Heart of the Matter

最近 有一位教會成員朋友送我一本書，書名是：Heart of the Matter - What 100 Years of Living Have Taught Me 。它還沒有正式的中文書名。我暫時將它譯為《事情的核心-活了一百年我所學到的》。大家可能都想到了：它的作者就是羅素納爾遜會長。今年九月九日是他滿一百歲的生日。

我想和大家分享如何運用科技，仔細研讀一本還沒有中文翻譯的英文書。

我通常都會使用三個App，來幫助我理解和確定文章內容的意思，和句子可能的另類寫法。再用兩個線上文件平台，來方便我的學習，並留下我的學習過程。

這三個 App 就是 Google 翻譯、ChatGPT、和 Grammarly。線上文件平台就是 Google 文件和 Google 部落格。

這些 App 和線上文件平台都有免費的版本。為了更加深入英文的專業性，我用了付費的 ChatGPT 和 Grammarly。

我想把從羅素納爾遜會長的著作所學習到的，和使用科技學英文所學習到的一些心得，一點一點慢慢地分享給大家。

就像研讀經文一樣仔細。我一次只分享納爾遜會長文章的一小段，大約三五句話。讓 Google 翻譯大致翻譯，我加以修訂。如果大家想要知道 Google 原本的翻譯，可以自行用原文讓 Google 再翻一次。

接下來，我會要求 ChatGPT，做每一段的語意分析(semantic analysis) 。

每一段語意分析完成之後，我會要求 ChatGPT，做每一句的語法分析(sytax analysis)。偶而我也會要求 ChatGPT，做每一段的語用分析(pragmatic analysis)。

進度雖然緩慢，每一次只進行三五句，但是有了 ChatGPT 的加持，內容會變得很豐富。ChatGPT 的分析內容，比原文多了將近10倍。

我建議大家自己去買一本Heart of the Matter-What 100 Years of Living Have Taught Me來對照著看，收獲更豐碩。而且當你能够快速閱讀時，可以按照自己的速度先睹為快。

quiet pride

 What do you mean by "quiet pride"?

ChatGPT 說：

"Quiet pride" refers to a feeling of pride or accomplishment that is understated or not outwardly expressed in a boastful or loud manner. It suggests a sense of internal satisfaction and dignity, where someone feels proud of what they've endured or achieved, but without the need for public recognition or overt displays of self-congratulation.

In the context of the passage you shared, the speaker may feel a quiet pride in having lived through and survived significant challenges over the course of a century. Though the tone is reflective and even melancholic at times, there is an implicit sense of resilience or strength in having witnessed so much and made it to such an advanced age. The speaker doesn’t explicitly boast about surviving these events, but the very act of calmly recounting them suggests an inner strength and satisfaction with having endured.

the Roaring Twenties

 What is "the Roaring Twenties"?

ChatGPT 說：

The Roaring Twenties refers to the decade of the 1920s, primarily in the United States and Europe, marked by significant social, cultural, and economic change. It was a period of great prosperity, technological innovation, and cultural dynamism following World War I. The name "Roaring" reflects the sense of excitement and rapid transformation that characterized the era. Some key aspects of the Roaring Twenties include:

1. Economic Growth:

   • The 1920s saw a significant economic boom, particularly in the U.S., driven by industrial expansion, mass production (especially in automobiles, led by Ford's assembly line), and increased consumerism. People were able to buy more goods, and industries flourished.

2. Cultural and Social Changes:

   • This decade witnessed a loosening of traditional social norms, particularly for women. The rise of the "flapper" symbolized the newfound freedom of women, who wore shorter skirts, bobbed their hair, and enjoyed more public independence.
   • Jazz music became incredibly popular, and this era is often called the Jazz Age due to the influence of artists like Louis Armstrong and Duke Ellington. Jazz clubs and speakeasies (illegal bars during Prohibition) became cultural hubs.
   • The arts and literature also thrived, with movements like Modernism in art and literature, as well as authors like F. Scott Fitzgerald (author of The Great Gatsby) capturing the spirit and excess of the era.

