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Issue 137
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 statement and explain your reasoning for the position you take. In developing and supporting your position, you should consider ways in which the statement might or might not hold true and explain how these considerations shape your position.
The phenomena, where many students are held back largely by skepticism about teachers' claim that they can hardly gain success in hodiernal fields, occurres everywhere. The number of student who alternate their pursuing fields taking account of educational institutions' restraint are inconceivably.
A last-place boy probably be told that he was the last one becoming a mathematician or a physicist. A teacher from educational institutions, who ignore personal individuality and argue that becoming a scientist for the boy is hypothetical, may instigate him to throw himself into art or literature. Consequently, the boy, once dreaming of being honored in the annual Nobel awards ceremony, turned into a writer. For educational institutions, in my point, dissuading adolescents converting their future orientations is irrational.
The statement attempts to bridge students' current performances to their subsequent achievement. Nevertheless, education institutions are unable to evaluate arbitrary whether the students will be succeed in their current fields of study or not. For example, Beethoven composed those marvelous masterpieces mainly during his hearing impairment period, which as usual was considered inapposite. Claude Monet, a founder of French impressionist painting, was not convinced as a talent painter in his early life, however, with his unremitting endeavor and passion for drawing, Monet achieved astonishing accomplishment in his mid-life. Hence, educational institutions own no ability to assert that students are unlikely to succeed in some fields even though they have not expressed specific talents.
People, who argue the statement, might deem that squandering time, energy and zeal on the field which it is hard for one to acquire success is unwise. And the long-time devotion without fruits will fuel the depression of them. These people's reasons seem all that plausible but they simply equal success to an elevation of status, extraordinary fortune and noticeable reputations. My view, accounting perhaps for differences in the nature of their, emphasized pleasure and happiness over accomplishment. Actually, a fish man possesses more eudaemonia which regarded as another success than a
millionnaire.
The last example provides the value in how those students provide worth to successors. Coincident with accelerating progress are an increasing number of experiences, which will benefit later people a lot. Especially in the field of science, a significant number of scientists accumulates knowledge from predecessors’ theories, simultaneously, and research them. Even though these pioneers didn’t achieve outstanding achievements in contemporaneity, for both themselves and the society, what they had done is worthy.
Students' individual interesting domains are more important than educational institutions' statement as interest is the best teacher. Students ought to pursue what they actually interested, in which extent, their life are worthiness. Pleasure, felicity and experience are deserving of chasing.
附提纲，请版主看看是否清晰地表达出了我的想法，辛苦了~~~祝版主万事顺利
态度：反对
我的理由：1.很难评定在此领域中是否会成功。具体例子：莫奈、梵高、贝多芬等艺术家
2.即使无法获得巨大成就，追求自己喜欢的东西会快乐幸福。例子：打鱼人的故事
3.所收获的经验教训有莫大的价值，为后辈们所借鉴。范例：数学家物理学家们学习探究前人的理论成果并加以推演而得出新的理论。
反方可能理由：1.学生没有那方面天分与其浪费时间在感兴趣却难以获得成功的领域不如尽早转换方向。
2.学生长时间难以成功可能会产生挫败感。
反驳反方用2&3即可。
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发表于 2013-2-26 10:38:57
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