2024屆高考英語(yǔ)閱讀素材：想富貴，別上學(xué)
想富貴，別上學(xué)
《富爸爸窮爸爸》的作者羅伯特·T·清崎對(duì)現(xiàn)有教育體制（未指明哪一個(gè)國(guó)家）的弊端也有話要說(shuō)…… 要富貴和快樂(lè)就不要上學(xué) If You Want to be Rich and Happy: Don’t Go to School 羅伯特·T·清崎*在他1993年完成的這本書(shū)中，用大量強(qiáng)有力的證據(jù)和鼓舞人心的詼諧口吻，抨擊了現(xiàn)代教育制度（對(duì)人生）的破壞本質(zhì)。現(xiàn)有教育制度口口聲聲地承諾要把年輕人培養(yǎng)成人，結(jié)果卻讓他們的美國(guó)式夢(mèng)想化為泡影。 In his book, Robert T. Kiyosaki (1993) has woven together compelling arguments and inspiring personal anecdotes about the destructive quality of the education system. The education system’s inherent promise of helping young people grow up to become adults who can realize the American Dream turns out to be an illusion. 現(xiàn)今世界，科學(xué)技術(shù)迅猛發(fā)展，全球共同變化趨勢(shì)日益明顯，而教育體制早就成為一種老掉牙的破舊機(jī)器，繼續(xù)奉行著各種業(yè)已過(guò)時(shí)的教學(xué)信條。 In a world that is characterized by rapid technological and global changes, the education system has become an archaic institution that continues to cling to obsolete practices. 與此同時(shí)，學(xué)生繼續(xù)被迫死記硬背，機(jī)械式地完成各種學(xué)習(xí)任務(wù)，繼續(xù)在教室里履行公事似的完成學(xué)業(yè)。可是，不管他們的學(xué)習(xí)成績(jī)?nèi)绾危麄兇蠖鄶?shù)最終只能成為不能獨(dú)立自主的成年人，缺乏獨(dú)立思考能力，無(wú)法適應(yīng)這個(gè)快速演變著的時(shí)代。 Concomitantly, students are compelled to perform rote tasks of memorization and conform to classroom routines. Regardless of their academic performance, most of these students emerge as dependent adults who are incapable of thinking for themselves and adapting to our changing times. 清崎在他1993年完成的這本書(shū)中指出，現(xiàn)有教育體制誤人子弟，問(wèn)題多多。 According to Kiyosaki (1993), the current education system is fraught with many problems. 首先，教育工作者雖然很重視培養(yǎng)學(xué)生的創(chuàng)造力和獨(dú)立思考能力，可是他們卻把重點(diǎn)放在給學(xué)生提供正確答案方面。實(shí)際上，只要學(xué)生發(fā)現(xiàn)答案是唯一的，那么他們?cè)谇笾牡缆飞暇蜁?huì)嘎然止步。這樣一來(lái)，要在現(xiàn)有教學(xué)體系中求得生存和發(fā)展，一般的做法就只能是提高機(jī)械記憶力的本領(lǐng)。可這樣他們就不具備解決現(xiàn)實(shí)社會(huì)中不斷變化著的各種復(fù)雜問(wèn)題的能力。現(xiàn)有教學(xué)體制并沒(méi)有培養(yǎng)青年學(xué)生運(yùn)用他們的思考能力去對(duì)付各種變化著的局面，而只是知道實(shí)實(shí)在在地大量培養(yǎng)研究生，而這些“產(chǎn)品”只知道離不開(kāi)別人的監(jiān)管，并且由于缺乏創(chuàng)造性而使他們的前途變得十分有限。 First, educators undermine the development of creative and independent thinking in students with their emphasis on the right answer. Essentially, students are discouraged from exploring complex issues when their journey for knowledge is abruptly terminated with their discovery of the one right answer. Consequently, the students who thrive in the school system are typically skilled in rote memorization. However, they are ill-equipped to deal with the dynamic and complex realities of our society. Instead of preparing our young people to apply their thinking to changing situations, the education system has essentially produced graduates who are dependent on their superiors and limited by their lack of creativity. 其次，現(xiàn)有教育體系只不過(guò)是一種起淘汰作用的機(jī)器，處于這臺(tái)機(jī)器中的學(xué)生將會(huì)由于某些課程成績(jī)不夠突出而遭受淘汰。