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issue1

50.

Istronglyagreewiththestatementthatprofessorsshouldspendsometimeworkingoutsidetheacademictoenrichtheirknowledgewhichis,tosomeextent,relevanttothecoursestheyteach.Nowadays,withtherapidgrowthofoursociety,competitionhasbecamemuchmoreheavierthaneverbefore.Inordertomakeourlatergenerationhaveabetterpreparationtoenterintothemodernworld,aswellastohaveaall-rounddevelopmentforthemselves,teachersplayasignificantroleinthisfield.

ThereasonwhyIadvocatethisassertion,statedbytheauthor,isthat21centuryhasbecomeaninformationalworld,peoplewhoholdvariousmaterialsandenormousinformationaremorelikelytoachievesuccessinthiscomplexsituation.Yet,oureducationstillfollowedbytraditionalformsandteacheronlyhavesomebasicknowledgeabouttheacademicareawhichjustcontainsomeinformationfromthetextbooks.Youcansimplyimagehowthenarrowhorizonourchildrenhavewhentheyreceivethatold-fashionededucation.Providingthatsomefacultytakesometimetoparticipateinotherfieldswhichbeyondtheareaofourtextbooks,Ibelieve,theywillbroadentheirhorizonsandimaginations.Accordingly,studentshavemorechancestobenefitmuchfromthisaffirmativemeasures.

Besides,professors,whoalwaysgivesomelecturesintheirclass,areabletoputtheirtheories,whichstudiedonlyfromtextbooks,intopracticeiftheyspendsometimeworkinginotherareaswhichhavesomesimilaraspectstothelecturetheygive.Hence,facultywillimprovetheirunderstandingofthecoursetheyteach,forthereasonthattheyrealizehowtocombinetheories,derivedfrombooks,withpractice.Allthese,toalargedegree,cangiverisetoahighstandardofeducationinourcollege.

Inaddition,whiletheseprofessorshaveattainedsomevaluableworkingexperience,theycanstandinabetterpositiontoruleoutblueprintsfortheirstudents.Itissocriticalthatstudentshavedefinitegoalstoachieve.Withthat,studentsawarewhichwaysshouldtheychooseandhowtogetit.Otherwise,itissovagueforthemtoexploretheirfutures.Onlybythiswaycantheyhavepromisingfutures.

However,thisisnotthewholestory.Admittedly,thenegativeeffectsofworkinginotherareascannotbeeasilyomit.Toomuchworking,foronereasonoranother,damageourprofessorshealthwhichisveryimportantintheirwholelives.Ontheotherhand,iftheyfeelsotiedafterworkingforsuchalongtime,Ibelievetheywillhavepoorperformancesandlowworkingefficiencywhentheygivelecturesinclass.Thenstudentscannotgetabetterunderstandingabouttheirlessons.Whatisworse,theycannotpreparewellfortheirlaterliveseither.

Fromallthatmentionedabove,Iclaimthatappropriateworkinginotherfields,foronewayoranother,improvetheinstructionofuniversitylevel.Inthefirstplace,teachershavebetterunderstandingabouttheirlectureandattainsomeworkexperienceaswell.Inthesecondplace,studentswillbenefitsalotfromtheirteachers’efforts,whichhelpthemfindperfectjobsintheirlaterlives.

48

Whenitcomestowhohavealargeinfluenceonournationandputoursocietyforward,people’sviewsaresharplydifferent.Somebelievethatthemostsignificanteventsandtrendsinhistoryshouldbeattributedtoafewindividuals.Onthecontrary,othersdonotthinkso,theyholdtheideathatpopulationplayaessentialroleinthepoint.Inmypointofview,Ithinkbothaspectsshouldbetakenintoconsiderationwhenaskedaboutthatquestion,exactly,afewindividuals,foronereasonoranother,haveamoreimportantroleinthatnationalevents.

In

153.

Shouldstudentsbeencouragedtobringsomecertainskepticismtowhattheyhavelearned?

Thisstatementraiseavariousconcernsaboutdeference,characterandmethodsofeducation.Somepeoplebelieveitisagoodideaforstudentstobringsomequestiontotheirprofessors,however,othersdonotthinkso,theyinsiststudentsshouldbeinstilledalltheinformation,taughtbytheirprofessors,withoutskepticism.Inmypointofview,theformerwilldomuchmorebenefitthanthelaterafterconsideringtheseaspectstwice.

ThefirstandforemostreasonwhyIadvocatethisstatementisthatstudentsaremorelikelytocreatesomenewideaswhentheykeeptheskepticismintheirmindsallthetime.InAmerica,aswellasinanyotherwesterncountries,morestudentsareabletoachievesuccessintheirlaterlifeinvariousareas,suchasbusiness,politicsandacademicfield,forthereasonthatthesestudentsaremoreencouragedtoraisesomequestionwhich,tosomedegree,reflecttheircreativethinking.Allthesewillleadthemtohavebetterunderstandingsabouttheirlectures,givenbyprofessors.Onthecontrary,inAsian,especiallyinthird-worldcountries,studentsmustfollowtheknowledgewithoutbringingsomedubiousevidence.Theyaresodogmaticthatcannotmakegreatimprovementforthemselves.Therefore,itismoreapttohaveabetterperformance,providingthatonecanbringsomeskepticalissues.

