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5. "A nation should require all its students to study the same national curriculum until they enter college rather than allow schools in different parts of the nation to determine which academic courses to offer."
一个国家应该要求所有的学生在进入大学之前都学习由国家统一制定的课程,而不是允许由国家不同地区的学校去决定课程的安排。
I fundamentally agree with the position that all students should be required to study the NCC (National Core Curriculum) until they step into college. Curriculum being offered based on different parts of the nation, as a contrary position, would ostensibly have little bearing on the purpose of education---preparing qualified and specialized individuals for the society. Nevertheless, I would caution that extending the contention too broad might defeat the objectives of the educational system.
Firstly, NCC as a nationalwide curriculum can cultivate children with fundamental skills and knowledge which is indispensible to their survial in the society. Besides, basic values and virtues such as tolerence, respect, charity and love need be taught however their backgrounds are. In this sense, only when the students are totally inculcated and well informed to be productive members of the society can the democratic countries thrive and prosper. Furthermore, all the students should be educated to have faith toward their country and people by NCC. Imagine that a nation without a common sense of value and even its people without faith in the country, how rough-and-tumble the society would turn out to be?
Secondly, as for fundamental education, it is essential to provide students with the same courses so that when they become freshmen, they would have a predicable foundation upon which the college faculties and administrators could build corricula and select materials for them either upon or below their educational experiences. If not, the educational system in college would be in chaos, not fitted to the needs of students.
Though NCC has shown so much importance in education, as discussed above, on no account should we conclude that NCC is always the best way of teaching everywhere. It may preclude the programs, courses, materials that are of local importance. Take Yunnan province in China as an example. In Yunan there lies many minorities which have their own habit of eating, wearing, learing, even the languages are distinct from the majority. Once only NCC was set there, their languages might disapear in the future with the popularization of the education, and the literature and art might be gone with the language, that would be a great lose of the whole nation. Despite this, some curriculums cannot be set in certain places. For instance, in a place with only hills while lacking water, how can a conform course as swimming take place? I suggest climbing instead of swimming might sound doable.
Beside NNC may be counterproductive when emphasizing unification, the courses may not reflect the interests of the communitis, schools and people in the society since the federal legislators and regulaors (the decision-makers of the courses) could have quirky notions only serving their own interests. One example which serves the position quite well is that in Japan the textbooks of elementary school disavow the wrongdoing of Japanese army in NanJing in 1939, which to our Chinese people is a unforgettable sorrow and hatred. The authorities in Japan who are in charge of the course put their notorious ambition into the books which eventually eaten the minds of their offspring, and hope finally to control the whole nation in their way. This hurt the feeling of our Chinese people and hamper the relationship of the two countries.
According to discussion above, we may easily draw the conclusion that a nation should offer its students before college a National Core Corriculum with a well-developed censorship while allowing some parts to add special-arranged academic courses when needed. In that way, a beautiful picture of healthy and consummate educational system can be presented to the society, and the whole nation will survive and thrive as expected. |
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