this is tim ferriss circa 1979 a.d. age two. you can tell by the power squat, i was a very confident boy -- and not without reason. i had a very charming routine at the time, which was to wait until late in the evening when my parents were decompressing from a hard day's work, doing their crossword puzzles, watching television. i would run into the living room, jump up on the couch, rip the cushions off, throw them on the floor, scream at the top of my lungs and run out because i was the incredible hulk. (laughter) obviously, you see the resemblance. and this routine went on for some time.

when i was seven i went to summer camp. my parents found it necessary for peace of mind. and at noon each day the campers would go to a pond, where they had floating docks. you could jump off the end into the deep end. i was born premature. i was always very small. my left lung had collapsed when i was born. and i've always had buoyancy problems. so water was something that scared me to begin with. but i would go in on occasion. and on one particular day, the campers were jumping through inner tubes, they were diving through inner tubes. and i thought this would be great fun. so i dove through the inner tube, and the bully of the camp grabbed my ankles. and i tried to come up for air, and my lower back hit the bottom of the inner tube. and i went wild eyed and thought i was going to die. a camp counselor fortunately came over and separated us. from that point onward i was terrified of swimming. that is something that i did not get over. my inability to swim has been one of my greatest humiliations and embarrassments. that is when i realized that i was not the incredible hulk.

but there is a happy ending to this story. at age 31 -- that's my age now -- in august i took two weeks to re-examine swimming, and question all the of the obvious aspects of swimming. and went from swimming one lap -- so 20 yards -- like a drowning monkey, at about 200 beats per minute heart rate -- i measured it -- to going to montauk on long island, close to where i grew up, and jumping into the ocean and swimming one kilometer in open water, getting out and feeling better than when i went in. and i came out, in my speedos, european style, feeling like the incredible hulk.

and that's what i want everyone in here to feel like, the incredible hulk, at the end of this presentation. more specifically, i want you to feel like you're capable of becoming an excellent long-distance swimmer, a world-class language learner, and a tango champion. and i would like to share my art. if i have an art, it's deconstructing things that really scare the living hell out of me. so, moving onward.

swimming, first principles. first principles, this is very important. i find that the best results in life are often held back by false constructs and untested assumptions. and the turnaround in swimming came when a friend of mine said, "i will go a year without any stimulants" -- this is a six-double-espresso-per-day type of guy -- "if you can complete a one kilometer open water race." so the clock started ticking. i started seeking out triathletes because i found that lifelong swimmers often couldn't teach what they did. i tried kickboards. my feet would slice through the water like razors, i wouldn't even move. i would leave demoralized, staring at my feet. hand paddles, everything. even did lessons with olympians -- nothing helped. and then chris sacca, who is now a dear friend mine, had completed an iron man with 103 degree temperature, said, "i have the answer to your prayers." and he introduced me to the work of a man named terry laughlin who is the founder of total immersion swimming. that set me on the road to examining biomechanics.

so here are the new rules of swimming, if any of you are afraid of swimming, or not good at it. the first is, forget about kicking. very counterintuitive. so it turns out that propulsion isn't really the problem. kicking harder doesn't solve the problem because the average swimmer only transfers about three percent of their energy expenditure into forward motion. the problem is hydrodynamics. so what you want to focus on instead is allowing your lower body to draft behind your upper body, much like a small car behind a big car on the highway. and you do that by maintaining a horizontal body position. the only way you can do that is to not swim on top of the water. the body is denser than water. 95 percent of it would be, at least, submerged naturally.

so you end up, number three, not swimming, in the case of freestyle, on your stomach, as many people think, reaching on top of the water. but actually rotating from streamlined right to streamlined left, maintaining that fuselage position as long as possible. so let's look at some examples. this is terry. and you can see that he's extending his right arm below his head and far in front. and so his entire body really is underwater. the arm is extended below the head. the head is held in line with the spine, so that you use strategic water pressure to raise your legs up -- very important, especially for people with lower body fat. here is an example of the stroke. so you don't kick. but you do use a small flick. you can see this is the left extension. then you see his left leg. small flick, and the only purpose of that is to rotate his hips so he can get to the opposite side. and the entry point for his right hand -- notice this, he's not reaching in front and catching the water. rather, he is entering the water at a 45-degree angle with his forearm, and then propelling himself by streamlining -- very important. incorrect, above, which is what almost every swimming coach will teach you. not their fault, honestly. and i'll get to implicit versus explicit in a moment. below is what most swimmers will find enables them to do what i did, which is going from 21 strokes per 20-yard length to 11 strokes in two workouts with no coach, no video monitoring. and now i love swimming. i can't wait to go swimming. i'll be doing a swimming lesson later, for myself, if anyone wants to join me.

