你是誰
Suppose someone asked, "Who are you?" it would be simple enough to respond with your name. but if the person wanted to know the whole story about who you are, it would be more difficult to answer. You'd obviously have to give the details of your height and age and weight. You'd also have to include all your sentiments and preferences, even the secret ones you'd never shared with anyone– your affection for you parents; your desire to please the crowd you associate with; your dislike of your older sister's husband; your allegiance to Bud weiser beer, the Ford Motor Company, the Denver Broncos, Calvin Klein jeans, and BruceSpringsteen.
如果有人問：你是誰，回答姓名是最簡單的方式。但是如果這個人想要知道你所有的故事，那就比較難回答了。你顯然不得不給出你身高、年齡、和體重的所有細節(jié)。你也不得不說出你的情感和喜好。甚至是你從未與他人分享的秘密。你對家人的熱愛，你渴望愉悅的人群，你對姐夫的不喜歡，你對喜歡的啤酒、公司，牛仔和音樂的衷心。
Your attitude scouldn't be overlooked either – the impatience you have when an issue gets complex, your aversion to English courses, your rejection of communism, your fear of high places and dogs and speaking in public. The list would go on. To be complete, it would have to include all your characteristics – not only the physic cal but the emotional and intellectual as well.
當(dāng)然也不能忽視你的態(tài)度。對一個日益復(fù)雜的問題失去耐心，對英語課程的反感。對交際、恐高、對狗、對公開場合演講的恐懼。這個清淡還可以繼續(xù)。但為了完整，它必須包括你所有的特征，不僅僅是身體方面，還包括情感和智力方面的。
To provide all that information would be quite a chore. But suppose the questioner was still curious, and now asked, "How did you get the way you are?" if your patience were not yet exhausted, chances are you'd answer something like this:"I'm that way because I choose to be, because I've considered other sentiments and preferences and attitudes and made my selection. The ones I chose fit my style and personality best." That answer is a natural enough one, and in part it's true. But in a larger sense it's not true. The impact of the world on all of us is much greater than we usually realize.
當(dāng)然提供所有這些信息會非常的煩。但是，假如這個提問的人仍然好奇的問：你是如何變成現(xiàn)在這個樣子的？你貌似還要回答一些這樣的：我變成這樣是因為我的選擇，我選擇了考慮其他情感，喜好，和態(tài)度以后作出的選擇。我選擇的這些符合我的風(fēng)格和個性。這個回答很自然，而且在某部分是真實的。但是在更大的意義上，這不對。世界對所有我們的影響比我們多數(shù)人所意識到的遠遠大多了。
INFLUENCES ON IDENTITY
個體的影響
You are not only a member of a particular species,Homo sapiens, but you exist at a particular moment in the history of the species.?
你不僅是一個特殊種類的一員，智人，而且你存在特定時刻的歷史和空間中。
Being a young adult today is quite different from being a young adult thirty years ago ,and very different from being a young adult in 1500 or 10,000 B.C.?
今天的成年人與30年前的成年人不同，與1500年前或 10000B.C.的成年人更不同，
The world's state of progress differs, and likewise its knowledge and beliefs and values.
世界的進步狀況不同，其知識，信仰和價值觀也是如此。
The opportunities for learning and working and relaxing are not the same. So people's daily thoughts and actions vary.
學(xué)習(xí)，工作和放松的機會是不一樣的。所以人們的日常思想和行為各不相同。
Variations in place and circumstance also can make a difference.?
變化的地方和環(huán)境也可以有所作為。
If you're from a large city, the odds are you look at many things differently from someone in the country.?
如果你來自一個大城市，你很可能會看到很多不同于這個國家的人。
A person raised for eighteen years in New York City or Los Angeles who goes to college in a town of 3,000 will find the experience difficult.?
一個在紐約市或洛杉磯長大十八年，在一個3000人的小鎮(zhèn)上大學(xué)的人會發(fā)現(xiàn)這個經(jīng)歷很困難。
So will a person raised on an isolated farm. But probably for opposite reasons!
