[i习作temp] issue 153 [复制链接]

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电梯直达

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发表于 2009-8-11 02:34:09 |只看该作者 |倒序浏览

153"Students should bring a certain skepticism towhatever they study. They should question what they are taught instead ofaccepting it passively."

To some extant, I agree the author’s assertion.Nonetheless, due to the complexity of the issue, different people may holddifferent points of view. As far as I am concerned, the issue should beconsidered on a case-by-case situation.

Students should open an enquiring eye to what they learn.The creative director of an advertising agency told me that he isn’t happyunless he is failing at least half of the time. As he puts it, “If you aregoing to be original, you are going to be wrong a lot.” In fact, the greatinnovations in history are created by the people who bring a certain skepticismto what they study. For example, in Einstein’sautobiographical notes published in November 1949, he described how he hadarrived at the two fundamental postulates on which he based the special theoryof relativity. After describing in detail the state of both mechanics and electrodynamicsat the beginning of the 20th century, he wrote "Reflections of this typemade it clear to me as long ago as shortly after 1900, i.e., shortly afterPlanck's trailblazing work, that neither mechanics nor electrodynamics could(except in limiting cases) claim exact validity. Gradually I was despaired ofthe possibility of discovering the true laws by means of constructive effortsbased on known facts. The longer and the more desperately I tried, the more Icame to the conviction that only the discovery of a universal formal principlecould lead us to assured results... How, then, could such a universal principlebe found?" So a certain skepticism in any field is a function and way ofour familiarity and creation with that field.

Also, students should accept what they are taughtcritically instead of passively. As it goings, it is the purpose of educationto help us become autonomous, creative, inquiring people who have the will andintelligence to create our own destiny. However, sociologists have pointed outthat this relationship is asymmetrical or unbalanced, with the teacher being ina position of authority and the student having little choice but to passivelyabsorb the information provided by the teacher. In other words, in conventionalclassrooms there is little opportunity for the students to become actively involvedin the learning process. If so, students should develop strategies for undercuttingthe teacher’s authority: questioning, practicing by themselves and consultingwith the expert.

Nevertheless, not all the things that teacher taught shouldbe criticized. Some knowledge concerning facts, such as sugar is sweet, earthis round, should not be questioned. So students should learn to discern whatthat should be doubted to create the new things and what which should beaccepted. Or else, students are easy to enter a misleading way by holding aflag of innovating.

To sum up, students should bring a certain skepticism towhat they learn and teachers teach. Nonetheless students have to choosecorrectly what they criticize and accept.

这是我的习作，敬请指点。多谢。

153, Issue