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Issue233

“Although innovations such as video, computers, and the Internet seem to offer schools improved methods for instructing students, these technologies all too often distract from real learning.”

Sample Essay

What is meant by the term “real learning” could be debated by academics for centuries. Regardless of its true meaning, there is no question that technology has led to advances that have greatly improved the learning process, rather than distracting students from truly learning knowledge.

First of all, the statement “real learning” would seem to indicate that there is something called “unreal” or “fake” learning – truly an absurd statement. Rather than focusing on what is meant by this statement, it is far better to focus on the process of learning itself. Learning is accomplished at different stages of life, in different ways for different people. In the past, students learned primarily through communicating with their teachers and studying textbooks while sitting in a normal classroom situation with twenty or thirty other students. The successful education of millions of students in this manner points out that this has been a proper method for students in a learning situation. But as technology has developed, it would be foolish not to use those advances to enhance and improve the educational process.

Developments in technology should allow students to move forward with the rest of the world in the ways that they learn. Today’s students are growing up with computers in the home – they are computer literate from the time that they are old enough to sit at a computer keyboard. “Real learning” must certainly incorporate computer technology in the students’ education, as the use of a computer is an absolute must in today’s business environment. Failing to learn how to use a computer would sentence a student to a life of underachievement. The simple fact is that computers are an integral part of society - as important to people alive today as a pencil and paper were to students fifty years ago. It is hardly a distraction to teach children how to use a computer and the Internet - it is an absolute necessity.

Secondly, as technology develops, students must learn to master that technology, and what better place to learn this mastery than at school. There is not some type of division between what the student learns in school and what the student learns outside of the classroom. Schools and society are unavoidably and irreversibly intertwined. What is going on in society must be addressed inside the classroom to make children better able to deal with their lives when they are finished with school. Video, computers and the Internet simply give educators more tools to work with to teach students. Certainly there must be a balance found between normal classroom instruction and the use of these technologies, but when they are used properly they can tremendously enhance the educational process.

Finally, it should be noted that although video, computers and the Internet are unquestionably valuable tools in a student’s education, as with any tool, they must be used properly. Video programs must be chosen carefully, based on their educational value. Computer programs should be chosen equally carefully to ensure a proper education and not just used as a babysitter by the teachers. Use of the Internet should be supervised to make sure that students are using it properly for educational purposes. Technology is no substitute for good teachers and a proper learning environment, but video, computers and the Internet have so permeated society that it would be malpractice to leave them out of the educational system. The potential for distraction is certainly there, but “real learning” is undoubtedly enhanced through the use of technology.

(582 words)


观点陈述型作文/[题目]

“尽管诸如录像、计算机和网络一类的创新表面上看起来给学校提供了教育学生的新方法，但是这些技术过于频繁地将学生的注意力从真正的学习上分散开来。”


[范文正文]

“真正意义上的学习”这一术语到底是什么意思，可以在学术界争论几百年。不管它的本质意义是什么，毫无疑问技术已经导致了学习过程的改善和进步，而并非分散学生学习真正知识的注意力。

首先，“真正意义上的学习”这一短语似乎暗示仍然存在着某种“不真的”或者“假的”学习——这真是一个荒寥的说法。我们且不论该术语的意思是什么，我们只须考察一下学习过程本身。学习是在一生中不同阶段完成的，不同的人用不同的方法来完成这一过程。过去，学生的学习基本上是坐在一个通常有二、三十人的教室里通过与老师的交流和通过研读教科书来完成的。数以百万计的学生的成功教育证明这种方法对于处在学习阶段的学生来说是行之有效的。但是，随着科学技术的发展，拒绝利用这些科技进步来提高和改善我们的学习过程无疑是愚蠢的。

科技的进步，可以使学生在他们的学习方法上与时俱进。今天的学生是伴随着家里的计算机成长起来的——他们自从能坐在计算机键盘旁边时就已经是精通计算机了。“真正意义上的学习”必然要把计算机技术融入学生的教育当中，正如计算机的使用是今天商务活动中的绝对必需品那样。学不会使用计算机将宣判学生一生无所成就。一个简单的实事就是，计算机已成为社会不可分割的一部分——它对于今天人们的重要性犹如铅笔和纸张对于50年前的人们那么重要。教会学生使用计算机和网络不是什么分散注意力——它是绝对必要的。

