issue153...fantasy group...必回拍。。。

foreveraUID：202035

TOPIC：ISSUE 153 - "Students should bring a certain skepticism to whatever they study. They should question what they are taught instead of accepting it passively."
WORDS：709          TIME：上午 12:45:00          DATE：2005-9-6

Should students be taught to bring a certain skepticism to whatever they study or accept it passively? Facing this complex choice, any extreme response would be improper. And as far as I am concerned, as long as the value systems of the students are better built and developed, they should be ready to question whatever they study or they know.

To better develop the issue, it is very useful to distinguish the different periods of the students. In their first stage of studying, simply put, without any knowledge in any field, the youth have no idea about what they will study and they can be only guided by the teachers. While, in the second stage-when the youth have accumulated a certain amount of knowledge, they are able to raise some questions and doubts about the subjects they are studying or have studied. And significantly, this stage is the most crucial building stage of their value systems. Finally, after the young students grow up, they enter the third and last stage-they have established steady value systems, therefore, whether to doubt a case or point depends on the value systems they have, and should not be intervened anymore, as long as they do not have evil ideas.

Under the distinguishing of the different stages in studying, what I want to point out is that it is in the second and last stage rather than the rest that the students should be ready to question whatever they study. And the reasons for my assertion lie in aspects as follows.

To begin with, in the first stage of studying, the youngsters do not have necessary knowledge storage, so they would not know what to doubt, how to doubt and the result of their doubt.  And the information and knowledge they are taught are always some basic assumptions and regulations which can not be questioned. Moreover, haphazard skepticism from the students might undermine the educating efficiency of the teachers, and further if not well guided the students might face the dilemma that there are many to doubt but they do not know which to doubt in the coming stage. For instance, the children who are studying the number 1 to 9 can do nothing but to accept the established ways of counting. They may raise the questions such as where are these number originate or alike. But these questions are not skepticism but curiosity.

What's more, in the second stage, after the students have obtained necessary knowledge to differentiate right and wrong, they should be encourage to question all they are studying. Importantly, the students in this stage would go on accepting all the information they are able to have access to and take them for granted, so they might have not been aware of what they should bring skepticism to, thus the educators have the duty to endow the students the skills to know what to doubt. And it is quite crucial that the students gain the valuable attitude of skepticism which would help them evaluate the situation they face comprehensive and make wiser decisions in the future.

Finally, in the last studying stage, thanks to the skepticism accumulation in the former stage, the grown ups have their own view about life and world. Thus, they are freely determine what they should follow  and what they should doubt of their own. For instance, the adults are able to question the superficial points no matter in science fields or in political fields, and they also have ideas to the points from their angle. Consequently, people in this stage are able to free to doubt, and needless to guided by  the educators.

Whereas, there is still tiny difference about the two stage- the second and the last-that in the second stage students should be taught to bring skepticism to the disciplines they study, while in the last people have been ready to express their question spontaneously.

To sum up, in the whole process of education, the students should be taught properly to gain the ability to doubt which can turn to be the ability of self-determination in the future. However, before the students have obtained enough to doubt, they should be guide by the educators and accept all the advice from the educators.


虽然限时成功了。。。不过几乎都不知道在写啥:$

win-szUID：2113066

整体感觉：全是抽象道理，不够具体和形象（这个可是ETS看重的哦，论证有力）。下面是我的个人意见，大家可以互相讨论哦/

Should students be taught to bring a certain skepticism to whatever they study or accept it passively? Facing this complex choice, any extreme response would be improper. And as far as I am concerned, as long as the value systems of the students(这里提到the value systems of the students，看来重要，但是后面论证时怎么很少提到？也没有具体的描述它是什么？后面的论证，是说不同阶段，或要质疑或不需要，这样论点改成是否需要质疑依赖不同的学生阶段更好，你觉得那？) are better built and developed, they should be ready to question whatever they study or they know.

To better develop the issue, it is very useful to distinguish the different periods of the students. In their first stage of studying, simply put, without any knowledge in any field, the youth have no idea about what they will study and they can be only guided by the teachers. While, in the second stage-when the youth have accumulated a certain amount of knowledge, they are able to raise some questions and doubts about the subjects they are studying or have studied. And significantly, this stage is the most crucial building stage of their value systems. Finally, after the young students grow up, they enter the third and last stage-they have established steady value systems, therefore, whether to doubt a case or point depends on the value systems they have(提到系统的重要，可是后面并没有论证这个系统呀？根据你的论证，改成依赖不同阶段更好些), and should not be intervened anymore, as long as they do not have evil ideas.(个人觉得，这段拆分，分散到后面的不同阶段的论证中更好些。这里)
Under the distinguishing of the different stages in studying, what I want to point out is that it is in the second and last stage rather than the rest that the students should be ready to question whatever they study. And the reasons for my assertion lie in aspects as follows.(感觉冗余，分散到后面段落会不会更好些？)
To begin with, in the first stage of studying, the youngsters do not have necessary knowledge storage, so they would not know what to doubt, how to doubt and the result of their doubt.  And the information and knowledge they are taught are always some basic assumptions and regulations which can not be questioned(有例子就具体了，还有小学生是不是问题最多？这个跟质疑的区别可以描述一下). Moreover, haphazard skepticism from the students might undermine the educating efficiency of the teachers, and further if not well guided the students might face the dilemma that there are many to doubt but they do not know which to doubt in the coming stage.(例子似乎跟你的论点(困境是不知道哪些该质疑，哪些不该)不一致了？？？) For instance, the children who are studying the number 1 to 9 can do nothing but to accept the established ways of counting. They may raise the questions such as where are these number originate or alike. But these questions are not skepticism but curiosity.

What's more, in the second stage, after the students have obtained necessary knowledge to differentiate right and wrong, they should be encourage to question all they are studying. Importantly, the students in this stage would go on accepting all the information they are able to have access to and take them for granted, so they might have not been aware of what they should bring skepticism to, thus the educators have the duty to endow the students the skills to know what to doubt. And it is quite crucial that the students gain the valuable attitude of skepticism which would help them evaluate the situation they face comprehensive and make wiser decisions in the future. (如果有例子或者类比就不会感到抽象的说教了)
Finally, in the last studying stage, thanks to the skepticism accumulation in the former stage, the grown ups have their own view about life and world. Thus, they are freely determine what they should follow  and what they should doubt of their own. For instance, the adults are able to question the superficial points no matter in science fields or in political fields, and they also have ideas to the points from their angle. Consequently, people in this stage are able to free to doubt, and needless to guided by  the educators.(例子怎么是成人的？？？论题可是关于学生呀？)
Whereas, there is still tiny difference about the two stage- the second and the last-that in the second stage students should be taught to bring skepticism to the disciplines they study, while in the last people have been ready to express their question spontaneously.

To sum up, in the whole process of education(根据论证，第一阶段没有学生怀疑，只是好奇，怎么与这里矛盾了？), the students should be taught properly to gain the ability to doubt which can turn to be the ability of self-determination in the future. However, before the students have obtained enough to doubt, they should be guide by the educators and accept all the advice from the educators.(跟第一段的论点出入了？ ----学生的价值系统完全形成后，才准备质疑？这个系统与educators的关系没有论证阿？)

[ Last edited by win-sz on 2005-9-7 at 12:08 ]