issue 51 酒香作文小组 chenz09第1次作业

chenz09UID：2919142

Issue 51
By chenz09
As Albert Einstein once said, “ Interest is the best teacher”, which is to say, an education system, taking into account the specific needs and interests of each student, will pass students a gold key to open their distinct potential and talent. I agree that education will be better when it contains the needs and interests of students. However, only when education is specifically to meet each student`s interest will it be truly effective? Obviously, from the dialectic perspective, it is really a lack of disinterested consideration to use dichotomy to oversimplifies this issue.

The threshold problem is how can we judge the education to be effective. A proper and widely- accepted criterion is necessary. Cite the aim of education from UNESCO(United Nations Educational, Scientific and Cultural Organization),” learning to know, learning to do, learning to get together, learning to be”. According to this, in an education system meets student`s interests and specific needs, students, feeling centered, will be more motivated to learn to know and learn to do under instructions. Students, making more effort and spending more time and energy, will go faster and much more far along the path of knowledge driven by their interests. Thereupon, it is scientific and desirable for education to be designed to meet the interest of each student.

Important as interest may seem, it is not ought to be taken for granted that the more education you get due to your interest, the more effective it may turn out. First and foremost, learning to know and to do is not the only aim of education, student need to learn to get together, to learn to be yourself in society, especially how to melt yourself into the circumstance around but not easily lose your disposition and character. Secondly, for most people, education needs to help them obtain comprehensive development, containing intellectual and moral education, not only specialize in student`s interests and needs. Specifically designed education should not take the place of traditional general education, which transports comprehensive developed and professional elites to society. Furthermore, for the complexity of things, transdisciplinarity learning plays an imperative role in contemporary research. There is often a stark gap between the abilities of the gifted individual and his or her accomplishment. One apparently reason is the incomplete structure of knowledge which partly circumscribe their development. Yet, traditional education of comprehensive development is crucial as it to be.

Another essential factor why I advocate education only meeting individual`s needs to be unrealistic is that the limited resources of education. Though interest drives people to learn, it is not pragmatic to set the plan and distribute resources of education—like teachers of different subjects—according to each student`s needs specifically and materially. Comparing to the considerable amount of students, such limited, even destitute education resource, is not available to give every student specially attendance. Just as we all want to study in Harvard, but Harvard can`t receive all of us.

Although complete liberty in designing education is not available to all individual students, school can try their best to offer more choices and autonomy to students as long as the compulsory education is guaranteed because the completely uniformed education may curb student`s imagination and freedom. For instance, for those students major in math, school can open some classes with regard to the application of math ,such as economy and finance ,in the direction of student`s interests, which both meets student`s special needs and coordinates the comprehensive development and expertise.

chandlerzzUID：2753753

1# chenz09 As Albert Einstein once said, “ Interest is the best teacher”, which is to say, an education system, taking into account the specific needs and interests of each student, will pass students a gold key to open their distinct potential and talent. I agree that education will be better when it contains the needs and interests of students. However, only when education is specifically to meet each student`s interest will it be truly effective? Obviously, from the dialectic perspective, it is really a lack of disinterested consideration to use dichotomy to oversimplifies this issue. The threshold problem is how can we judge the education to be effective. A proper and widely- accepted criterion is necessary. Cite the aim of education from UNESCO(United Nations Educational, Scientific and Cultural Organization),” learning to know, learning to do, learning to get together, learning to be”. According to this, in an education system meets student`s interests and specific needs, students, feeling centered, will be more motivated to learn to know and learn to do under instructions. Students, making more effort and spending more time and energy, will go faster and much more far along the path of knowledge driven by their interests. Thereupon, it is scientific and desirable for education to be designed to meet the interest of each student. Important as interest may seem, it is not ought to be taken for granted that the more education you get due to your interest, the more effective it may turn out. First and foremost, learning to know and to do is not the only aim of education, student need to learn to get together, to learn to be yourself in society, especially how to melt yourself into the circumstance around but not easily lose your disposition and character. Secondly, for most people, education needs to help them obtain comprehensive development, containing intellectual and moral education, not only specialize in student`s interests and needs. Specifically designed education should not take the place of traditional general education, which transports comprehensive developed and professional elites to society. Furthermore, for the complexity of things, transdisciplinarity learning plays an imperative role in contemporary research. There is often a stark gap between the abilities of the gifted individual and his or her accomplishment. One apparently reason is the incomplete structure of knowledge which partly circumscribe their development. Yet, traditional education of comprehensive development is crucial as it to be.这段写散了。。你最后加上的这个跟前面没关系 Another essential factor why I advocate education only meeting individual`s needs to be unrealistic is that the limited resources of education. Though interest drives people to learn, it is not pragmatic to set the plan and distribute resources of education—like teachers of different subjects—according to each student`s needs specifically and materially. Comparing to the considerable amount of students, such limited, even destitute education resource, is not available to give every student specially attendance. Just as we all want to study in Harvard, but Harvard can`t receive all of us. Although complete liberty in designing education is not available to all individual students, school can try their best to offer more choices and autonomy to students as long as the compulsory education is guaranteed because the completely uniformed education may curb student`s imagination and freedom. For instance, for those students major in math, school can open some classes with regard to the application of math ,such as economy and finance ,in the direction of student`s interests, which both meets student`s special needs and coordinates the comprehensive development and expertise. 最后一段就不要举例了。。把这个搁在前面写的太好了啊，，，。。。。。。