太傻GRE教程

目录
一、教学大纲 (3)
1.1.辅导老师 (3)
1.2.教学思路 (3)
1.3.时间分配 (3)
1.4.交流互动 (3)
二、观点题（issue） (4)
2.1北美范文破题策略 (4)
基本同意，细节有异议 (4)
换位思考与漏洞攻击 (6)
引入新概念 (7)
具体情况具体分析 (8)
分拆命题 (9)
暴露问题，巩固命题 (10)
建立价值参照系统 (11)
长线短线 (12)
语理分析 (13)
抽象问题具体化 (14)
挑战二元思维 (15)
探索其他可能性 (16)
修改命题立论 (17)
检验假设 (18)
2.2 ETS观点题题库分组 (19)
一国际网络 (19)
二观点冲突 (20)
三复杂与简单 (21)
四理想与妥协 (22)
五独处的充实 (23)
六站在巨人肩上 (24)
七想象的空间 (25)
八数据事实与真相 (26)
九选择与自由 (27)
十科学发展观 (28)
十一兴趣与功利 (29)
十二批评与表扬 (30)
十三课程设置 (31)
十四艺术的表现力 (32)
十五师资管理 (33)
十六教育的个性化与社会化 (34)
十七教育合作与策略 (35)
十八视频媒体 (36)
十九政务公开 (37)
二十科技挑战智力 (38)
二十一风险管理 (39)
二十二科技的社会影响 (40)
二十三学习方法的新旧交替 (41)
二十四领导者的自律 (42)
二十五为人民服务 (43)
二十六表达自由 (44)
二十七传统与现代 (45)
二十八艺术批评 (46)
二十九以史为鉴 (47)
三十遥想古人 (48)
三十一竞争与合作 (49)
三十二个人责任与团队合作 (50)
三十三公共资源分配 (50)
三十四燃眉之急 (51)
三十五术业有专攻 (52)
三十六挑战权威 (53)
三十七中庸之道 (55)
三十八社会成就评估 (56)
三十九科技使人退化 (57)
四十法律道德与政治 (58)
四十一教育价值与文化身份 (59)
四十二以偏概全 (60)
四十三英雄与公众人物 (61)
四十四影像与形象 (62)
四十五伟人和他的时代 (63)
四十六智力的局限 (64)
四十七冲动的惩罚 (65)
四十八参差多态 (66)
四十九领导才能面面观 (67)
五十以小见大 (68)
五十一通向成功之路 (69)
五十二成功之反省 (71)
五十三生态环境 (72)
五十四服从与突破 (73)
三、备考策略 (74)
关于雷同问题 (74)
四、附录 (75)
ETS官方介绍文件 (75)
教学大纲
辅导老师
王浩Ho Simon Wang
太傻超级论坛GRE作文版版主（ID：tesolchina）
GRE作文成绩：5.5 (2006年10G 杨汊湖)
QQ教学群：TBA
校内网址：/hswanghk
E-mail: hswanghk@
办公室：科技楼南103
教学思路
GRE作文不仅是一次留学考试，也是弥补我们本科教育的缺陷、提高思维能力的契机。

本课程试图以GRE题库的各种问题为切入点，向同学介绍美国本土文化和西方思维方式，为大家留学美国做准备。

观点作文是本课程的重点，我们首先对北美范文进行分析，从中归纳出十几种可以重复利用的破题策略。

然后对issue题库进行一个全新的细致的分组，并争取在这个课程里对每一组issue（共56组）进行讨论，引导同学列提纲和搜集例证。

这是一项艰苦的工作，希望大家共同的努力能事半功倍，并享受其中的乐趣。

论证作文对于大部分同学来讲都比较简单，我们会抽出题库中公认最困难的10道题和最典型的10道题来讨论一些基本的写作思路和手法。

我们还会在课程中讨论一些大家关心的问题，如备考时间的分配、备考策略、如何避免雷同以及考场策略等等。

时间分配
本课程共8次课，每次150分钟。

分配时间的基本原则是优先讨论观点题，力争对每一组题做充分的分析和讨论。

同时，我们会利用QQ群和其他通讯技术，加强课下的交流。

交流互动
为增强交流互动，同学应该在上课前准备下周要讨论的真题，并积极参与QQ群的讨论。

有疑问和需要修改作文的同学也可以和我预约时间。

观点题（issue）
北美范文破题策略
基本同意，细节有异议
原则上同意作者观点，但观点涉及到具体问题时有保留。

结构上，先肯定大的原则，然后具体讨论那些情况下会有问题。

这种策略适合的问题往往有一个大的框架，又有一些特殊的个案。

"Money spent on research is almost always a good investment, even when the results of that research are controversial."
I agree with the speaker's broad assertion that money spent on research is generally money well invested. However, the speaker unnecessarily extends this broad assertion to embrace research whose results are "controversial," while ignoring certain compelling reasons why some types of research might be unjustifiable. My points of contention with the speaker involve the fundamental objectives and nature of research, as discussed below.
作者的立论思路是顺应原命题的结构形成的。