這種對(duì)學(xué)生進(jìn)行比較，再把學(xué)生分成一般學(xué)生和優(yōu)秀學(xué)生的做法，只會(huì)對(duì)學(xué)生的心理造成負(fù)面影響。那些在某些課程上成績(jī)不好的學(xué)生，會(huì)受到同學(xué)的嘲笑，因而大傷自尊心。與此同時(shí)，那些為了“ 取勝”而竭盡全力且最終得到獎(jiǎng)賞和表?yè)P(yáng)的學(xué)生，則會(huì)因此而喪失熱情，喪失某些倫理道德（清崎，1993）。 Second, the education system is a competitive institution that punishes students for their failure to excel in their academic subjects. The comparison between students and the categorization of students into average and above average groups create a negative psychosocial environment. Students who are weak in particular subjects are identified and mocked by their peers, thus undermining their self-esteem. At the same time, the other students lose their sense of compassion and ethics as they are rewarded and celebrated for “winning” at all costs (Kiyosaki, 1993). 再次，如今學(xué)校都沒(méi)有教會(huì)學(xué)生如何融資和創(chuàng)業(yè)。相反，教育工作者們一方面喜歡刻意為學(xué)生樹(shù)立“金錢永遠(yuǎn)是罪惡的東西”的舊觀念，一方面又鼓吹教育就是為了讓自己得到一份好工作，以實(shí)現(xiàn)財(cái)務(wù)上的安全感。清崎（1993）對(duì)此表示強(qiáng)烈反對(duì)，他認(rèn)為金錢本身并沒(méi)有什么罪過(guò)，相反，正是由于人們?nèi)狈?duì)金錢的正確認(rèn)識(shí)，才使他們走上一條以毀滅自己為代價(jià)的追求和揮霍金錢的不歸路。 Third, schools do not teach students about money and business. Instead, educators project the prevailing perception that money is an inherently evil thing, even though the promise of education is to provide one with a good job and financial security. However, Kiyosaki (1993) contends that money in itself is not evil. Rather, it is the people’s lack of knowledge about money that has contributed to their use or pursuit of money in self-destructive ways. 想富裕，人們根本不必接受什么高深的教育。富人所要的只是形成某種良好習(xí)慣，遵守紀(jì)律，這樣就足以實(shí)現(xiàn)人生的成功。清崎在1993年完成的這本書(shū)中提出一個(gè)觀點(diǎn)，認(rèn)為一個(gè)只有7歲的孩子，也可以培養(yǎng)這些好習(xí)慣和紀(jì)律。這樣一來(lái)，教育界必然要面對(duì)這樣一種悖論：象醫(yī)學(xué)和天文學(xué)這樣一些高深莫測(cè)的專業(yè)課程確實(shí)需要高水平的教育才可能掌握，可是，要富裕，只要一丁點(diǎn)教育，足矣。 People do not need a complex education in order to become rich. Rich people have acquired habits and followed principles, which have enabled them to succeed in life. In Kiyosaki’s (1993) opinion, even a seven-year-old can be taught these habits and principles. Herein lies the fallacy of the education system: Although highly specialized subjects such as medicine and astronomy require tremendous education, getting rich requires little education. 在當(dāng)今時(shí)代，從今天開(kāi)始，人們應(yīng)該有一種新認(rèn)識(shí)：實(shí)現(xiàn)財(cái)務(wù)安全并不等于一定要擁有大學(xué)文憑，得到高薪工作，有固定收入。而那些在現(xiàn)有教學(xué)制度下由于遵守學(xué)校守則而取得好成績(jī)的學(xué)生，實(shí)際上得不償失，他們離不開(kāi)外部環(huán)境的引導(dǎo)，而且害怕創(chuàng)新。 In this day and age, people need to realize that financial security is not equivalent to possessing college degrees and well-paid jobs with solid benefits. Individuals who have thrived in the school system by complying with its rules are hampered by their dependence on external direction and fear in innovation. 從根本上講，學(xué)校對(duì)學(xué)生（的能力）只能起一種破壞作用，因?yàn)橹皇菑?qiáng)調(diào)學(xué)習(xí)與思考的過(guò)程（本身）。