Issue112 沉默几天后的第一篇。又是关于教育的。
Issue 112"Some educational systems emphasize the development of students' capacity for reasoning and logical thinking, but students would benefit more from an education that also taught them to explore their own emotions."
I strongly agree with the speaker's claim that although some educational systems focus on reasoning and logical thinking, learning how to explore their own emotions will bring students more benefit. This claim is well supported in both theory and practice.
To begin with, emphasis on students' intelligence, consisting of reasoning and logical thinking as its part and parcel, in education today has reached an adequate level and even cross the proper line in some places. A brief retrospect on the history of modern education will clearly shows the cause and effect of this domination of intelligence. After the Renaissance and along with the process of industrialization, the Western world boosted mass education, in which the power of knowledge gained great respect as the primary principle of guidance. Until a few decades ago, people were generally satisfied with the immense contributions such intelligence-oriented education had provided to society. After all, it was machines and technologies that afforded core functions in most industries. Workers' emotional conditions and developments were therefore widely overlooked or ignored. And this kind of situation sustained and bolstered the domination of intelligence in education, which sheerly and satisfactorily serve the demand of knowledge construction and application. Students' were solely trained and supposed to be working robots as efficient as the metal ones. Recently, however, to continue such routine, as some education systems still do, will undermine the new form of industry and the students who are to work and live in it.
A new theory on Emotional Quotient, EQ for short, has emerged from the needs of so-called New Economy for talents with a balance between intelligence and emotion. People equipped with similar "formal" education, which puts much weight on intelligence, diversify in their lives and jobs enormously. This fact implies that other factors must play as equal roles as, if not more important ones than, the intelligence does in education; and emotion is now generally accepted as one chief answer. EQ theory and its relevant researches have convincingly explained the influence of emotion on one's life and career. Undoubtedly, as the theory puts, intelligence itself never initiates our actions; it is emotion that ignites our interest in, demand for and force of doing things with the aid of intelligence. In this sense, emotion surpasses intelligence.
Aside from theory, our experience on day-to-day basis also elucidates that emotion influences and sometimes even manipulates us substantially. Facing a similar criticism, for example, people in different tempers will react differently and lead to different consequences. A moderate and modest person can listen to the criticism quietly, in order to learn some valuable suggestions from it, while refute it properly, as to clarify some misunderstandings. In short, he or she is able to benefit from attacks from contrary ideas. On contrast, a person with impatience and self-arrogance, usually as a result of omission of emotion education, will immediately start a baneful quarrel or hide hatred waiting for retaliation. Such stories happen day by day and, however trivial they may seem, will show great accumulative effect on one's health, relationships with others and so forth in the long term.
Moreover, people at work find emotion critical in their performance, which requires teamwork, confidence, persistence, poise facing crisis, right attitude toward competitions and frustrations, etc. Intelligence provide a set of tools within, but when, where and how to employ these tools are dependent on their master's emotion. A erstwhile good student in an education system that only applaud efforts on logical reasoning and knowledge absorbing may repeatedly encounter troubles with getting along with his or her colleagues and thus fail to exert his or her abilities. In addition, the New Economy, although appearing intelligence-oriented, mentioned above cannot afford such emotional disruptions among its participators, and thus strongly call for a balance between the both.
In sum, since emotion plays a significant and primary role in one's life and work today, as theory and practice have proven, adding it into our education systems, where emphasis on intelligence has already sufficed or even overrun, is certain to benefit students much more.
Re: Issue112 沉默几天后的第一篇。又是关于教育的。
最初由 galaxysong 发布I strongly agree with the speaker's claim that although some educational systems focus on reasoning and logical thinking, learning how to explore their own emotions will bring students more benefit. This claim is well supported in both theory and practice.
To begin with, emphasis on students' intelligence, consisting of reasoning and logical thinking as its part and parcel, in education today has reached an adequate level and even cross ?corsses the proper line in some places. A brief retrospect on the history of modern education will clearly shows show the cause and effect of this domination of intelligence. After the Renaissance and along with the process of industrialization, the Western world boosted mass education, in which the power of knowledge gained great respect as the primary principle of guidance. Until a few decades ago, people were generally satisfied with the immense contributions such intelligence-oriented education had provided to society. After all, it was machines and technologies that afforded core functions in most industries. Workers' emotional conditions and developments were therefore widely overlooked or ignored. And this kind of situation sustained and bolstered the domination of intelligence in education, which sheerly and satisfactorily serve the demand of knowledge construction and application. Students' were solely trained and supposed to be working robots as efficient as the metal ones. Recently, however, to continue such routine, as some education systems still do, will undermine the new form of industry and the students who are to work and live in it.你这一段只说明了一下现象是么?
A new theory on Emotional Quotient, EQ for short, has emerged emergesfrom the needs of so-called New Economy for talents with a balance between intelligence and emotion. People equipped with similar "formal" education, which puts much weight on intelligence, diversify in their lives and jobs enormously. This fact implies that other factors must play as equal roles as, if not more important ones than, the intelligence does in education; and emotion is now generally accepted as one chief answer. EQ theory and its relevant researches have convincingly explained the influence of emotion on?in one's life and career. Undoubtedly, as the theory puts, intelligence itself never initiates our actions; it is emotion that ignites our interest in, demand for and force of doing things with the aid of intelligence. In this sense, emotion surpasses intelligence.
Aside from theory, our experience on day-to-day basis also elucidates that emotion influences and sometimes even manipulates us substantially. Facing a similar criticism, for example, people in different tempers will react differently and lead to different consequences. A moderate and modest person can listen to the criticism quietly, in order to learn some valuable suggestions from it, while refute it properly, as to clarify some misunderstandings. In short, he or she is able to benefit from attacksattacking from contrary ideas. On contrast, a person with impatience and self-arrogance, usually as a result of omission of emotion education, will immediately start a baneful quarrel or hide hatred waiting for retaliation. Such stories happen day by day and, however trivial they may seem, will show great accumulative effect on one's health, relationships with others and so forth in the long term.
Moreover, people at work find emotion critical in their performance, which requires teamwork, confidence, persistence, poise facing crisis, right attitude toward competitions and frustrations, etc. Intelligence provide a set of tools within, but when, where and how to employ these tools are dependent on their master's emotion. A erstwhile good student in an education system that only applaud efforts on logical reasoning and knowledge absorbing may repeatedly encounter troubles with getting along with his or her colleagues and thus fail to exert his or her abilities. In addition, the New Economy, although appearing intelligence-oriented, mentioned above cannot afford such emotional disruptions among its participators, and thus strongly call for a balance between the both.
In sum, since emotion plays a significant and primary role in one's life and work today, as theory and practice have proven, adding it into our education systems, where emphasis on intelligence has already sufficed or even overrun, is certain to benefit students much more.
长了点吧 精彩！
一点建议：三四五段最好有一句话统领一下，写在第三段前
A new theory on Emotional Quotient, EQ for short, has emerged from the needs of so-called New Economy for talents with a balance between intelligence and emotion. People equipped with similar "formal" education, which puts much weight on intelligence, diversify in their lives and jobs enormously. This fact implies that other factors must play as equal roles as, if not more important ones than, the intelligence does in education; and emotion is now generally accepted as one chief answer.
上面那段写得最出彩，语言与逻辑都很强 第一个body写长了，本来只是brief retrospect的……
原题大意是说在重视智力的教育基础上再加上情感教育。所以我首先提出，重视智力的教育是如何发展而来的，过去起了什么积极作用。现在EQ为什么出来，是与时代发展有关。但限于作文形式，我不能展开，所以有点绕了。
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