-
Unit
1 Learning, Chinese-
Style
中国式的学
习风
格
Howard
Gardner
霍
华
德?加德
纳
1
For a month in the spring of 1987, my wife Ellen
and I lived in
the
bustling
eastern
Chinese
city
of
Nanjing
with
our
18-month-old
son Benjamin
while
studying arts education in
Chinese
kindergartens
and elementary schools. But one of the
most telling lessons Ellen and
I
got
in
the
difference
between
Chinese
and
American
ideas
of
education
came
not
in
the
classroom
but
in
the
lobby
of
the
Jinling
Hotel
where we stayed in Nanjing.
1987
年春，我和妻子埃
伦带
着我
们
18
个月的儿子本杰明在繁忙的中国
东
部城
市南京住了一个月，同
时
考察中国幼儿园和小学的
艺术
教育情况。然而，
我和
埃
伦获
得的有关中美教育
观
念差异的最
难
忘的体
验
并非来自
课
堂，而是来自我
们
在南京期
间
寓居的金陵
饭
店的大堂。
2 The key to our room
was
attached to a large plastic block
with
the
room
number
on
it.
When
leaving
the
hotel,
a
guest
was
encouraged to turn in
the key, either by handing it to an attendant or
by
dropping
it
through
a
slot
into
a
box.
Because
the
key
slot
was
narrow,
the key had to be positioned carefully to fit into
it.
我
们
的房
门钥
匙系在一
块标
有房
间
号的大塑料板上。酒店鼓励客人外出
时
留下
钥
匙，可以交
给<
/p>
服
务员
，也可以从一个槽口塞入
钥
匙箱。由于口子狭小，你得
留神将
钥
匙放准位置才塞得
进
去
。
3 Benjamin
loved to carry the key around, shaking it
vigorously. He
also liked to try to
place it into the slot. Because of his tender age
and
incomplete understanding of the
need to position the key just so, he
would
usually
fail.
Benjamin
was
not
bothered
in
the
least.
He
probably got as much
pleasure out of the sounds the key made as he
did those few times when the key
actually found its way into the slot.
本
杰明
爱
拿着
钥
匙走来走去，
边
走
边
< br>用力
摇
晃着。他
还
喜
欢试
着把
钥
匙往槽口
里塞。由于他
还
年
幼，不太明白得把
钥
匙放准位置才成，因此
总
塞不
进
去。本
< br>杰明一点也不在意。他从
钥
匙声响中得到的
乐
趣大概跟他偶尔把
钥
匙成
功地塞
进
槽口而
获
得的
乐
趣一
样
多。
4 Now
both Ellen and I were perfectly happy to allow
Benjamin to
bang
the
key
near
the
key
slot.
His
exploratory
behavior
seemed
harmless
enough.
But
I
soon
observed
an
interesting
phenomenon.
Any
Chinese
staff
member
nearby
would
come
over
to
watch
Benjamin
and, noting his lack of initial success, attempt
to assist. He
or she would hold onto
Benjamin's hand and, gently but firmly, guide
it directly toward the slot, reposition
it as necessary, and help him to
insert
it.
The
would
then
smile
somewhat
expectantly
at
Ellen
or
me,
as
if
awaiti
ng
a
thank
you
─
and
on
occasion
would
frown slightly, as if
considering us to be neglecting our parental
duties.
我和埃
伦
都
满
不在乎，任由本杰明拿着
钥
< br>匙在
钥
匙的槽口鼓
捣
。他的探索行
为
似乎并无任何害
< br>处
。但我很快就
观
察到一个有趣
的
现
象。
饭
店
里任何一个中国
工作人
员
若在近旁，都
会走
过
来看着本杰明，
见
他初
试
失
败
，便都会
试图
帮
忙。他
们
会
轻轻
握
紧
本杰明的手，直接将它引向
钥
匙的槽口，
进
行必要的重新
定
位，并帮他把
钥
匙插入槽口。然后那位“老
师
”
会有所期待地
对
着我和埃
伦
微
笑，似乎等着我
们说
声
谢
谢
——偶尔他会微微
皱
眉，似乎
觉
得我
俩
没有尽到当
父母的
责
任。
5
I
soon
realized
that
this
incident
was
directly
relevant
to
our
assigned
tasks
in
China:
to
investigate
the
ways
of
early
childhood
education
(especially
in
the
arts),
and
to
throw
light
on
Chinese
attitudes
toward
creativity.
