From: the 7 habits Of highly effective people
Author: Steven R covey
Translator: 一切都還不晚
譯文僅供個(gè)人學(xué)習(xí)，不用于任何形式商業(yè)目的，轉(zhuǎn)載請(qǐng)注明原作者、文章來(lái)源、翻譯作者，版權(quán)歸原文作者所有。
Before going any further, I invite you to have an intellectual and emotional experience. Take a few seconds and just look at the picture below and carefully describe what you see.
在深入討論這個(gè)問(wèn)題之前，我想邀請(qǐng)你來(lái)做一個(gè)有關(guān)智力與情商的實(shí)驗(yàn)。請(qǐng)花幾秒鐘的時(shí)間看看下面這個(gè)圖片，并仔細(xì)描述你的所見(jiàn)。
Do you see a woman? How old would you say she is? What does she look like? What is she wearing? In what kind of roles do you see her?
你看到了一個(gè)婦人？你認(rèn)為她芳鄰幾何？她的模樣如何？她穿著什么樣的衣服？在你的印象中這樣的女人一般會(huì)是什么角色？
You probably would describe the woman in the first picture to be about 25 years old—very lovely, rather fashionable with a petite nose and a demure presence. If you were a single man you might like to take her out. If you were in retailing, you might hire her as a fashion model.
或許你會(huì)說(shuō)圖片1中的這個(gè)女人是25歲左右，恬靜的外表加上高挺的鼻梁讓她看起來(lái)非?？蓯?ài)，如果你是一個(gè)單身男性或許會(huì)考慮和她約會(huì)，如果你是賣(mài)服裝的，你可能會(huì)考慮雇傭她為時(shí)尚模特。
But what if I were to tell you that you're wrong? What if I said this picture is of a woman in her 60's or 70's who looks sad, has a huge nose, and is certainly no model. She's someone you probably would help across the street.
但是，假如我告訴你看錯(cuò)了你會(huì)怎么想呢？假如我說(shuō)這張圖片上描繪的女人看起來(lái)有60、70歲了，有著巨大的鼻子，也不是模特，有可能就是某個(gè)在大街上需要你攙扶著過(guò)馬路的老人。
Who's right? Look at the picture again. Can you see the old woman? If you can't, keep trying. Can you see her big hook nose? Her shawl?
誰(shuí)是對(duì)的呢？再來(lái)看看這個(gè)圖片，你能看得出她是一個(gè)老人嗎？如果沒(méi)有的話(huà)，試著再仔細(xì)看看，你能看到她那巨大的彎鉤鼻子，還有她的頭巾嗎？
If you and I were talking face to face, we could discuss the picture. You could describe what you see to me, and I could talk to you about what I see. We could continue to communicate until you clearly showed me what you see in the picture and I clearly showed you what I see.
如果你和我面對(duì)面交流的話(huà)，我們就可以討論這張圖片，我們就可以向?qū)Ψ矫枋鑫覀兛吹搅耸裁?，直到我們都清楚的知道了我們?duì)彼此的描述。
Because we can't do that, turn to picture 2 and study the picture there and then look at this picture again. Can you see the old woman now? It's important that you see her before you continue reading.
由于我們無(wú)法這樣做，那么我們來(lái)研究下第二張圖片，現(xiàn)在你能看出這是一個(gè)老婦人了嗎？在你繼續(xù)閱讀之前，你必須要看清楚了，這是很重要的。
I first encountered this exercise many years ago at the Harvard Business School. The instructor was using it to demonstrate clearly and eloquently that two people can see the same thing, disagree, and yet both be right. It's not logical; it's psychological.
