☆編輯說明 (鍾漢清)
☆劉振原序
☆第一講 統計的品質管制在工業上的利益
☆第二講 統計知識對工程及其他基本知識之關係...
☆第三講 變異性的特殊原因和共同原因...
☆第四講 尋找特殊原因而發生的兩種錯誤
☆第五講 有關管制圖的幾個基本觀念...
☆第六講 判斷管制是否存在的管制圖法
☆第七講 用實驗室方法做的幾個實驗
☆第八講 生產期間管製品質的管制圖法
☆第九講 驗收抽樣
☆戴明博士訪談（統計與品管）...
☆☆戴明序彙總和書評《統計品管》（第四版）...
☆☆戴明︰Walter A. Shewhart 百年誕辰紀念文...
☆☆品質標準的性質與起源 (W. A. Shewhart)...
☆品質標準的性質與起源...
☆☆經營管理轉型
☆西式管理風格必須改弦更張..
. ☆OUT OF THE CRISIS 第二章經營十四責任
☆戴明︰對於某醫院之經營管理的筆記...
☆好主意的反效果...
☆系統錯誤探索實例...
☆☆統計專業論文
☆戴明︰從事(統計)專業實務之原則...
☆戴明︰統計推論的界限 (含《實驗改善手冊》序)..
☆戴明︰以概率作為行動的根據...
☆☆ 尾聲與前瞻...
戴明博士希望大變革
Ed Deming wants big changes, and he wants them fast.
August 1, 1990... He has always looked younger than he is, but even with that he is clearly old. He moves slowly through the hotel lobby, preceded by his ample stomach, leaning forward slightly and looking straight ahead through his glasses. From a distance, he...
Smithsonian 月刊1990年8月號
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W. Edwards Deming - Part 1
https://www.youtube.com/watch?v=GHvnIm9UEoQ
Dr. Deming believed in a system of education in which students ...
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https://deming.org/deming/our-solution?title=Deming%20in%20Education
Our schools must preserve and nurture the yearning for learning that everyone is born with.
Joy in learning comes not so much from what is learned, but from learning.
W. Edwards Deming
Dr. Deming believed in a system of education in which students have fun and take joy in learning, and teachers take joy in their work. A system of education that recognizes that each student learns and interacts with the world in his own way. While much of our nation has moved toward 
standardized testing and emphasizing rewards and punishments as incentives to learn, we believe in a different way - a way that helps students to thrive and grow and nurtures their natural curiosity and desire to create and innovate.
Educators have become wary of people who want to apply business approaches to improve education. They have experienced 15+ years of federally led policies such as No Child Left Behind Act (2002) and Race to the Top (2009) which tied financial incentives to school improvement. During this period, they have seen approaches like performance-based pay and bonuses fail. An over-emphasis on testing and implementing standards has consumed students’ precious classroom time without really affirming whether students are learning how to think. Teachers are leaving the profession because their expertise and creativity are not being respected.
Amidst these challenges the Deming philosophy prepares educators to create high-quality, dynamic learning environments. It gives them a map of theory to better understand their own organization to be more efficient and more productive. In education, we strive to create joy in learning—in students, and in our staff and parents—because when we do, achievement follows. Behavior problems tend to resolve or disappear, test scores go up, more students stay in school, and more teachers stay in teaching.
The Deming method is unique in its approach, which teaches educators to:
- Apply systems thinking
- Understand the psychology of learners
- Implement Deming theory within a system
- Manage variation
The Deming method reflects an inherent respect for the frontline people actually performing the work, believing they have the best solutions to improve. Deming’s insights into management, quality and productivity provide a pathway for transformation in the education system - one that cultivates a student’s innate curiosity and motivation. Educational systems will be transformed by creating learning environments that liberate fear and spark passion in students and teachers. This environment creates vibrant long-term learning experiences, improved performance and a system where the students ”…come out of the school with knowledge in their heads, not merely information.”
While much of our nation has moved toward standardized testing and emphasizing rewards and punishments as incentives to learn, we believe in a different way - a way that helps students to thrive and grow and nurtures their natural curiosity and desire to create and innovate. We will restore joy and motivation in learning and create high levels of student achievement. The end goal? To teach students how to think—not what to think, which is inherently a 21st century skill.
我們的學校必須保持和培養對每個人天生就有的學習的渴望。
學習的樂趣不僅來自學到的東西，也來自學習。
W. Edwards Deming
戴明博士相信一個教育體系，讓學生在學習中獲得樂趣並獲得快樂，教師們對他們的工作感到高興。一種教育體系，承認每個學生以自己的方式學習和與世界互動。雖然我們的大部分國家已經轉向 標準化測試並強調獎勵和懲罰作為學習的激勵，但我們以不同的方式相信 - 一種幫助學生茁壯成長並培養他們天生的好奇心和創造和創新願望的方式。
教育工作者已經對那些希望運用商業方法來改善教育的人們保持警惕。他們經歷了15年以上的聯邦政府領導的政策，如“不讓一個孩子掉隊法”（2002年）和“競爭至上”（2009年），這些政策將經濟激勵與學校改進聯繫在一起。在此期間，他們已經看到基於績效的薪酬和獎金等方法失敗。 過分強調測試和實施標準已經消耗了學生寶貴的課堂時間，卻沒有真正肯定學生是否在學習如何思考。教師離開這個職業是因為他們的專業知識和創造力沒有受到尊重。
面對這些挑戰，戴明哲學為教育工作者創造高質量，充滿活力的學習環境做好準備。它為他們提供了理論圖，以便更好地了解他們自己的組織，從而提高效率和工作效率。在教育方面，我們努力為學生，我們的員工和家長創造快樂 - 因為當我們這樣做時，成就隨之而來。行為問題傾向於解決或消失，考試成績上升，更多學生留在學校，更多教師留在教學中。
Deming方法在其方法中是獨一無二的，它教導教育者：
- 應用系統思考
- 了解學習者的心理
- 在系統中實施戴明理論
- 管理差異
戴明方法反映了對前線人員實際執行工作的固有尊重，認為他們有最好的解決方案可以改進。戴明對管理，質量和生產力的見解為教育系統的轉變提供了一條途徑 - 培養學生天生的好奇心和動力。教育系統將通過創造解放恐懼和激發學生和教師激情的學習環境而得到改變。這種環境創造了充滿活力的長期學習體驗，提高了績效，並建立了一個系統，讓學生“......從學校走出來，掌握知識，而不僅僅是信息。”
雖然我們的大部分國家已經轉向標準化測試並強調獎勵和懲罰作為學習的激勵，但我們以不同的方式相信 - 一種幫助學生茁壯成長並培養他們天生的好奇心和創造和創新願望的方式。我們將恢復學習的快樂和動力，並創造高水平的學生成績。最終目標？要教會學生如何思考，而不是思考什麼，它本質上是一個21 日世紀技能。
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戴明博士文選 : 統計品管到淵博知識
/ 戴明原著 ; 鍾漢清, 劉振翻譯. -- 初版. -- 臺北
市 : 華人戴明學院, 民98 2009