And
so
before
long
I
began
to
introduce
the key-slot
anecdote into my discussions with Chinese
educators.
我很快意
识
到，
这
件小事与我
们
在中国要做的工作直接相关
：考察儿童早期教
育
（尤其是
艺术
教育）的方式，揭示中国人
对创
造性活
动
的
态
度。因此，不久
我就在与中国教育工作者
讨论时谈
起了
钥
匙槽
口一事。
TWO
DIFFERENT WAYS TO LEARN
两种不同
的学
习
方式
6 With a few exceptions my Chinese
colleagues displayed the same
attitude
as
the
staff
at
the
Jinling
Hotel.
Since
adults
know
how
to
place
the
key
in
the
key
slot,
which
is
the
ultimate
purpose
of
approaching
the
slot,
and
since
the
child
is
neither
old
enough
nor
clever
enough to realize the desired action on his own,
what possible
gain
is
achieved by having him struggle? He may
well get frustrated
and
angry
─
certainly
not
a
desirable
outcome.
Why
not
show
him
what to
do? He will be happy, he will learn how to
accomplish the task
sooner,
and
then
he
can
proceed
to
more
complex
activities,
like
opening
the
door
or
asking
for
the
key
─
both
of
which
accomplishments can (and should) in due
course be modeled for him
as well.
我的中国同行，除了少数几个人外，
对
此事的<
/p>
态
度与金陵
饭
店
工作人
员
一
样
。
既然大人知道怎么把
钥
匙塞
进
槽口——
这
是
处
理槽口一事的最
终
目的，
既然孩
子
还
很年幼，
还
没有灵巧到可以独自
完成要做的
动
作，
让
< br>他自己瞎折
腾
会有什
么好
处
呢？他很有可能会灰心
丧
< br>气
发
脾气——
这
当然不是所希望的
结
果。
为<
/p>
什
么不教他怎么做呢？他会高兴，他
还<
/p>
能早些学会做
这
件事，
< br>进
而去学做更复
杂
的事，如开<
/p>
门
，或索要
钥
匙
——
这
两件事到
时
候同
样
可以
（也
应该
）示范
给
他
看。
7
We
listened
to
such
explanations
sympathetically
and
explained
that, first of all, we did not much
care whether Benjamin succeeded in
inserting
the
key
into
the
slot.
He
was
having
a
good
time
and
was
exploring,
two
activities
that
did
matter
to
us.
But
the
critical
point
was that, in the process, we were
trying to teach Benjamin that one
can
solve
a
problem
effectively
by
oneself.
Such
self-reliance
is
a
principal value of child
rearing in middle-class America. So long as the
child is shown exactly how to do
so
mething ─ whether it be placing a
key in a key slot, drawing a hen or
making up for a misdeed ─ he is
less
likely
to
figure
out
himself
how
to
accomplish
such
a
task.
And,
more generally, he is
less likely to view life ─ as Americans do ─ as a
series
of
situations
in
which
one
has
to
learn
to
think
for
oneself,
to
solve
problems on one's own and even to discover new
problems for
which creative solutions
are wanted.
我
俩颇为
同
情地听着
这
一番道理，解
释
道，首先，我
们
并不在意本杰明能不能
把
钥
匙塞
进钥
匙的槽口。他玩得开心，而且在探索，
这
两点才是
我
们
真正看重
的。但关
键
在于，在
这
个
过
程中，我
们试图让
本杰明
懂得，一个人是能够很好
地自行解决
问题
的。
这
种自力更生的精神是美国中
产
阶级
最重要的一条育儿
观
。如果我
们
向孩子演示
该
如
何做某件事——把
钥
匙塞
进钥
匙的槽口也好，画
只
鸡
或是弥
补
某种
错误
行
为
也好——那他就不太可能自行想方
设
法去完成
这
件
< br>事。从更广泛的意
义
上
说
，他就不太可能——如美国人那
样
——将人生
视为
一
系列的情境，在
这
些情境中，一个人必
须
学会
独立思考，学会独立解决
问题
，
进
而学会
发现
需要
创
造性地加以解决的新
问题
。
TEACHING BY HOLDING
HIS HAND
把着手教
8 In
retrospect, it became clear to me that this
incident was indeed
key
─
and
key
in
more
than
one
sense.
It
pointed
to
important
differences
in
the
educational
and
artistic
practices
in
our
two
countries.