3. Prohibition:

   • The U.S. implemented the 18th Amendment in 1920, banning the sale and consumption of alcohol. This led to the rise of organized crime, bootlegging, and speakeasies as people sought ways to bypass the law.

4. Technological Advances:

   • Innovations like the radio, telephone, and automobile transformed everyday life. The radio brought entertainment and news into homes, while cars provided greater personal mobility. This era also saw significant advancements in aviation, cinema, and household appliances.

5. Stock Market Speculation:

   • The rapid economic growth fueled stock market speculation, with many people investing heavily in the market. However, this also laid the groundwork for the eventual stock market crash of 1929, which led to the Great Depression.

In short, the Roaring Twenties were a time of vibrant cultural and economic life, but they also harbored underlying problems that would culminate in the Great Depression. The era is often remembered for its optimism, dynamism, and the modernity it brought to many aspects of life.

Heart of the Matter: What 100 years of living have taught me by Russel M. Nelson

Given that the speaker is an old man, analyze the passage's semantics: "Now that I am in my hundredth year, I have the rare opportunity of reflecting on a century of living. I was born during the Roaring Twenties when the world was still emerging from the devastating effects of World War I. I have lived to see far too many other wars, the Great Depression, the rise of terrorism, and even a worldwide pandemic."

ChatGPT 說：

In this passage, where the speaker is an old man in his hundredth year, the semantics convey a deep reflection on his life experience and the major historical events he has witnessed. Here's a refined analysis considering his advanced age:

1. Aging and Reflection:

   • The phrase "Now that I am in my hundredth year" suggests that the speaker recognizes his longevity as something extraordinary. His use of "the rare opportunity" implies that reaching such an age allows for a unique perspective on life, one that few are granted.
   • "Reflecting on a century of living" highlights not just the passage of time but the accumulation of wisdom through long experience. His age gives him a vantage point from which he can observe the progression of history and personal milestones.

2. Historical Consciousness:

   • The speaker situates his birth in the Roaring Twenties, a time of dramatic social and economic change following the devastation of World War I. The reference to the world "still emerging from the devastating effects of World War I" grounds his early life in a period of recovery and rebuilding.
   • The statement "I have lived to see far too many other wars" emphasizes the speaker's sorrow over the repeated violence and destruction that humanity has endured. His phrasing suggests not just a historical fact but a personal burden of having witnessed these conflicts over his lifetime.
   • The inclusion of "the Great Depression" highlights one of the most defining economic hardships of the 20th century, adding to the weight of his experiences. The speaker likely endured or observed significant poverty and struggle during this time.
   • "The rise of terrorism" refers to more recent historical developments, indicating that the speaker’s long life has seen not only traditional warfare but also the emergence of new forms of conflict and fear, particularly in the latter half of the 20th century and into the 21st.
   • "Even a worldwide pandemic" likely references the COVID-19 pandemic, framing it as the most recent of the numerous global crises he has survived. This event would have come near the end of his life, showing that, even after 100 years, new challenges continue to arise.

3. Tone and Emotional Undertones:

   • The passage has an underlying tone of melancholy and endurance. The speaker expresses a weariness, particularly in the repetition of "far too many" wars, suggesting not only the frequency of these conflicts but his emotional toll from witnessing them.
   • However, there’s also an air of resilience. By listing these global events, the speaker implicitly conveys his survival through them, indicating strength in having lived through multiple crises.

4. Generational Perspective:

   • As an old man, his view is one of witnessing and absorbing the major historical arcs of the 20th and 21st centuries. His reflection isn't just personal but extends to a collective history. His identity is intertwined with the events that shaped the modern world, from post-World War I reconstruction to more recent challenges like terrorism and pandemics.
   • The speaker’s life can be seen as a microcosm of the 20th century itself—characterized by both rapid change and recurring crises.