學(xué)校里面的那些校規(guī)校紀(jì)只有在靜態(tài)的世界里才有作用。而實(shí)際上，只有當(dāng)人們擁有某種勇氣、具備獨(dú)立精神并渴望探索新生事物，只有每日都能夠不停地獲取新知識(shí)的時(shí)候，他們才有可能認(rèn)識(shí)到真正的安全意味著什么（清崎，1993）。 Fundamentally, schools are destructive because they undermine the process of thinking and learning. Its rules and principles can only function in a static world. In reality, true security can only be realized when people possess the courage, independence and desire to explore new things and acquire knowledge on a daily basis (Kiyosaki, 1993). 根據(jù)上述論點(diǎn)，清崎（1993）提出一種可資替代現(xiàn)有教學(xué)制度的教育內(nèi)容，認(rèn)為這些內(nèi)容能夠更好地滿足當(dāng)今社會(huì)的需求： Based on the above arguments, Kiyosaki(1993) presents an alternative education system that will increase its relevance to the needs of our society today: ——掌握一些基本知識(shí)：學(xué)生應(yīng)該掌握一些基本知識(shí)，并在各種情形下靈活運(yùn)用這些知識(shí)。 ——Generalized principles: Students should acquire a set of generalized principles that will allow them to apply them to diverse situations. ——掌握金錢、事業(yè)和財(cái)務(wù)原理：學(xué)生應(yīng)掌握這些原理，為今后作為成年人在現(xiàn)實(shí)生活中運(yùn)用這些知識(shí)做好一切準(zhǔn)備。 —— Principles of money, business and finance: Students should learn about these principles so that they can be prepared for the practical realities of adult life. ——學(xué)會(huì)自由選擇：應(yīng)該允許學(xué)生在工作中追求自己的利益。這種自由選擇會(huì)給學(xué)生的學(xué)習(xí)熱情帶來(lái)一種內(nèi)在動(dòng)力。 ——Freedom of choice: Students should be allowed to pursue their interests in their work. The freedom of choice taps into the intrinsic passion of learning within students. ——樹(shù)立終身學(xué)習(xí)的觀念：學(xué)習(xí)是永恒的過(guò)程，不能因離開(kāi)學(xué)校而停滯。不要把精力完全放在如何增加收入方面，而應(yīng)該集中精力去獲取新知識(shí)。 ——Life-long learning: Learning is a perpetual process that does not end when people leave school. Instead of focusing on getting increased pay, people should be concentrating on acquiring knowledge. 清崎用這本書(shū)為人們闡明了很多對(duì)人生各個(gè)方面有著重大影響的問(wèn)題：教育問(wèn)題、工作問(wèn)題和財(cái)務(wù)安全問(wèn)題。現(xiàn)有教學(xué)制度不僅沒(méi)有培養(yǎng)學(xué)生為現(xiàn)實(shí)生活做好全面準(zhǔn)備的能力，反而扼殺了學(xué)生在千變?nèi)f化的世界里充分發(fā)揮自己作用的天然能力。只教學(xué)生遵守學(xué)校守則、教他們?cè)O(shè)法尋找正確答案的做法，最終只會(huì)扼殺學(xué)生獨(dú)立自主的能力和不斷學(xué)習(xí)、頑強(qiáng)生活的熱情。真正的學(xué)習(xí)不能停留在追求畢業(yè)和文憑的層次上，只有在生活中不斷學(xué)習(xí)，才能實(shí)現(xiàn)財(cái)務(wù)安全的美好前景。 With this book, Kiyosaki has highlighted the key issues that affect every aspect of life - education, work and financial security. Instead of preparing students for the realities of life, the education system has essentially sabotaged their natural ability to function in a world of change. Teaching students to conform and to search for the one right answer ultimately destroys their independence and their passion for learning and living. True learning does not end with graduation and a diploma. Only through the endless pursuit of knowledge in life will one achieve the promise of financial security.
