when you are a kid, you get asked this one particular question a lot, it really gets kind of annoying. what do you want to be when you grow up? now, adults are hoping for answers like, i want to be an astronaut or i want to be a neurosurgeon, you’re adults in your imaginations.
kids, they’re most likely to answer with pro-skateboarder, surfer or minecraft player. i asked my little brother, and he said, seriously dude, i’m 10, i have no idea, probably a pro-skier, let’s go get some ice cream.
see, us kids are going to answer something we’re stoked on, what we think is cool, what we have experience with, and that’s typically the opposite of what adults want to hear.
but if you ask a little kid, sometimes you’ll get the best answer, something so simple, so obvious and really profound. when i grow up, i want to be happy.
for me, when i grow up, i want to continue to be happy like i am now. i’m stoked to be here at tedex, i mean, i’ve been watching ted videos for as long as i can remember, but i never thought i’d make it on the stage here so soon. i mean, i just became a teenager, and like most teenage boys, i spend most of my time wondering, how did my room get so messy all on its own.
did i take a shower today? and the most perplexing of all, how do i get girls to like me? neurosciences say that the teenage brain is pretty weird, our prefrontal cortex is underdeveloped, but we actually have more neurons than adults, which is why we can be so creative, and impulsive and moody and get bummed out.
but what bums me out is to know that, a lot of kids today are just wishing to be happy, to be healthy, to be safe, not bullied, and be loved for who they are. so it seems to me when adults say, what do you want to be when you grow up? they just assume that you’ll automatically be happy and healthy.
well, maybe that’s not the case, go to school, go to college, get a job, get married, boom, then you’ll be happy, right? you don’t seem to make learning how to be happy and healthy a priority in our schools, it’s separate from schools. and for some kids, it doesn’t exists at all? but what if we didn’t make it separate? what if we based education on the study and practice of being happy and healthy, because that’s what it is, a practice, and a simple practice at that?
education is important, but why is being happy and healthy not considered education, i just don’t get it. so i’ve been studying the science of being happy and healthy. it really comes down to practicing these eight things. exercise, diet and nutrition, time in nature, contribution, service to others, relationships, recreation, relaxation and stress management, and religious or spiritual involvement, yes, got that one.
so these eight things come from dr. roger walsh, he calls them therapeutic lifestyle changes or tlcs for short. he is a scientist that studies how to be happy and healthy. in researching this talk, i got a chance to ask him a few questions like; do you think that our schools today are making these eight tlcs a priority? his response was no surprise, it was essentially no. but he did say that many people do try to get this kind of education outside of the traditional arena, through reading and practices such as meditation or yoga.
but what i thought was his best response was that, much of education is oriented for better or worse towards making a living rather than making a life.
in XX, sir ken robinson gave the most popular ted talk of all time. schools kill creativity. his message is that creativity is as important as literacy, and we should treat it with the same status.
a lot of parents watched those videos, some of those parents like mine counted it as one of the reasons they felt confident to pull their kids from traditional school to try something different. i realized i’m part of this small, but growing revolution of kids who are going about their education differently, and you know what? it freaks a lot of people out.
even though i was only nine, when my parents pulled me out of the school system, i can still remember my mom being in tears when some of her friends told her she was crazy and it was a stupid idea.
looking back, i’m thankful she didn’t cave to peer pressure, and i think she is too. so, out of the 200 million people that have watched sir ken robinson’s talk, why aren’t there more kids like me out there?
shane mcconkey is my hero. i loved him because he was the world’s best skier. but then, one day i realized what i really loved about shane, he was a hacker. not a computer hacker, he hacked skiing. his creativity and inventions made skiing what it is today, and why i love to ski. a lot of people think of hackers as geeky computer nerds who live in their parent’s basement and spread computer viruses, but i don’t see it that way.
hackers are innovators, hackers are people who challenge and change the systems to make them work differently, to make them work better, it’s just how they think, it’s a mindset.
