issue128

wzggzwUID: 138370

128 “It is often asserted that the purpose of education is to free the mind and the spirit. In reality, however, formal education tends to restrain our minds and spirits rather than set them free.”

The statement claims that education in fact restrains our minds and spirits, as goes in the opposite direction with often-asserted purpose of education—free the mind and the spirit. In my opinion, however, formal education propels the process of freeing the mind and the spirit rather than restraining our minds and spirits.

In the first place, clearing the real roles that education system and individuals play respectively in so-called process of freeing ourselves is essential. It is true that the purpose of education is to free the mind and the spirit. But more than often, education serve this process indirectly. That is to say, to some extent, it is not the education, but personal self that really and precisely frees the mind and the spirit. Additionally, after all, education is not panacea and can not undertake the whole thing. Whether or not, we can not make education overreach the whole task of developing free mind and spirits, and so can not conclude that education restrain our minds and spirits.

Now that it is more a matter of individual than of education and initiative is attributed to individuals, and then what is the function of Education for freeing our minds and spirits?  Education essentially enacts the role of providing us with the basic methodology and knowledge, which are used for us to transcend known things, to exploit unknown ones. Increasingly education activities enhance our background and broaden our horizon, preparing indispensable preparation for our further work—free ourselves. As the proverb goes, it is the purpose of education to help us become autonomous, creative, inquiring people who have the will and intelligence to create our own destiny. In this sense, how can we say education imposes constraint on our thinking? On the contrary, formal education vitally benefits ultimately our destination of freeing our minds and spirits, and as the most popular style, it replaces an empty mind with an open one.

To say the least, even if it is said that our minds and spirits are restrained, there is probably two points explanation for this phenomenon lies in: unhealthy learning atmosphere and mesh that individuals set for themselves. Some popularly existing factors such as authority and interest more or less bring about negative influences on education. Authority is inclined to quench new ideas from others, especially from students, similarly, interest sometimes makes heavy control over the direction of thinking. As for the individual factor, example of idealist is a case in point. None of formal educational system will impart information related to spiritualism. Idealists tangle by themselves and recognize everything with restrained minds and spirits.

In conclusion, education is a kind of system, is a comparably static activity. However, individuals are more active than education, should develop the methodology and knowledge to specific problem, probe into intricate phenomenon of nature, finally, really free their minds and spirits. By instilling us with the amount of basic principles and skills, education just serve the conception that let us free ourselves more completely and effectively.

ken0405UID: 124994

No 12
128 “It is often asserted that the purpose of education is to free the mind and the spirit. In reality, however, formal education tends to restrain our minds and spirits rather than set them free.”
这道题有点难的，现象解释型。
这种题分开说不容易跑题的（前面说教育目的是培养open mind，再说人们通过教育并没有限制思想，人们变的更有creativity 和originality，人们变的更加understand和tolerate还appreciate differences。个人观点）
The statement claims that education in fact restrains our minds and spirits, as goes in the opposite direction with often-asserted purpose of education—free the mind and the spirit. In my opinion, however, formal education propels the process of freeing the mind and the spirit rather than restraining our minds and spirits. (简单明了，好)

In the first place, clearing the real roles that education system and individuals play respectively in so-called process of freeing ourselves is essential. It is true that the purpose of education is to free the mind and the spirit. But more than often, education serve this process indirectly. That is to say, to some extent, it is not the education, but personal self that really and precisely frees the mind and the spirit. Additionally, after all, education is not panacea and can not undertake the whole thing. Whether or not, we can not make education overreach the whole task of developing free mind and spirits, and so can not conclude that education restrain our minds and spirits. （好，说真正限制思维的是人本身，而不是教育）

Now that it is more a matter of individual than of education and initiative is attributed to individuals, and then what is the function of Education for freeing our minds and spirits? Education essentially enacts the role of providing us with the basic methodology and knowledge, which are used for us to transcend known things, to exploit unknown ones. Increasingly education activities enhance our background and broaden our horizon, preparing indispensable preparation for our further work—free ourselves. As the proverb goes, it is the purpose of education to help us become autonomous, creative, inquiring people who have the will and intelligence to create our own destiny. In this sense, how can we say education imposes constraint on our thinking? On the contrary, formal education vitally benefits ultimately our destination of freeing our minds and spirits, and as the most popular style, it replaces an empty mind with an open one.（是不是有点空？来个具体的有代表性的例子会好点的，比如？我们的imaginative课程 ）

To say the least, even if it is said that our minds and spirits are restrained, there is probably two points explanation for this phenomenon lies in: unhealthy learning atmosphere and mesh that individuals set for themselves. Some popularly existing factors such as authority and interest more or less bring about negative influences on education. Authority is inclined to quench new ideas from others, especially from students, similarly, interest sometimes makes heavy control over the direction of thinking. As for the individual factor, example of idealist is a case in point. None of formal educational system will impart information related to spiritualism. Idealists tangle by themselves and recognize everything with restrained minds and spirits.

In conclusion, education is a kind of system, is a comparably static activity. However, individuals are more active than education, should develop the methodology and knowledge to specific problem, probe into intricate phenomenon of nature, finally, really free their minds and spirits. By instilling us with the amount of basic principles and skills, education just serve the conception that let us free ourselves more completely and effectively.

wzggzwUID: 138370

4分有没？第一次发文章到这上面来