孩子正在读五年级，我们发现他陷入了一种"分数循环"。考得好就开心，考不好就沮丧甚至自我怀疑。 作为家长，我们该怎样做，才能帮助孩子超越分数，去探索和建立真正属于自己的人生意义与热爱？ 第三，树立躬行榜样，引领成长方向。家长对生活的态度，是孩子最好的榜样。家长可以把自己的热爱 晒给孩子看：一场酣畅淋漓的羽毛球赛、花样踢毽子、随时响起的家庭好声音、厨神争霸赛、对工作的 钻研和深耕……当孩子看到家长因热爱而生活充实、因追求意义而内心丰盈时，自然会明白人生的价值 不止于试卷上的数字，便会甘之如饴地去寻找自己的热爱与意义。 亲爱的家长朋友们，陪伴孩子成长的过程，本质上是一场我们与孩子彼此滋养、生命共振的过程。愿我 们都能够找到心中的热爱，发掘生命本身生生不息、蓬勃向上的力量。 北京市密云区第一小学区级优秀班主任刁小雪：在许多孩子心中，成绩就像是他们的"社交货币"，考得 好会被老师欣赏、被同学羡慕，更会得到家长的赞扬。所以，他们会因成绩而喜，因成绩而悲。想要破 除"唯分数论"，帮孩子在分数之外建立对人生的热爱与意义的认知，不妨开展一场超越分数的生命教 育，引导他们发现自身的独特光芒，找到愿为之投入的热爱。 第一，破除固有 ...

梁鸿把写作对象投向那些被困住的少年——因为情绪问题而失学、休学在家的孩子以及在退学和抑郁边缘挣扎的 孩子。 【编者按】《要有光》是非虚构代表作家梁鸿继"梁庄三部曲"之后，沉淀5年，又一具有现实意义的非虚构作品。 梁鸿把写作对象投向那些被困住的少年——因为情绪问题而失学、休学在家的孩子以及在退学和抑郁边缘挣扎的 孩子。她用了三年时间，足迹踏遍超大城市、中等城市、县城和农村，走进家庭、学校、社会教育机构和精神医 疗机构，沉浸式采访孩子、父母、教师、医生与心理咨询师，记录他们真实的声音，试图呈现出当代中国青少年 的心理图景。 这本书写给孩子，也写给父母，以及生活在大地上的每一个人。我们都需要勇气与希望，去倾听彼此的呼唤，去 守护那些努力走出泥淖、渴望春天的少年。 经出版社授权，第一财经节选了书中部分内容，以飨读者。 陈清画深以为然。陈清画没有沈春有韧性，吴用也没有万小健强大，没能坚持到高考，没能撑到最后的考验时 刻。他们属于较早被"淘汰"的那一拨家长和孩子，虽然，陈清画无数次庆幸吴用倒下得较早，而她自己也较早清 醒过来。 其实，庞然大物早已盘踞在心里，只是大家选择视而不见。 小健没有考上北大清华，最后他选择到国外读 ...

Core Viewpoint - The academic recruitment process in India perpetuates caste biases and social capital disparities, particularly affecting marginalized groups, despite discussions on discrimination in academia [1][2]. Group 1: Recommendation Letter Challenges - The requirement for multiple recommendation letters, now often exceeding three and reaching up to six, poses a significant barrier for applicants from marginalized backgrounds [2]. - The recommendation letter system serves to reinforce existing social hierarchies, making it difficult for individuals without established networks to secure academic positions [2][3]. Group 2: Academic Performance and Caste System - Academic performance and rankings are critical in determining access to academic positions, with many institutions immediately disqualifying applicants who do not hold a "first class" degree [3]. - This practice mirrors the caste system, where individuals are often limited by their social background, and the factors influencing academic performance are overlooked [3]. Group 3: Illusion of Inclusivity - Initiatives claiming to promote inclusivity and special recruitment plans often fail to address the root issues, as the recommendation letter system primarily serves to maintain Brahmin control over academic institutions [4]. - The focus should shift from the number of endorsements to evaluating research output and the ability to engage with diverse student backgrounds, rather than perpetuating superficial diversity initiatives [4].

Group 1 - The article highlights the emotional impact of college entrance examination results, emphasizing the need for sensitivity towards students who may not perform well [1][2] - There is a concern regarding the media and schools excessively glorifying high scores, which creates a "cult of high scores" and marginalizes average students [2][3] - The narrative around high scores leads to a narrow focus on academic performance, overshadowing the broader purpose of education, which is to support individual growth and development [2][3] Group 2 - A specific case is mentioned where a student scoring 288 points was celebrated by her family, illustrating that personal progress should be valued over comparison with others [3] - The article advocates for a more empathetic approach on exam result announcement days, suggesting that discussions should shift away from scores to more supportive topics [3]