其次，随着科技的发展，学生应该学习掌握科学技术。那么，有什么地方比在学校学习科学技术更好的呢？学生在学校所学和在教室之外所学并没有什么分割。学校和社会不可避免且不可分割地交织在一起。在社会中所发生的一切，必须在教室里讲授，以便让孩子们在从学校毕业之际能更好地应付生活。录像、计算机和网络只不过给教育者提供了更多的教育学生的工具。当然，正常的课堂教育和这类技术的使用应该保持平衡，但是当它们被恰当地使用时，它们会极大地改进教育过程。

最后，应该注意到，录像、计算机和网络尽管在学生的教育过程中是宝贵的工具，但是与其它工具一样，必须适当地使用。录像节目应该根据其教育意义细心地挑选。计算机程序也应同样地进行选择以保证展开适当的教学，而不是仅仅被老师用作保姆。网络的使用应该被置于监督之下，以保证学生将其用于学习。技术并不能取代优秀的教师和适宜的学习环境。然而，录像、计算机和网络已经渗透到社会的各个层面。如果束之高阁，将它摈弃于教育体系之外，即就成了一种渎职行为。

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Issue40

“Scholars and researchers should not be concerned with whether their academic work makes a contribution to the larger society. It is more important that they pursue their individual interests, however unusual or idiosyncratic those interests may seem.”

Sample Essay

The needs of larger society obviously are much more important than the individual desires of anyone within that society, be they scholars and researchers or the highest leader of the country. However, somewhat paradoxically, when scholars and researchers are allowed to pursue their own individual interests, they are much more likely to make a greater contribution to a society than if they are forced to focus their efforts on contributing to that society.

To begin with, the world definitely needs the academic work of scholars and researchers to assist with mankind’s development and growth. The human race has no shortage of problems that need solutions, some much more urgent and serious than others. For example, a cure for cancer or an end to world hunger should receive the utmost attention of the academic world. However, there is something that is even more important than solving the world’s most pressing problems – the recognition of the human right to self-realization and the control of one’s own destiny. Without this very basic human right, none of the other problems would seem to have much significance. Scholars and researchers must be allowed to pursue their own interests, regardless of whether those interests appear to have potential benefits for the greater welfare of society. The right to follow one’s own dreams should almost always supersede the wants and demands of the general population.

Secondly, it is inherent in the human spirit to be more productive in pursuit of something that is of interest to that particular individual. Too many times we are forced into doing something that we don’t really like doing, either through our own failures or because of the influences of others. Similarly, scholars and researchers must be given the freedom to choose their own areas of study, no matter how offbeat or seemingly useless those areas may be. In academia as in the business world, the intellectual must be allowed to follow his or her heart to work on whatever field of study truly piques his or her interest, regardless of its potential benefits for society. One can only imagine what would have happened had Thomas Edison been forced to study medicine rather than following his own interests, but the world would certainly be a without a number of modern wonders if he had. If Michelangelo had been forced to study mathematics rather than allowed to pursue his artistry, the world would certainly be a less beautiful place in which to live. Although it is all well and good to wish to benefit society, and most scholars and researchers probably do, it is in the act of self-actualization that we can reach our fullest potential and make our best contribution to the world.

Finally, is should be remembered that most people have an inner desire to help others, no matter how selfish he or she may appear on the surface. Research is rarely wasted on the trivial – people are motivated by the desire to do something meaningful with their lives. It is unlikely, even given the pure freedom to pursue whatever studies the scholar or researcher desires, that society will receive no benefits. Indeed, simply giving the intellectual the freedom to pursue his or her own interests makes for a better society. Whether a scholar or researcher makes a tremendous contribution to society or no contribution at all through his or her studies, the world itself is a better place for having allowed them to pursue their own individual areas of interest.

(580 words)


  

观点陈述型作文/[题目]

“学者和研究人员没有必要去关注他们的学术工作是否对更大范围的社会有所贡献。更重要的是，他们要追求他们个人的兴趣，不管那些兴趣看上去是多么的怪异或乖戾。”


[范文正文]

大社会的需要显然远比该社会中任何一个人的愿望更为重要，不管他们是学者或研究人员，还是国家的最高领导人。但是，有点儿矛盾的是，当学者和研究人员被允许去追求他们自己的个人兴趣时，他们更有可能对一个社会作出更大的贡献。倘若他们被迫去刻意地集中其所有努力，为社会作贡献的话，则很有可能适得其反。