In summary, the passage's semantics reflect the weight of a century of living, filled with both personal survival and global turmoil. The speaker, as an old man, uses this reflection to share the perspective of someone who has borne witness to some of the most defining moments in modern history, with a tone that mixes both sadness for the pain endured and quiet pride for having survived it.

畫九宮格

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Writing About Your Life Chapter 13

 Analyze 'The reason, probably, is that all of them remember the restraints and prohibitions that were put in the path of their own advancement: the niggling caveats of dissertation committees, the ungenerous barbs of peer reviewers, the grim warnings that they will perish unless they keep publishing books they don't want to write and nobody needs to read. When I mention "permission," the word detonates like a bomb; I've mentioned the unmentionable. I suspect that it would be just as threatening to a roomful of CEOs and middle managers: no alternative thinkers wanted.'

ChatGPT 說：

This passage offers a critique of academic and corporate environments, highlighting the constraints imposed on individuals by bureaucratic systems. Here's a breakdown of key ideas:

1. Restraints and Prohibitions: The author suggests that many individuals in positions of authority or leadership may recall the obstacles they faced while advancing their careers. In academia, these could be "niggling caveats" from dissertation committees or negative feedback from peer reviewers. In corporate environments, similar roadblocks may exist, though they aren't explicitly named here.

2. Psychological Impact: The passage conveys that these barriers create a kind of collective memory or trauma. When the speaker brings up the idea of "permission," it strikes a nerve, indicating that the act of seeking permission has become ingrained in the culture as a major hindrance to innovation and individual freedom.

3. Publishing Pressure: The reference to scholars feeling pressured to publish "books they don't want to write and nobody needs to read" reflects the often criticized "publish or perish" culture in academia. This creates an environment where output is more valued than meaningful contributions, causing frustration and dissatisfaction.

4. Detonating the Word "Permission": The speaker likens the reaction to the word "permission" to a bomb, suggesting that even raising the idea is destabilizing. The fear of breaking away from established norms or questioning authority reflects the rigidity and control these systems maintain.

5. Applicability Beyond Academia: Finally, the author hints that the same dynamics apply outside of academia. CEOs and middle managers may also resist "alternative thinkers," emphasizing that the problem isn't unique to one field. This criticism reflects broader societal tendencies to resist innovation and maintain the status quo.

The passage is ultimately a reflection on the stifling effect of hierarchical structures, particularly on creativity and independent thought.

你說：

What does "the status quo" mean?

ChatGPT 說：

"The status quo" refers to the existing state of affairs or the current situation, especially in the context of social, political, or institutional systems. It implies the way things are, without significant change or innovation. Often, the term is used when discussing resistance to change or the preference for maintaining established norms, practices, or power structures.

For example, when someone says "challenging the status quo," they mean questioning or trying to change the accepted way things are done.

你說：

Analyze 'Yet what any good executive should be looking for is general intelligence, breadth, originality, imagination, audacity, a sense of history, a sense of cultural context, a sense of humor, and a sense of wonder--not just someone to fill a specific job. America has more than enough people willing to go through life being someone else's precise fit. What we need are men and women who will break the mold of conventional thinking, who won't buy the phrase "We've always done it this way. This way is good enough."'

ChatGPT 說：

This passage calls for a shift in how talent is identified and valued in leadership and executive roles. Here's a breakdown of its key points:

1. Qualities Beyond Specific Skills: The author argues that a "good executive" should prioritize qualities like general intelligence, originality, imagination, audacity, and cultural awareness, rather than just hiring someone to fill a specific job role. This suggests that leadership should focus on finding well-rounded, creative individuals who can think beyond the confines of a narrowly defined job description.

2. Critique of Conventional Hiring: The passage critiques the tendency to look for people who are simply a "precise fit" for a particular position. This narrow focus, the author suggests, leads to a workforce filled with individuals who conform to pre-existing expectations rather than challenge them. This conformity stifles innovation and prevents organizations from evolving.

3. Need for Mold-Breakers: The line "what we need are men and women who will break the mold of conventional thinking" emphasizes the need for innovators—people who will question established norms and bring fresh perspectives. These individuals will push organizations to grow, rather than allowing them to stagnate in "the way things have always been done."

