ISSUE 91 求拍-有拍必回

roughmanUID: 2685617

91 "Most people think that their deeply held values are the result of rational choice, but reason often has little to do with the way people form values."

The speaker asserts that under most circumstances, people usually do not form their value based on reason. In some cases, this may possibly be true. However, overall I hold a negative opinion toward such conclusion. Through formal education and cultivation, one cultivated person ususaly expresses more reasons but less self emotions to form his/her value.

I concede that people's some basic value which is mainly due to family influence and personal psychological activities have little to do with reason. At the early age, few children are able to control their thoughts and be proportionally arranged to the reason they should receive in order to resist their freedom to form value initially. For instance, patriotism are usually expressed a flow of love from citizen to their motherland. This kind of love can be trace back to every people's early age and education. The value that they should love more to the country they are born has been deeply rooted in people's heart when no reason ever occupies the part of this love. Hardly can we allocate patriotism to a value based on reason. Nor will people think whether my country is wealthy, strong or not.  Because people receive unforgettably from an early age when no children can judge such notion's right or wrong. Yet, when children have grown up, they will know more about their motherland, the history and culture. Therefore patriotism will be more reasonable and rational based on more knowledge and experience.

However, there are two compelling reasons for me to agree with the reason's effect to decide people's value. The first is that as far as education concerns, it changes value in a more sophisticated way. There are lots of disciplines and knowledge that are to learn necessarily from a sense of reason. Through thinking, students will be able to pick up the right information they need and judge the characteristics of it, which will generally grow to be one part of value. For example, learning to science will promote students a kind of value that the world is changing due to the power of science for thousands of years. Contrarily, learning humanity courses will instill students one notion that without humanity and humanitarian spirit, the Earth would be terribly hazardous. Through a perspective of education, students are trained to critically accept different knowledge and get selective to the part they prefer to be right and acceptable.

The second reason is that values are limited in the realm of ethics and morality, which is established in the range of reasons but not personal emotion. Every people hold a yardstick to the world and judge the affair's reasonability. Undoubtedly, ethics deeply reflects human society standard and reason to limit over latitude and behavior, which conveys itself through education, cultures and laws. Hardly can we categorize our own value being personal because such value has been influenced generally by the whole social system and surroundings. To illustrate the notion, one need only to look the crime human value debases. Whatever it is, stealing, murdering, or deception , etc, criminals will not accepted as a comformist to the value in that their action break the subtle balance of reasons ruling the society.

Furthermore, the 'value system" is complicated ranging from different level of the society. From a national level, government is to build up legislation system for the sake of regulating citizen's behavior and thoughts to conform diverse background people to hold less diverse values. From a social level, morality and family education generally imparts the integrated reasons to hold a pure values for children and adults. At a personal perspective, one has never stopped his/her reasons to live on the world and act properly in accordance to the value.

In sum, the speaker's assertion is partially correct to conclude emotions potentially influencing children early life and education. However, with more knowledge and reason to teach aiming to be more critical and reasonable, one can abandon and decline any values out of impulse or emotions. Also facts have proved the necessary role for reason to act in a system of value from the country to oneself.

zhangfudongUID: 2685541

The speaker asserts that, under most circumstances, the way people form values involves almost no reason. In some cases, this (may) possibly be true. However, overall, I hold a negative opinion toward this conclusion. Behind the process of the formation of value, there is always some logic standing, even without one’s realization. A person, after formal education and cultivation, take a rational, rather than emotional, way to obtain his values.
我只打算改第一段了，因为涉及到语句方面的问题都差不多，我也不知道该怎么说句子才是最好的，我把第一段按照你要表达的意思写了一下我习惯用的表达方法，你参考一下。

我重点想说的是立意方面的问题。我觉得这篇issue的核心在于deeply held values，而不是简单的value，所以写文章的重点应该放在那些我们从小就有的，但是很多是有问题的价值观上，这些价值观我们从来也没有去考虑过它们是否有道理。举个例子，我上gre班的时候，填空课上讲了这样一句话：Few of us take the pains to study our cherished convictions, indeed, we almost have a natural repugnance to doing so. 然后老师举了个例子：我们不应该乱伦。这可能是大家都有的根深蒂固的想法，但是有谁仔细想过为什么么，确实我们have a natural repugnance to doing so。再比如说同性别的不可以结婚，这也是大家所固有的观点，但是很少有人从理性层面考虑这些问题。我觉得是不是写这方面的东西会显得立意深一些。（只是个人看法，供你参考）

cuixiruiUID: 2620365

首先，语言方面，我觉得词用得都蛮好的（可能是我的词汇储备实在比较低级……），句型嘛，大家有各自的风格，就不需要说很多了。
有一个地方我想和LZ交流一下的就是文章的倒数第二段为什么是ＦＵＲＴＨＥＲＭＯＲＥ呢，我理解它也是在说价值观形成的原因啊，按我的逻辑，我就会在正文第一段先说价值观的形成是怎样一回事，下面再去探讨ｒｅａｓｏｎ对于它形成的作用……所以我理解起来觉得有一点点乱乱的……可能我误解了LZ的意思……如果觉得我说的没用那就直接忽略吧……

roughmanUID: 2685617

3# cuixirui
我的结构是说第一层让步，第二层开始反驳，第三层深入。
LS说的也有道理。确实我是通过解释来深入的。不知道有没有更好的办法论述。