首先，世界当然需要学者和研究人员的学术工作，用来帮助人类的发展与成长。人类有的是需要解决的问题，其中一些比其他的一些更加迫切和严重，例如治愈癌症或解决世界饥饿就最应该得到学术世界的注意。然而有一些比解决世界最紧迫问题更为重要的东西——承认自我实现这一人权，以及对自我命运的控制。没有这些最基本的人权，其他的问题将不会有多大意义。学者和研究人员必须被允许去追求他们自己的兴趣，不管那些兴趣看上去是否对社会较为广泛的福祉有无潜在的好处；追寻自己梦想的权利几乎应该永远超过大众的需要和要求。

第二，在追求对某个具体的个人有利的东西的时候，人们总是希望更加富有成效，这是人的精神里与生俱来的。但太多的时候我们被迫去做我们并不真正喜欢做的事情，或者因为我们自己的失败，或者因为别人的影响。相类似地，学者和研究人员必须被赋予去选择他们自己研究领域的自由，无论那些领域可能是多么的怪异或似乎毫无用处。在学术上，就像在生意场上一样，知识分子必须被允许去追寻他或她内心的召唤，去工作于任何真正能激起他或她兴趣的研究领域，不管它对社会的潜在好处如何。假如爱迪生被强迫去研究医药而不是遵循他自己的兴趣，将会发生什么样的结果，我们只能凭想象去猜测了。但假如他真的那样做了，世界将肯定缺少一批现代而又奇妙的事物；假如米开朗基罗被迫研究数学而不被允许去追求他的艺术，这世界居住起来将一定会是个不怎么美丽的场所。虽然为社会带来好处的愿望很好，而且可能大部分学者和研究人员都是这样做的，但唯有在自我实现这一行为中，我们才能最大限度地发挥潜力并且对世界做出我们最好的贡献。

最后我们必须记住的是，大部分人都有帮助他人的内在愿望，无论他或她在表面上显得多么自私。对微不足道问题的探索极少被浪费过，因为人们总是被用他们的生命做一些有意义事情的愿望激励着。即使不管学者或研究人员的研究愿望是什么，只要他们总是被给予纯粹的自由，社会也不可能一无所获。实际上，纯粹地给予知识分子追求他或她自己兴趣的自由会造就一个更好的社会。不管一个学者或研究人员通过他或她的研究对社会作出了巨大贡献或者完全没有贡献，世界本身已经变成了一个更好的地方，因为已经允许他们去追求他们自己个人感兴趣的领域。

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Issue138
“Only Through Mistakes Can There Be Discoveries and Progress.”

Sample Essay

“Failure is Mother to Success”, a more popular and more widely publicized version of “Only through mistakes will there be discoveries and progress”, has been advocated and championed as an adage of encouragement perhaps since our early childhood, by people ranging from kindergarten nurses, teachers of elementary through middle to senior high schools, to university professors, and even by employer to his employee in the moving story at IBM involving Watson and one of his vice presidents. Admittedly, it is totally possible for Paul Ehrlich, one of the few exceptionally talented scientists in the world, to discover—perhaps under the encouragement of his childhood axiom—a syphilis-curing drug (which he symbolically named “Formula 606” as an indication of his perseverance, for he failed for the first 605 trials in developing the drug), thereby making important contributions to the progress of medical science as a whole. Nevertheless, it should also be pointed out that it is seriously misleading to take this apparently encouraging remark as a lifelong principle and to live by this principle. Imagine how you would think if you, still committing mistakes in your great seniority, were approached and admonished with this “motto” by your grandson, who received it from his father to whom it was precisely you that had handed it down innumerable decades ago?

The process of “making mistakes”, especially when it is connected with “making discoveries”, strongly implies that a human agent, presumably a scientist, is engaged in an act of highly positivistic and empirical scientific research. However, with life being so transitory, we should keep in mind that the wealth of scientific knowledge accumulated by the scientists who precede us can help us effectively and directly head toward discoveries and progress by bypassing possible pitfalls and mistakes. The fact that we can exploit existing scientific findings in a more speedy and fruitful manner precludes us from the necessity to achieve scientific progress by resorting to mistake-making as a source of knowledge, as is advocated by the foregoing argument.

