首先，全方位人才培訓營小編帶大家來讀一段60年前的社論。

Education for Independent Thought

1952 Oct. 5 New York Times

It is not enough to teach a man a specialty. Through it he may become a kind of useful machine but not a harmoniously developed personality. It is essential that the student acquire an understanding of and a lively feeling for values. He must acquire a vivid sense of the beautiful and of the morally good. Otherwise he – with his specialized knowledge – more closely resembles a well-trained dog than a harmoniously developed person. He must learn to understand the motives of human beings, their illusions and their sufferings, in order to acquire a proper relationship to individual fellow men and to the community.

      These precious things are conveyed to the younger generation through personal contact with those who teach, not – or at least not in the main – through textbooks. It is this that primarily constitutes and preserves culture. This is what I have in mind when I recommend the ‘humanities’ as important, not just dry specialized knowledge in the fields of history and philosophy.

      Overemphasis on the competitive system and premature specialization on the ground of immediate usefulness kill the spirit on which all cultural life depends, specialized knowledge included.

      It is also vital to a valuable education that independent critical thinking be developed in the young human being, a development that is greatly jeopardized by overburdening him with too much and with too varied subjects (point system). Overburdening necessarily leads to superficiality. Teaching should be such that what is offered is perceived as a valuable gift and not as a hard duty.

        這是愛因斯坦本人寫的(“專家是訓練有素的狗”即出自此篇)，跟上圖的那個滿臉皺紋老是掛著一抹詭異微笑的科學家一點都不像，筆鋒超犀利。更重要的是他還要問年輕人，你到底正在把自己變成愛因斯坦，還是一隻狗？試想愛因斯坦會怎麼看待今天台灣的教育體系？現代的大學比較像是在為企業大量生產為他們賺錢的”機器人”(所謂新鮮的”肝”)？還是比較像在培養一個”獨立的個體”？

       學習，不是一項工作，它是對人生的一種態度，一種不斷去了解這世界，再嘗試著用更有效率、創造出更多價值的方式，打破既有限制的過程。學習之中，「師者」是重要關鍵，韓愈在《師說》一文中指出：「師者，所以傳道、受業、解惑也。」，老師不是只要會教就好，而是讓學生擁有看見專業領域寬闊視野與洞見，更建構他們生命的恢弘格局與個人尊嚴，「人師」是可以讓學生「雖不能至，心嚮往之」的典範人物。反之，時下有許多組織打著「學習」或者「閱讀」的名號，所做的只是一些分享書摘的工作，更甚者傳遞一些似是而非的概念，甚至刻意攻擊某些產業(如:批判金融業)，或者提出「反智」的觀點，希望人們能「反璞歸真」，這些真的是極大的謬誤，再加上網路資訊的濫用，「老師」這個角色在這個時代中愈加混亂，各位大學生你有多少資訊都是從網路媒介中「道聽塗說」來的呢?你有多少沒有近距離跟老師接觸了呢?「學」、「問」、「學問」這麼古老的觀念，年輕人要經過和「教學者」的互動，才能夠學習到知識，這就是古代中國山林裡的書院，以及八百年前的牛津與劍橋的學術傳統，學做人、學做事，學做學問，也學做自己，文明的發展和傳遞，就是靠這樣的互動，這也是為什麼人格特質永遠比專業知識還重要的原因。

        光訓練一個人有專業能力是不夠的，否則他只會變成一個可能有點用的"機器"，卻不具有優良的"人格"。所以年輕人，請你看清楚，你正在走的路是要通往哪裡，希望不是 60 年前就被愛因斯坦點破的那條老路，另外在你無止盡地利用「搜尋」之前，想想這些資料真的是「好老師」嗎？希望全方位人才培訓營小編能跟大家一起思索學習的真諦。

全方位人才培訓營是你學習的好夥伴!