多年以前我還在哈佛商學(xué)院時(shí)，我第一次經(jīng)歷了這樣的一個(gè)實(shí)驗(yàn)。我的教授就是使用這樣的圖片向我們清晰的演示并證明了，兩個(gè)人即便是在看同樣的一件事物，也會(huì)存在不同的觀(guān)點(diǎn)，而且都可能是正確的，這無(wú)關(guān)邏輯，而關(guān)乎心理。
He brought into the room a stack of large cards, half of which had the image of the young woman you saw on picture 1, and the other half of which had the image of the old woman on picture 2.He passed them out to the class, the picture of the young woman to one side of the room and the picture of the old woman to the other. He asked us to look at the cards, concentrate on them for about ten seconds and then pass them back in. He then projected upon the screen the picture you saw on picture 3 combining both images and asked the class to describe what they saw. Almost every person in that class who had first seen the young woman's image on a card saw the young woman in the picture. And almost every person who had first seen the old woman's image on a card saw an old woman in the picture.
教授將一大推大卡片拿到教室里來(lái)，有一半的卡片上畫(huà)著第一張圖片上的婦人，另外一半上畫(huà)著第二張圖片上的婦人。教授將卡片都發(fā)給了大家，一邊的學(xué)生拿到了繪制著年輕婦人的卡片，另一邊的學(xué)生拿到繪制著年老的婦人。教授讓我們盯著卡片看上10秒鐘，然后把他們收回去，同時(shí)在大屏幕上偷竊了一張以上兩張圖片合成的照片，然后詢(xún)問(wèn)大家看到了什么，幾乎所有剛才拿到那個(gè)畫(huà)有年輕婦人照片的同學(xué)們都說(shuō)看到的是一個(gè)年輕的婦人，而另外的所有剛才拿到那個(gè)畫(huà)有老婦人照片的同學(xué)都說(shuō)看到的是一個(gè)老婦人。
The professor then asked one student to explain what he saw to a student on the opposite side of the room. As they talked back and forth, communication problems flared up.
這時(shí)教授讓其中的一個(gè)學(xué)生向另外一個(gè)學(xué)生解釋他的所見(jiàn)時(shí)，隨著他們不斷的討論，他們之間的問(wèn)題也隨之而來(lái)。
"What do you mean, 'old lady'? She couldn't be more than 20 or 22 years old!”
"有沒(méi)有搞錯(cuò)，你看到了一個(gè)'老婦人'我認(rèn)為她的年齡不會(huì)超過(guò)22歲！"
"Oh, come on. You have to be joking. She's 70—could be pushing 80!"
"噢，你不是在開(kāi)玩笑吧，她應(yīng)該有70甚至超過(guò)80歲了！"
"What's the matter with you? Are you blind? This lady is young, good looking. I'd like to take her out. She's lovely."
你是什么情況？難道你眼睛看不見(jiàn)了嗎？這個(gè)女人還很年輕，容貌嬌好，我都想和她約會(huì)呢！她是如此的可愛(ài)！"
"Lovely? She's an old hag."
"可愛(ài)？她就是個(gè)老巫婆！"
The arguments went back and forth, each person sure of, and adamant in, his or her position. All of this occurred in spite of one exceedingly important advantage the students had—most of them knew early in the demonstration that another point of view did, in fact, exist—something many of us would never admit. Nevertheless, at first, only a few students really tried to see this picture from another frame of reference.
爭(zhēng)論來(lái)來(lái)回回，每個(gè)人都堅(jiān)信他們自己才是對(duì)的，堅(jiān)持自己的觀(guān)點(diǎn)。雖然很多學(xué)生很早之前就知道在這一演示過(guò)程中一定會(huì)存在與自己不同的觀(guān)點(diǎn)，但是他們當(dāng)中的很多人是絕對(duì)不會(huì)承認(rèn)這一事實(shí)的。然而，一開(kāi)始的時(shí)候，還是有幾個(gè)學(xué)生會(huì)真正的嘗試著從對(duì)方的思維框架里觀(guān)察這副畫(huà)。
After a period of futile communication, one student went up to the screen and pointed to a line on the drawing. "There is the young woman's necklace." The other one said, "No, that is the old woman's mouth." Gradually, they began to calmly discuss specific points of difference, and finally one student, and then another, experienced sudden recognition when the images of both came into focus.