last thing, breathing. a problem a lot of us have, certainly, when you're swimming. in freestyle, easiest way to remedy this is to turn with body roll, and just to look at your recovery hand as it enters the water. and that will get you very far. that's it. that's really all you need to know.

languages. material versus method. i, like many people, came to the conclusion that i was terrible at languages. i suffered through spanish for junior high, first year of high school, and the sum total of my knowledge was pretty much, "donde esta el bano?" and i wouldn't even catch the response. a sad state of affairs. then i transferred to a different school sophomore year, and i had a choice of other languages. most of my friends were taking japanese. so i thought why not punish myself? i'll do japanese. six months later i had the chance to go to japan. my teachers assured me, they said, "don't worry. you'll have japanese language classes every day to help you cope. it will be an amazing experience." my first overseas experience in fact. so my parents encouraged me to do it. i left.

i arrived in tokyo. amazing. i couldn't believe i was on the other side of the world. i met my host family. things went quite well i think, all things considered. my first evening, before my first day of school, i said to my mother, very politely, "please wake me up at eight a.m." so, (japanese) but i didn't say (japanese). i said, (japanese). pretty close. but i said, "please rape me at eight a.m." (laughter) you've never seen a more confused japanese woman. (laughter)

i walked in to school. and a teacher came up to me and handed me a piece of paper. i couldn't read any of it -- hieroglyphics, it could have been -- because it was kanji, chinese characters adapted into the japanese language. asked him what this said. and he goes, "ahh, okay okay, eehto, world history, ehh, calculus, traditional japanese." and so on. and so it came to me in waves. there had been something lost in translation. the japanese classes were not japanese instruction classes, per se. they were the normal high school curriculum for japanese students -- the other 4,999 students in the school, who were japanese, besides the american. and that's pretty much my response. (laughter)

and that set me on this panic driven search for the perfect language method. i tried everything. i went to kinokuniya. i tried every possible book, every possible cd. nothing worked until i found this. this is the joyo kanji. this is a tablet rather, or a poster of the 1,945 common-use characters as determined by the ministry of education in 1981. many of the publications in japan limit themselves to these characters, to facilitate literacy -- some are required to. and this became my holy grail, my rosetta stone.

as soon as i focused on this material, i took off. i ended up being able to read asahi shinbu, asahi newspaper, about six months later -- so a total of 11 months later -- and went from japanese i to japanese vi. ended up doing translation work at age 16 when i returned to the u.s., and have continued to apply this material over method approach to close to a dozen languages now. someone who was terrible at languages, and at any given time, speak, read and write five or six. this brings us to the point, which is, it's oftentimes what you do, not how you do it, that is the determining factor. this is the difference between being effective -- doing the right things -- and being efficient -- doing things well whether or not they're important.

you can also do this with grammar. i came up with these six sentences after much experimentation. having a native speaker allow you to deconstruct their grammar, by translating these sentences into past, present, future, will show you subject, object, verb, placement of indirect, direct objects, gender and so forth. from that point, you can then, if you want to, acquire multiple languages, alternate them so there is no interference. we can talk about that if anyone in interested. and now i love languages.

so ballroom dancing, implicit versus explicit -- very important. you might look at me and say, "that guy must be a ballroom dancer." but no, you'd be wrong because my body is very poorly designed for most things -- pretty well designed for lifting heavy rocks perhaps. i used to be much bigger, much more muscular. and so i ended up walking like this. i looked a lot like an orangutan, our close cousins, or the incredible hulk. not very good for ballroom dancing.