回想
起来，当
时
我就清楚地意
识
到，
这
件事正是体
现
了
问题
的关
键
之所在——
而且不
仅仅
是一种意
义
上的关
键
之所在。
这
件事表明了我
们
两国在教育和
艺术
实
< br>践上的重要差异。
9
When our well-intentioned Chinese observers came
to Benjamin's
rescue,
they
did
not
simply
push
his
hand
down
clumsily
or
uncertainly,
as
I
might
have
done.
Instead,
they
guided
him
with
extreme
facility
and
gentleness
in
precisely
the
desired
direction.
I
came to realize that these
Chinese were not just molding and shaping
Benjamin's
performance
in
any
old
manner:
In
the
best
Chinese
tradition, t
hey were ba zhe
shou jiao ─
─ so mu
ch so
that he would happily come back for more.
< br>那些善意的中国旁
观
者前来帮助本杰明
< br>时
，他
们
不是
< br>简单
地像我可能会做的那
样
笨拙
地或是犹犹豫豫地把他的手往下推。相反，他
们
极其熟
练
地、温和地把
他引向所要到达的确切方向。我
逐
渐认识
到，
这
些中国人不是
简单
地以一种
陈
旧的方式塑造、引
导
本杰明的行
为
：他
们
是在恪守中国
传统
，把着手教，教得
本杰明自己会愉快地
要求再来一次。
10
The
idea
that
learning
should
take
place
by
continual
careful
shaping and molding
applies equally to the arts. Watching children at
work
in
a
classroom
setting,
we
were
astonished
by
their
facility.
Children
as
young
as
5
or
6
were
painting
flowers,
fish
and
animals
with the skill and
confidence of an adult; calligraphers 9 and 10
years
old
were
producing
works
that
could
have
been
displayed
in
a
museum.
In
a
visit
to
the
homes
of
two
of
the
young
artists,
we
learned from their parents that they
worked on perfecting their craft
for
several hours a day.
学
习应
通
过
不
间
断的精心塑造与引
导
而得以
实现
，
这
一
观
念同
样
适用于
艺术
。
我
们观
看了孩子
们
在教室里学
习艺术
的情景，他
们
的
娴
熟技
艺
令我
们
惊
讶
。年
仅
5
、
6
岁
的孩子就
带
着成人的那种技巧与自信在画花、画<
/p>
鱼
和
动
物；
9
岁
、
10
岁
的小
书
法家写出的
作品
满
可以在博物
馆
< br>展示。有一次去两位小
艺术
家的家
里参
观
，我
们
从孩子的父母
处
得知，他
们
每天
练习
数小
时
以完善他
们
的技
艺<
/p>
。
CREATIVITY FIRST?
创
造力第一？
11 In terms
of attitudes to creativity there seems to be a
reversal of
priorities: young
Westerners making their boldest departures first
and
then
gradually
mastering
the
tradition;
and
young
Chinese
being
almost
inseparable
from
the
tradition,
but,
over
time,
possibly
evolving to a point
equally original.
从
对创
造力的
态
度来
说
，
优
先次序似乎是
颠
倒了：西方的年
轻
人先是大胆
创
新，然后逐
渐
深
谙传统
；而中国的年
轻
人
则
几乎离不开
传统
，但是，随着
时间
的推移，他
们<
/p>
同
样
可能
发
展到具有
创
新的境界。
12 One way of
summarizing the
American position
is
to state that
we value originality and independence
more than the Chinese do. The
contrast
between
our
two
cultures
can
also
be
seen
in
terms
of
the
fears we both harbor. Chinese teachers
are fearful that if skills are not
acquired
early,
they
may
never
be
acquired;
there
is,
on
the
other
hand,
no comparable hurry to promote creativity.
American educators
fear
that
unless
creativity
has
been
acquired
early,
it
may
never
emerge; on the other
hand, skills can be picked up later.
美国
人的立
场
可以概括起来
这
么
说
，我
们
比中国人更重
视创
新和自立。我
们
两
种文化的差异也可以从我
们
各自所
怀
的
忧虑<
/p>
中
显
示出来。中国老
师
担心，如果
年
轻
人不及早掌握技
艺
，就有可能一
辈
子掌握不了；另一方面，他
们
并不
同
样
地急于促
进创
造力的
发
展。美国教育工作者
则<
/p>
担心，除非从一开始就
发
展
创
造
力，不然
创
造力就有可能永不再
现
；而另一方面，技
艺
可于日后
获
得。
13
However,
I
do
not
want
to
overstate
my
case.