i’m growing up in a world that needs more people with the hacker mindset, and not just for technology, everything is up for being hacked, even skiing, even education. so whether it’s steve jobs, mark zuckerberg or shane mcconkey having the hacker mindset can change the world.
healthy, happy, creativity in the hacker mindset are all a large part of my education. i call it hackschooling, i don’t use any one particular curriculum, and i’m not dedicated to any one particular approach, i hack my education.
i take advantage of opportunities in my community, and through a network of my friends and family. i take advantage of opportunities to experience what i’m learning, and i’m not afraid to look for shortcuts or hacks to get a better faster result. it’s like a remix or a mash-up of learning. it’s flexible, opportunistic, and it never loses sight of making happy, healthy and creativity a priority.
and here is the cool part, because it’s a mindset, not a system. hackschooling can be used anyone, even traditional schools. soo what does my school look like? well, it looks like starbucks a lot of the time, but like most kids i study lot of math, science, history and writing. i didn’t used to like to write because my teachers made me write about butterflies and rainbows, and i wanted to write about skiing.
it was a relief for my good friend’s mom, started the squaw valley kids institute, where i got to write through my experiences and my interests, while, connecting with great speakers from around the nation, and that sparked my love of writing.
i realized that once you’re motivated to learn something, you can get a lot done in a short amount of time, and on your own, starbucks is pretty great for that. hacking physics was fun, we learned all about newton and galileo, and we experienced some basic physics concepts like kinetic energy through experimenting and making mistakes.
my favorite was the giant newton’s cradle that we made out of bowling balls, no bocce balls. we experimented with lot of other things like bowling balls and event giant jawbreakers.
project discovery’s ropes course is awesome, and slightly stressful. when you’re 60 feet off the ground, you have to learn how to handle your fears, communicate clearly, and most importantly, trust each other.
community organizations play a big part in my education, high fives foundation’s basics program being aware and safe in critical situations. we spent a day with the squaw valley ski patrol to learn more about mountain safety, then the next day we switched to science of snow, weather and avalanches.
but most importantly, we learned that making bad decisions puts you and your friends at risk. young should talk, well brings history to life. you study a famous character in history, and so that you can stand on stage and perform as that character, and answer any question about their lifetime.
in this photo, you see al capone and bob marley getting grilled with questions at the historical piper’s opera house in virginia city, the same stage where harry houdini got his start.
time and nature is really important to me, it’s calm, quiet and i get to just log out of reality. i spend one day a week, outside all day. at my fox walkers classes, our goal is to be able to survive in the wilderness with just a knife. we learn to listen to nature, we learn to sense our surroundings, and i’ve gained a spiritual connection to nature that, i never knew existed.
but the best part is that we get to make spears, bows and arrows, fires with just a bow drill and survival shelters for the snowy nights when we camp out. hanging out at the moment factory where they hand make skis and design clothes, has really inspired me to one day have my own business. the guys at the factory showed me why i need to be good at math, be creative and get good at selling.
so i got an internship at big shark print to get better at design and selling. between fetching lunch, scrubbing toilets and breaking their vacuum cleaner, i’m getting to contribute to clothing design, customizing hats and selling them. the people who work there are happy, healthy, creative, and stoked to be doing what they are doing, this is by far my favorite class.
so, this is why i’m really happy, powder days, and it’s a good metaphor for my life, my education, my hackschooling. if everyone ski this mountain, like most people think of education, everyone will be skiing the same line, probably the safest and most of the powder would go untouched.
i look at this, and see a thousand possibilities, dropping the corners, shredding the spine, looking for a churning from cliff-to-cliff. skiing to me is freedom, and so is my education, it’s about being creative; doing things differently, it’s about community and helping each other. it’s about being happy and healthy among my very best friends.
so i’m starting to think, i know what i might want to do when i grow up, but if you ask me what do i want to be when i grow up? i’ll always know that i want to be happy. thank you.
各位老師、同學：
大家好!