4. Rejection of Complacency: The phrase "We’ve always done it this way. This way is good enough" reflects a mindset of complacency, where businesses and institutions are resistant to change. The author challenges this mindset, arguing that it hinders progress. Instead, the focus should be on continuous improvement, creativity, and a willingness to explore new possibilities.

5. Visionary Leadership: The author suggests that executives need to possess not only practical skills but also a "sense of history" and "sense of wonder"—a deeper understanding of cultural and historical context, and an openness to awe and discovery. These traits would enable them to lead with vision, creativity, and a broad perspective, rather than being confined to short-term thinking or established norms.

In summary, the passage advocates for visionary leadership that values creativity, innovation, and broad thinking, and warns against the dangers of complacency and conventional hiring practices that prioritize immediate fit over long-term potential.

你說：

Analyze 'Those qualities also go into good writing. Bad writing is tired and predictable; nobody wants a cautious writer. When you write, call on the best of your character. And make sure you're living the life you want to live.'

ChatGPT 說：

This passage offers insights into what makes writing—and by extension, life—rich and meaningful. It connects the qualities of good writing with personal authenticity and boldness. Here's an analysis of its key themes:

1. Qualities of Good Writing: The author emphasizes that good writing should be dynamic, engaging, and infused with originality. Describing "bad writing" as "tired and predictable", the passage suggests that a lack of creativity and risk-taking in writing leads to dullness. Writers who are too cautious, sticking to safe and familiar formulas, fail to capture readers' attention or make an impact.

2. Boldness and Authenticity: The statement "nobody wants a cautious writer" highlights the importance of courage and audacity in writing. A good writer takes risks, explores new ideas, and isn’t afraid to express something different or provocative. This boldness mirrors the earlier passage about breaking away from conventional thinking, underscoring the value of originality.

3. Writing as a Reflection of Character: "Call on the best of your character" suggests that good writing emerges from a writer’s core values, beliefs, and personal integrity. Writing becomes more powerful when it is authentic and driven by the writer’s true voice, rather than external expectations or conventions. It encourages writers to be genuine and draw on their own strengths and wisdom.

4. Living Authentically: The phrase "make sure you're living the life you want to live" connects writing to life itself, implying that great writing comes from a person who is fully engaged with their own existence. It suggests that writing is more effective and meaningful when it reflects a life lived with intention and passion. This means that to write well, one must also be living well—embracing curiosity, personal growth, and a sense of purpose.

5. Writing as a Mirror of Life: Ultimately, the passage draws a parallel between writing and life. Just as good writing requires boldness, authenticity, and originality, so too does living a fulfilling life. The quality of one's writing is a reflection of their character and the choices they make in their daily life, implying that living authentically and courageously will naturally lead to better, more impactful writing.

In summary, the passage suggests that good writing stems from qualities like boldness, originality, and authenticity, and it also reflects the writer's character and life choices. To write well, one must live authentically and fully, avoiding caution and predictability both in writing and in life.

你說：

Analyze 'My journey ends with one more change of direction I gave myself permission to make. I've played the piano all my life, but I had never played in public. When I crossed over into the Medicare years, I decided to see if I could become a musician.'

ChatGPT 說：

This passage is a reflection on personal growth, self-permission, and the courage to embrace new identities later in life. Here's an analysis of its core themes:

1. Self-Permission and Change: The phrase "I gave myself permission to make" emphasizes the power of self-authorization. The speaker highlights that personal growth and change often begin with internal decisions rather than external validation. By allowing oneself to pursue a new direction, the speaker illustrates the importance of granting permission to step outside of comfort zones and embrace new opportunities.

2. Lifelong Learning and Exploration: The speaker has played the piano all their life, but had never played in public. This implies a long-standing skill that was previously kept private or underdeveloped in a certain context. The decision to "become a musician" later in life reflects a willingness to expand one's identity, even after many years. It underscores the idea that learning and self-discovery are ongoing processes that don’t stop at a certain age or stage of life.