There
is
enormous
creativity
to
be
found
in
Chinese
scientific,
technological
and
artistic
innovations
past
and
present.
And
there
is
a
danger
of
exaggerating
creative
breakthroughs
in
the
West.
When
any
innovation is examined
closely, its reliance on previous achievements
is
all
too
apparent
(the
on
the
shoulders
of
giants
phenomenon).
但我并不想夸大其辞。无
论
在
过<
/p>
去
还
是在当今，中国在科学、技
术
和
艺术
革新
方面都展示了巨大的
创
造力。而西方的
创
新突破
则
有被夸大的
危
险
。如果仔
细
审视
任何一
项创
新，其
对
以往成就的依
赖则
都
显
而易
见
（“站在
巨人肩膀之上”
的
现
象）。
14
But
assuming
that
the
contrast
I
have
developed
is
valid,
and
that
the
fostering
of
skills
and
creativity
are
both
worthwhile
goals,
the
important
question
becomes
this:
Can
we
gather,
from
the
Chinese
and
American
extremes,
a
superior
way
to
approach
education,
perhaps
striking
a
better
balance
between
the
poles
of
creativity and basic skills?
然而，假定我
这
里所
说
的反差是成立的，而培养技
艺
与
创
造力两者都是
值
得追
求的目
标
，那么重要的
问
题
就在于：我
们
能否从中美两个极端中
寻
求一种更好
的教育方式，它或
许
能在
创
造力与基本
技能
这
两极之
间获
得某种
较
好的平衡？
Unit 2 A LIFE
FULL OF RICHES
富足的一生
1. It was early December
2003, my first season as a Salvation
Army bell ringer, when I was confronted
with the question. I was
standing
just
outside
the
doorway
of
a
Wal-Mart,
offering
a
a
smile to each person who dropped a
donation
into
my
red
kettle.
A
neatly
dressed
woman
and
her
young
son
walked
up
to
the
kettle
stand.
While
she
searched
her
purse
for
some
cash, the boy looked up at me. I can
still see the confusion
and
curiosity in his eyes as he asked,
1. <
/p>
首次面
对这
个
问
题
，是在
2003
年
< br>12
月初，我第一次
为
救世
军摇铃
募捐
的
时<
/p>
候。当
时
我就站在沃尔
< br>玛
商
场
入口
处门
外，
对
每一位向我的
红壶
里投入
捐款的人都
报
以一声
“
谢谢
”
<
/p>
和一个微笑。一位穿着整洁的
妇
人
牵
着她的幼
子向放
壶
的台子走
过
来。她在
< br>钱
包里摸着找
钱时
，孩子抬
头
看了我一眼，
问
我：“你
穷吗
？”当
时
他眼里充
满
疑惑和好奇，<
/p>
时
至今日仍
历历
在目。
2.
I
stammered,
trying
to
think,
have
more
than
some people, but not as
much as others.
for the social no-no,
and they hurried off to do their shopping. His
question, however, did not leave me.
2.
“
嗯
，”
我
结结
巴巴，
边
想
边
回答，
“我比有些人
拥
有的多，但比其他人
拥
有的少。”
母
亲
因
为
孩子
问
了一个在社交上不
该问
的
问题
，
训
斥了他一
顿
，
他
俩
便匆匆的赶去
购
物。但是孩子的
< br>问题
却一直留在我的心
头挥
之不
去。
3.
I've
never
thought
of
myself
as
but
I
can't
deny
certain facts. Every time I fill out my
1040 form, I fall into one of
the
lowest income brackets. In the past 35 years, I've
taken just
one
vacation
trip.
My
TV
is
a
black-and-
white
set
that
someone
gave me eight years
ago.
3.
我从不
认为
自己
“
穷
”
，但有些事
实
我不可否
认
。每当我填
1040
税
务
申
报
表
时
，我都属于收入最低的档次之一。在
过
去的三十五年中，我只出
去度
过
< br>一次假。我的
电视
机是黑白的，
还
是八年前别人送
给
我的。
4.
Yet
I
feel
nothing
more
than
a
passing
whim
to
attain
the
material
things
so
many
other
people
have.
My
1999
car
shows
the wear and tear of 105,000 miles. But
it is still dependable. My
apartment is
modest, but quiet
and
relaxing.
My clothes are
well
suited
to
my
work,
which
is
primarily
outdoors.
My
minimal
computer needs can be met at the
library.
4.