i found myself in argentina in 2005, decided to watch a tango class -- had no intention of participating. went in, paid my ten pesos, walked up -- 10 women two guys, usually a good ratio. the instructor says, "you are participating." immediately: death sweat. (laughter) fight-or-flight fear sweat, because i tried ballroom dancing in college -- stepped on the girl's foot with my heel. she screamed. i was so concerned with her perception of what i was doing, that it exploded in my face, never to return to the ballroom dancing club. she comes up, and this was her approach, the teacher. "okay, come on, grab me." gorgeous assistant instructor. she was very pissed off that i had pulled her from her advanced practice. so i did my best. i didn't know where to put my hands. and she pulled back, threw down her arms, put them on her hips, turned around and yelled across the room, "this guy is built like a god-damned mountain of muscle, and he's grabbing me like a frenchman," (laughter) which i found encouraging. (laughter) everyone burst into laughter. i was humiliated. she came back. she goes, "come on. i don't have all day." as someone who wrestled since age eight, i proceeded to crush her, "of mice and men" style. and she looked up and said, "now that's better." so i bought a month's worth of classes. (laughter)

and proceeded to look at -- i wanted to set competition so i'd have a deadline -- parkinson's law, the perceived complexity of a task will expand to fill the time you allot it. so i had a very short deadline for a competition. i got a female instructor first, to teach me the female role, the follow, because i wanted to understand the sensitivities and abilities that the follow needed to develop, so i wouldn't have a repeat of college. and then i took an inventory of the characteristics, along with her, of the of the capabilities and elements of different dancers who'd won championships. i interviewed these people because they all taught in buenos aires. i compared the two lists, and what you find is that there is explicitly, expertise they recommended, certain training methods. then there were implicit commonalities that none of them seemed to be practicing. now the protectionism of argentine dance teachers aside, i found this very interesting. so i decided to focus on three of those commonalities. long steps. so a lot of milongueros -- the tango dancers will use very short steps. i found that longer steps were much more elegant. so you can have -- and you can do it in a very small space in fact. secondly, different types of pivots. thirdly, variation in tempo. these seemed to be the three areas that i could exploit to compete if i wanted to comptete against people who'd been practicing for 20 to 30 years.

that photo is of the semi-finals of the buenos aires championships, four months later. then one month later, went to the world championships, made it to the semi-final. and then set a world record, following that, two weeks later. i want you to see part of what i practiced. i'm going to jump forward here. this is the instructor that alicia and i chose for the male lead. his name is gabriel misse. one of the most elegant dancers of his generation, known for his long steps, and his tempo changes and his pivots. alicia, in her own right, very famous. so i think you'll agree, they look quite good together. now what i like about this video is it's actually a video of the first time they ever danced together because of his lead. he had a strong lead. he didn't lead with his chest, which requires you lean forward. i couldn't develop the attributes in my toes, the strength in my feet, to do that. so he uses a lead that focuses on his shoulder girdle and his arm. so he can lift the woman to break her, for example. that's just one benefit of that. so then we broke it down. this would be an example of one pivot. this is a back step pivot. there are many different types. i have hundreds of hours of footage -- all categorized, much like george carlin categorized his comedy. so using my arch-nemesis, spanish, no less, to learn tango.

so fear is your friend. fear is an indicator. sometimes it shows you what you shouldn't do. more often than not it shows you exactly what you should do. and the best results that i've had in life, the most enjoyable times, have all been from asking a simple question: what's the worst that can happen? especially with fears you gained when you were a child. take the analytical frameworks, the capabilities you have, apply them to old fears. apply them to very big dreams.

and when i think of what i fear now, it's very simple. when i imagine my life, what my life would have been like without the educational opportunities that i had, it makes me wonder. i've spent the last two years trying to deconstruct the american public school system, to either fix it or replace it. and have done experiments with about 50,000 students thus far -- built, i'd say, about a half dozen schools, my readers, at this point. and if any of you are interested in that, i would love to speak with you. i know nothing. i'm a beginner. but i ask a lot of questions, and i would love your advice. thank you very much. (applause)

学无止境演讲稿篇2

i'd like to share with you a discovery that i made a few months ago while writing an article for italian wired. i always keep my thesaurus handy whenever i'm writing anything, but i'd already finished editing the piece, and i realized that i had never once in my life looked up the word "disabled" to see what i'd find.

let me read you the entry. "disabled, adjective: crippled, helpless, useless, wrecked, stalled, maimed, wounded, mangled, lame, mutilated, run-down, worn-out, weakened, impotent, castrated, paralyzed, handicapped, senile, decrepit, laid-up, done-up, done-for, done-in cracked-up, counted-out; see also hurt, useless and weak. antonyms, healthy, strong, capable." i was reading this list out loud to a friend and at first was laughing, it was so ludicrous, but i'd just gotten past "mangled," and my voice broke, and i had to stop and collect myself from the emotional shock and impact that the assault from these words unleashed.

