如果我们重视学习，
就应该既重视学习的结果
也重视学习的过程。
人们在一种感觉安全和被关怀的气氛中才能促进学习。古语道：“人们才不管你知道些什么，除非他们知道了你在意这一点。
”在一所中学工作时，威廉·格拉瑟写道：
老师们几乎停止了所有的强迫手段，这跟学生们从幼儿园起就受到的待遇截然不同。当我们问学生为什么不再捣乱，为什么开始在学校里学习时，他们总是回答：“因为你关心我们。”
一项对人际关系的经典研究证明了对于工作对象表示关心的结果——人称“霍索恩效应”。那是1927年在伊利诺依州西赛罗市的西方电气公司霍索恩工厂所做的一项研究。研究人员来到工厂，看给一群员工增加室内光线是否能提高生产力。条件的改善好像确实能提高工人的产量。但是，研究人员分析了另外一组没有改变光线的工人后惊讶的`发现，他们的生产力也提高了。他们对这个结果迷惑不解，进一步的研究和分析表明生产力之所以提高，是因为工人们为管理层对他们表示出一点关心而高兴。工人们感觉管理层关心他们，他们受到了重视。
如果使用强迫手段，人们就很难理解有人在关心他们。在二战期间向日本展示如何提高质量的美国人W·爱德华兹·德明就明白这一点。他有一个中心原则—— “赶走恐惧”。德明知道当强迫降到最少而信任和关心的气氛发展到最大时，对激励、表现、生产力和质量是最有利的。
在老师跟学生处于一种被动关系的课堂上，敢于捣乱的学生会成为英雄。因为这种强迫的氛围是对抗性的。而在积极的关系中，捣乱的学生不会得到其他学生的支持。
自愿形成的关系可以选择，如朋友间的关系。但是课堂关系是非自愿的。学生被分到某个班级，师生和同学之间的关系是不可以自己选择的。本章所提倡的方法有助于把非自愿关系变成自愿关系。
如果学习得到了促进，某些活动就是不可接受的了。比如嘲笑、威胁、强迫、惩罚、贿赂、操纵、斥责、抱怨、羞辱、唠叨和骚扰。我们很少对朋友使用这些强迫方法。要想保持友好的关系，就不可能用强迫手段来影响别人。
If we focus on learning,
Should not only focus on learning the results of
Also attached importance to the learning process.
People feel safe and be in a caring atmosphere to promote learning. As the old saying: "The people do not care what you know unlethey know you care about this.
"In a high school work, 威廉格拉瑟 wrote:
Teachers, almost all the coercive means to stop it with the students from kindergarten through different since the treatment. When we asked the students why do not you trouble, why start in school, they always answer: "Because you care about us."
1 pair of classic studies have shown a relationship work object expressed concern for the result - called the "Hawthorne effect." That was in 1927 in Illinois Cicero City, Hawthorne plant of Western Electric, a study done. The researchers came to the factory and see a group of employees to increase interior light in raising productivity. Seems indeed to improve the conditions of workers can improve the yield. However, the researchers analyzed a group of other workers did not change after the light surprised to find that their productivity increased. They are confused about this result, further research and analysis showed that the reason for increased productivity, because workers for the management expressed little concern that they are happy. The workers feel management cares about them and they were taken seriously.
If you use coercive means, it is hard to understand someone cares about them. To the Japanese during World War II show how to improve the quality of American W · Edwards Deming to understand this. He has a central principle - "get rid of fear." Deming know that when forced to a minimum and the atmosphere of trust and concern for the development to the maximum, on the motivation, performance, productivity and quality are the most beneficial.
The teachers and students in a passive relationship of the classroom, students become heroes dare to make trouble. Because it forced the atmosphere is confrontational. In a positive relationship, disruptive students will be supported by other students.
The relationship between the formation of voluntary choice, such as the relationship between friends. But clarelations involuntary. Students are assigned to a class, the relationship between students and teachers and students is not their choice. The approach advocated in this chapter help to non-voluntary relations into a voluntary relationship.
If the study was to promote, certain activities are unacceptable the. Such as ridicule, threats, coercion, punishment, bribery, manipulation, blame, complain, humiliation, nagging and harassment. We rarely use the compulsion of friends. To maintain friendly relations, it is impossible to use coercive means to influence others。
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