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Students should always question what theyare taught instead of accepting it passively.
Should students always cast doubt to whatthey are taught instead of accepting it passively? I fundamentally agree withthis speaker’s proposition for acceptance of dreary knowledge passively maydeprive the interest in science and logical thinking from these students, and skepticismserves to incite positive learning and to encourage a true education. Nevertheless,I would caution that extend this proposition too far might risk underminingeducational course.
Admittedly, during the first stage ofexploring an academic field, the process of memorizing fundamental knowledgepassively is inexorable for students whose common sense in this field isextremely limited. We need look no further than learning python, a popularcomputer language, to observe how an undergraduate of computer science shouldremember dreary syntax at first without rumination, despite it is alsoimportant for them to get the theory underlying the syntax. Thus, acceptingpassively in the preliminary stage is necessarily crucial to a comprehensiveand conducive education.
Yet, on a systematic scale undue emphasison the acceptance of facts will have deleterious consequence. As a thresholdmatter, studying without positive emotions, a pupil would inevitably lose allhis/her passion or interest in study. Education appears to be an irrelevantbehavior for a kid who is compelled to accept formulas and expressions and isconcerned about no question behind them, and this afflictive procedureessentially invites a danger of the detriment to the positivity of furtherlearning. The problem is more and more manifest in contemporary cram educationof many schools in China and in many other countries which incurs a fatal deficienciesin enthusiasm of imaging, creating and widespread reading, in other words, trueeducation among students.
Moreover, Dewey, one of the most famouseducationalists of the nineteenth century, dictates that purpose of educationis to inspire the nature of the desire to know and the ability to receivefurther education, which directly contradicts the action of accepting knowledgepassively. Many of us believe that students who lack the experience of seekingmethods, modulating and controlling their actions for a certain purpose and whoare purely impelled to obtain dreary theories will lose the criticalopportunity to advance in intelligence. This makes fatally harm to not only theindividuals but also the holistic society.
As for the speaker's claim, students shouldalways involve in skepticism and during which they feel themselves excited toseek wisdom and to accept knowledge in a skeptical, systematic and logicalperspective. It is not the validity of the question matters, but the procedureof it. For example, in our laboratory, professors actively encourage their PHDsto challenge current technology and incite them to put forward new ideas.During the skepticism, they will find it thrilled to fault the theory fromfamous scientists and to make a thoroughly investigation so as to make theirwork meaningful, during this investigation they critically analyze thepublication of other professors by identifying the cause-and-effectrelationships, in other words, through logical and critical thinking.Therefore, students just like the PHDs will gain knowledge in a logical orderwhich obviously enhance their ability for further education.
To sum up, skepticism serves to gain theinterest of students for further education and inspire their intelligence incritical thinking. Therefore, skepticism should be encouraged on a reasonable scale. |
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发表于 2012-9-23 16:25:03
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