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想富貴，別上學(xué)
《富爸爸窮爸爸》的作者羅伯特·T·清崎對(duì)現(xiàn)有教育體制（未指明哪一個(gè)國(guó)家）的弊端也有話要說(shuō)…… 要富貴和快樂(lè)就不要上學(xué) If You Want to be Rich and Happy: Don’t Go to School 羅伯特·T·清崎*在他1993年完成的這本書(shū)中，用大量強(qiáng)有力的證據(jù)和鼓舞人心的詼諧口吻，抨擊了現(xiàn)代教育制度（對(duì)人生）的破壞本質(zhì)。現(xiàn)有教育制度口口聲聲地承諾要把年輕人培養(yǎng)成人，結(jié)果卻讓他們的美國(guó)式夢(mèng)想化為泡影。 In his book, Robert T. Kiyosaki (1993) has woven together compelling arguments and inspiring personal anecdotes about the destructive quality of the education system. The education system’s inherent promise of helping young people grow up to become adults who can realize the American Dream turns out to be an illusion. 現(xiàn)今世界，科學(xué)技術(shù)迅猛發(fā)展，全球共同變化趨勢(shì)日益明顯，而教育體制早就成為一種老掉牙的破舊機(jī)器，繼續(xù)奉行著各種業(yè)已過(guò)時(shí)的教學(xué)信條。 In a world that is characterized by rapid technological and global changes, the education system has become an archaic institution that continues to cling to obsolete practices. 與此同時(shí)，學(xué)生繼續(xù)被迫死記硬背，機(jī)械式地完成各種學(xué)習(xí)任務(wù)，繼續(xù)在教室里履行公事似的完成學(xué)業(yè)。可是，不管他們的學(xué)習(xí)成績(jī)?nèi)绾危麄兇蠖鄶?shù)最終只能成為不能獨(dú)立自主的成年人，缺乏獨(dú)立思考能力，無(wú)法適應(yīng)這個(gè)快速演變著的時(shí)代。 Concomitantly, students are compelled to perform rote tasks of memorization and conform to classroom routines. Regardless of their academic performance, most of these students emerge as dependent adults who are incapable of thinking for themselves and adapting to our changing times. 清崎在他1993年完成的這本書(shū)中指出，現(xiàn)有教育體制誤人子弟，問(wèn)題多多。 According to Kiyosaki (1993), the current education system is fraught with many problems. 首先，教育工作者雖然很重視培養(yǎng)學(xué)生的創(chuàng)造力和獨(dú)立思考能力，可是他們卻把重點(diǎn)放在給學(xué)生提供正確答案方面。實(shí)際上，只要學(xué)生發(fā)現(xiàn)答案是唯一的，那么他們?cè)谇笾牡缆飞暇蜁?huì)嘎然止步。這樣一來(lái)，要在現(xiàn)有教學(xué)體系中求得生存和發(fā)展，一般的做法就只能是提高機(jī)械記憶力的本領(lǐng)。可這樣他們就不具備解決現(xiàn)實(shí)社會(huì)中不斷變化著的各種復(fù)雜問(wèn)題的能力。現(xiàn)有教學(xué)體制并沒(méi)有培養(yǎng)青年學(xué)生運(yùn)用他們的思考能力去對(duì)付各種變化著的局面，而只是知道實(shí)實(shí)在在地大量培養(yǎng)研究生，而這些“產(chǎn)品”只知道離不開(kāi)別人的監(jiān)管，并且由于缺乏創(chuàng)造性而使他們的前途變得十分有限。 First, educators undermine the development of creative and independent thinking in students with their emphasis on the right answer. Essentially, students are discouraged from exploring complex issues when their journey for knowledge is abruptly terminated with their discovery of the one right answer. Consequently, the students who thrive in the school system are typically skilled in rote memorization. However, they are ill-equipped to deal with the dynamic and complex realities of our society. Instead of preparing our young people to apply their thinking to changing situations, the education system has essentially produced graduates who are dependent on their superiors and limited by their lack of creativity. 其次，現(xiàn)有教育體系只不過(guò)是一種起淘汰作用的機(jī)器，處于這臺(tái)機(jī)器中的學(xué)生將會(huì)由于某些課程成績(jī)不夠突出而遭受淘汰。