哈佛大学公开课--幸福课 第一集演讲内容及ppt部分内容

○哈○佛○大○学○公○开○课
整理:耿加稳
校对:小帅哥
I'm teaching this class because i wish a class like this had been taught when I was sittingin your seat as an undergrad here.I came here in 1992,and started at computer science.And then I had a mini epiphany halt way through my sophomore year.I realized that I was in a wonderful place with wonderful students around me,wonderful teachers.I was doing well acedemically.I was doing well in athletics.I was doing well socially.Everything going well.Except for the fact that I was unhappy.And I didn't understand why.It was then in a matter of moments that I decided to find out why and became happier.And that was when I switched my concentration from computer science to philosophy and psychology.With single question how can I became happier.Overtime I did became happier,what contrbuted most to my happiness was when I encounted a new emerging field that time didn't have a name that it has today.But essentially research that falls uder or with the field of positive psychology. Positive psychology studying it,applying the ideas to my life has made me significantly happier,It continues to make me happier,And I realized the impact that it had on me that I decided to share it with others.
So this is positive psycology,and we will be exploring this new,relatively and fascinating field.And hopefully, we will be exploring more than the field ourselves.
“How can this lecture is larger than the Introduction to Economics”.And the way to explain it must be that the teacher is very outgoing,extremly charismatic,very cheerful and extrovert and of course ,tall.Why is it so popular,because it works,You see this whole realm on life flouring on happiness,on well being has been until recently dominated by the self-health movement(心理自助运动).what do we have in the self-health movement?We have that books are very intering,that are very accessible,we have speakers are very outgoing attracting the masses into these workshops,seminars and lectures.But there is a big “but”here.Many of those books,many ot these workshop and seminars lack of substances(缺少实际内容).very often，overpromising and under-delivering.So those are five things you need to know to be happy.The three things to be the greatl eader.The one secret of success,happiness and a perfect love life. overpromising and under-delivering(夸大其词,效果甚微).On the other hand, we have academica(学术界),what do we have in academia?We have a lots of rigor, a lot of substances.We have datas analayzed,reanalyed and meta-analyzed.things really work,really good stuff.But there is also a big “but” here.Very few people read refereed acedemic journals.I mean think about it:how many of people outside this room of course have read
the last twelve issues of the Journal of Personnality and Social Psychology(个性与社会心理学)?Most pepple don’t even know what that means.The head of my PHD programs actually estimated the average academic journal arctical is read by seven people.You know…and that include the author’s mother.So you know I say half in jest but it’s atually really sad。

Because…certainly sad for me,as an academic.Because those things are good.They are important,those things can make a differrence,can make more of a differrence.But not accessible to most people.and this is where positive psychology comes in.And this is also where this class comes in.
The explicit mandate of positive psychology as well as of this class is to creat a bridge between Ivory tower and mainstreet.In other words,it is to bring the rigor,the substance，theempirical of foundation,the science from academia and merge it with accessibil of the self-help or New Age movement.In a way the best of both worlds.And this explain the popularity of the field of positive psychology: science that works.
The class will be tore into two levels,the first will be taught as any other class in
psychology.or any of the class you’ve taken here.You’ll be introduced here to studies,to research,to rigorous academic work.You’ll be writing paper,academic paper.You will be taking exams.Just like other class.But then it will also be taught at the second level.which is for every paper that you’ll read,every paper that you’ll write,you’ll always be thinking“Ok，how can I take these ideas and apply them to my life?How I apply to my life?How I apply them to my commumity?”Two levels.The acedemic,applied.I didn’t introduce whether it’s in the readings or in the lecture ideas just because they are intesting for the sake of the idea.It is always an idea that is both rigorrous and can be applied.Just a few words about housekeeping(再唠叨几句题外话).About feedback and questiongs.If you have any questions,anything not clear,if you agree or disagree something,email me or email you TF(Teaching fellow at Harvard,just like TA at other school,and we’ll always respond.Sometimes if the question is asked by ennough people,we’ll respond to it publicly.All the powerpoints,as well as the videos of the class will be online,will be available within a couple of days.The vedios,unfortunately,can’t be available before.we tried.couldn’t figure it well.so it will be available within a day or two after.The reason why I do put them up is so that you have the opportunity if you want to see it again or if you have miss a class.And also because and this is the reason why the power ponits always available,I want you to be engaged in the material.Iwant you to be engaged in whatever it is that we are discussing in class.Not necessarily thinking about getting down everyword that I say on paper.remembering everythng,memorzing everything.I want you to take rather than passive notesof writing down what is on the power point or every word that I say.I want you to take active notes.And that means being engaged with the material.For example,if you heard something and idea and you say, “Oh,that’s interesting.”star it,write it down.Or “Ok I think I’ll start applying this”Write it down. “or I want to tell my mom about this later”
Or“I want to talk my rommates or my team about the idea” Write it down. Active notes-taking is opposed to passive note-taking for two reasons.First of all,the class is a class about making a difference in people’s lives.I wound not teaching the class just for its academic beauty.So write it down if you can have an idea that you can think you can apply.The second reason why we should that is because you’ll remember more.Better attention,better understanding of the material if you are actively engaged as opposed to just taking down passive notes.
