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演讲简介：
在社交和外向性格备受推崇的文化中，成为内向的人可能会很难，这甚至是可耻的。但是，当你聆听苏珊·凯恩激情澎湃的演讲时，你会发现内向的人给这个世界带来了惊人的天赋和能力，这是值得鼓励和庆祝的。
adj. 群居的，爱社交的
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- But now here's where the bias comes in.
- 但是现在偏见出现了。
- Our most important institutions, our schools and our workplaces,
- 我们最重要的机构，学校及职场，
- they are designed mostly for extroverts and for extroverts' need for lots of stimulation.
- 却像是为外向者设计的，并且有适合他们需要的刺激。
- And also we have this belief system right now that I call the new groupthink,
- 当然我们现在也有这样一种信用机制，我称它为新型的“团队思考”，
- which holds that all creativity and all productivity comes from a very oddly gregarious place.
- 这是一种包含所有创造力和生产力的思考方式，从一个社交非常零散的地方产生的。
- So if you picture the typical classroom nowadays: When I was going to school, we sat in rows.
- 当你描绘今天典型教室的图案时：当我还上学的时候，我们一排排地坐着。
- We sat in rows of desks like this, and we did most of our work pretty autonomously.
- 我们靠着桌子，一排排坐着，就像这样，并且我们大多数工作都是自觉完成的。
- But nowadays, your typical classroom has pods of desks -- four or five or six or seven kids all facing each other.
- 但是在现代社会，所谓典型的教室是些圈起来并排的桌子--四个或是五个或是六、七个孩子坐在一起，面对面。
- And kids are working in countless group assignments.
- 孩子们要完成无数个小组任务。
- Even in subjects like math and creative writing,
- 甚至像数学和创意写作这些课程，
- which you think would depend on solo flights of thought, kids are now expected to act as committee members.
- 这些你们认为需要依靠个人闪光想法的课程，孩子们现在却被期待成为小组会的成员。
- And for the kids who prefer to go off by themselves or just to work alone, those kids are seen as outliers often or, worse, as problem cases.
- 对于那些喜欢独处，或者自己一个人独立完成作业的孩子来说，他们常常被视为局外人或者更糟，被视为问题孩子。
- And the vast majority of teachers reports believing that the ideal student is an extrovert as opposed to an introvert,
- 几乎所有老师都认为，好的学生应该是外向活泼的，内向的孩子则正好相反。
- even though introverts actually get better grades and are more knowledgeable, according to research.
- 即使内向的孩子成绩较好，甚至更博学多闻。这是根据研究得出的。
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| 重点单词 | 查看全部解释 | |||
| gregarious | [gre'gɛəriəs] | 联想记忆 | ||
| creativity | [.kri:ei'tiviti] | 联想记忆 | ||
| knowledgeable | ['nɔlidʒəbl] | |||
| solo | ['səuləu] | 联想记忆 | ||
| opposed | [ə'pəuzd] | |||
| typical | ['tipikəl] | |||
| productivity | [.prɔdʌk'tiviti] | 联想记忆 | ||
| bias | ['baiəs] | 联想记忆 | ||
| majority | [mə'dʒɔriti] | |||
| stimulation | [.stimju'leiʃən] | 联想记忆 |
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