3. Facing New Challenges Later in Life: The mention of "crossing over into the Medicare years" highlights that this decision came at a later stage in life, during a period traditionally associated with retirement and slowing down. By choosing to pursue a new path in music, the speaker challenges societal expectations about aging and the limitations often imposed on older individuals. This decision represents a shift from maintaining the status quo to actively seeking growth and change.

4. Pursuing Passion and Authenticity: Deciding to become a musician, despite already having the skill to play the piano, suggests that the speaker is pursuing something deeper—a sense of identity or fulfillment beyond simply playing an instrument. The act of performing in public, stepping into the role of a "musician," speaks to a desire for authenticity and self-expression, as well as the fulfillment of long-held aspirations that might have been dormant or unexplored.

5. Empowerment Through Choice: The passage is ultimately about empowerment. By choosing to redefine themselves and explore a new facet of their identity, the speaker demonstrates that personal reinvention is possible at any stage of life. The act of "one more change of direction" indicates that transformation and growth are continuous, and individuals have the power to redefine their paths, regardless of their age or past choices.

In summary, this passage reflects the themes of self-permission, lifelong growth, and the courage to embrace new identities and challenges later in life. It conveys the idea that personal transformation is always possible and that pursuing passions and authenticity can happen at any age, especially when one gives themselves the freedom to change direction.

你說：

Analyze 'I had the good luck to be born with a good ear, and I had the further good luck to have a piano teacher wise enough to bend my perversities. Her name was Editha Messer, and I was about ten when she started coming to our house to give me lessons. She plied me with the usual fare of early keyboard instruction: the dreary exercises of Hanon, the simple tunes of the Diller-Quaile songbook, the pedagogical chestnuts like Edward MacDowell's "To a Wild Rose." '

ChatGPT 說：

This passage provides a reflective account of the author’s early experiences with piano lessons, focusing on the influence of their natural talent and the guidance of a wise teacher. Here’s an analysis of its key elements:

1. Natural Talent and Luck: The author acknowledges their “good luck” in being born with a “good ear,” suggesting a natural aptitude for music. However, they emphasize that this alone was not enough, and it required nurturing. The repetition of “good luck” highlights a sense of humility and gratitude for both their innate talent and the external factors that helped shape their musical journey.

2. The Role of a Wise Teacher: The author credits their piano teacher, Editha Messer, with a pivotal role in shaping their musical development. The phrase “wise enough to bend my perversities” suggests that the author may have been difficult or unorthodox in their approach to learning, but the teacher had the wisdom and patience to guide them through these challenges. This points to the teacher’s ability to adapt to the student’s individual needs and quirks, demonstrating a flexible and understanding approach to instruction.

3. Early Piano Instruction: The mention of “the dreary exercises of Hanon” and “the simple tunes of the Diller-Quaile songbook” reflects the typical and sometimes monotonous repertoire of early piano lessons. These exercises and pieces are standard fare for developing technique and basic musicality, but the author’s use of the word “dreary” conveys the lack of excitement and inspiration they may have felt at times during this phase of their learning. It also emphasizes that even gifted students often face dull or tedious aspects of practice, but these are necessary for progress.

4. Pedagogical Chestnuts: The reference to Edward MacDowell’s “To a Wild Rose” as a “pedagogical chestnut” further suggests that the author was being taught a repertoire considered essential but perhaps overused in the teaching world. These well-known pieces are part of the foundational training for many young pianists, but the description gives a sense of the familiarity and predictability of the curriculum. It subtly hints at the author’s possible resistance to such conventional teaching tools, contrasting with their more personal or unconventional learning style.

5. Balancing Structure and Individuality: The passage highlights the tension between structured learning and individual expression. The teacher’s ability to “bend” the author’s “perversities” suggests a balancing act between following the traditional path of music education (through exercises and standard pieces) and allowing room for the student’s unique personality and creativity to emerge. This balance between discipline and flexibility was likely key to the author’s continued engagement with music.

