818，issue 3求喷

dennis_szsyUID: 3133539

Educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed.
  Education is a process, which makes people equip with more knowledge so that they can not only earn a living, but also contribute themselves to the development of the society. As far as I’m concerned, choosing what to learn is always a multiple-choice question for one’s own, but not a question solved by others. Therefore, I entirely disagree with the assertion that educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed.
  In my point of view, letting students learn what they yearn for, no matter the hottest subjects like business and finance, or some unpopular subjects like philosophy and history, is the key to whether students can devote themselves to study as well as whether students can enjoy the process of study. There is an interesting phenomenon around me that many of my classmates are enrolled in the department of mathematics not because of their interest, but due to their score which is not high enough for other subjects under the special system of College Entrance Examination in China, resulting in their untold complaints and dalliance. Only if a student learns his favorite subject can he comes to totally dedicated to it. As education institutions only base their choice on whether students are likely to succeed in this field, following their recommendation sometimes means deviating from your mind, which may leads to a bad aftermath. Thus, I contend that educational institutions shouldn’t possess this kind of responsibility.
  As a matter of fact, educational institutions sometimes don’t have a thorough comprehension of some fields. Let’s just consider whether they are likely to know the research of Higgs will lead to an earthshaking discovery or everything in vain. Meanwhile, the information collected by them comes from other places, which indicates that they might have no idea if they are misinformed. As a result, they cannot guarantee their words are absolutely right. Under this condition, what students have to do is to collect information from those who has already worked or studied in this field and to make a decision on the basis of this information.
  Furthermore, being unlikely to succeed isn’t equal to the certainty of having no opportunity to succeed. As success results from both of students’ intelligence and diligence, educational institutions can hardly predict whether they are likely to succeed in any fields. Besides, a field in which no one has ever succeeded doesn’t indicate that no one will succeed in the future. With the progress of technology, people may work out the puzzles that baffled our predecessors. Just like the research of Higgs, scientists could do nothing but only theoretical deducing in the past. However, they can make further research with the help of LHC, a sophisticated apparatus which can generate particles by the collision of atoms. Therefore, no one they make an accurate prediction about whether people can succeed in on field or not, including the educational institutions.
  All in all, as what I have mentioned above, educational institutions possess no responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed.