【读书三问】
阅读内容: 《穷查理宝典》 Poor Charlie's Almanack---Talk Five
Harvard Law School Fiftieth Reunion Address
---- The Need for More Multidisciplinary Skills from Professionals: Educational Implications
【1.印象最深刻的部分】内容中你觉得印象最深刻的部分是什么?
芒格以自身经历来证明，对于人文学科领域来说，应该改变目前学科分化的固执习惯。
【2.与现实的联系】这本书与现实之间有哪些联系?
俗话说，合久必分，分久必合。而这些年来，我们的教育都已经习惯把各科知识分门别类学习和考试，我们的大脑也或多或少习惯了这样的安排。那么，这也就导致了一些问题，遇到问题时，不能触类旁通，容易陷进死胡同钻牛角尖。现在也越来越流行斜杠青年，多才多艺成为斜杠青年的必备条件，与芒格的思想也不谋而合。
【3.行动和改变】你可以做出哪些行动来改变你的现实生活?
作为一名货真价实的文科生，不能只看文学小说作品，更加要多点了解其他学科的课程，比如经济学、心理学、数理化等知识，吸收自然科学中基本结构模式的精髓，并不断运用到一些人文学科中。
Summary
This talk was delivered by Charles T. Munger on April 24, 1998 at the fiftieth reunion of his Harvard Law School class of 1948.
This talk focuses on a hugely complicated issue- the narrowness of elite education- and segments it into elements whose solutions, when taken together, form a satisfactory answer to the problem.
Through a series of rhetorical questions, Charlie posits that professionals such as attorneys, to their own detriment, lack multidisciplinary skills.
From his own extensive multidisciplinary studies, he recognizes that there are "subconscious mental tendencies" that keep people from broadening their own horizons sufficiently. Nonetheless, he brings unique and memorable solutions to the problem.
提出与回答下面五个问题：
1) Do broadscale professionals need more multidisciplinary skill?
职业人士需要增强多元学科技能吗？为了解决这个问题，首先明确多学科知识是否会提升职业认知。而且为了确认什么会改变错误认知，首先要知道造成这种错误认知的原因：
1) Incentive-caused bias （动机引起的偏见）
2) Man-with-a-hammer tendency（锤子倾向）
对策：
拥有多学科技能
学习实践心理学---跟上面两种倾向做斗争
2) Was our education sufficiently multidisciplinary?
教育是否已具备足够的学科一体性？芒格的答案是显而易见的：
Our education was far too unidisciplinary. Broadscale problems, by definition, cross many academic disciplines.
3) In elite broadscale soft science, what is the essential nature of practicable best-form multidisciplinary education?
在人文学科尖端领域中，多元学科教育最佳实践形式是什么？也就是目前的目标是什么？
All we have to do is examine our most successful narrow-scale education, identify essential elements, and scale up those elements to reach the sensible solution.
用培养飞行员的“六因素系统”来增强问题解决能力的教育：
1) His formal education is wide enough to cover practically everything useful in piloting. 正规教育的重要性
2) His knowledge of practically everything needed by pilots is not taught just well enough to enable him to pass one test or two; instead, all his knowledge is raised to practice-based fluency, even in handling two or three intertwined hazards at once. 专业教育的重要性
3) he is made to think sometimes in a forward fashion and sometimes in reverse; and so he learns when to concentrate mostly on what he wants to happen and also when to concentrate mostly on avoiding what he does not want to happen. 学会正向和逆向思考；如何分配注意力
4) His training time is allocated among subjects so as to minimize damage from his later malfunctions; and so what is most important in his performance gets the most training coverage and is raised to the highest fluency levels.强化训练，刻意练习的重要性
5) "Checklist" routines are always mandatory for him. 清单检查的重要性
6) he is forced into a special knowledge-maintenance routine. 复习的重要性
为了能通过精英教育获得货真价实的产品，包括：
including considerable power of synthesis at boundaries between disciplines, with the highest fluency levels being achieved where they are most needed, with forward and reverse thinking techniques being employed in a manner reminding one of inversion in algebra, and with "checklist" routines being a permanent part of the knowledge system.
这个任务看起来似乎难以完成，但是从下面三个因素考虑，完成它并不是不可能的事：
First, the truly big ideas in each discipline, learned only in essence, carry most of the freight. And they are not so numerous, nor are their interactions so complex, that a large and multidisciplinary understanding is impossible for many, given large amounts of talent and time.
Second, in elite education, we have available the large amounts of talent and time that we need.
Third, thinking by inversion and through use of "checklists" is easily learned.
Moreover, we can believe in the attainability of broad multidisciplinary skill.
you can't win big in multidisciplinarity in soft-science academia if you are so satisfied with the status quo, or so frightened by the difficulties of change, that you dont try hard enough to win big.
4) In the last fifty years, how far has elite academia progressed
toward attainable best-form multidisciplinarity?
过去50年里，学术界尖端领域在探讨多学科教育最佳形式方面的进展如何？
The answer is that many things have been tried as corrections in the direction of better multidisciplinarity. And, after allowing for some counterproductive results, there has been some considerable improvement, net. But much desirable correction is still undone and lies far ahead. 仍然任重而道远啊~路漫漫其修远兮，吾将上下而求索啊~
In any event, through increased use of "take what you wish," many soft-science disciplines reduced folly from man-with-a-hammer tendency. 举例子：芒格的同学Roger Fisher
5) What educational practices would make progress faster?
在尖端人文科学中，什么样的行为将能够加快学科一体化的进展？
First, many more courses should be mandatory, not optional. And this, in turn, requires that the people who decide what is mandatory must possess large, multidisciplinary knowledge maintained in fluency. 举例：在律师培养中必须强迫学生掌握心理学和会计学。看来，不懂心理学的律师不是一个好投资家啊！
Second, there should be much more problem-solving practice that crosses several disciplines. 举例：如何帮助老妇人管理继承的鞋厂。理论也要联系实践去操练啊~可不能死读书！
Third, most soft-science professional schools should increase use of the best business periodicals, like the Wall Street Journal, Forbes, Fortune, etc. 现在的经济学人也不错~也要多看，培养优秀判断力~
Fourth, in filling scarce acadcmic vacancies, professors of superstrong, passionare, political ideology, whether on the left or right, should usually be avoided. So also for students. 思想不能被意识形态禁锢啊！
Fifth, soft science should more intensely imitate the fundamental organizing ethos of hard science (defined as the "fundamental four-discipline combination" of math, physics, chemistry, and engineering). 要好好学习自然科学中的精髓！
Vocabulary
But Shaw plainly understates the problem in implying that a conscious, selfinterested malevolence is the main culprit.
understate [.ʌndər'steɪt] v.
1. 轻描淡写；避重就轻地说 to state that sth is smaller, less important or less serious than it really is
malevolence [mə'levələns] n.
1. 恶意,坏心肠,黑心,恶毒,狠毒的行为 wickedness, malice, ill will, evil, spite
culprit ['kʌlprɪt] n.
1. 犯错的人；罪犯 a person who has done sth wrong or against the law
2. 肇事者；引起问题的事物 a person or thing responsible for causing a problem
Perhaps it has worked best because it bypassed academic squabbles rooted in the tradition and territoriality that had caused the unidisciplinary folly for which correction was now sought.
squabble ['skwɑb(ə)l] v. & n.
1. （为小事）争吵，发生口角 to argue noisily about sth that is not very important
folly ['fɑli] n.
1. 愚蠢；愚笨；愚蠢的想法（或事情、行为）a lack of good judgement; the fact of doing sth stupid; an activity or idea that shows a lack of judgement
