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类型研究生英语课件以及课后详细答案第八单元.ppt

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    研究生英语课件以及课后详细答案第八单元.ppt
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    1、Unit Eight,EducationLess of It By Tertius Chandler,Questions,1. Why does the author believe there should be fewer days of school? 2. How does the author interpret the remark that no one marries his first love? 3. Are there any of the authors viewpoints which you disagree with? What are they and why?

    2、,Text,Will Durant in his Lessons of History claimed that the greatest hope of human race is increased education. I venture to wonder why? School is unfree, rather like a jail with a term lasting twenty years, if youre able to stick to the course. Childhood and youth are sacred times when innate curi

    3、osity is intense and health and zest tend to be strong. Those years are too important to be frittered away memorizing irrelevant trivia in herded mobs under the heavy hand of compulsion. Ben Franklin had just two years in school and flunked both timesyet he went on to make himself the ablest and bes

    4、t-rounded leader in our history. Pascal and Petrie had no schooling at all. So learning can occur outside as well as inperhaps even better, and especially now, when there are fine libraries open to all as well as television, bookstores, newspapers, and magazines. Think of the National Geographic!,1.

    5、 Here on the other hand are arguments for education:2. Older people know more, so the young can learn from them. Parental teaching might be preferable (and does increasingly occur), but in many families both parents are away at work. Anyway, teachers are specialists in particular subjects. These arg

    6、uments are valid, and, it must be conceded, some learning does occur in schools.3. Money! A school diploma is virtually useless on the job market, and so is a college degree. But school prepares for college, which prepares for postgraduate school, which prepares for entry into well-paid professions.

    7、 In 1981 the average high school graduate made 18 138, whereas the average for those with five or more years of college was 32 887. Lifetime earnings for the high school graduates averaged 845 000, compared with 1 503 000 for five-year collegians. Yet an underlying flaw vitiates the comparision, for

    8、 college draws people of higher intelligence and those from richer families. Their lifelong earnings largely reflect these particular factors.,3. The rah-rah spirit. A person likes to say he or she has been to such-such college. Its the “in” thing.4. High ambition. In this country of open opportunit

    9、y parents naturally push their children all they can. It is refreshing to recall, however, that Washington, Lincoln, and Truman were among those who made it to president without going to collegeand they were unusually good presidents.5. Culture. The claim is often made that if culture wasnt rammed i

    10、nto the young, they would never come to appreciate literature, art, and fine music. Frankly, thats ridiculous.6. Meeting friends. There are, of course, other places to meet people, and most of them allow more leisure to enjoy the friendship. Nevertheless, it must be said that college is a fine place

    11、 to make interesting acquaintances. Students are easily met in the dinning halls and on campus. Eventually one may make friends even among the professors.To sum up, education does pass on some learning and introduces a person to many out-of-town folks, while being the only way to enter some professi

    12、ons. But it takes a long, long time!,far from town Be out of town,Conditioned Robots Raymond Moore observes that: “The biggest shortcoming of mass education is the fact that students end up completely turned off to learning.” Or as Bertrand Russell ruefully concluded: “We are faced with the paradox

    13、that education has become one of the chief obstacles of intelligence and freedom of thought.” The educational profession has become geared to the College Board Examinations, which give it an awesome amount of rigidity. As a result, elective coursers are rather few, and are becoming fewer even in col

    14、lege.The number of school years is also prescribed. If a child masters mathematics in one year, so much the worse for him. Conversely, someone of low IQ has to suffer year after year with subjects that baffle him. In so far as school is adjusted to the mediocre student, and he, hopelessly unable to

    15、lead the class or win any prize, just drones on, loathing the whole procedure.,in as far as/in so far as 到如此程度,All that keeps the system from destroying the students altogether is that most of them instinctively rebel inwardly against it and cooperate only enough to get by, reserving as much energy

    16、and time as they can manage for other activities. Indeed, the most unruly boys in class sometimes tend to be better later on in life. Unfortunately some rebellious activities, such as smoking, heavy drinking, and fast driving, are not healthy, yet by a discreet degree of rebelliousness and shirking

