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3. Educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed.
Write a response in which you discuss the extent to which you agree or disagree with the claim. In developing and supporting your position, be sure to address the most compelling reasons and/or examples that could be used to challenge your position.
In classical economic theory, the purpose of a behavior, regardless of corporate or individual is to maximize the utility you enjoy. Therefore, in the situation of scarce resource, we have to make full use of our available resources to reach our goal. Guided on this principle, it seems logical that we should not consume much time and effort on those non-sensible fields. However, I have to say that this orientation is misleading and ideal, and I support encouragement should substitute for the dissidence.
Admittedly, sometimes we may experience bitter consequence, which does not pay our effort. Thus selecting fields should be put on emphasis, and a good choice can maximize what we get from what we put. For example, for a graduate who performs just well in physics, to be a researcher in this field apparently is hard and even unrealistic for him. Also for a student majors in engineering who have little enthusiasm in the literary, going about it is unreasonable for him. Nevertheless, I contend that in these senses, an alternative interpretation that the determinant for the choice should not be measured by its promise, but the talent and forte the student owns is better. If the field is commensurate with the student’s specialty, it’s the most felicitous way and the final success is hopeful.
Besides, it’s hard to define which field is easier for human to succeed from the contemporary view. Indeed, looking back the history, we can find that the society’s progress is driven by the impossible and even absurd discoveries, assumptions and theories, which are all considered failure at that time. For example, Darwin initiates the modern biology, and propose the Evolution Theory, which seems heretical and to some extent, horrifying in that era because in his deduction, human may origin from some animals. Copernicus, according to his observation, boldly proposes the Heliocentric Theory, which results in panic in that organized religious system. However, these “wrong” results and unpromising fields turn out to be bright, and these “bromides” become illuminati in that field. Therefore, due to our limited scope and knowledge, we can not negate the utility of any domains. The promise of it has to be assayed by the future.
Even if it could be prefigured the hard process of studying certain field, always meaning the failure eventually, it is still not wise to dissuade students to pursue it. Imagine that every student pursues the relative easy fields and relaxed work, how can those difficult but significant problems like biology engineering, aeronautics be addressed in order to achieve success and elevate the whole world. Without the persistent hardship of studying the principle of electricity, Edison could not invent the bulb, and we may still live in the darkness. Without Watt who insist on the inventing the steam machine, most of work may still be manual or relied on horse power. Actually, majority of breakthroughs come through the hardship, this is why we admire those nobles. Thus, far from dissuading students to conduct in a hard field, we may give them sufficient support and acknowledgment, whatever the results they obtain.
In sum, confronting from tough fields with impossible accomplishment, educational institutes should help students evaluate their own capacity and interest rather than infer the results from the fields themselves. Also without aim or clear purpose, we risk squandering resources which could have been applied in others. After doing this, the best way for us to treat students is to encourage them and build their confidence.
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发表于 2013-2-16 10:41:29
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