Moreover, the proposition that “only through mistakes will there be discoveries and progress” induces the illusion that, as long as researchers keep on undertaking trials and experiments regardless of efficiency and cost, victory will be there automatically and inevitably. The proposition that perseverance will ultimately lead to discoveries and progress further implies that every scientific effort would end up in success. There would never be such a thing as resignation or giving up halfway, as if success can always be guaranteed by an “anti-failure insurance company.” But there are instances in which certain scientific missions have to be terminated eternally because the prospect of a discovery is indeed bleak. If we allow ourselves to cherish the blind faith in an ultimate victory, two serious consequences would ensure thereof. On one hand, those mistake-makers would comfortably indulge themselves in committing infinite mistakes, and even blind mistakes. It would scarcely occur to them to make opportune reflections on their sustained failures and to seek fresh and more efficacious perspectives and methodologies. It is pathetic to expect the occurrence of the final miracle which in actuality might would occur. On the other hand, this will also give rise to the development of magnanimous but ill-fated tolerance on the part of the general public for mistake-making. In this case, the general public itself live under the illusory misconception that the perpetrator of constant mistakes would eventually evolve into a scientific genius, given enough time. It is absolutely conceivable that, by being exonerated for committing “innocent and necessary” mistakes, the perpetrator tends to contract inertia and indolence on one hand and become increasingly irresponsible on the other, thereby resulting in alarming physical wastes of materials and resources.

In connection with this consequence is the cost of making mistakes. Since making mistakes is generally negative, it carries the implication that a cost must be paid for every mistake. And when it comes to the point that the cost of making mistakes significantly dwarfs the possible benefits that can be derived from a trivial discovery, every sensible person would come to the conclusion that the practice of achieving minor discoveries through making costly mistakes should by no means be encouraged.

It might be assumed that, given the incessant emergence of changing circumstances and fresh challenges, making mistakes is ineluctable and hence excusable. This is, at least in part, an ill-founded pretext for being immature. For one thing, a person who commits mistakes under each changed circumstance or commits the same mistake in similar cases can only be characterized as incapable of maturity. Although a definite demarcation line between maturity and naivety can be identified sooner or later in a person’s lifetime, it is hardly logical to say that a mistake-committing senior citizen has not completed his evolutionary process of de-naivetization when he is virtually on his deathbed. Progress, either personal or social, is absolutely impossible in a state of lasting naivety.

As is universally acknowledged, human beings differ from other creatures in that they are rational. This faculty of rationality functions by endowing man with the ability to foresee and to predict, to make full preparations based on past experience and knowledge for the advent of potential adversities caused by changed circumstances. The capacity for foresight makes it possible for man to be prepared in advance for impending problems, thus eliminating and avoiding mistakes.

The proposed argument is seriously flawed on two accounts. In the first place, by the use of the word “only”, it posits the committing of mistakes as an absolute condition for accomplishing discoveries and progress, ignoring the foundational importance of the research performed by those scientists preceding us in leading to scientific discoveries and progress. In the second place, the argument is merely negative, based on the act of being erroneous and even fallacious. A more plausible and compelling explanation for human discoveries and progress is man’s intelligence as a rational being, his long-accumulated experience and knowledge that have been proved effective through practice, his sound judgments, his right methodologies in knowing himself and the world around him, and his correct decision-making in choosing the proper course of action.

(1548 words)

"唯有通过犯错误，才会有发现和进步。"


"失败乃成功之母"，作为"唯有通过犯错误，才会有发现与进步"这一说法的一种流传更广、更加广为渲染的版本，或许自从我们孩提时代起就被反复倡导，当作一句激励人们不懈努力的话。无论是幼稚园阿姨，小学、中学和高中的老师，还是大学教授，甚至是你的雇主，无不对此津津乐道。在IBM那则涉及到总裁Watson和他的一位副总裁的动人故事中，我们可略知一斑。诚然，对于Paul Ehrlich这样一位世界上为数不多的几个具有非凡天赋的科学家来说，是全然有可能--在其或许是童年时代就已接触到的这一至理名言的激励下--去发现一种能医治梅毒的药物（他将其象征性地命名为"606配方"，以表明其坚忍不拔的品格，因为他研发该药的最初605次尝试均以失败而告终），从而对整个医学进步作出重大贡献。然而，我们也必须指出，如果将这番视若予人鼓励的话视作一种终身的准则，并按此准则来度过一生的话，这无疑将产生严重的误导作用。确实有这样一些时候，亡羊补牢，已为迟也。试问，如果老态龙钟的您依然还在犯下一个个错误，您的孙儿来到您身旁用这句由您不知多少年前传授给您儿子，再由您儿子传授给您孙子的"人生箴言"来告诫您时，您又会作何感想呢？

