错误的），比如力量、权力、地位、形象、武力、努力学习等。这些因素持续地在我们的心智中发挥作用，并随着时间的推移积累，形成伤害或更高的平均压力层。这些压力层消耗了我们真正的心理能量，损害了我们的思维、学习、动机和心理健康。

At the same time, those from more stable, supportive environments with lots support and knowledge have much lower layers of average stress, more ease of learning, and so much more enjoyable learning or long-term motivation for learning. 2. Also there is a second variable/tool those in science either through intent or blind ignorance are not showing everyone. The myth by galton and others “simply succeed by ability and effort” or in this case effort, has created the awful myth that those who are not succeeding are simply not able or not trying hard enough or effort.

与此同时，那些来自更稳定、更有支持性的环境，并且得到大量支持和知识的人，他们承受的平均压力较小，学习过程更加轻松，对于学习和长期保持学习动力也更加充满乐趣。第二，科学领域中的一些人，无论是有意还是无意，没有向公众展示另一个重要的变量或工具。高尔顿等人提出的“仅凭能力和努力就能成功”的观念，特别是在强调努力的方面，已经造成了一个错误的认识，即那些未能成功的人只是因为能力不足或者努力不够。

This is very false. You see in those more stable environments, those students have much lower average stress and much more ease. When they approach a newer mental work, they are bringing with them much more knowledge and skills *and ease to that new mental work. With this ease they are more naturally able to slow down for that newer mental work and also have more previous knowledge and skills to latch onto that newer mental work. This creates a more proper dynamics of slowing down for newer mental work and then as they gain more knowledge in that area, their pace will pick up and gain more knowledge faster, with even more enjoyment and motivation.

这种说法是不正确的。在那些更稳定的环境下，学生们平均压力较低，学习更为轻松。当他们面对新的学习任务时，他们已经具备了更多的知识和技能，并且能够以更轻松的心态来应对。这种轻松的心态使他们能够更自然地放慢脚步，逐步适应新的学习任务，并且他们可以利用已有的知识和技能来更好地掌握新知识。这样，他们就能更恰当地放慢节奏去适应新的学习任务，随着在该领域知识的积累，他们的进步会加快，学习速度也会提升，同时还能享受到更多的乐趣和保持更高的学习动力。
原创翻译：龙腾网 https://www.ltaaa.cn 转载请注明出处

Those those students from more harsh environments or less than stable/knowledge rich environments will have far more layers of average stress of some many needs and anxieties which will feed much more so into their pace and intensity in approaching that newer mental work, *raising much more so their already, higher average stress hurting more so their thinking, learning, motivation, etc. Sadly usually there is also much more newer mental work thus causing more mental work and more improper pace. This creates much much less mental reward for mental work expended, thus hurting their thinking and learning much more so. So here we can see just how our individual environments, not genetics are greatly affecting our thinking, learning, motivation, and mental health over time.

那些来自较为艰苦或不稳定、知识贫乏环境的学生，会面临更多的平均压力，这些压力源自众多需求和焦虑，进而深刻影响他们处理新脑力工作的节奏和强度。这些额外的压力加剧了他们本已较高的平均压力水平，更加损害了他们的思维、学习和动力。遗憾的是，他们通常需要应对更多的新脑力工作，导致心理负担加重，节奏不当。这使得他们为脑力工作付出的努力得到的回报远远不足，从而更加影响了他们的思维和学习。由此可见，正是我们各自的成长环境，而非遗传因素，在长期中极大地影响着我们的思维、学习、动机和心理健康。

I see our subconscious as an extra mental work bank to deal with information our mind is working on subconsciously. I see our subconscious as working on many layers of mental work just below our consciousness. I don’t see it as having power, but something which may take up much wasted mental energy leaving less mental energy for performing more conscious thinking, learning, motivation, and mental health.The higher those layers of subconscious work, the less mental energy we will have for our conscious thinking, learning, motivation, and mental health.

我把我们的潜意识看作是一个额外的脑力劳动库，它处理着我们大脑在潜意识层面上运作的信息。我认为潜意识在意识之下进行着许多层次的心理工作。我不认为它具有控制力，但它可能会消耗大量的心理能量，从而减少了用于有意识思考、学习、激励和心理健康的心理能量。潜意识工作的层次越高，我们用于有意识思考、学习、激励和心理健康的心理能量就越少。

This our real average stress and takes up much, in many cases, much wasted mental energy or work on things we can slowly learn to resolve and remove. This is why our individual environments greatly affect our thinking, learning, motivation, and mental health, not genetics. I see our unconscious mind as much dormant memories which will be awakened at times by some stimulus or “things in our immediate environment: music, places, sounds, etc. which may be connected to some more dormant memories. These would then be awakened and sent to our subconscious or conscious mind if needed there. Our unconscious mind may also contain memories which have too much mental work to be allowed into our subconscious or consciousness (like repressed memories) perhaps as an automatic protection part of our mind.

这反映了我们真实的平均压力水平，它消耗了大量的心理能量，很多时候这些能量被用在了我们可以逐渐学会处理和消除的问题上。这就是为什么我们各自的成长环境（而不是遗传因素）对我们的思维、学习、动机和心理健康有着重大影响。我把我们的潜意识视为许多沉睡的记忆，这些记忆有时会被某些刺激或“我们周围环境中的事物，比如音乐、地点、声音等”触发，这些事物可能与一些沉睡的记忆有所联系。一旦被触发，这些记忆就会被唤醒，并在需要时被送入我们的潜意识或意识中。我们的潜意识中可能还包含了一些记忆，这些记忆因为涉及过多的心理工作，而被阻止进入我们的潜意识或意识中（比如被压抑的记忆），这或许是我们大脑的一种自动保护机制。

I hope my learning theory will release students and adults from the very harmful, false teachings of genetic permanence in ability being taught to our students from a young age. This teaching did not come from science but from a mere false assertion of evolutionary development. This teaching in school and society is creating love and honor for those who appear to measure up in some way and more isolation and lack of care for those who appear not to measure up. It is creating much false feelings of anxiety and hopelessness along with many deaths from drug/alcohol abuse, suicide, and now mass violence with suicidal intent. Yes, our schools are creating this problem by teaching permanence in ability. We can help all students and adults by redefining our average stress in a more complex – but a much better, more effective way.

我希望我的学习理论能够解放学生和成人，使他们不再受到从小就被灌输的关于能力遗传固定性的错误和有害教育的影响。这种教育并非基于科学，而是源于对进化发展的一个错误的断言。在学校和社会中，这种教育导致了对那些在某些方面看似达标的人的偏爱和尊重，而对那些看似不达标的人则造成了更多的孤立和忽视。这种观念造成了许多不必要的焦虑和绝望情绪，并且伴随着因药物和酒精滥用、自杀以及现在带有自杀意图的大规模暴力事件而死亡的人数增多。
确实，我们学校通过强调能力的固定性，正在造成这个问题。我们可以通过用一种更复杂但更有效的方法重新定义我们的压力水平，来帮助所有学生和成年人。