這種對(duì)學(xué)生進(jìn)行比較，再把學(xué)生分成一般學(xué)生和優(yōu)秀學(xué)生的做法，只會(huì)對(duì)學(xué)生的心理造成負(fù)面影響。那些在某些課程上成績(jī)不好的學(xué)生，會(huì)受到同學(xué)的嘲笑，因而大傷自尊心。與此同時(shí)，那些為了“ 取勝”而竭盡全力且最終得到獎(jiǎng)賞和表?yè)P(yáng)的學(xué)生，則會(huì)因此而喪失熱情，喪失某些倫理道德（清崎，1993）。 Second, the education system is a competitive institution that punishes students for their failure to excel in their academic subjects. The comparison between students and the categorization of students into average and above average groups create a negative psychosocial environment. Students who are weak in particular subjects are identified and mocked by their peers, thus undermining their self-esteem. At the same time, the other students lose their sense of compassion and ethics as they are rewarded and celebrated for “winning” at all costs (Kiyosaki, 1993). 再次，如今學(xué)校都沒(méi)有教會(huì)學(xué)生如何融資和創(chuàng)業(yè)。相反，教育工作者們一方面喜歡刻意為學(xué)生樹(shù)立“金錢永遠(yuǎn)是罪惡的東西”的舊觀念，一方面又鼓吹教育就是為了讓自己得到一份好工作，以實(shí)現(xiàn)財(cái)務(wù)上的安全感。清崎（1993）對(duì)此表示強(qiáng)烈反對(duì)，他認(rèn)為金錢本身并沒(méi)有什么罪過(guò)，相反，正是由于人們?nèi)狈?duì)金錢的正確認(rèn)識(shí)，才使他們走上一條以毀滅自己為代價(jià)的追求和揮霍金錢的不歸路。 Third, schools do not teach students about money and business. Instead, educators project the prevailing perception that money is an inherently evil thing, even though the promise of education is to provide one with a good job and financial security. However, Kiyosaki (1993) contends that money in itself is not evil. Rather, it is the people’s lack of knowledge about money that has contributed to their use or pursuit of money in self-destructive ways. 想富裕，人們根本不必接受什么高深的教育。富人所要的只是形成某種良好習(xí)慣，遵守紀(jì)律，這樣就足以實(shí)現(xiàn)人生的成功。清崎在1993年完成的這本書(shū)中提出一個(gè)觀點(diǎn)，認(rèn)為一個(gè)只有7歲的孩子，也可以培養(yǎng)這些好習(xí)慣和紀(jì)律。這樣一來(lái)，教育界必然要面對(duì)這樣一種悖論：象醫(yī)學(xué)和天文學(xué)這樣一些高深莫測(cè)的專業(yè)課程確實(shí)需要高水平的教育才可能掌握，可是，要富裕，只要一丁點(diǎn)教育，足矣。 People do not need a complex education in order to become rich. Rich people have acquired habits and followed principles, which have enabled them to succeed in life. In Kiyosaki’s (1993) opinion, even a seven-year-old can be taught these habits and principles. Herein lies the fallacy of the education system: Although highly specialized subjects such as medicine and astronomy require tremendous education, getting rich requires little education. 在當(dāng)今時(shí)代，從今天開(kāi)始，人們應(yīng)該有一種新認(rèn)識(shí)：實(shí)現(xiàn)財(cái)務(wù)安全并不等于一定要擁有大學(xué)文憑，得到高薪工作，有固定收入。而那些在現(xiàn)有教學(xué)制度下由于遵守學(xué)校守則而取得好成績(jī)的學(xué)生，實(shí)際上得不償失，他們離不開(kāi)外部環(huán)境的引導(dǎo)，而且害怕創(chuàng)新。 In this day and age, people need to realize that financial security is not equivalent to possessing college degrees and well-paid jobs with solid benefits. Individuals who have thrived in the school system by complying with its rules are hampered by their dependence on external direction and fear in innovation. 從根本上講，學(xué)校對(duì)學(xué)生（的能力）只能起一種破壞作用，因?yàn)橹皇菑?qiáng)調(diào)學(xué)習(xí)與思考的過(guò)程（本身）。