然而，想
要得到其他那么多人都有的物
质
的
东<
/p>
西，
对
我来
说<
/p>
，只不
过
是
转<
/p>
瞬即逝的念
头
而已。我的汽
车
是
1999
年的
产
品，到
现
在开了十万
五千英
里，已
经
很破很旧了，但是它依
然可靠。我的住房不大，但是很安静，住着
挺舒心。我的衣服很适合于我的工作，主要都
在
户
外。我
对计
算机的很少的
需求，可以在
图书馆
得
到解决。
5.
In
spite
of
what
I
don't
have,
I
don't
feel
poor.
Why?
I've
enjoyed exceptionally
good health for 53 years. It's not
just
that
I've
been
illness-free,
it's
that
I
feel
vigorous
and
spirited.
Exercising
is
actually
fun
for
me.
I
look
forward
to
long,
energizing walks. And
I love the
5.
尽管有些
东
西我没有，我并不感到
贫穷
。
这
是
为
什么？五十
三年来我
一直非常健康。我不但不生病，而且精力充沛，情
绪饱
满
。
锻炼对
我而言是
< br>确确
实实
的快事，我
乐
意
长
距离步行，越走越有
劲
。我喜
爱
步行后随之
产
生
的一种
“什么都干得了”的心
态
。
6. I also cherish the gift of
creativity. When I write a beautiful
line of poetry, or fabricate a joke
that tickles someone, I feel rich
inside. I'm continually surprised at
the insights that come through
my
writing
process.
And
talking
with
so
many
interesting
writer
friends is one of my main sources of
enjoyment.
6.
我
还<
/p>
十分珍惜我的
创
作才能。当我写出美
丽
的
诗
句或
编
造出能把人逗
乐
的
笑
话时
，我内心感到很富有。通
过
写作而
获
得的洞察力，不断地令我惊
奇。而与那么多写作朋友交
谈
，是我
乐
趣的主要源泉之一。
7. But there is one vital area of my
life where I am not so well
off.
In
a
society
that
spends
so
much
emotional
energy
on
the
pursuit of possessions, I feel out of
place.
7.
但是在我生活中，有一个重要方面我并不
那么富有。在一个
对
物
资财
富的追求投入如此之多心力的社会中，我
觉
得很不
自在。
8.
When I
was younger, there was an exceptionally
interesting
person
I
dated.
What
was
most
important
to
her,
she
told
me,
was
on
the
inside.
I
thought
I
had
found
someone
special
to
share
my
life
with.
Then
I
took
her
to
see
my
apartment.
At
the
time,
I
lived
in
a
basement
efficiency
with
a
few
pieces
of
dated
furniture.
The
only
new,
comfortable
chair
was
the
one
at
my
desk.
Shortly
after
her
visit,
our
relationship
went straight
south.
8.
我年
轻时
曾与一位非常有趣的女士
谈过
朋友。她
对
我
说
，
对
她而言，
最重要的是
“一个人的内心”
。我以
为
我找到了非同一般的生活伴
侣
< br>。后来
我就
带
她到我的寓所。当
时
我住的是一个地下室
经济
型小套
间
，只有几件
陈<
/p>
旧的家具。唯一新而舒适的椅子是
书
桌旁
的那把。她来
访
后不久，我
们
的关
系就急
转
直下。<
/p>
9. The seemingly abrupt
change in her priorities was jolting. It
remains a most memorable turning point
in my personal journey.
9.
她
所看重的
东
西似乎突然有了
变
化，使我大
为
震
动
。在我的人生旅途上，
这
仍然是一个最
难
以忘
怀
的
转
折点。
10.
In
contrast
to
relationships,
stuff
just
doesn't
mean
that
much to me. I think most people feel
the same way
—
except when
there
are
social
consequences
to
not
having
particular
items.
There is a commercial on the radio that
begins,
a
high-
end
TV
…
The
pressure
to
purchase
is
real.
It
may
be
true that everybody wants
a high-end TV. After all, nobody wants
to be a nobody.
10.
相
对
于人
际
< br>关系而言，物
质财
富
对
我并不那么重要。我
认为
大多数人
与我同感——除非当某一物品的缺失会引
发
社会后果
时
，人
们
才会
有不同的
想法。
电
台播放的一个商
业
广告开
头这样说
：“每个人都想
拥
有一台高档
电
视
…”，
购买这
种<
/p>
电视
机的
压
力千
真万确。也
许
每个人真的都想要一台高档
电
视
机，
毕
竟没有人想做一个无名之
辈
。
11.