you know, of course, this is my raggedy old thesaurus so i'm thinking this must be an ancient print date, right? but, in fact, the print date was the early 1980s, when i would have been starting primary school and forming an understanding of myself outside the family unit and as related to the other kids and the world around me. and, needless to say, thank god i wasn't using a thesaurus back then. i mean, from this entry, it would seem that i was born into a world that perceived someone like me to have nothing positive whatsoever going for them, when in fact, today i'm celebrated for the opportunities and adventures my life has procured.

so, i immediately went to look up the online edition, epecting to find a revision worth noting. here's the updated version of this entry. unfortunately, it's not much better. i find the last two words under "near antonyms," particularly unsettling: "whole" and "wholesome."

so, it's not just about the words. it's what we believe about people when we name them with these words. it's about the values behind the words, and how we construct those values. our language affects our thinking and how we view the world and how we view other people. in fact, many ancient societies, including the greeks and the romans, believed that to utter a curse verbally was so powerful, because to say the thing out loud brought it into eistence. so, what reality do we want to call into eistence: a person who is limited, or a person who's empowered? by casually doing something as simple as naming a person, a child, we might be putting lids and casting shadows on their power. wouldn't we want to open doors for them instead?

one such person who opened doors for me was my childhood doctor at the a.i. dupont institute in wilmington, delaware. his name was dr. pizzutillo, an italian american, whose name, apparently, was too difficult for most americans to pronounce, so he went by dr. p. and dr. p always wore really colorful bow ties and had the very perfect disposition to work with children.

i loved almost everything about my time spent at this hospital, with the eception of my physical therapy sessions. i had to do what seemed like innumerable repetitions of eercises with these thick, elastic bands -- different colors, you know -- to help build up my leg muscles, and i hated these bands more than anything -- i hated them, had names for them. i hated them. and, you know, i was already bargaining, as a five year-old child, with dr. p to try to get out of doing these eercises, unsuccessfully, of course. and, one day, he came in to my session -- ehaustive and unforgiving, these sessions -- and he said to me, "wow. aimee, you are such a strong and powerful little girl, i think you're going to break one of those bands. when you do break it, i'm going to give you a hundred bucks."

now, of course, this was a simple ploy on dr. p's part to get me to do the eercises i didn't want to do before the prospect of being the richest five-year-old in the second floor ward, but what he effectively did for me was reshape an awful daily occurrence into a new and promising eperience for me. and i have to wonder today to what etent his vision and his declaration of me as a strong and powerful little girl shaped my own view of myself as an inherently strong, powerful and athletic person well into the future.

this is an eample of how adults in positions of power can ignite the power of a child. but, in the previous instances of those thesaurus entries, our language isn't allowing us to evolve into the reality that we would all want, the possibility of an individual to see themselves as capable. our language hasn't caught up with the changes in our society, many of which have been brought about by technology. certainly, from a medical standpoint, my legs, laser surgery for vision impairment, titanium knees and hip replacements for aging bodies that are allowing people to more fully engage with their abilities, and move beyond the limits that nature has imposed on them -- not to mention social networking platforms allow people to self-identify, to claim their own descriptions of themselves, so they can go align with global groups of their own choosing. so, perhaps technology is revealing more clearly to us now what has always been a truth: that everyone has something rare and powerful to offer our society, and that the human ability to adapt is our greatest asset.

the human ability to adapt, it's an interesting thing, because people have continually wanted to talk to me about overcoming adversity, and i'm going to make an admission: this phrase never sat right with me, and i always felt uneasy trying to answer people's questions about it, and i think i'm starting to figure out why. implicit in this phrase of "overcoming adversity" is the idea that success, or happiness, is about emerging on the other side of a challenging eperience unscathed or unmarked by the eperience, as if my successes in life have come about from an ability to sidestep or circumnavigate the presumed pitfalls of a life with prosthetics, or what other people perceive as my disability. but, in fact, we are changed. we are marked, of course, by a challenge, whether physically, emotionally or both. and i'm going to suggest that this is a good thing. adversity isn't an obstacle that we need to get around in order to resume living our life. it's part of our life. and i tend to think of it like my shadow. sometimes i see a lot of it, sometimes there's very little, but it's always with me. and, certainly, i'm not trying to diminish the impact, the weight, of a person's struggle.