一個人在一個孤立的農(nóng)場也會養(yǎng)起來。但可能出于相反的原因！
If you are an American sports enthusiast, you're probably interested in football, baseball, or basketball. But if you were Chinese, you'd be much more familiar with and excited about ping-pong, and if you were European, soccer. If your father is an automobile mechanic, you undoubtedly know more about cars than does the average person. If you mother is a teacher, you'll tend have a somewhat different perspective on school and teachers than do other students.
如果你是美國運動愛好者，你可能對足球，棒球或籃球感興趣。但如果你是中國人，你會更加熟悉和興奮于乒乓球，如果你是歐洲人，那么足球。如果你的父親是汽車修理工，那么無疑你比一般人更了解汽車。如果你媽媽是老師，你對學(xué)校和老師的看法往往比其他學(xué)生有所不同。
In much the same way, all the details about your family very likely have some bearing on who you are.Their religion, race, national origin, political affiliation, economic level, attitudes towards one another, all have made some contribution to your identity.
同樣，關(guān)于你的家庭的所有細節(jié)很可能與你是誰有關(guān)。他們的宗教，種族，民族血統(tǒng)，政治派別，經(jīng)濟水平，對彼此的態(tài)度等都對你的身份做出了一些貢獻。
Of course, people may reject what they are taught at home. People between the ages of eighteen and twenty-one often have sharp and apparently permanent differences with their parents in terms of beliefs and values on many issues. Still, whether you accept or reject what you are taught, your present position grows out of those teachings. It is a response to your upbringing. Given different parents with a different culture and different values – growing up, say, in Istanbul rather than Dubuque – your response would necessarily be different. You would, in that sense, not be the same person.
當(dāng)然，人們可能會拒絕他們在家被教的東西。十八歲到二十一歲之間的人在許多問題上的信仰和價值觀方面與父母常常有明顯的差異。不管你接受還是拒絕接受你被教導(dǎo)的，你現(xiàn)在的位置都是從這些教導(dǎo)中長出來的。這是對你的教養(yǎng)的回應(yīng)?？紤]到不同文化和不同價值觀的不同父母 - 比如在伊斯坦布爾而不是迪比克 - 成長起來，你的回應(yīng)必然會有所不同。從這個意義上說，你不會是同一個人。
THE ROLE OF MASS CULTURE
大眾文化的影響
In centuries past, the influence of family and teachers was the dominant, and sometimes the only, influence on children. Today, however, the influence exerted by mass culture (but broadcast media, newspapers, magazines and popular music) is often greater.
在過去的幾個世紀里，家庭和教師的影響力是兒童的主要影響力，有時甚至是唯一影響力。然而，今天，大眾文化（但廣播媒體，報紙，雜志和流行音樂）所帶來的影響往往更大。
By age eighteen the average teenager has spent 11,000 hours in the classroom and 22,000 hours?infront?of the television set. He or she has done perhaps 13,000 school lessons,yet has watched more than 750,000 commercials.
到十八歲時，青少年平均在教室里花費了11,000小時，在電視機前面花費了22,000小時。他或她已經(jīng)完成了13,000次上課，但已經(jīng)觀看了超過75萬次廣告。
What effects does mass culture have on young people (and many adults, as well)? To answer, we need only consider the formats and devices commonly used. Modern advertising typically bombards the public with slogans and testimonials by celebrities.This approach is designed to appeal to emotions and create artificial needs for products and services. As a result, many people develop the habit of responding emotionally, impulsively, and?gullibly?to such appeals.
大眾文化對年輕人（以及許多成年人也一樣）有什么影響？要回答，我們只需要考慮常用的格式和設(shè)備。現(xiàn)代廣告通常通過名人的口號和推薦來吸引公眾。這種方法旨在吸引情緒并創(chuàng)造對產(chǎn)品和服務(wù)的人為需求。結(jié)果，許多人養(yǎng)成了對情緒，沖動和輕信的回應(yīng)的習(xí)慣。
Television program?mersuse?frequent scene shifts and sensory appeals such as car crashes, violence, and sexual encounters to keep audience interest from diminishing. Then they add frequent commercial interruptions. As a result, many people find it difficult to concentrate in school or at work. They may think the teacher or the job is boring when, in fact, mass culture has made them impatient with the normal rhythms of life.