Throughout the class,we will take “time-ins”(练习时间)as opposed to”time-outs”（休息时间），it’s like a time out.It’s the time where we stop the class and you look inward.And this is literally a time of silence in a class.I will stop for a minute or two.And you’ll have a chance either to just stare at me or anyone else.
Or think about what we’ve just discussed.Or have a guiding question that I provide you that you will address during the class.The reason why I have “time-ins”…this is something that I am introducing for the first time.I have done a lot work in the area of silence.I have read a lot of research in this area about the importance of quite times whether it’s in a class in a lecture, whether it is at home.whether it is for a leader.,for friendship,for the children starting from pre-schools.First of all,it will only be a minute or two at a time,may be once or twice a lecture.Second,it is may be the most important thing you’ll take from this class.The notion of embracing stillness.（即享受安静这一理念）。

I’ll read to you
an expert from a study that run by two MIT professors.This is just for your edification.David Fostor and Matthew Wilson.Indeed the following study that I think confirms the importance of “time-in”,time to look inside.What they did is they scanned the brains of rats while they were in a maze and after they went through the maze.And here’s what they have found. “what the results suggest is that while there certainly is some record of your experience as it is occurring.In other words,when they are doing the maze.the actual learning.when you try to figure out “what was important?what is should I keep and throw away?that happens after the fact,during periods of quite wakeful introspection.What they show was rats who went through the maze and went through the maze again and again,learned far less than rats who took time aside chilled out alittle bit after a maze,had more margarita.Experience embrace stillness.This has implications to human beings as well.so what they say is that “replay might consititute a general mechanism of learning and memory”.Both learning,understanding,as well as memory retention.when we reflect,when we replay the material,we are much more likely to retain,to remember what we have just been through.so the importance of time aside cannot be over-emphasized.In his wonderful book of teaching Parker Palmer—it’s called The Course to Teach,says the following,words are not the sole medium of exchange in teaching and learning.we educated with silence as well.Silence gives us a chance to reflect on what we have said and heard.In authentic education,Silence is treated as a trustworthy matrix for inner work students must do,a medium for learning of the deepest
sort.”Silence is something is missing from our culture.Robert M Pirsig’s book “an Inquiry into Morals”it’s an anthropological study of Native Americans.What he does there is compare their culture to Amerians from European ancestry.And one of the distinguishing characteristics between these two cultures is their approach were silence.What he found was when he went and sat around with Native Americans.They woule sit around the fire and hang out for two three hours without saying a word.Just sit around.look at one another.Smile.Have a good time.Introspect.Just be there for hours.While he ponits out that in our culture we feel very uncomfortable with the absence of words,with the absence of sound or noise,we have to fill up all the gaps.and we paid a price for this lack of
stillness.(In realationships,in virtue and morality, in happiness andwellbeing ingenaeral.
Backarounde on positive psychology
In many ways,positive psychology is the brainchild the product and the grandchild of humanistic psychology.in fact called the third force.because the first force was behaviorism,the work of Skinner,the work of Watsom,the work of Thorndik.the second force was psychoanalysis,the work of Freud,Jung,Adler to some extent.the third force,humanistic psychology came as an reaction o it.
We have cognition and thoughts that matter.
Information can’t decide our success.our self-esteem.our motivation leval.
The same objective information very different interpretion.
Who doing well, have more than they need,and yet they are unhappy.who have little and yet they never ceased to never stop to celerate life.in other words it’s not just the information goes in.It’s also the shape,the interpretation.the erception the focus.And that is determined by the shape of the form(TRANS FORM)
“you know if there is aWOW,the wow is that there is no wow.”that’s it.a good life
a rich life incledes ups and downs,includes pains and getting up again,includes failure and getting up again.