there is adversity and challenge in life, and it's all very real and relative to every single person, but the question isn't whether or not you're going to meet adversity, but how you're going to meet it. so, our responsibility is not simply shielding those we care for from adversity, but preparing them to meet it well. and we do a disservice to our kids when we make them feel that they're not equipped to adapt. there's an important difference and distinction between the objective medical fact of my being an amputee and the subjective societal opinion of whether or not i'm disabled. and, truthfully, the only real and consistent disability i've had to confront is the world ever thinking that i could be described by those definitions.

in our desire to protect those we care about by giving them the cold, hard truth about their medical prognosis, or, indeed, a prognosis on the epected quality of their life, we have to make sure that we don't put the first brick in a wall that will actually disable someone. perhaps the eisting model of only looking at what is broken in you and how do we fi it, serves to be more disabling to the individual than the pathology itself.

by not treating the wholeness of a person, by not acknowledging their potency, we are creating another ill on top of whatever natural struggle they might have. we are effectively grading someone's worth to our community. so we need to see through the pathology and into the range of human capability. and, most importantly, there's a partnership between those perceived deficiencies and our greatest creative ability. so it's not about devaluing, or negating, these more trying times as something we want to avoid or sweep under the rug, but instead to find those opportunities wrapped in the adversity. so maybe the idea i want to put out there is not so much overcoming adversity as it is opening ourselves up to it, embracing it, grappling with it, to use a wrestling term, maybe even dancing with it. and, perhaps, if we see adversity as natural, consistent and useful, we're less burdened by the presence of it.

this year we celebrate the 200th birthday of charles darwin, and it was 150 years ago, when writing about evolution, that darwin illustrated, i think, a truth about the human character. to paraphrase: it's not the strongest of the species that survives, nor is it the most intelligent that survives; it is the one that is most adaptable to change. conflict is the genesis of creation. from darwin's work, amongst others, we can recognize that the human ability to survive and flourish is driven by the struggle of the human spirit through conflict into transformation. so, again, transformation, adaptation, is our greatest human skill. and, perhaps, until we're tested, we don't know what we're made of. maybe that's what adversity gives us: a sense of self, a sense of our own power. so, we can give ourselves a gift. we can re-imagine adversity as something more than just tough times. maybe we can see it as change. adversity is just change that we haven't adapted ourselves to yet.

i think the greatest adversity that we've created for ourselves is this idea of normalcy. now, who's normal? there's no normal. there's common, there's typical. there's no normal, and would you want to meet that poor, beige person if they eisted? (laughter) i don't think so. if we can change this paradigm from one of achieving normalcy to one of possibility or potency, to be even a little bit more dangerous -- we can release the power of so many more children, and invite them to engage their rare and valuable abilities with the community.

anthropologists tell us that the one thing we as humans have always required of our community members is to be of use, to be able to contribute. there's evidence that neanderthals, 60,000 years ago, carried their elderly and those with serious physical injury, and perhaps it's because the life eperience of survival of these people proved of value to the community. they didn't view these people as broken and useless; they were seen as rare and valuable.

a few years ago, i was in a food market in the town where i grew up in that red zone in northeastern pennsylvania, and i was standing over a bushel of tomatoes. it was summertime: i had shorts on. i hear this guy, his voice behind me say, "well, if it isn't aimee mullins." and i turn around, and it's this older man. i have no idea who he is.

and i said, "i'm sorry, sir, have we met? i don't remember meeting you."

he said, "well, you wouldn't remember meeting me. i mean, when we met i was delivering you from your mother's womb." (laughter) oh, that guy. and, but of course, actually, it did click.

this man was dr. kean, a man that i had only known about through my mother's stories of that day, because, of course, typical fashion, i arrived late for my birthday by two weeks. and so my mother's prenatal physician had gone on vacation, so the man who delivered me was a complete stranger to my parents. and, because i was born without the fibula bones, and had feet turned in, and a few toes in this foot and a few toes in that, he had to be the bearer -- this stranger had to be the bearer of bad news.

he said to me, "i had to give this prognosis to your parents that you would never walk, and you would never have the kind of mobility that other kids have or any kind of life of independence, and you've been making liar out of me ever since." (laughter) (applause)

the etraordinary thing is that he said he had saved newspaper clippings throughout my whole childhood, whether winning a second grade spelling bee, marching with the girl scouts, you know, the halloween parade, winning my college scholarship, or any of my sports victories, and he was using it, and integrating it into teaching resident students, med students from hahnemann medical school and hershey medical school. and he called this part of the course the factor, the potential of the human will. no prognosis can account for how powerful this could be as a determinant in the quality of someone's life. and dr. kean went on to tell me, he said, "in my eperience, unless repeatedly told otherwise, and even if given a modicum of support, if left to their own devices, a child will achieve."