首先肯定命题前半部分所提出的大前提，然后对后半部分的特殊情况提出质疑。

考生在构思的时候也应该注意观察原命题的结构，从中获得启发，提出有说服力的观点。

"It is often necessary, even desirable, for political leaders to withhold information from the public."
I agree with the speaker that it is sometimes necessary, and even desirable, for political leaders to withhold information from the public. A contrary view would reveal a naivety about the inherent nature of public politics, and about the sorts of compromises on the part of well-intentioned political leaders necessary in order to further the public's ultimate interests. Nevertheless, we must not allow our political leaders undue freedom to with-hold information, otherwise, we risk sanctioning demagoguery and undermining the philosophical underpinnings of any democratic society.
在肯定命题的基础上，作者提出需要警惕的极端情况。

一方面承认公共政治对适当隐瞒的需求，另一方面又指出过度隐瞒可能对民主基石的威胁。

这种对平衡与妥协的把握，恰好反映了GRE 作文所要求的思想深度。

Humanity has made little real progress over the past century or so. Technological innovations have taken place, but the overall condition of humanity is no better. War, violence, and poverty are still with us. Technology cannot change the condition of humanity.
Have technological innovations of the last century failed to bring about true progress for humanity, as the statement contends? Although I agree that technology cannot ultimately prevent us from harming one another, the statement fails to account for the significant positive impact that the modern-industrial and computer revolutions have had on the quality of life at least in the developed world.
作者用一个问句综述了原命题的三个句子，这种语言的功力是我们所应该追求的。

对原命题进行扼要的复述，可以说是练习GRE作文的第一课，读者一定要下功夫，因为这将是你参加机考写下的第一个句子，也是考官读到的第一句。

作者的思路还是先肯定大的原则，然后提出一些异议。

值得注意的是，作者具体的指出了后文将详述的两个例子－现代工业革命和计算机信息革命，以及提示可能缩窄的讨论范围－发达国家。

这样就为中间段落具体的论述做好铺垫。

换位思考与漏洞攻击
先分析原观点可能成立的理由，然后指出作者忽略的问题。

结构上，采取先扬后抑的策略。

这种策略很适合原命题有一定的道理，又有漏洞的问题。

对于有字数焦虑的考生也特别有用。

（25－26）65
As long as people in a society are hungry or out of work or lack the basic skills needed to survive, the use of public resources to support the arts is inappropriate---and, perhaps, even cruel---when one considers all the potential uses of such money.
The speaker asserts that using public resources to support the arts is unjustifiable in a society where some people go without food, jobs, and basic survival skills. It might be tempting to agree with the speaker on the basis that art is not a fundamental human need, and that government is not entirely trustworthy when it comes to its motives and methods. However, the speaker overlooks certain economic and other societal benefits that accrue when government assumes an active role in supporting the arts.
作者为了更好的攻击原命题，首先站在对方的立场上考虑，分析对方的理由，然后看到对方的破绽并指出对方忽略的问题。

经过这样的分析和讨论，作者就可以对整个问题提出一个比较完整和全面的观点。

"It is a grave mistake to theorize before one has data."
Is it a "grave mistake" to theorize without data, as the speaker contends? I agree insofar as to theorize before collecting sufficient data is to risk tainting the process of collecting and interpreting further data. However, in a sense the speaker begs the question, by overlooking the fact that every theory requires some data to begin with. Moreover, the claim unfairly ignores equally grave consequences of waiting to theorize until we obtain too much data.
作者先讨论原命题可能成立的理由，然后指出对方逻辑上的失误（beg the question: check out informal fallacy）以及忽略的情况。

值得注意的是作者提到beg the question是一种非正式的逻辑谬误（informal fallacy），在后面会有专项讨论。

引入新概念
以特定的概念，引出几个可能的论证；并对命题正反面的论证进行分别论述，最后指出问题很复杂难有定论。

使用这个策略，需能够对一个命题引发双面、多角度的思考和讨论。

(28－29)
At various times in the geological past, many species have become extinct as a result of natural, rather than human, processes. Thus, there is no justification for society to make extraordinary efforts, especially at a great cost in money and jobs, to save endangered species.
What are the limits of our duty to save endangered species from extinction? The statement raises a variety of issues about morality, conscience, self-preservation, and economics. On balance, however, I fundamentally agree with the notion that humans need not make "extraordinary" efforts--at the expense of money and jobs--to ensure the preservation of any endangered species.
本段的开头颇有特色。