In summary, this passage reflects the importance of both natural talent and effective mentorship in early musical development. The author acknowledges their innate musical ability but also recognizes the critical role of a skilled and flexible teacher in guiding them through the more mundane aspects of learning. The passage touches on the challenges of structured education while emphasizing the need for adaptability in nurturing a student's individuality and creativity.

你說：

Analyze 'I hated having to learn and memorize those songs. Something in me also didn't want to learn to read music. But I liked the contours of the melodies and the colors of the harmonies, and I would try to fake my way by ear to the notes I was supposed to be reading. Mrs. Messer wasn't fooled. She stuck to the canons of her trade, and we labored on, week after week, making little progress and not having any fun: teacher and student yoked in a forced march to nowhere. I would be impaled forever on MacDowell's wild rose.'

ChatGPT 說：

This passage captures the frustration of learning a skill through traditional methods that clash with the student's natural inclinations. Here's a breakdown of its main themes:

1. Resentment Toward Structured Learning: The author expresses clear disdain for the process of learning and memorizing songs and, more broadly, the formalities of music education, such as reading sheet music. The phrase "something in me also didn’t want to learn to read music" suggests an inner resistance to structured, conventional learning methods. This likely stems from the author's preference for a more intuitive, ear-based approach, which is stifled by the rigid demands of classical music education.

2. A Love for Music’s Aesthetic Qualities: Despite the frustration with the process, the author reveals a genuine appreciation for the "contours of the melodies" and the "colors of the harmonies." This suggests that the author was drawn to music's emotional and aesthetic qualities rather than its technical aspects. Their love for the sound and feel of music contrasts with the struggle to engage with the more mechanical, disciplined aspects of learning, such as memorization and note reading.

3. Faking It by Ear: The author attempts to "fake my way by ear to the notes," highlighting their reliance on natural musical ability, especially their aural skills. This approach reflects a preference for intuitive learning, in contrast to the structured and disciplined methods imposed by the teacher. The phrase also emphasizes the tension between the student’s desire to engage with music in a natural, fluid way and the formal requirements of learning to read music, which they found restricting.

4. The Teacher’s Unyielding Approach: Mrs. Messer is portrayed as a diligent, no-nonsense instructor who adheres to the traditional methods of teaching music, referred to as the "canons of her trade." Her unwavering commitment to this approach leads to a "forced march to nowhere" in which both teacher and student labor through lessons that seem fruitless and devoid of enjoyment. This metaphor conveys the sense of drudgery and futility that characterizes the lessons, with both parties bound to a process that isn't working for the student.

5. Lack of Progress and Fun: The phrase "making little progress and not having any fun" reinforces the sense of frustration and stagnation. The lessons become a chore rather than a source of joy or growth, underscoring the mismatch between the teacher's methods and the student's needs. The relationship between teacher and student, described as being "yoked in a forced march," highlights the burden of continuing with an ineffective approach, leading to mutual dissatisfaction.

6. Metaphor of the "Wild Rose": The final line, "I would be impaled forever on MacDowell’s wild rose," uses a vivid metaphor to express the author's sense of being trapped in a stifling, repetitive cycle. Edward MacDowell's “To a Wild Rose,” previously described as a “pedagogical chestnut,” becomes a symbol of the author's entrapment in a joyless, rigid process. The word “impaled” evokes a feeling of pain and helplessness, signifying the burden of being stuck in a traditional learning system that doesn’t align with the student’s natural inclinations.

Summary:

This passage explores the tension between the rigid structure of traditional music education and the author's intuitive, ear-based approach to learning. While the author appreciates the beauty of music, they feel stifled by the technical demands of memorization and reading notes. The relationship with the teacher, Mrs. Messer, becomes a "forced march" through a joyless process, leading to frustration on both sides. The final metaphor of being "impaled" on MacDowell’s “Wild Rose” powerfully conveys the author's sense of being trapped in an ineffective and uninspiring educational system.