But
I'm
happy
to
live
without
one.
In
fact,
not
being
focused
on
material
goods
feels
quite
natural
to
me.
There
are
many
people
throughout
the
world
who
would
consider
my
lifestyle to be affluent.
11.
但是没有
这样
的
电视
机我也照
样
活得快
乐
。事
实
上不
专
注于物
质财
富，
对
我而言相当自然。在
这
个世界上有很多人
认为
我活
得很富足。
12.
Near
the
end
of
the
year,
when
I
put
on
the
Salvation
Army's
red
apron,
something
changes
inside
me.
Instead
of
feeling out of place economically, I
begin to feel a genuine sense
of
belonging.
As
I
ring
my
bell,
people
stop
to
share
their
personal
stories
of
how
much
it
meant
to
be
helped
when
they
were
going
through
a
rough
time.
People
helping
people
is
something
I
feel
deeply
connected
to.
While
I'm
ringing
the
bell,
complete
strangers
have
brought
me
hot
chocolate,
leaving
me
with
a
lingering
smile.
Countless
individuals
have
helped
to
keep
me
warm
with
the
sentiments
of
the
season:
you
for
ringing
on
such
a
cold
day.
I
get
you
a
cup
of
coffee?
you
for
your
good
work.
December
is
the
time
of
year
I
feel
wealthiest.
12.
临
近
岁
末每当我系上救世
军
的
红围
裙
时
，我的内心会
发
生
变
化。我非
但不感到
经济
上不自在，
还
开始感到一种真正的
归<
/p>
属感。我
摇铃时
，人
们
会
停下脚步，
给
我
讲
述他
们
< br>的故事，
讲
述他
们
遇到困
难时
受到帮助
对
他
们
多么
重要。我
感到我与人助人
这
件事深深地
联
系在一起。在我
摇铃
的
时
候，从未
谋
面的陌生人
给
我拿来
热
乎乎的巧克力
饮
料，留
给
我
一个久不消逝的微笑。
无数的路人向我表达圣
诞节
的祝愿，使我感到温暖。“
谢谢
你在
这样
的冷天
摇
铃
。”“要不要我
给
您弄一杯咖啡?”“你做好事，上
帝保佑你。”十二月是一年
中我感到最富足的
时
候。
13.
Over
the
past
four
years,
I've
grown
to
understand
more
about myself because of a single
question from a curious child. As
I've
examined
what
it
means
to
be
poor,
it
has
become
clear
to
me
what
I
am
most
thankful
for:
both
my
tangible
and
my
intangible good fortune.
13.
由于一个好奇的孩子提了一个
简单问题
，我在
过
去的四年中
对
自己的
了解
进
了一步。当我<
/p>
审视贫穷
究竟意味着什么
时
，我清楚了我最
应
感恩的是
什么：我的有形和无形的好运气。
Unit4
——
Maia
Szalavitz, formerly a television producer, now
spends her
time as a writer. In this
essay she explores digital reality and its
consequences. Along the way, she
compares the digital world to the
迈
亚
?塞拉
维
茨曾是
< br>电视
制片人，目前从事写作。她在本文中探索了数字化
世
界及其后果。与此同
时
，她将数字化世界与真
< br>实
世界做了比
较
，承
认电
子空
间
自有其魅力。
Maia Szalavitz
迈
亚
?塞拉
维
茨
1 After too long on the
Net, even a phone call can be a shock. My
boyfriend's Liverpool accent suddenly
becomes impossible to interpret
after
his easily understood words on screen; a
secretary's clipped tone
seems more
rejecting than I'd imagined it would be. Time
itself
becomes fluid -- hours become
minutes, or seconds stretch into days.
Weekends, once a highlight of my week,
are now just two ordinary
days.
在网上呆了太久，听到
电
话铃
声也会吓一大跳。
显
示屏上看多了
我男朋友
那些一目了然的文字，他的利物浦口音一下子
变
得
难
以听懂；而秘
书
的清脆快
速的
语调
听上去比我想象的要生硬。
时间
本身
变
得捉摸不定——几小
时变
成几
分
钟
，或几秒
钟<
/p>
延伸
为
几天。周末原本是我一周的黄金<
/p>
时
段，
现
在却不
过
是平
平常常的两天。
2 For the last three years,
since I stopped working as a television
producer, I have done much of my work
as a telecommuter. I submit