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They wanted their kids to get into college, of course, but they also wanted them to have good lives. And school didn’t seem equipped to teach them the necessary skills.

当然家长都想让自己的孩子上大学，但这不是最终的目标，他们希望孩子们过上幸福的生活，而学校显然并没有教授他们所需的技能。

We so rarely get to start from a place of wondering what might be possible. As educators, as parents, as human beings, we most often stay within the confines of what is. 开始做一件事时，我们很少能去思考不同的可能性。无论是作为教育者、家长还是个人，我们通常会受限于当下的现实和既定的框架。

I promised all of our students would be equipped with academic skills, and with the real-life skills they would need to be successful and to contribute to society.

我承诺，所有学生不光会习得学术知识，还包括实用的生活技能，这是他们未来获得成功、为社会做出贡献所必需的东西。

I worked hard to help her understand that the best way to get her kids accepted to selective schools was to help them develop their sense of purpose and to really understand who they were as unique individuals.

我做了很多工作，试图让她理解，想让孩子被好大学录取，最有效的做法就是培养他们的目标感，让他们真正了解作为独一无二的个体的自己。

Why was it so hard to do something that seemed undeniably good? Why would people and institutions try to block us from treating and preparing every kid in the way their parents would want them to be treated and educated? Why was it okay for Kimberly to expect her own kids would go to college, but not other people’s children? I would encounter many more people over the years who shared Kimberly’s mindset and I felt the same confusion every time.

为什么想做件显而易见的好事这么难？无论是某些人还是某些机构，为什么要阻止我们公平地对待每一个孩子，给他们同等的教育机会，就像他们家长所期望的那样？金伯利只想让自己的孩子上大学，根本不关心别人的孩子，这难道是对的吗？我后来也遇见过不少有类似想法的人，每一次我都会产生同样的困惑。

Real-world projects lose their impact without the skills of self-direction. The self-directed cycle—a process by which students set a goal, make a plan, implement the plan, and then show what they’ve done—isn’t complete without the ability to reflect, with the guidance of a trusted mentor. Collaboration makes each of these possible, and all of the other chapters make true collaboration possible. Used together, they are like the most up-to-date version of GPS, creating the smoothest passage for students to the ultimate destination of the prepared adult.

在基于实践的项目式学习中，如果学生缺乏自主性，就达不到预想中的效果。而在自主学习的过程中——学生们自行设立目标、做规划、按照计划执行，继而将成果展现出来的整个过程——如果学生缺少反思的能力和一个可信赖的导师的指引，那就会是不完整的。而想要达成上述目标，团结协作必不可少；反过来，课题项目实践、自主学习和自我反思又为团队协作提供了机会。把这几项内容牢牢地结合起来，就相当于组装了一台最先进的GPS，为学生们顺利到达最终目的地——成为一个做好准备的成人——指明了道路。

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