電視節(jié)目頻繁發(fā)生場景轉(zhuǎn)換和感官訴求，如汽車碰撞，暴力和性遭遇，以防止觀眾的興趣減弱。然后他們增加頻繁的廣告中斷。結(jié)果，許多人發(fā)現(xiàn)很難集中注意力在學(xué)?；蚬ぷ魃?。當(dāng)大眾文化使他們對生活的正常節(jié)奏感到不耐煩時，他們可能認為老師或工作很無聊。
Finally, mass culture promotes values that oppose those held by most parents. Play is presented as more fulfilling than work, self-gratification more desirable than self-control, and materialism more meaningful than idealism. People who adopt these values without questioning them may end up sacrificing worthy goals to their pursuit of "a good time" and lots of money.
最后，大眾文化所提倡的與大多數(shù)父母所持有的價值觀相反。玩樂表現(xiàn)的比工作更充實，自我滿足比自我控制更為理想，唯物主義比唯心主義更有意義。那些毫不懷疑地接受這些價值觀的人最終會為了追求“美好時光”和大量金錢而犧牲一些有價值的目標(biāo)。
EFFECTS ON SELF-IMAGE
對自我形象的影響
The circumstances of our lives are so influential that they affect not only our view of the world but also our view of ourselves. If you were to make a list of your capacities for different kinds of activities, you might say, for example, "I work well with mechanical things, but I have no talent for dealing with ideas." Would that be accurate? Not necessarily! It would be what you had come to believe about yourself, the conclusion you'd reached as a result of your experience. However, it might very well be a conclusion you reached too soon.
我們的生活環(huán)境如此有影響力，不僅影響我們對世界的看法，而且影響我們對自己的看法。如果你要列出不同種類活動的能力，例如，你可能會說，“我在機械方面做得很好，但我沒有處理想法的天賦?！边@是準確的嗎？不必要！這將是你相信你自己的結(jié)果，你得出的結(jié)論是你經(jīng)歷的結(jié)果。但是，這很可能是您過早達成的結(jié)論。
Dr. Maxwell Maltz explains the amazing results one educator had in improving the grades of school children by changing their self-images. He had observed that when they saw themselves as stupid in a particular subject (or stupid in general), they unconsciously acted to confirm their self-images. They believed they were stupid, so they acted that way. Reasoning that it was their defeatist attitude rather than any lack of ability that was defeating them, the educator set out to change their self-images. He found that when he accomplished that, they no longer behaved stupidly!
麥克斯威爾博士通過改變他們的自我形象來改善學(xué)生的成績，這是一位教育工作者取得的驚人成績。他觀察到，當(dāng)他們發(fā)現(xiàn)自己在某個特定科目（或一般愚蠢）中很愚蠢時，他們無意識地采取行動來確認他們的自我形象。他們相信他們很愚蠢，所以他們這樣做。推理說，這是他們的失敗主義者的態(tài)度，而不是任何擊敗他們的能力的缺乏，教育者開始改變他們的自我形象。他發(fā)現(xiàn)當(dāng)他做到這一點時，他們不再表現(xiàn)得蠢！
Maltz records how this same negative self-image kept a salesman from ever reaching more than a certain level of sales. When his territory was changed to a larger and more promising territory, he continued to make the same dollar amount, not a bit more. The trouble was found to be not in the conditions of his work but in his self-image. He had decided he couldn't exceed a certain amount, and so he subconsciously prevented himself from doing so.
馬爾茨記錄了這種相同的負面自我形象如何使銷售人員達到超過一定的銷售水平。當(dāng)他的區(qū)域改為更大更有前途的區(qū)域時，他繼續(xù)賺取相同的美元金額，而不是更多。發(fā)現(xiàn)的麻煩不在于他的工作條件，而在于他的自我形象。他已經(jīng)決定不能超過一定的數(shù)額，所以他下意識地阻止自己這樣做。
Maltz concludes from these and other examples that our experiences can work a kind of self-hypnotism on us, suggesting a conclusion about ourselves and then urging us to make it come true.