Inaddition,Ibelievestudents’skepticism,tosomedegree,canlettheirprofessorshavebetterperformancesinclass.Forthesimplereasonthattheseteachersshouldtakestudents’questionsintoconsideration,then,searchinginformationtoseekforsomeaffirmativesolutionstosolvethesedifficulties.Meanwhile,professors’effortswillbroadentheirstudentshorizonsandimaginations.Thus,inthiscase,boththeprofessorsandthestudentsbenefitsalotfromthisaction.

Thelastpoint,butnottheleast,Ihighlywanttoillustrateisthatstudentswillenhancetheirstudyingefficiencyaslongastheykeepskepticismintheirmindsallthetime.Becausetheyshouldconcentratewhattheteachersspeakonmindswithoutdistractionduringtheirlessontime.Onlybythiswaycantheyhaveabetterperformanceinclass.

Admittedly,thenegativeeffectsoftheskepticismcannotbeeasilyomit.Youcansimplysupposethattheclasscannotoperatefluentlyifstudentsputsomuchquestionstotheirprofessorswhenlecturearegivenbythem,orprofessorshavenoideatoillustratetheirquestionsclearlyiftheybringsomeridiculous,someevenmeaningless,questionsduetotheirover-skepticism.

Fromallthatmentionedabove,wecaneasilydrawaconclusionthatmoderateskepticismwilldomoregoodsthanharms,although,insomespecialarea,ithasoppositefunction.Inthefirstplace,wehaveashortdistancefromoursuccesswhichhavepositiveeffectsonindividualsintheirwholelives.Inthesecondplace,ouracademicsystemwillhaveagreatimprovementwhichwillbenefitournextgeneration.

120."Somuchisnewandcomplextodaythatlookingbackforanunderstandingofthepastprovideslittleguidanceforlivinginthepresent."

Thereisacontroversypublicconcernovertheissueofwhetherthestudyofpastwillbenefitourmodernsociety.Thespeakerassertthatwiththerapidgrowthofourworld,understandingofthepastgiveuslittleguidanceforlivinginrecentyears.Atfirstglance,thisstatementseemstobesomewhatconvincing,butfurtherreflectionrevealitisnotcompletelywarranted.Inmypointofview,Iinsistthestudyofthehistory,foronereasonoranother,havesomepositiveeffectsonourmodernsociety.

Tobeginwith,thefirstandforemostpointwhichIwanttoillustrateisthatbetterunderstandingofthepast,tosomedegree,canhelphumanpredictthefutureofourlives.Thus,weareabletotakeadvantageofthehistoricalexperiencetoavoidsomerepetitivemistakes,evendisasters.Depression,forinstance,themostdestructiveeconomicdisasterintheworld,givewehumanashockstruckin1929.Andeconomistatthattimehavedonesomeresearchtohaveadeepunderstandingaboutthecause,thebackgroundandtheconditionofthatspecialperiod.Theyleavethesevaluableandpreciousmaterialsandstatistictolatergeneration.Coincidently,thesimilarconditionandbackground,comparedwiththeDepressionin1929,appearedinrecentyears,andmanyeconomicspecialistshaswarnedusthataneweconomicdepressionisontheway.Unfortunately,onlyafewleaderstaketheirwordsserious,thus,wearesufferingfromthecomingdepression.However,thiscasehasalreadyconfirmthatpastexperience,tosomeextent,willbenefitus.

Inaddition,precioushistoricalheritagealsoplayasignificantroleintoday’sworld,eveniftheyhavenorelevancetoourdailylives.Forexample,Confucius,oneofthemostessentialeducationistinancientChina,hasoncesaid“twobrainsarebetterthanone“.Itmeansthatindividualhaslessideasthanthatofpeoplewhostaywithagroup.Hisstatementissologicalthatmostofusregardthisfamoussayingasourmottos.Eventhoughitcannothelpusdirectly,wehavesethighstandardofmorallevelbyConfucius’statement.

However,insomeothergivenareas,especiallyincomputerscience,understandingofthepastprovideslittlebenefitforus.Theadventoftheadvancedtechnologyhaschangingoursocietyheavily.Wehaveplaceourselvesintheinfiniteinformationalocean.Peoplealwayssende-mails,insteadofthewrittenletters,totheirfriendsortheirrelatives,andnowadays,agriculturehaveahigherproductionthaneverbefore.Alltheseindicatethatthepastexperiencecandolittletopushourtechnologytoahigherstep.Althoughitdoesnotprovideanyusefulmethodtoimproveourtechnology,ithavenotdamageourtechnologyeither.

Accordingly,fr