"犯错误"这一过程，尤其当它与"作出发现"相联系在一起时，强烈地暗示出有某个人类主体--我们可不无道理地将其假定为一位科学家--正置身于一种极具实证主义和经验主义色彩的科学研究行为之中。然而，人生何其短暂，我们应该牢记，前辈科学大师们已为我们积累起了大量的科学知识，足以帮助我们绕过可能存在的诸多弯路和谬误，直接且有效地迈向科学发现和进步。我们能够以一种更为快捷和卓有成效的方式去利用既存的科学发现，这一事实本身足以使我们大可不必象上述题目中的论点所倡导的那样，去诉诸于犯错误这一行为，将其视作唯一的知识之源泉，藉以实现科学进步。

此外，"唯有通过犯错误，才会有发现与进步"这一命题会诱导这样一种错觉，即只要科研人员不断进行试验和实验，无论效率与成本如何，成功将会理所当然地、不可避免地在那里等着你。"坚持不懈终将导致发现与进步"这一命题进一步暗示，任何一种科学努力均会以成功而告终，故诸如放弃与半途而废这样的事情绝不会出现，仿佛成功总可以在一家"反失败保险公司"里得到保障一样。但在实际情形中，某些科学使命不得不被永久性地中止，因为得以作出一项发现的前景微乎其微。如果我们允许自己对一次终极的成功执迷不悟，盲目相信的话，两个严重的后果会随之而来。首先，那些犯错误者会心安理得地沉缅于没完没了地犯错误这一行为之中，即使所犯的是盲目的错误亦在所不惜。他们很少会意识到去对其持续的失败作出及时的反思，并去寻觅全新的和更有可能奏效的视角和对策。对实际上或许永远也不会发生的最终奇迹的发生满怀期待，这无疑是可悲的。另一方面，这也会导致在公众身上养成一种对犯错误行为"宽宏大量的"但却注定没有好结果的容忍。在这一情形中，公众本身就生活在一种虚妄的误解中，仿佛那恒久的犯错者只要假以时日，必将演化为一个科学奇才。完全可以想象的是，当犯错者因其所犯错误是"必要的和无辜的"而获宽宥时，他一方面易于陷入懒惰与惰性之中而不思进取，另一方面亦易于变得越来越缺乏责任心，从而导致物质和资源的惊人浪费。

与上述后果相涉的还有犯错误的代价这一因素。既然犯错误这一行为普遍地具有负面意义，这便意味着每犯一个错误就必须付出代价。但当事情发展到这样一个地步，即当犯错误这一行为的代价远远超过从一项微不足道的发现中所能获得的回报时，每个明智之士想必都会得出这样的结论，即通过犯下代价高昂的错误而获得一些无足轻重的发现，这一做法绝不应该予以鼓励。

有人或许会辩驳道，由于新情况、新挑战层出不穷，犯错误是不可避免的，因此理应获得宽宥。这一论点至少在部分程度上是一种站不住脚的借口，藉以为不成熟作辩解。这是因为，其一，每次情况有变便必犯错误，或遇到类似情形仍犯同样的错误，这样的人只能被形容为"长不大"。虽然成熟与幼稚之间的分界线在一个人的一生中总是可以被分辨出来，在有些人身上早一些，在另一些人身上迟一些，但如果有人说一个依然在铸错的老者在行将就木之际还尚未完成他从幼稚中蜕变的过程，这恐怕甚不合乎逻辑。进步，无论是个人的抑或是社会的，在一种持久性幼稚状态中是断无可能的。

众所公认，人类之所以有别于其他种类的动物，就在于人是有理性的。这种理性能力之所以有其效用，就在于它可赋以人类以预测、预知和预见的能力，以前人的经验和知识为基础，对由于环境变化而导致的潜在逆境的出现作好充分准备。前瞻能力使人类得以对行将降临的问题预先作好准备，从而消除并避免失误。

本文题目中所提出的论点由于二种缘故而存在严重缺陷。其一，通过应用"唯一"这一字眼，该论点将铸错设定为获得发现和实现进步的绝对条件，对前辈科学家们所从事的研究在导致科学发现和科学进步中的奠基性意义置若罔闻，熟视无睹。其次，该论点具有消极色彩，仅仅立足于"错误"与"谬误"这一行为上。关于人类发现和人类进步，一种更为合理和更为严谨的解释应该是人类作为理性动物的聪明才智，他长期积累起来的、且经由实践证明确是行之有效的那些经验和知识，其明智的判断力，他用以了解其自身和了解其周围世界的正确方法论，以及他在选择正确的行动方向时所作出的正确决策。

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