You already know it inside of you. “commom sense is not that common”and this espeacially applies to application.the aim of the class is to make commom sense more common.”thank you for reminding of me of something that I’ve already known.”
Constant remind of what you already know, of what inside you.
Chip away some of the cognitive limitations that prevent you from seeing what you already knew or emotional limitations that prevent you from deriving the benefits of what you already knew or behavioral limitations.The ABC factor: affect,behavior,and cognition.
My hopes in this class is to bring up many more question marks than
periods.as kids,we always curious,asking questions.
Comedian Seinfeld.
This loking up,this opening up.the one real objective of education is to leave a man in the condition of continually asking questions.
First thing was extrordinarly successful groups really believe in themselves.they thought they could do well.they were driven,they were motivated.they thought”I am going to make it,I am going to succeed”the second thing is they were always asking questions.initially of their boss,later of their employees,of their partners,parents.friends.they were always at the state of curiosity. Always loking up,this opening up,want to understand the world more.
Ppt内容
“The soul grows by subtraction, not addition.”
Thoreau
“In pursuit of knowledge, e very day something is acquired; in pursuit of wisdom, every day something is dropped.”
Lao Tzu
In Search of “WOW”
•There is no “WOW”!
•Making common sense more common
Information is not enough
“What is wrong is not the great discoveries of science—information is always better than ignorance, no matter what information or what ignorance. What is wrong is the belief behind the information, the belief that information will change the world. It won’t.”
Archibald MaCleish
It is not about providing definitive answers concerning the good life
It is about identifying the right questions
Education is the quest for information and transformation, and therefore must begin with a question.
“The most common source of mist akes in management decisions is the emphasis on finding the right answer rather than the right question.”
PeterDrucker
“The one real object of education is to leave a man in the condition of continually asking questions.”
Bishop Creighton
The Question of Questions
How can we help ourselves and others—individuals, communities, and society—become happier?
It is not a survey of positive psychology
It is a selective exploration of the ‘question of questions.’
•Eclectic
•Cross cultural psychology
“[We were] a little surprised by the Dalai Lama’s seeming resistance to the notion of cultural differences.”
Daniel Goleman “What is most personal is most general.”
Carl Rogers
“We must remember that knowledge of one’s own deep nature is also
simultaneously knowledge of human nature in general.”
Abraham Maslow “There is one thing, and only one in the whole universe which we know more about than we could learn from external observation. That one thing is [ourselves]. We have, so to speak, inside information; we are in the know.”
CS Lewis
It is about rigorous fun
“I would not give a fig for the simplicity on this side of complexity, but I would give my life for the simplicity on the other side of complexity.”
Oliver Wendell Holme “On Monday, don’t tell me how great it was; tell me what you’re doing differently.”
Peter Drucker •20-30 minute Presentation
–Any topic within positive psychology
–Written text (10-15 pages double spaced)
–Slides (word or powerpoints)
•Include:
–Reference to research
–Optional: stories, film clips, exercises, etc
•Why a presentation?
–Teaching as learning
–Spread goodness…
Focusing on What Doesn’t Work
“The science of psychology has been far more successful on the negative than on the positive side; it has revealed to us much about man’s shortcomings, his illnesses, his sins, but little about his potentialities, his virtues, his achievable aspirations, or his psychological height. It is as if psychology had voluntarily restricted itself to only half its rightful jurisdiction, and that the darker, meaner half.”
Abraham Maslow
Why Positive Psychology?
1.The importance of focusing on what works
2.Happiness is not the negation of unhappiness
3.Prevention through cultivating capacity
The Importance of Focusing on What Works
“The aim of Positive Psychology is to catalyze a change in psychology from a preoccupation only with repairing the worst things in life to also building the best qualities in life.”
Martin Seligman
Reframing Questions:
The Case of At-Risk Population
•Traditional psychology (Post-WWII)
–“Why do these individuals fail?”
•Positive psychological approach (1980s-)
–“What makes some individuals succeed despite unfavorable circumstances?”
Resilience
“A class of phenomena characterized by patterns of positive adaptation in the context of significant adversity or risk.”
