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And when that happens, all sorts of neat things happen.
當萬事俱備的時候，就會出現良性循環。
One, the students can actually master the concepts, but they're also building their growth mindset,
首先，學生能夠真正掌握知識，此外還能培養他們積極的心理，
they're building grit, perseverance, they're taking agency over their learning.
建立勇氣和不屈不撓的精神，他們會對學習產生熱情。
And all sorts of beautiful things can start to happen in the actual classroom.
在實際的課堂中，一切也慢慢開始走上正軌。
Instead of it being focused on the lecture, students can interact with each other.
學生們之間可以進行更多學習上的互動，而不必拘泥于專心聽講。
They can get deeper mastery over the material. They can go into simulations, Socratic dialogue.
他們能夠更加深入地去掌握知識。他們能夠模擬蘇格拉底式對話。
To appreciate what we're talking about and the tragedy of lost potential here,
為了強化這一點，讓大家體會無法激發潛能的遺憾，
I'd like to give a little bit of a thought experiment.
我想帶大家進行一個思維小實驗。
If we were to go 400 years into the past to Western Europe, which even then, was one of the more literate parts of the planet,
假設我們回到400年前的西歐，在當時就已經是地球上文明最發達的地區之一，
you would see that about 15 percent of the population knew how to read.
你會發現大概有15％的人口識字。
And I suspect that if you asked someone who did know how to read, say a member of the clergy,
估計當你去詢問一個識字的人，比如一個神職人員，
"What percentage of the population do you think is even capable of reading?"
“你認為大概有多少人有識字的能力呢？”
They might say, "Well, with a great education system, maybe 20 or 30 percent."
他們也許會說：“嗯，基于這強大的教育體系，大概有個20%或30%吧。”
But if you fast forward to today, we know that that prediction would have been wildly pessimistic,
但如果你快進到當下，我們會發現那樣的預測實在太悲觀了，
that pretty close to 100 percent of the population is capable of reading.
現在幾乎是人人都識字。
But if I were to ask you a similar question:
但是當我問你們一個類似的問題：
"What percentage of the population do you think is capable of truly mastering calculus,
“你們認為總人口中有多少是真正掌握微積分的，
or understanding organic chemistry, or being able to contribute to cancer research?"
或是真正懂有機化學的，或是有能力為癌癥研究作出貢獻的呢？”
A lot of you might say, "Well, with a great education system, maybe 20, 30 percent."
你們中的很多就會回答：“嗯，基于這強大的教育體系，大概有個20%或30%吧。”
