issue 3

桌子上的梨

Issue 3/15/20/32/39/98/129/135/136/137
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.




It is the popular wisdom that in a healthy and stimulating educational environment, the imparting knowledge is perfectly synthesized with the cultivation of practical, employable skills. After all, our education structure is exerting profound impact on the way we work, live and play. However, when it comes to the educational institute should dissuade students from pursuing fields of study in which they are unlikely to success, I suspect the directness and effectiveness of this path. Meanwhile, I will allocate some bets on several other approaches.


To begin with, the speaker’s claim is actually built on two unsubstantiated assumptions: (1) education institute can discern which majors are more promising and which are not; (2) they should guide student to devote themselves in the more “practical majors”. Both of them are specious. As is known to all, science, no matter social science or natural science, can be unpredictable and pleasantly unexpected sometimes. A myriad of findings that advanced the human society as whole were once deemed as unimaginable. All these render the "achievement- determination" unreliable.


Furthermore, granted that it’s important to lay a strong foundation for the achievement of personal fulfillment through education, education amounts to far more than more than pragmatic goals, the intent and effect of education is subjective. Understanding social cues, spawning inventions and creating works of art are all crucial goals energetic students seeking for.


Also, by eschewing some fundamental but highly-risk field have come along with some opposite effects to what we intended or hoped for. Forcing students change their majors can be a mistake because humans by nature resist having their choices forced upon them. Leon Festinger, an American social psychologist, established his theory of Cognitive Dissonance, asserting that when cognitive dissonance occurs, certain psychological discomfort will be engendered, motivating the individual to spare no efforts getting rid of such discomfort. Applying the Cognitive Dissonance Theory into our case, we get to learn that if students stuck in major they don’t like, their psychological discomfort would be aroused. Engaging in unfavorable majors may cause a negative association with study, even makes the students sick and full of aversion in certain extreme cases.


What's more, by purchasing practical and pragmatic field only we will find ourselves on a slippery slope about sanctioning all inappropriate behaviors, including utilitarianism. After all, the genuine purpose of education is rooted not in stuffing “knowledge” or “principles for living” but rather eliciting the potential of students aimed at helping them to realize the riches within themselves. Too practical paths will do hamper rather than help to this goal. Pragmatic and poor education will also hobble the country's ability to move up the value-added chain.


In sum, if we can find approaches that can both meet the needs of fulfill one's potential and interest by way of generates visible, practical or even immediately beneficial results, we will have found a sustainable way to reduce the debate on this issue. But the task is open-ended, and it can never be finished. The vital judgment, in my perspective, should be based on a case-by-case study. If the students are trying to do something violate the basic rule in nature, the guider should dissuade them absolutely. But if the students just try to satisfy his insatiable appetite for knowledge and to explore the human being and the world around us-- which is the intent of study, no matter he is about to success or not, we should tolerant their attempts.

普渡哥

employable skills

这个短语什么意思？

普渡哥

234段可以重组一下。

桌子上的梨

作为雇员的工作能力那种……
234要怎么重组比较好呢？

竹林中人

when it comes to the educational institute should 这句表述有问题
As is known to all, science, no matter social science or natural science, can be unpredictable and pleasantly unexpected sometimes. A myriad of findings that advanced the human society as whole were once deemed as unimaginable. All these render the "achievement- determination" unreliable.这两句没必要扩大，只需局限于你所谈的话题就好。
, by eschewing some fundamental but highly-risk field have come along with？？？主语在哪儿
purchasing practical and pragmatic field ？ｐｕｒｃｈａｓｅ这里用的不合适吧