    17、a boy can remain spiritually alive.As Agatha Christie put it: “I suppose it is because nearly all children go to school nowadays, and have things arranged for them, that they seem so forlornly unable to produce their own ideas.”Kahlil Gibrans great passage is relevant here: “Your children are not yo

    18、ur children. They are the sons and daughters of lifes longing for itself you may give them your love but not your thoughts, for they have their own thoughts. You may house their bodies but not their souls. Their souls dwell in the house of tomorrow, which you may not visit, even in your dreams.”Gibr

    19、an was not looking for conditioned robots.,A Shorter School YearSome sadist must have written the law requiring 180 annual school days. They begin in August, when berries are still ripening, and last into the sweltering heat of June. Fall and spring, by their nature gorgeous seasons, become fixed in

    20、 young minds as symbols of the agony of school.It was when I was about halfway through prep school that teachers thought up a way to cut into the summer vacationour only prolonged free time. They began assigning compulsory reading of novels. This was a grief and an indignity I will not easily forget

    21、. I had been reading the finest sort of literature on my own in the summers. After that I read the minimumand hated it. Liberty dies hard in the human soul.Change should be in the other direction: toward less schooling.,How early?Jean Piaget noticed stages in childrens capacity to learn. He believed

    22、 that to impose reading and mathematics on them before their minds are ready is to puzzle and torment them. School by its nature is force-feeding and, when children are very young, not only their bodies but also their feelings are very tender. To separate them from their parents and to inflict cold

    23、drill in seemingly pointless subjects on them can drive their feelings inward and make them feel unwanted and lonely, even in a crowded room. All this Piaget understood. Indeed, it is perfectly obvious.But, Piaget added, give the students those same subjects a few years later, and they can grasp the

    24、m rather quickly, because their minds have become equal to the techniques needed and because they have reached the stage where they can see a purpose in what they are doing.Raymond Moore in his book School Can Wait suggests delaying school to the age of eight or ten and in a recently published lette

    25、r opposes giving exams before the age of ten. The idea is not new. A century ago Robert Owen withheld books from children in his famous school until their tenth year. Montessori, likewise, set the young to playing games. These are the real heroes for the cause of children.,Puberty School treats pupi

    26、ls alike year after year. Yet somewhere in their teens boys notice girls. They are never the same again. School carries on as if the children were still just that. In the school where I went, aside from a warning to “stay pure,” nothing changed. The hard drill on useless scholasticism to get us into

    27、 college continued. We were to think college and nothing but college so that success in life would be automatic.I got the message. When I was seventeen I met a girl I liked on a ski trip. I deliberately dropped her and by a hard effort, managed to forget her, since I still had five years before Id b

    28、e clear of college (actually nine, but I didnt know about postgraduate study then). That was a romance that should have gotten off the ground and didnt. Looking back, I see that I could probably have worked in the girls fathers factory. The father and mother liked me. I was past the compulsory schoo

    29、l-age, which was then sixteen in my statebut nobody told me things like that. College was a fixation for my parents and my teachers, and therefore for me, too.,I was not unique. Bernard De Voto told us in a talk at Harvard around 1935, “No one marries his first love.” He meant among the highly educa

    30、ted, for of course some dropouts do marry their first choice. It was, anyway, a chilling remark, an unpleasant commentary on how the educational system impacts on youth. The trade-off of love for a series of degrees is a poor deal.Lately, private schools have done a sudden about-face and flung the b

    31、oys and girls together. They are aroused to love earlier and so have longer to agonize. Education and puberty thus now clash head-on, but they still havent come to terms.,trade-off: n.平衡(在不能可同时兼得的条件下);交换条件;成本的权衡,thebetween safety and cost 在安全与费用支出间的折中,On Teaching EnglishEnglish can be dropped altoge

    32、ther. Charles W. Eliot of Harvard and others put English into our schools in 1900 by making it a requirement for the College Board Examinations. Eliots idea was that pupils can be compelled to present ideas clearly and to enjoy literature. He would drill these skills into them. The sheer quantity of

    33、 disciplined effort would get results and turn our 18-year-olds into incisive, clear, witty writers.The result of all this massive drill over nearly a century has been to make our youths somewhat duller than before. Our few famous writers now are notable for their gloom, their insobriety, and their