馬爾茨從這些例子和其他例子中得出結(jié)論，我們的經(jīng)驗可以對我們產(chǎn)生一種自我催眠作用，提出關(guān)于我們自己的結(jié)論，然后催促我們實現(xiàn)它。
這個系列是對超越感覺：批判性思考指南 07版做的翻譯練習(xí)，如果覺得有幫助可以點鏈接購買第九版中文，英文原版在這里Beyond Feelings：A Guide to Critical Thinking （英語）
【今天的logic把我折磨的夠痛苦，不過在這個過程中突然想到，與天斗其樂無窮，與地斗，其樂無窮，與人斗其樂無窮?，F(xiàn)在我就在與我自己的大腦斗，其樂無窮。】
SIGNIFICANCE OF THE EARLY YEARS
早年的意義
Psychologists agree that the early years of life are the most significant in shaping a person. Like?sapling?trees, small children are very?pliable. The reasons for this are obvious. Everything is new to them. They are constantly recording?impressions, and they lack any?sophisticated?process for sorting out those impressions and dealing with them. Children cannot think analytically. They cannot even express their reactions verbally.
心理學(xué)家認為，早年 的生活是塑造一個人最重要的。像樹苗一樣，小孩子很柔軟。原因很明顯。對他們來說一切都是新鮮事他們不斷地記錄印象，并且他們?nèi)狈τ糜谡磉@些印象并處理它們的復(fù)雜過程。孩子們無法分析思考。他們甚至不能口頭表達他們的反應(yīng)。
The impact of children's early experiences can be profound, affecting their basic outlook toward themselves and other. Dr. Thomas A. Harris suggests that there are four such outlooks, and not all of them are healthy:
兒童早期經(jīng)歷的影響可能是深刻的，影響他們對自己和他人的基本觀點。托馬斯哈里斯博士建議有四種這樣的觀點，并不是所有的都是健康的：
1、我不好，你好
2、我不好，你不好
3、我好，你不好
4、我好，你好
The first outlook occurs for everyone between birth and age two or three. It develops when children sense their own?fumbling?helplessness and adults' comparative ability. The difference in size and skill makes adults seem almost godlike. And so children feel inferior.
第一種觀點出現(xiàn)在從出生到兩三歲的人之間。當(dāng)孩子感受到自己摸索的無奈和成年人的能力比較時，它就會發(fā)展起來。大小和技巧的差異使得成人看起來幾乎像上帝一樣。所以孩子們感到自卑。
Age two or three, in Harris's view, is an important?juncture. Children may continue in the first outlook with their feelings of inferiority lessening as they grow in knowledge and skill. Or they may slip into the harmful second or third outlook. The second develops when mothers are unusually cold. Lacking any encouragement, the children literally lack a reason to live. If they survive, they tend to become emotionally?stunted, unable to accept recognition from anyone. The third outlook occurs when cruel, unloving parents beat and abuse their children. Each time the children experience an episode of violence, they are forced to provide their own encouragement and comfort. Thus they turn away from others. (Harris calls this outlook the criminal position because the history of many?psychopathic?individuals reveals it.)
在哈里斯看來，二三歲是一個重要的時刻。隨著他們在知識和技能方面的成長，孩子們可能會繼續(xù)在第一次展望中降低自卑感?；蛘咚麄兛赡芟萑胗泻Φ牡诙虻谌^點。當(dāng)母親異常寒冷時，第二個發(fā)展階段中。沒有任何鼓勵，孩子們沒有理由活下去。如果他們生存下來，他們往往會變得情緒低落，不能接受任何人的承認。第三種觀點發(fā)生在殘忍，不愛的父母毆打和虐待他們的孩子時。孩子們每次遇到暴力事件時，都會被迫提供自己的鼓勵和安慰。這樣他們就會離開別人。 （哈里斯稱這種觀點是犯罪的立場，因為許多心理變態(tài)的個體揭示了這一點。）
The fourth outlook, Harris stresses, is the only conscious one. That is, it is the only one based on faith,??thought?, and action. People fortunate enough to have had caring, encouraging parents get the necessary start. Then through later childhood and adolescence, they gradually grow out of both the emotional, unthinking responses of the child and the uncritical dependence on earlier teachings. They become thinking, self-directed people – individuals. They have both a sense of their won worth (I'm OK) and faith and trust in others (You're OK)2.