激烈的討論以后，一個(gè)學(xué)生徑直走向大屏幕，然后指著畫(huà)面上的一條線(xiàn)說(shuō)"這就是年輕婦人的脖子"，話(huà)音剛落就有學(xué)生站起來(lái)反駁說(shuō)，"不可能，這明明就是老婦人的嘴巴。"漸漸的，他們開(kāi)始平靜的交流他們看到的不同特征，一個(gè)接一個(gè)的表達(dá)自己的看法，當(dāng)聚焦到兩幅畫(huà)，所有參與實(shí)驗(yàn)的學(xué)生的認(rèn)知也發(fā)生了改變。
Through continued calm, respectful, and specific communication, each of us in the room was finally able to see the other point of view. But when we looked away and then back, most of us would immediately see the image we had been conditioned to see in the ten-second period of time.
通過(guò)持續(xù)的平和，相互尊重，更加細(xì)致的交流，最終我們每個(gè)人都能看到其他的觀(guān)點(diǎn)，但是，當(dāng)我們轉(zhuǎn)移視角，再回過(guò)頭去看時(shí)，我們中的絕大多數(shù)人都能立即發(fā)現(xiàn)我們?cè)谥?0秒鐘之內(nèi)看到的圖像。
I frequently use this perception demonstration in working with people and organizations because it yields so many deep insights into both personal and interpersonal effectiveness. It shows, first of all, how powerfully conditioning affects our perceptions, our paradigms. If ten seconds can have that kind of impact on the way we see things, what about the conditioning of a lifetime? The influences in our lives—family, school, church, work environment, friends, associates, and current social paradigms such as the Personality Ethic—all have made their silent unconscious impact on us and help shape our frame of reference, our paradigms, our maps.
我經(jīng)常在與別人以及組織合作時(shí)使用這一感知演示實(shí)驗(yàn)，因?yàn)樗茉趥€(gè)人效能以及人與人之間的效能上產(chǎn)生非常多的深刻見(jiàn)解。它首先向我們展示了環(huán)境因素對(duì)我們的感知和思維定式的影響是非常大的。如果連這10秒鐘的時(shí)間就能對(duì)我們看待問(wèn)題的方式產(chǎn)生如此大的影響，那更何況是一生之久??！這該會(huì)對(duì)我們?cè)诩彝ダ?，學(xué)校里，教堂里，工作中，朋友間，社團(tuán)里，以及如今流行的人格魅力這樣的思維定式上產(chǎn)生多么大的影響??！而且，這些影響都是存在于悄然之間，塑造著我們的思維框架，我們的思維定式以及我們的人生地圖。
It also shows that these paradigms are the source of our attitudes and behaviors. We cannot act with integrity outside of them. We simply cannot maintain wholeness if we talk and walk differently than we see. If you were among the 90 percent who typically see the young woman in the composite picture when conditioned to do so, you undoubtedly found it difficult to think in terms of having to help her cross the street. Both your attitude about her and your behavior toward herhad to be congruent with the way you saw her.
這也向我們表明了這種思維定式就是我們行為態(tài)度的源泉，沒(méi)有他們的指引我們就不能表現(xiàn)得誠(chéng)實(shí)，如果我們的所作所為有別于我們的所見(jiàn)所聞，那我們就不能保持純。如果你是那典型的90%的人中的一個(gè)，你將看到的就是一個(gè)年輕的婦人，那么毫無(wú)疑問(wèn)你將很難提前想到要攙扶著她過(guò)馬路，所有你對(duì)她的言行舉止都將和你看待她的方式保持一致。
This brings into focus one of the basic flaws of the Personality Ethic. To try to change outward attitudes and behaviors does very little good in the long run if we fail to examine the basic paradigms from which those attitudes and behaviors flow.