今天我演講的內容是關於大學生的獨立思維。
哲學家帕思卡爾曾有過這樣的動人描述：人只不過是一根葦草，是自然界最脆弱的東西;但他是一根能思想的葦草。用不著整個宇宙都拿起武器來才能毀滅;一口氣、一滴水就足以致他於死命了。然而縱使宇宙毀滅了他，人卻仍然要比致他死命的東西更高貴得多;因此他知道自己要死亡，以及宇宙對他所具有的優勢，而宇宙對此一無所知。
我想沒什麼話再能比這段描述更能體現人的思想的獨一無二性。如今，我們來到大學，學習某一專業，期望取得一技之長，憑此以後能夠立足於社會。而蔡元培曾提出過，大學應該“思想自由，兼容並包”的。由此可見，我們不僅應在大學取得一技之長，更應在此培養出獨立的思維。如果說人生就像在大海中航行，那么一技之長便是我們航行的能力，而獨立思維則是我們辨別航向的能力。迷航的人終究只能漂泊在人生里，到達不了目的地。
那什麼是獨立思維呢?
此刻我站在這裡演講，大家看到我外表的美醜，感覺到我演說技巧的好壞，聽到我演講詞的華麗與貧瘠。這些自然會引起每位聽眾的思考與評判。可是，我們不僅是聽眾，更是大學生，起應該具備獨立思維的大學生。演講的外在形式只產生一個吸引與否的效果，它是評審們對演講者評判的一小部分。真正應該引起我們思考的，是演講的內容，以及演講者所闡述的思想。正是這種對另一個獨立個體等思想的認識，才是我們真正的獨立思維的體現。
有時，我們會在一場演講會上昏昏欲睡，那是因為演講內容的無趣與繁瑣。有時我們則會很狂熱。眾所周知，美國總統歐巴馬是個很棒等演講家，他慷慨激昂的演說俘獲了許多選民。可是同時大家也都看到他上任至今，美國社會狀況並無明顯好轉。從其民眾支持率的下跌，不難看出選民們對他的失望。二戰時，希特勒也是位天才演講家，德國民眾在他的煽動下願意為他付出生命。自然，大家也都知道他後來進行了一場多么邪惡的戰爭。
只憑一時的熱情做出的選擇往往缺乏理性。而獨立思維的重要性也由此體現。在高度信息化的今天，有太多的理論與思想在湧入我們的大腦。它們有些是有益的，有些則是有害的。假如我們不具備獨立思維，盲目接受，那結果是可怕的。
在這四年里，我們大學生除了學習專業知識外，更應培養出自己的獨立思維。這樣我們才能在面對問題時，看到它的本質，做出理性的評判。而使我們大學生區別於普通客群的地方，也正是這種對問題進行獨立思考而做出理性評判的能力。因此，我認為，只有一個具備了獨立思維的大學生，才能算是一個真正意義上接受了高等教育的大學生。
(這段你自己取捨)在人生旅程中，獨立思維是辨別航向的能力，使我們不會迷失方向;獨立思維是夜航的燈塔，指引我們前進的方向;獨立思維是黑暗中的火光，照亮我們的道路。在此我祝願每個年輕的朋友在大學裡培養出自己的獨立思維。
以上就是我自己關於大學生獨立思維的一些想法，謝謝大家的傾聽。
文章導讀：適合現場表達 演講語言是經過精心錘鍊和構築的口語，是生活化的語言，它的語彙、句式和語氣都有濃厚的口語色彩，通俗曉暢，自然流動，沒有雕鑿的痕跡，沒有公文的程式化，沒有詩歌式的跳躍和剪輯……
演講稿寫作的思維方式頗為獨特，在構思和下筆時就提前進入了“現場”，在內容選擇、語言選用和謀篇布局上都要有臨場感，都要對未來的現場氣氛和效果有所預感有所把握．就是說，要寫好演講稿，就要突破一般文章寫作的思維定勢，從尋找現場感覺入手，以此作為運思行文的分寸，做到——對應．