see, dr. kean made that shift in thinking. he understood that there's a difference between the medical condition and what someone might do with it. and there's been a shift in my thinking over time, in that, if you had asked me at 15 years old, if i would have traded prosthetics for flesh-and-bone legs, i wouldn't have hesitated for a second. i aspired to that kind of normalcy back then. but if you ask me today, i'm not so sure. and it's because of the eperiences i've had with them, not in spite of the eperiences i've had with them. and perhaps this shift in me has happened because i've been eposed to more people who have opened doors for me than those who have put lids and cast shadows on me.

see, all you really need is one person to show you the epiphany of your own power, and you're off. if you can hand somebody the key to their own power -- the human spirit is so receptive -- if you can do that and open a door for someone at a crucial moment, you are educating them in the best sense. you're teaching them to open doors for themselves. in fact, the eact meaning of the word "educate" comes from the root word "educe." it means "to bring forth what is within, to bring out potential." so again, which potential do we want to bring out?

there was a case study done in 1960s britain, when they were moving from grammar schools to comprehensive schools. it's called the streaming trials. we call it "tracking" here in the states. it's separating students from a, b, c, d and so on. and the "a students" get the tougher curriculum, the best teachers, etc. well, they took, over a three-month period, d-level students, gave them a's, told them they were "a's," told them they were bright, and at the end of this three-month period, they were performing at a-level.

and, of course, the heartbreaking, flip side of this study, is that they took the "a students" and told them they were "d's." and that's what happened at the end of that three-month period. those who were still around in school, besides the people who had dropped out. a crucial part of this case study was that the teachers were duped too. the teachers didn't know a switch had been made. they were simply told, "these are the 'a-students,' these are the 'd-students.'" and that's how they went about teaching them and treating them.

so, i think that the only true disability is a crushed spirit, a spirit that's been crushed doesn't have hope, it doesn't see beauty, it no longer has our natural, childlike curiosity and our innate ability to imagine. if instead, we can bolster a human spirit to keep hope, to see beauty in themselves and others, to be curious and imaginative, then we are truly using our power well. when a spirit has those qualities, we are able to create new realities and new ways of being.

i'd like to leave you with a poem by a fourteenth-century persian poet named hafiz that my friend, jacques dembois told me about, and the poem is called "the god who only knows four words": "every child has known god, not the god of names, not the god of don'ts, but the god who only knows four words and keeps repeating them, saying, 'come dance with me. come, dance with me. come, dance with me.'"

thank you. (applause)

学无止境演讲稿篇3

这一个学期感觉好忙喔！除了学校的功课之外，我还参加了学校的联课活动以及钢琴课，最近还要忙着准备数学的竞赛，实在有点喘不过气来的感觉。我问了爸爸一个问题：“这世界上如果有一种科技可以让人一生出来就是大人，那该会有多好！”爸爸说即使有这样的科技，生出来的大人也会是个白痴，因为这个“大人”没有经过学习的过程，要如何在社会上生存呢？

从中班开始，爸爸就要我去学珠心算，刚开始感觉还蛮好玩的，但是越来越难，爸爸说学珠心算的目的不是为了去参加各种比赛，而是要奠定良好的数_算基础。到了大班时，妈妈又要我去学钢琴，原本还满有趣的，但是越来越复杂，爸爸又说，学钢琴并不是为了要通过考级，只是为了要培养对音乐的爱好，陶冶自己的性情。爸爸也让我自己决定是否要继续参加这些校外的课程，最后我选择了钢琴，放弃了珠心算，因为我觉得我的数_算基础能力应该还不错，而且我也比较喜欢弹钢琴。

最近常看爸爸拿着一本厚厚的书在看，书名是“手机程式设计与应用”，爸爸告诉我：“现代的科技进步得太快，人如果不学习、不跟上时代的脚步，那么很快就会落伍。”爸爸是大人，都还不断地学习，我们怎能不学习呢？学习是为了充实自己，让自己有更多的经验与智慧来面对未来的人生。古人说：“学如逆水行舟，不进则退。”我们身为现代人，又怎能不努力学习呢？

学无止境演讲稿篇4

i gave this talk at facebook not so long ago to about 100 employees, and a couple hours later, there was a young woman who works there sitting outside my little desk, and she wanted to talk to me. i said, okay, and she sat down, and we talked. and she said, "i learned something today. i learned that i need to keep my hand up." "what do you mean?"she said, "you're giving this talk, and you said you would take two more questions. i had my hand up with many other people, and you took two more questions. i put my hand down, and i noticed all the women did the same, and then you took more questions, only from the men." and i thought to myself,"wow, if it's me — who cares about this, obviously — giving this talk — and during this talk.

