TED英语演讲稿改善工作的快乐之道范文稿Word文档下载推荐.docx
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TED英语演讲稿改善工作的快乐之道范文稿Word文档下载推荐.docx
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iwasnervousbecausemyparentshadchargedmewithmakingsurethatmysisterandiplayedassafelyandasquietlyaspossible.andseeingashowihadaccidentallybrokenamy&
sarmjustoneweekbefore...(laughter)...heroicallypushingheroutofthewayofanoncomingimaginarysniperbullet,(laughter)forwhichihaveyettobethanked,iwastryingashardasicould--shedidn&
tevenseeitcoming--iwastryingashardasicouldtobeonmybestbehavior.
andisawmysister&
sface,thiswailofpainandsufferingandsurprisethreateningtoeruptfromhermouthandthreateningtowakemyparentsfromthelongwinter&
snapforwhichtheyhadsettled.soididtheonlythingmylittlefranticsevenyear-oldbraincouldthinktodotoavertthistragedy.andifyouhavechildren,you&
veseenthishundredsoftimesbefore.isaid,"
amy,amy,wait.don&
tcry.don&
tcry.didyouseehowyoulanded?
nohumanlandsonallfourslikethat.amy,ithinkthismeansyou&
reaunicorn."
(laughter)
nowthatwascheating,becausetherewasnothingintheworldmysisterwouldwantmorethannottobeamythehurtfiveyear-oldlittlesister,butamythespecialunicorn.ofcourse,thiswasanoptionthatwasopentoherbrainatnopointinthepast.andyoucouldseehowmypoor,manipulatedsisterfacedconflict,asherlittlebrainattemptedtodevoteresourcestofeelingthepainandsufferingandsurpriseshejustexperienced,orcontemplatinghernew-foundidentityasaunicorn.andthelatterwonout.insteadofcrying,insteadofceasingourplay,insteadofwakingmyparents,withallthenegativeconsequencesthatwouldhaveensuedforme,insteadasmilespreadacrossherfaceandshescrambledrightbackupontothebunkbedwithallthegraceofababyunicorn...(laughter)...withonebrokenleg.
whatwestumbledacrossatthistenderageofjustfiveandseven--wehadnoideaatthetime--wassomethingthatwasgoingbeatthevanguardofascientificrevolutionoccurringtwodecadeslaterinthewaythatwelookatthehumanbrain.whatwehadstumbledacrossissomethingcalledpositivepsychology,whichisthereasonthati&
mheretodayandthereasonthatiwakeupeverymorning.
whenifirststartedtalkingaboutthisresearchoutsideofacademia,outwithcompaniesandschools,theveryfirstthingtheysaidtoneverdoistostartyourtalkwithagraph.theveryfirstthingiwanttodoisstartmytalkwithagraph.thisgraphlooksboring,butthisgraphisthereasonigetexcitedandwakeupeverymorning.andthisgraphdoesn&
tevenmeananything;
it&
sfakedata.whatwefoundis--
ifigotthisdatabackstudyingyouhereintheroom,iwouldbethrilled,becausethere&
sveryclearlyatrendthat&
sgoingonthere,andthatmeansthaticangetpublished,whichisallthatreallymatters.thefactthatthere&
soneweirdreddotthat&
supabovethecurve,there&
soneweirdointheroom--iknowwhoyouare,isawyouearlier--that&
snoproblem.that&
snoproblem,asmostofyouknow,becauseicanjustdeletethatdot.icandeletethatdotbecausethat&
sclearlyameasurementerror.andweknowthat&
sameasurementerrorbecauseit&
smessingupmydata.
sooneoftheveryfirstthingsweteachpeopleineconomicsandstatisticsandbusinessandpsychologycoursesishow,inastatisticallyvalidway,doweeliminatetheweirdos.howdoweeliminatetheoutlierssowecanfindthelineofbestfit?
whichisfantasticifi&
mtryingtofindouthowmanyadviltheaveragepersonshouldbetaking--two.butifi&
minterestedinpotential,ifi&
minterestedinyourpotential,orforhappinessorproductivityorenergyorcreativity,whatwe&
redoingiswe&
recreatingthecultoftheaveragewithscience.
ifiaskedaquestionlike,"
howfastcanachildlearnhowtoreadinaclassroom?