一、適合現場表達 演講語言是經過精心錘鍊和構築的口語，是生活化的語言，它的語彙、句式和語氣都有濃厚的口語色彩，通俗曉暢，自然流動，沒有雕鑿的痕跡，沒有公文的程式化，沒有詩歌式的跳躍和剪輯．因此，它很適合自如的口頭表達．演講語言又為演講人運用語氣、停頓、語調等語音手段和感情、手勢等體態語言提供了充分的表現餘地．總之演講語言既要能“講”又要能“演”，便於現場表達．在起草演講稿時，要擺脫其他文體的負面影響，在語言體裁的抒情上以適合現場表達為尺度．請看秋瑾的著名演講《敬告二萬萬女同胞》：
陳後主興了這纏足的例子，我們要是有羞恥的，就應當興師問罪!即不然，難道他捆著我的腿？我不會不纏的么？男子怕我們有知識、有學問，爬上他們的頭，不準我們求學，我們難道不會和他分辯，就應了么？這總是我們女子自己放棄責任，樣樣事一見男子做了，自己就樂得偷懶，圖安樂．男子說我沒用，我就沒用；說我不行，只要保著眼前舒服，就做奴隸也不問了．自己又看看無功受祿，恐怕行不長久，一聽見男子喜歡腳小，就急急忙忙把它纏了，使男人看見喜歡，庶可以藉此吃白飯．
這段文既是精妙的語句組合，又是曉暢通脫的口語；既有催人猛醒的連珠炮式反問，又有冷靜剖析的精到陳述；既有信手拈來的散句，又有迴環復沓的頂針式排比，且整中有散，不拘一格；既有變化多端的語氣語態，又在造句上恣意而為；短句為主，長短參差，如同信口而說，但又富於韻律；既是邏輯嚴密的議論，又是行雲流水般的敘述；既是高屋建瓴的精闢之言，又像拉家常一樣平易；既有憤懣之問，又有幽默之語．只是閱讀，就覺得演講人的聲口、神情、態度呼之欲出．這樣的文無疑是適合亦“講”亦“演”的現場表達的．
二、適合於現場調控 寫作演講稿的運思階段就要顧及針對聽眾的現場調控．要適當地預設或埋伏一連串能夠觸發聽眾的想像、情感、意志、經驗等等的興奮點，以便張弛有度、擒縱自如地駕馭現場，調控聽眾，促使聽眾參與，更好地進行現場交流．在成文過程中，要圍繞演講目的和內容，在開頭、過渡、展開、收束等各個環節上有意識地運用調控技巧．比如，在行文上，設定懸念以引人入勝，運用蓄勢的手法導向情緒的爆發點，形成一個個激盪人心的渦鏇．還可以點綴“閒話”，以調節心理、活躍氣氛，化隔膜為親密，化挑剔為欣賞，及時噴灑防止精神疲勞的清醒劑．其實調控手段遠不止這些．此外，寫作演講稿時，對風雲變幻的“現場”要有所準備，必要時還要對可能出現的情況有所構想．魯迅的演講《文學與政治的歧途》有這么一段：
北京有一派人罵新文學家，說：“你們不應該拿社會上的窮人和人力車夫做材料．你們做詩做小說應該用才子佳人的做材料，才算是美，才算是雅，你們為什麼不躲進象牙之塔？”但他們現在也都跑到南方來了，因為北京的象牙之塔已經倒塌，沒有人送飯給他們吃，不能不跑了．……為人生的文學家，平時就很危險，到了革命的時候，死的死，流落的流落，因為他們的感覺比普通一般人敏捷，他們所看到的想到的，平常的人都不瞭然，他們的境遇往往是困苦的，所以能夠看見別的困苦．