哈里斯強調(diào)，第四種觀點是唯一有意識的觀點。也就是說，它是唯一基于信仰，思想和行動的。幸運的人得到了關(guān)懷，鼓勵父母獲得必要的開始。然后在兒童時期和青春期后期，他們逐漸從孩子的情感反應(yīng)和不加思索的對早期教義的依賴中產(chǎn)生出來。他們成為思考，自我指導(dǎo)的人 - 個人。他們對自己的勝利感（我很好）以及對別人的信任和信任（你沒事）2。
BECOMING AN INDIVIDUAL
成為個人
What does individuality mean and to what extent can a person be an individual? In the current popular imagination, individuality means "doing your own thing," responding to life's situations in whatever way seems most natural.The problem with that notion is that it ignores all the shaping forces we have been discussing. It denies the fact that each of us has been channeled and conditioned to a great degree. It pretends there is some inner self untouched by all that we have experienced, all that has happened to us.
個人意味著什么？一個人在多大程度上可以成為一個個人？在當(dāng)前流行的想象中，個體意味著“做你自己的事情”，以任何看起來最自然的方式回應(yīng)生活的情況。這個概念的問題在于它忽略了我們一直在討論的所有塑造力量。它否認我們每個人都在很大程度上被灌輸和適應(yīng)的事實。它假裝有一些內(nèi)在的自我沒有接觸到我們所經(jīng)歷的一切，這一切都發(fā)生在我們身上?！臼裁匆馑伎床欢?/p>
The fact is that if you define individuality in the? popular way and act on that definition, you'll be acting like Pavlov's famous dog. Pavlov rang a bell whenever he placed food in front of the dog. After a while, he conditioned the dog to?drool?when he heard the bell, even though no food was presented to him. The dog was doing what came naturally to him. But what came naturally was influenced by his experience. He was controlled by a force outside himself.
事實是，如果你用流行的方式定義個性，并按照這個定義行事，你就會像帕夫洛夫著名的狗一樣行事。每當(dāng)他把食物放在狗的前面時，帕夫洛夫就響鈴。過了一段時間，盡管沒有食物給他看，但是當(dāng)他聽到鈴聲時，他的狗流口水。這只狗正在做他自然而然的事情。但是，自然而然受到他的經(jīng)驗影響。他被自己以外的力量所控制?！緱l件反射】
Obviously, individuality must be something more than that. It must be the habit of developing your own personal responses to people, issues, and situations, rather than mindlessly endorsing the responses you have been conditioned to make. These guidelines will help you achieve individuality:
顯然，個性必須超過那個。它必須是習(xí)慣性的建立起你自己對人，事情和情況的個人反應(yīng)，而不是盲目地贊同你所做的回應(yīng)。這些指導(dǎo)方針將幫助您達到個性：
1.? Tree your first reaction to any person, issue, or situation as?tentative. No matter how appealing it may be, refuse to embrace it until after you have examined it.
1、將你對任何人的第一反應(yīng)，問題或情況樹為暫定。不管它有多吸引人，只有在檢查之后才接受它。
2.? ? Decide why you reacted as you did. Consider whether you borrowed there action from someone else – a parent or friend, perhaps, or a celebrity or fictional character on television. If possible, determine what specific experiences conditioned you to react this way.
2.決定你為什么作出反應(yīng)?？紤]你是否借用了別人的行動 - 也許是父母或朋友，或者電視上的名人或虛構(gòu)人物。如果可能的話，確定什么具體的經(jīng)驗使你以這種方式作出反應(yīng)。
3. Think of other reactions your might have had to the person, issue, or situation.
3.想想你可能對人，問題或情況所產(chǎn)生的其他反應(yīng)。
4.? ? Ask yourself whether one of the other reactions is more appropriate than your first reaction. And when you answer, resist the influence of your conditioning.
4.問問自己，其他反應(yīng)之一是否比第一反應(yīng)更合適。當(dāng)你回答時，抵制你的控制的影響。
To ensure that you will really be an individual, and not merely claim to be one,apply these guidelines throughout your work in this book, as well as in your everyday life.
為了確保您真正成為個人，而不僅僅是自稱是個人，請在本書以及日常生活的整個工作中應(yīng)用這些指導(dǎo)原則。
APPLICATIONS
應(yīng)用
1.? ?Suppose you asked a friend, How did you acquire your?particular identity?– your sentiments and preferences and attitudes? Then suppose?the friend?responded, I'm an individual. No one else influences me. I do my?own thing, select the sentiments and preferences and attitudes that suit me.?How would?you explain to your friend what you learned in this chapter?