這引發(fā)了我們對(duì)人格魅力缺陷的關(guān)注，長(zhǎng)期來(lái)看，假如我們不能審視我們的基本思維定式，那么試圖去改變外在的行為態(tài)度也只會(huì)是無(wú)義之舉，因?yàn)槲覀兊男袨閼B(tài)度來(lái)源于我們的思維定式。
This perception demonstration also shows how powerfully our paradigms affect the way we interact with other people. As clearly and objectively as we think we see things, we begin to realize that others see them differently from their own apparently equally clear and objective point of view. "Where we stand depends on where we sit."
這一感知演示實(shí)驗(yàn)也向我們表明了思維定式在人際交往過(guò)程中的強(qiáng)大影響力，當(dāng)我們?cè)绞悄軌蚯逦陀^(guān)的看待問(wèn)題，我們也將會(huì)明白之所以別人也有不同的觀(guān)點(diǎn)，那也是基于他們自己的觀(guān)點(diǎn)，他們也同樣認(rèn)為他們是清晰客觀(guān)的看待了問(wèn)題。我們的立場(chǎng)取決于我們坐在哪里。
Each of us tends to think we see things as they are, that we are objective. But this is not the case. We see the world, not as it is, but as we are—or, as we are conditioned to see it. When we open our mouths to describe what we see, we in effect describe ourselves, our perceptions, our paradigms. When other people disagree with us, we immediately think something is wrong with them. But, as the demonstration shows, sincere, clearheaded people see things differently, each looking through the unique lens of experience.
我們每個(gè)人都傾向于認(rèn)為我們看到的就是事實(shí)，都認(rèn)為我們是非?？陀^(guān)的，但是事實(shí)卻不是如此，我們看待這個(gè)世界，看到并不是他本身，而是我們自己，或者說(shuō)是我們習(xí)慣看到世界。當(dāng)我開(kāi)口描述我們所見(jiàn)，實(shí)際也是在描述我們自己的認(rèn)知與思維定式。當(dāng)別人反對(duì)我們時(shí)，我們會(huì)立馬認(rèn)為他們是錯(cuò)的，但是正如上面的認(rèn)知演示實(shí)驗(yàn)向我們所展示的一樣，誠(chéng)實(shí)的，頭腦清晰的人看待問(wèn)題的方式是不同的，他們能從獨(dú)特的經(jīng)驗(yàn)中看待問(wèn)題。
This does not mean that there are no facts. In the demonstration, two individuals who initially have been influenced by different conditioning pictures look at the third picture together. They are now both looking at the same identical facts—black lines and white spaces—and they would both acknowledge these as facts. But each person's interpretation of these facts represents prior experiences, and the facts have no meaning whatsoever apart from the interpretation.
這并不是意味著沒(méi)有事實(shí)，在上面的實(shí)驗(yàn)里，兩個(gè)人在看第三張圖片時(shí)就是被最初看到的兩張不同的圖片影響著，他們都是看到了完全相同的事實(shí)-黑色的線(xiàn)條與空白，而且他們都認(rèn)同這個(gè)事實(shí)，但是每個(gè)人闡述的事實(shí)都代表著先前的經(jīng)驗(yàn)，拋開(kāi)這些解釋?zhuān)聦?shí)是沒(méi)有任何意義的。
The more aware we are of our basic paradigms, maps, or assumptions, and the extent to which we have been influenced by our experience, the more we can take responsibility for those paradigms, examine them, test them against reality, listen to others and be open to their perceptions, thereby getting a larger picture and a far more objective view.
我們對(duì)自己的思維定式，人生地圖或者假定的意識(shí)越強(qiáng)，我們受到過(guò)往經(jīng)驗(yàn)的影響越廣，我們就越能對(duì)我們的思維定式負(fù)責(zé)，就會(huì)審視他們，依照現(xiàn)實(shí)去檢驗(yàn)他們，并能保持開(kāi)放的心態(tài)去傾聽(tīng)別人接受別人的觀(guān)念，只有這樣我們才能獲得更加宏達(dá)和客觀(guān)的視野！
The End！