作者一方面成功地表達了演講內容，一方面顧及了現場調控．北京的“一派人”的話中有一句：“你們為什麼不躲進象牙之塔？”作者引用過來自然引起聽眾對演講人如何作答拭目以待，然而只用一個“但”轉到他們不“美”不“雅”地逃到南方混飯吃，以其行駁其言，俏皮機智，令人啞然失笑，接著又用為人生的文學家的艱難處境與之對比，含蓄地予以讚揚．如果說這是一個不露形跡的情緒熱點的話，那么前面的冷嘲就是有力的反襯式鋪墊和蓄勢．這段演講看似漫不經心，但對材料的選擇和組合對先談什麼後談什麼以及怎樣說，都有精心的考慮，以求得更好地調控和駕馭聽眾．
三、適合於現場聽眾 聽眾的性別、年齡、種族等自然特點和情感、意志、趣味等心理特點以及文化、教養、境遇等社會特點，都要納入演講稿的構思之中，切忌目中無“人”．撰搞時的感覺，應是面對聽眾，說出他們樂於傾聽的話．即便是一個說法一個稱呼語也是值得再三斟酌的．曲嘯在向勞教人員演講之前就苦思冥想了這樣的“提法”：“觸犯了刑律的朋友們”，結果使這些特殊的聽眾萬分感動．1972年尼克森總統訪華時在答謝宴會上的祝詞中說：
昨天，我們同幾億電視觀眾一起，看到了名副其實的世界奇蹟之一——中國的長城．當我在城牆上漫步時，我想到了為了建築這座城牆而付出的犧牲；我想到它所顯示的在悠久的歷史上始終保持獨立的中國人民的決心；我想到這樣一個事實，就是，長城告訴我們，中國有偉大的歷史，建造這個世界奇蹟的人民也有偉大的未來．
面對在座的中國官員，作為美國總統的尼克森熱情讚揚了中國人引以自豪的長城，是很能博得好感的，也淡化了兩國政府的原則分歧所造成的陰影．演講還圍繞“長城”借題發揮又說了幾段話，使“拆除我們之間的這座城牆”這個並不輕鬆的話題顯得輕鬆．敏感的聽眾意識使演講人選擇了“長城”這個自然、得體、巧妙的角度．
四、適合於現場環境 演講是發生在某個特定時空的行為，將要在哪裡演講，以及“此時此地”的情景，也是在準備演講稿時應當考慮的，是北疆還是南國，是故地還是異鄉，是城市的廣場還是鄉村的田頭，是輕鬆的場合，還是莊重的典禮，是相聚於一室還是於行旅之中，這些環境因素完全可以作為演講的構成要素，有時甚至可以作為構思的重要基礎，構成演講的框架，以調動思想、感情和生活的積累，形成獨特的情緒基調和語言特色．瀋吉奎在為從台灣回來探親的“七爺”夫婦舉行的歡送會上有一段動人的話：
今天夜晚，是個令人難忘的夜晚．在親人即將離別的時刻，一家老小，歡聚一堂，共享天倫之樂，喜悅之情難以言表．此時此刻，我們更加思念沒有見過面的遠在台灣的四位叔叔姑姑們，他們沒能和七爺爺七奶奶一同歸來，我只能在照片上看到他們，假如他們也能同路歸來，也能參加今天的盛會，假如他們也能回來讓我們看上一眼，也能端起家鄉的酒杯，那該多好啊！我盼望他們早日歸來，撫一撫家鄉的土地，喝一口家鄉的米酒，訴一訴離別的衷腸．回來吧，我親愛的叔叔姑姑們！
在這個“難忘的夜晚”和“親人即將離別的時刻”，“歡聚一堂”，把酒話別，“天倫之樂”與“喜悅之情”的背後涌動著深深的離情別意．演講者自然而熨帖地引入了“此時此刻”的情景，使講者與聽者都很敏感並且心心交融的環境平添了濃濃的感情色彩．繼而又從親人團聚的此地聯想到遙遠的叔叔姑姑們，懸想著盼望著他們“也能參加今天的盛會”，撫摸著“家鄉的土地”，痛飲“家鄉的米酒”，點染出悲喜交集的氣氛，形成了激動人心催人淚下的情感高潮．
可見，自然而巧妙地引入環境因素，更能切合演講的場合，形成心心相通的同感和相互感染的情緒氛圍．
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