学无止境演讲稿篇5

“书山有路勤为径，学海无涯苦作舟。”知识是一片大海，无边无际，所以，我们要不断的学习，因为学无止境。“少壮不努力，老大徒伤悲”，意思就是说，如果不趁着少年的时候努力学习，等到老的时候悲伤也无济于事。

前几天，我阅读了一片文章——《唐伯虎学艺》。这篇文章主要讲了这样一个故事：唐伯虎向老师学画，还没有学完师父的技艺，就自以为学成了，于是就想告辞回家。老师听了之后，就叫他中午到后花园吃饭，吃完再走。唐伯虎到后花园之后，看到了美丽的荷花在窗外，于是便奔过去。仔细一看，这荷花竟然是画上去的。于是，唐伯虎向师父道歉，要求留下来继续学习。从那以后，唐伯虎就再也不提要回家的事了。这个故事告诉我们，在学习上不能骄傲自满，否则会一事无成。做什么事都必须虚心，持之以恒。

我上三年级的时候，也有过这样的例子。记得那是一个星期日的上午，妈妈说要给我巩固一下语文的知识，我一听：“什么？竟然是一年级的语文！再说了，我的语文已经很好，要是再复习一年级的`语文，那简直就是小瞧我！”

在妈妈开始给我考词语的时候，我就不耐烦地说：“哎呀，不用考，太简单了。”可是妈妈执意要考我，我也没办法。考着考着，突然遇到了一个词，竟然在我脑海里没有印象！我费尽心思，绞尽脑汁，始终没有想起来。后来妈妈告诉了我这个词的意思和写法。妈妈语重心长地对我说：“以后学什么都要谦虚，不能骄傲。”在那之后，我再也不骄傲了。

曾经说过：“学习的敌人是自己的满足。要认真学习一点东西，必须从不自满开始。”是啊，学无止境。只有坚持不懈，奋发向上，才能获得成功的喜悦。

学无止境演讲稿篇6

我为自己树立了一个观念：学无止境!我明白“活到老，学到老”的哲理，终身学习是现代社会的立身之本。所以，我只有不断充实，更新自己的知识和技能，才能在竞争激烈的社会中立足。目前，我只有努力学习，才能在以后的生涯中取得成功。我曾经看过这样一个故事：“一个公司需要一名计算机人才，而报名的来了好多个，公司领导，精挑细选选出了两个，可是只要一个，所以他们只有进行pk，在这两个中，其中一个是 “大学本科毕业生”，另一个是“在校表现好，而且计算机专业技能也是出类拔卒，非常优秀的职校生”。pk开始了，只见这个职校生不慌不忙一步一步认认真的做，而这个大学生则慌了神，不知该从哪里下手，让人看着都心急，pk结束了，这个大学生心服口服地点点头，他原本想我的理论知识这么丰富，难道还会输于他?可他却不知道自己只是理论知识丰富，而却从来没有进行过实践操作，而这个职校生在校，即有理论指导，又有实践操作，于是他赢了。

学如逆水行舟，不进则退。我一定要立志成才，一定不辜负国家对我们的栽培。杨利伟登上太空，“嫦娥1号”发射成功，没有技术人才，会成功吗?所以说：“我要刻苦钻研、奋力拼博，为自己、为国家而奋斗!”

在未来的日子里，我更要一寸光阴不可轻的去学习，要珍惜时间、提高素质、勤奋刻苦、谦虚好问，持这以恒的学习。让我们共同携手走出一片属于自己的天空，去为民造福，回报国家!

同学们;只要我们不气馁，鼓足勇气，我们会在平凡的岗位上做出不平凡的成绩，作为职校生我们要向人说我是职校生，我有能力、我有特和长做好工作，我们应当向社会展示我们职校生的风采：“认真、执著、不服输，敢闯、敢拼，我做主!”

我选择了职校，我就选择了无悔，心若在、梦就在，人生豪迈，我们不需要从头再来，同学们让我们，携手并进、执着拼搏，尽显我们职校生的风采。

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