Masten & Reed •Ordinary characteristics, extraordinary results
–Optimism
–Faith and a sense of meaning
–Prosocial behavior
–Focusing on strengths
–Set goals
– A role model
–Social support
From Pathogenic Questions to Salutogenic Questions
“All those familiar with the history of science are aware that important advances come with the formulation of new questions. The question is the breakthrough; the answer comes with difficulty, but it is the new question that is important. The salutogenic question, I submit to you, is a radically new question, which provides the impetus for formulating a new paradigm to help us understand health and illness. It has serious implications for researcher and clinician, biological and social scientist alike.”
Aaron Antonovsky
“We see what we look for and we miss much of what we are not looking for even though it is there... Our experience of the world is heavily influenced by where we place our attention.”
The Case of a Chicago School
•Traditional Way
–“How can we keep students in school?”
•Marva Collins’Way
–“How can we cultivate the seed of greatness in our students?”
–“How can we cultivate the seed of greatness in our selves and families, in our communities and organization, in our nation and
our world?”
2. Happiness isn’t the Negation of Unhappiness
neurosis, anger, anxiety, wellbeing, satisfaction, joy
depression, psychosis excitement, happiness Disease Model Health Model Focus on weaknesses Focus on strengths Overcoming deficiencies Building competencies Avoiding pain Seeking pleasure Running from unhappiness Pursuing happiness Neutral state (0) as ceiling No ceiling
Tensionless as ideal Creative tention as ideal 3. Prevention through Cultivating Positive
•Illness as the absence of health (vs. health as the absence of illness)
“It [neurosis] is a falling short of what one could have been, and even, one could say, of what one should have been, biologically speaking, that is, if one had grown and developed in an unimpeded way. Human and personal possibilities have been lost. The world has been narrowed, and so has consciousness. Capacities have been inhibited.”
Abraham Maslow
“We have discovered that there are human strengths that act as buffers agai nst mental illness: courage, future-mindedness, optimism, interpersonal skill, faith, work ethic, hope, honesty, perseverance, the capacity for flow and insight, to name several... We have shown that learning optimism prevents depression and anxiety in children and adults, roughly halving their incidence over the next two years... Similarly, I believe, that if we wish to prevent drug abuse in teenagers who grow up in a neighborhood that puts them at risk, that the effective prevention is not remedial. Rather it consists of identifying and amplifying the strengths that these teens already have.”
Martin Seligman
Cultivating Capacity
•Stronger “psychological immune system”
•Larger and stronger “psychological engine”
•Mental health at Harvard
“The messag e of the Positive Psychology movement is to remind our field that it has been deformed. Psychology is not just the study of disease, weakness, and damage; it also is the study of strength and virtue. Treatment is not just fixing what is wrong; it also is building what is right. Psychology is not just about illness or health; it is about work, education, insight, love, growth, and play. And in this quest for what is best, Positive Psychology does not rely on wishful thinking, self-deception or hand-waving; instead it tries to adapt what is best in the scientific method to the unique problems that human behavior presents in all its complexity.”
Martin Seligman Bibliography and Recommendations
•
•/
••Antonovsky (1979). Health, Stress, and Coping. San Fransisco: Jossey-Bass.•Masten, A. S. & Reed, M. J. (2002). Resilience in development. In C. R. Snyder and S. J. Lopez (Eds.), Handbook of Positive Psychology, 528-540. Oxford University Press.•Seligman, M. E.
P., & Csikszentmihalyi, M. (2000). Positive Psychology. American Psychologist, 55, 5-14.•Sheldon, K. M. & King, L (2001). Why Positive Psychology Is Necessary. American Psychologist, 56, 216-217.•Snyder,
C. R. & Lopez, S. J. (Eds.) (2002). Handbook of Positive Psychology,
528-540. Oxford University Press.•Collins, M. & Tamarkin, C. (1990).
Marva Collins’Way. Putnam: New York. Werner, E. & Smith, R.
(2001). Journeys from Childhood to Midlife: Risk, Resilience and Recovery. Cornell University Press.
Practical Idealism: Making A Difference “I am not only the disinterested and impersonal seeker for pure cold truth for its own sake. I am also very definitely interested and concerned with man’s fate, with his ends and goals and with his future. I would like to help improve him and better his prospects. I hope to help teach him how to be brotherly, cooperative, peaceful, courageous, and just. I think science is the best hope for achieving this, and of all the sciences, I consider psychology most important to this end. Indeed, I sometimes think that the world will either be saved by psychologists—in the very broadest sense—or else it will not be saved at all.”
Abraham Maslow。