1.假設(shè)你問了一個朋友，你是如何獲得你的特定身份 - 你的情感，喜好和態(tài)度的？那么假設(shè)這位朋友回應(yīng)說，我是個人。沒有人影響我。我做我自己的事情，選擇適合我的情緒和偏好以及態(tài)度。你如何向你的朋友解釋你在本章中學(xué)到了什么？
2.? ? Ask yourself the question Who am I? Write down ten answers to this?on ten?separate slips of paper. Use the first three paragraphs of this chapter?to help?you to choose your answer. Arrange the pieces of paper in priority?order in?terms of their importance to you. Which self-descriptions are most?important to?your? Why?
2.問自己我是誰？在十張單獨的紙上寫下十個答案。使用本章的前三段來幫助你選擇你的答案。根據(jù)對您的重要性排列優(yōu)先順序。哪些自我描述對你最重要？為什么？
3.? ? ?Identify the various positive and negative influences that have?shaped you. Be sure to include the particular as well as the general influences?and the?subtle as well as the obvious. Which of those influences?have?had?the greatest?effect on you? Explain the effects as precisely as you can.
3.確定塑造你的各種積極和消極影響。一定要包括具體以及一般影響和微妙以及明顯。哪些影響對你影響最大？盡可能精確地解釋效果。
4.? ? Note your immediate reaction to each of the following questions.?Then apply?the four guidelines given in this chapter for achieving individuality.
4. 寫下您對以下每個問題的直接反應(yīng)。然后運用本章給出的四條準則來實現(xiàn)個性。
Should freshman composition be a?required course?for all students?
大一新生應(yīng)該成為所有學(xué)生的必修課嗎？
Should athletes be tested?for?anabolicsteroid?use?
運動員是否應(yīng)該進行合成代謝類固醇的測試？
Should creationism be taught?in high?school biology classes?
創(chuàng)造論應(yīng)該在高中生物課中教授嗎？
Should?polygamy?be legalized?
一夫多妻應(yīng)該合法化嗎？
Should the voting age be?lowered to?sixteen?
選舉投票年齡是否應(yīng)該降至十六歲？
5.? ? Group discussion exercise: Discuss each of the following questions?with two?or three classmates, applying the four guidelines for?developing individuality?that are given in this chapter. Be prepared to share your?group's ideas?with the class.
5.小組討論練習(xí)：與兩個或三個同學(xué)討論以下每個問題，應(yīng)用本章給出的發(fā)展個性的四條指導(dǎo)原則。準備好與班級分享你們小組的想法。
Should?extremist?groups like?the Ku?Klux Klan be allowed to hold?rallies?on public property?
像Ku?Klux Klan這樣的極端主義組織應(yīng)該被允許舉行公共財產(chǎn)集會嗎？
Should the prison system?give greater?emphasis to the punishment or to the?rehabilitation?of?inmates?
監(jiān)獄系統(tǒng)應(yīng)該更重視懲罰還是修復(fù)犯人？
Should doctors and clinics?be required?to notify parents of minors when they prescribe birth control?devices for?the minors?
是否應(yīng)要求醫(yī)生和診所在為未成年人開具計劃生育裝置時通知未成年人的父母？
這個系列是對超越感覺：批判性思考指南 07版做的翻譯練習(xí)，如果覺得有幫助可以點鏈接購買第九版中文，英文原版在這里Beyond Feelings：A Guide to Critical Thinking （英語）
【你的個人就是你的經(jīng)歷，你的閱讀史就是你的成長史，要一一列出來什么對自己影響最大還真不容易，自己的三觀到底是如何建立起來的呢？從心理學(xué)研究上看原生家庭的影響非常重要，然而后天自己的閱歷努力經(jīng)歷也有著舉足輕重的作用，人生不設(shè)限，用好的影響因素去塑造未來的你】
【不喜歡下雨，卻喜歡潮濕的天氣，矛盾】
【拿自己做實驗，真的是沒誰了，過幾天就能看到結(jié)果】