"
scientistschangetheanswerto"
howfastdoestheaveragechildlearnhowtoreadinthatclassroom?
andthenwetailortheclassrighttowardstheaverage.nowifyoufallbelowtheaverageonthiscurve,thenpsychologistsgetthrilled,becausethatmeansyou&
reeitherdepressedoryouhaveadisorder,orhopefullyboth.we&
rehopingforbothbecauseourbusinessmodelis,ifyoucomeintoatherapysessionwithoneproblem,wewanttomakesureyouleaveknowingyouhave10,soyoukeepcomingbackoverandoveragain.we&
llgobackintoyourchildhoodifnecessary,buteventuallywhatwewanttodoismakeyounormalagain.butnormalismerelyaverage.
andwhatipositandwhatpositivepsychologypositsisthatifwestudywhatismerelyaverage,wewillremainmerelyaverage.theninsteadofdeletingthosepositiveoutliers,whatiintentionallydoiscomeintoapopulationlikethisoneandsay,why?
whyisitthatsomeofyouaresohighabovethecurveintermsofyourintellectualability,athleticability,musicalability,creativity,energylevels,yourresiliencyinthefaceofchallenge,yoursenseofhumor?
whateveritis,insteadofdeletingyou,whatiwanttodoisstudyyou.becausemaybewecangleaninformation--notjusthowtomovepeopleuptotheaverage,buthowwecanmovetheentireaverageupinourcompaniesandschoolsworldwide.
thereasonthisgraphisimportanttomeis,wheniturnonthenews,itseemslikethemajorityoftheinformationisnotpositive,infactit&
snegative.mostofit&
saboutmurder,corruption,diseases,naturaldisasters.andveryquickly,mybrainstartstothinkthat&
stheaccurateratioofnegativetopositiveintheworld.whatthat&
sdoingiscreatingsomethingcalledthemedicalschoolsyndrome--which,ifyouknowpeoplewho&
vebeentomedicalschool,duringthefirstyearofmedicaltraining,asyoureadthroughalistofallthesymptomsanddiseasesthatcouldhappen,suddenlyyourealizeyouhaveallofthem.
ihaveabrotherin-lawnamedbobo--whichisawholeotherstory.bobomarriedamytheunicorn.bobocalledmeonthephonefromyalemedicalschool,andbobosaid,"
shawn,ihaveleprosy."
(laughter)which,evenatyale,isextraordinarilyrare.butihadnoideahowtoconsolepoorbobobecausehehadjustgottenoveranentireweekofmenopause.
seewhatwe&
refindingisit&
snotnecessarilytherealitythatshapesus,butthelensthroughwhichyourbrainviewstheworldthatshapesyourreality.andifwecanchangethelens,notonlycanwechangeyourhappiness,wecanchangeeverysingleeducationalandbusinessoutcomeatthesametime.
wheniappliedtoharvard,iappliedonadare.ididn&
texpecttogetin,andmyfamilyhadnomoneyforcollege.whenigotamilitaryscholarshiptwoweekslater,theyallowedmetogo.suddenly,somethingthatwasn&
tevenapossibilitybecameareality.wheniwentthere,iassumedeveryoneelsewouldseeitasaprivilegeaswell,thatthey&
dbeexcitedtobethere.evenifyou&
reinaclassroomfullofpeoplesmarterthanyou,you&
dbehappyjusttobeinthatclassroom,whichiswhatifelt.butwhatifoundthereis,whilesomepeopleexperiencethat,whenigraduatedaftermyfouryearsandthenspentthenexteightyearslivinginthedormswiththestudents--harvardaskedmeto;
iwasn&
tthatguy.(laughter)iwasanofficerofharvardtocounselstudentsthroughthedifficultfouryears.andwhatifoundinmyresearchandmyteachingisthatthesestudents,nomatterhowhappytheywerewiththeiroriginalsuccessofgettingintotheschool,twoweekslatertheirbrainswerefocused,notontheprivilegeofbeingthere,norontheirphilosophyortheirphysics.theirbrainwasfocusedonthecompetition,theworkload,thehassles,thestresses,thecomplaints.
whenifirstwentinthere,iwalkedintothefreshmendininghall,whichiswheremyfriendsfromwaco,texas,whichiswhereigrewup--iknowsomeofyouhaveheardofit.whenthey&
dcometovisitme,they&
dlookaround,they&
dsay,"
thisfreshmandininghalllookslikesomethingoutofhogwart&
sfromthemovie"
harrypotter,"
whichitdoes.thisishogwart&
harrypotter"
andthat&
sharvard.andwhentheyseethis,theysay,"
shawn,whydoyouwasteyourtimestudyinghappinessatharvard?
seriously,whatdoesaharvardstudentpossiblyhavetobeunhappyabout?
embeddedwithinthatquestionisthekeytounderstandingthescienceofhappiness.becausewhatthatquestionassumesisthatourexternalworldispredictiveofourhappinesslevels,wheninreality,ifiknoweverythingaboutyourexternalw
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