學(xué)校里面的那些校規(guī)校紀(jì)只有在靜態(tài)的世界里才有作用。而實(shí)際上，只有當(dāng)人們擁有某種勇氣、具備獨(dú)立精神并渴望探索新生事物，只有每日都能夠不停地獲取新知識(shí)的時(shí)候，他們才有可能認(rèn)識(shí)到真正的安全意味著什么（清崎，1993）。 Fundamentally, schools are destructive because they undermine the process of thinking and learning. Its rules and principles can only function in a static world. In reality, true security can only be realized when people possess the courage, independence and desire to explore new things and acquire knowledge on a daily basis (Kiyosaki, 1993). 根據(jù)上述論點(diǎn)，清崎（1993）提出一種可資替代現(xiàn)有教學(xué)制度的教育內(nèi)容，認(rèn)為這些內(nèi)容能夠更好地滿足當(dāng)今社會(huì)的需求： Based on the above arguments, Kiyosaki(1993) presents an alternative education system that will increase its relevance to the needs of our society today: ——掌握一些基本知識(shí)：學(xué)生應(yīng)該掌握一些基本知識(shí)，并在各種情形下靈活運(yùn)用這些知識(shí)。 ——Generalized principles: Students should acquire a set of generalized principles that will allow them to apply them to diverse situations. ——掌握金錢、事業(yè)和財(cái)務(wù)原理：學(xué)生應(yīng)掌握這些原理，為今后作為成年人在現(xiàn)實(shí)生活中運(yùn)用這些知識(shí)做好一切準(zhǔn)備。 —— Principles of money, business and finance: Students should learn about these principles so that they can be prepared for the practical realities of adult life. ——學(xué)會(huì)自由選擇：應(yīng)該允許學(xué)生在工作中追求自己的利益。這種自由選擇會(huì)給學(xué)生的學(xué)習(xí)熱情帶來(lái)一種內(nèi)在動(dòng)力。 ——Freedom of choice: Students should be allowed to pursue their interests in their work. The freedom of choice taps into the intrinsic passion of learning within students. ——樹(shù)立終身學(xué)習(xí)的觀念：學(xué)習(xí)是永恒的過(guò)程，不能因離開(kāi)學(xué)校而停滯。不要把精力完全放在如何增加收入方面，而應(yīng)該集中精力去獲取新知識(shí)。 ——Life-long learning: Learning is a perpetual process that does not end when people leave school. Instead of focusing on getting increased pay, people should be concentrating on acquiring knowledge. 清崎用這本書(shū)為人們闡明了很多對(duì)人生各個(gè)方面有著重大影響的問(wèn)題：教育問(wèn)題、工作問(wèn)題和財(cái)務(wù)安全問(wèn)題。現(xiàn)有教學(xué)制度不僅沒(méi)有培養(yǎng)學(xué)生為現(xiàn)實(shí)生活做好全面準(zhǔn)備的能力，反而扼殺了學(xué)生在千變?nèi)f化的世界里充分發(fā)揮自己作用的天然能力。只教學(xué)生遵守學(xué)校守則、教他們?cè)O(shè)法尋找正確答案的做法，最終只會(huì)扼殺學(xué)生獨(dú)立自主的能力和不斷學(xué)習(xí)、頑強(qiáng)生活的熱情。真正的學(xué)習(xí)不能停留在追求畢業(yè)和文憑的層次上，只有在生活中不斷學(xué)習(xí)，才能實(shí)現(xiàn)財(cái)務(wù)安全的美好前景。 With this book, Kiyosaki has highlighted the key issues that affect every aspect of life - education, work and financial security. Instead of preparing students for the realities of life, the education system has essentially sabotaged their natural ability to function in a world of change. Teaching students to conform and to search for the one right answer ultimately destroys their independence and their passion for learning and living. True learning does not end with graduation and a diploma. Only through the endless pursuit of knowledge in life will one achieve the promise of financial security.
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