    34、utter inability to come up with answers to our problems. It would seem that English was made a required subject to no purpose whatsoever.The correct way to teach English fundamentalsgrammar, spelling, sentence structureis to teach them as a part of other subjects. That way, English has a chance of b

    35、eing interesting. Just in this way, one teaches the use of a hammer in the process of teaching carpentry; one does not take a special course in hammering. It would be fiendishly dull if one did,Mathematics Ever since the Russians put Sputnik into orbit in 1957, there have been spasmodic efforts to i

    36、ncrease the mathematics load of all U.S. schoolchildren, including future janitors, nurses, maids, and ditch diggers. While I respect those occupations, they do not require higher mathematics. Actually any useful computations for war or business will be made by a very few experts perhaps by one-hund

    37、redth of 1 percent of the populationand they will be using computers.Underwood Dudley of De Pauw University, himself a mathematics teacher, believes that we teach mathematics not to solve problems or inculcate logical thinking but simply because we always have done so. As he puts it: “Practical? Whe

    38、n was the last time you had to solve a quadratic equation? Was it just last week that you needed to find the volume of a cone? Isnt it a fact that you never need any mathematics beyond arithmetic? Algebra? Good heavens! Almost all people never use algebra, ever, outside of a classroom.”,He rightly a

    39、dds that mathematical talent is very easy to spot early in life. Surely he is right that a special annual test should be held to see which students should be allowed to take mathematics beyond arithmeticas an honor, not a requirement! The motivated proud few would then accomplish more than the slave

    40、-driven multitude.Any School at All?Once the need for school was clear. Back around 1800 schools were few and didnt take long, only four to six years. They taught basics and were almost the only place for the young to get books. Nowadays, alternative means of learning are plentiful. As already menti

    41、oned, they include public libraries, television, bookstores, newspapers, and magazines. These actually represent an overabundance. If some state dropped schooling altogether, I wouldnt oppose it. (I would not wish this change to be imposed by the federal government however.),Self-Reliance Adult life

    42、 calls for decision making and responsibility. These arise naturally at home but not in the educational system, where teachers make the decisions. A student, moreover, is competing against all the others, a self-centered attitude he will have to drop when he goes onto a job or into marriage.Required

    43、 Reading In British colleges (but not schools!) the students pick their own reading. Here in the United States, students are told what to read and when to read it. Recoiling against this conformity, Professor Carl Sauer told us in his class at the University of California in 1939: “The required book

    44、 list defeats its own purpose. Books should enable you to meet ideas, meet other personalities, if you like, appropriating from them what you can use, what you need. I dont think I remember a single thing I had to read as required reading for any professor in college. I think if I had had any share

    45、in the discovery of something, a few ideas would have stuck. Doing things for instructors is basically not doing anything at all.”,Do Universities Broaden Minds?Does university training help or hinder in developing intellectual capacity to do highly original work? Among highly creative modern thinke

    46、rs the following were formally educated: Montesquieu, Jefferson, Goethe, Macaulay, Marx, Freud, Schweitzer, Proskouriakoff, Champollion, and Gandhi. These did not go to college: Voltaire, Hume, Owen, Austen, Balzac, Jairazbhoy, Gibran, Tolstoy, Twain, and Shaw.Bright people can teach themselves. As

    47、Henry Adams said, “ No one can educate anyone else. You have to do it for yourself.” There should, of course, be equivalency exams for the self-taught, as well as on-the-job training, for most professions.,Some would claim that if the youthful were encouraged to act freely, their initiative would be

    48、 too great; that they would go berserk. But I think not: Most would marry, others would travel, invent, and carry on original work on all sorts of lines. Early marriage could balance many of them so they could work better. It is worth remembering in this connection that among the young, idealism and

    49、 faith are uncommonly strong.Those destined for ordinary jobs dont need to learn anything taught in college, and many of them know it. They attend college because its the thing to do. They tend to take “snaps” such as English literature or sociology. I see no objection to letting them enjoy themselv

    50、es at private colleges if they want to. Public universities should, I think, confine themselves to serious training. The number entering should be preset as in Sweden, so as to train the quantity of people needed to fit the estimated number of openings in each profession, always allowing for the rise of some persons via equivalency exams.,

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