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Dr. Degenaar came into the lecture room on the first Friday morning of the term and asked us to write down our own understanding of the "soul". Here was the "teacher" asking us what we thought — it was really an exciting experience. He was not telling us what he thought but asking us how we saw something. The following discussion was interesting. That was my first experience of real learning in a classroom.

Almost 50 years have passed since that experience. Of the other lecturers who "taught" me during that year, I remember they "taught" me the history of Greek philosophy (哲学), but I remember little of that history and nothing of those lecturers. And most of what I remember about Greek philosophy is what I learned in Dr. Degenaar's class, for my own interest.

I took further courses with Dr. Degenaar in the following years. Lake the first class, there was little "lecturing" at us, but far more involvement (参与) of us all in a process of common discovery in which we learned a lot about each other and the key points of the day. The excitement of discovery stays with me. Then it took me almost another 20 years to get a deeper understanding of what had happened in that lecture hall: experiential learning.

Traditionally, learners have been seen as "empty containers" waiting to be "filled" with learning given them by the teacher. The learner is, therefore, dependent on the teacher for what to think and how to think. Compliance (遵从) is rewarded and so independent and original thinking is not developed.

In comparison, in experiential learning, the learner is encouraged to think for himself/herself not to repeat the thought patterns of the teacher. The learning happens not because of what a "teacher" or "lecturer" says but because of what the learner does. In this sense, I think this is the best way to learn and everyone should try it and learn from it.

Recently, research on how a new virtual (虚拟的) reality (VR) experience educated primary children about the fire disasters was done. It was developed by the University of South Australia, aiming to educate children to learn how to be safer in a fire. 

Focusing on children aged 10-12 years old, the new VR experience presents a situation where children are tasked to look after a friend's dog just before a fire event begins to spread. They participate in a series of problem-solving activities to help save and protect themselves and the dog.

The findings showed that more than 80 percent of children reported that they felt more confident to calmly assess the situation and make wise decisions to protect themselves from a fire. This isl especially important considering that 91 percent of participants originally lacked any knowledge of fires, and that 67 percent had said that they were too young to make safety decisions in a fire. 

The researchers believed such immersive (沉浸式的) VR experiences had real potential (潜力) to attract and educate the young. "As children born in digital times, they are interested in such technology and they can experience events realistically yet within the safe environment." said Delene Weber, one of the researchers. "Well-designed VR can provide a chance for children to apply newly-acquired knowledge, strengthen their learnt concepts, and enable immediate reaction—all incredibly valuable learning tools."

Meanwhile, because children have fewer life experiences, aren't as physically strong, and are less likely to have learned much about fire safety, they're often most at risk. Yet the ability for children to contribute to fire safety at their household should not be underestimated (低估).

"Children do not need to be passively attacked by disasters and with purpose-built virtual reality experiences such as these, we can help children understand the risks and realize they can help," said Weber.

The classic 1951 science fiction film "The Day the Earth Stood Still" includes an impressive character — a frightening robot (Gort) whose terrible actions are under control only when he is ordered, "Klaatu Barada Nikto". What does this mean? I don't know. But when I overhear my students speaking to each other, I am often similarly confused.

I teach at a university. One of the "problems" is that as the years pass, I get older, but my students remain the same age — 18 to 22. Early on, when I was in my 20s and 30s, this wasn't an issue, as we were close enough in age to speak the same language. But lately I have become well aware that a language ship seems to have sailed, and I am not on board.

Let me make it clear by using an example: Recently, when I walked into my class, my students were chatting happily with each other. One of their comments caught my ear: "Venmo it to me." I had no idea what "Venmo" meant, so I asked. The good-natured students were happy to explain it to me, and in return I nodded with an awkward expression, as if I should have known better.

I went home that evening, absorbed in that moment of noncomprehension (不理解). I am not against change, but I am uncomfortable with change when its pace has me hanging on by my fingernails. If I were to awaken from a five-year nap, I'd have no idea what people were talking about. I just wouldn't understand the language.

Their willingness to explain their words to me is a great comfort, and I congratulate myself on at least having interest in what they're talking about, as well as on my ability — for the most part — to understand their explanations.

But what will happen if my interest wanes and that the language ship finally disappears over the horizon? The answer, to me, is clear: Klaatu Barada Nikto.

假定你是高中生李华，你的朋友Lucy因近期经常生病而非常苦恼。请你给她写一封邮件，给予一些建议。内容包括：1. 表示安慰；2. 提出建议；3. 表达祝愿。

注意：写作词数80左右；

Dear Lucy,

Yours, 

Li Hua