作者没有复述原命题，而是以一个问句直指问题的要害，这里的limit用的非常妙，点出了讨论的关键。

接下来的几个关键概念－道德、良知、自我保存和经济－则引出这个问题的不同层面，为下文的论证建立一个框架。

这个框架的建立对于文章的结构和完整都至关重要。

客观上，有了这样的框架，作者就不愁后面写什么－而这正是很多考生所担心的问题。

具体情况具体分析
指出命题在某些方面和个案上是成立的，而在另一些情况则不成立。

这种策略的应用相当广泛，有助于我们将一个抽象的问题具体化，并建构一个清晰的论证框架。

（31－32）（46－47）（57－58）61 72 90
"Practicality is now our great idol, which all powers and talents must serve. Anything that is not obviously practical has little value in today's world."
In today's world is practicality our idol---one which all powers and talents must serve. While this claim has considerable merit with respect to most areas of human endeavor--including education, art, and politics--I take exception with the claim when it comes to the direction of scientific research today.
作者指出命题在教育、艺术和政治等领域有一定道理，而在科研方面却不成立。

这样在某些具体方面命题成立，另一些具体方面命题不成立的处理手法，在北美范文中十分常见。

这样写可以体现出作者对命题的较深入的思考和对问题复杂性的认识，同时又能够构建一个清晰的框架，读者应该重点模仿学习。

分拆命题
将一个命题分拆为几个分命题，然后逐个否定或肯定。

分拆的过程往往需要相当的经验和分析能力。

一旦分拆成功，一个论证框架就浮现了。

（35－36）（53－54）67 86
"Governments must ensure that their major cities receive the financial support they need in order to thrive, because it is primarily in cities that a nation's cultural traditions are preserved and generated."
The speaker's claim is actually threefold: (1) ensuring the survival of large cities and, in turn, that of cultural traditions, is a proper function of government; (2) government support is needed for our large dries and cultural traditions to survive and thrive; and (3) cultural traditions are preserved and generated primarily in our large cities. I strongly disagree with all three claims.
这是作者一个颇具创新的开头方式，即对原命题进行分拆，并以序号列点的形式陈述。

这样做不仅能完成考试所要求的对问题复杂性的探索，而且能自然的搭建论证的框架。

我们可以想象，这篇范文的中间三段将分别批驳分拆后的三个分命题。

当然，要做好分拆命题的工作需要相当的功底和经验；由于这种分析方法十分有特色，因此很值得读者尝试。

暴露问题，巩固命题
1．首先肯定命题，然后主动暴露命题在某些情况下存在的缺陷，再进一步巩固命题。

（39－40）"It is primarily through our identification with social groups that we define ourselves."
I strongly agree that we define ourselves primarily through our identification with social groups, as the speaker asserts. Admittedly, at certain stages of life people often appear to define themselves in other terms. Yet, in my view, during these stages the fundamental need to define one's self through association with social groups is merely masked or suspended.
作者首先表明自己肯定命题的立场，然后承认该命题存在的问题。

但这只是一个以退为进的策略，最终作者还是要强化自己肯定的立场。

这样一波三折的处理，不仅可以展示出作者对问题的深入理解，也从客观上丰富了文章的内容。

建立价值参照系统
肯定命题并指出命题与一些真实、正确的事物相吻合（例如，常识、经验、科学）；然后指出否命题与我们的信念或价值观相违背。

第二步是反证法。

（42－43）
"The absence of choice is a circumstance that is very, very rare."
I strongly agree with the contention that absence of choice is a rare circumstance, primarily because this contention accords with common sense and our everyday experience as human beings. Besides, the reverse claim that we do not have free choice--serves to undermine the notions of moral accountability and human equality, which are critical to the survival of any democratic society.
作者对命题进行判断时，明确提出了参照的标准或系统。

作者同意原命题的观点是因为这个观点与常识和日常经验这个参照系统相吻合。

反过来，作者又考察了原命题的否命题，并提出另一个参照系统即道德的责任归属与人格平等的原则。

作者甚至指出这些原则正是民主社会的基石。

应该说，在开头段提出价值判断的参照系统是一个十分明智的做法。

这样便于理清自己的思路、建立论证的框架，以及最终自圆其说。

我们在处理题库中比较复杂的道德伦理问题时，也不妨先搞清楚自己的价值参照系统，再来提出观点。

长线短线
将命题分作长线和短线来讨论，先讨论短线的各种可能，但最终强调长线的结果58 "Creating an appealing image has become more important in contemporary society than is the reality or truth behind that image."
Has creating an image become more important in our society than the reality or truth behind the image?
I agree that image has become a more central concern, at least where short-term business or political success is at stake. Nevertheless, I think that in the longer term image ultimately yields to substance and fact.
作者认为在短线的事务中，命题是成立的，而一旦考虑到长线，情况就不一样。

严格来讲，这种分析也属于具体情况具体分析的策略。

不过由于长线、短线是一个十分有用的概念，所以这里单独列出介绍。

长、短线这个概念最早出自经济学（可作进一步解释）。

语理分析
先指出命题中某个概念有多种诠释的可能，并以此作为立论的框架63
"Facts are stubborn things. They cannot be altered by our wishes, our inclinations, or the dictates of our passions."
Can we alter facts according to our wishes or inclinations? If by "facts" the speaker means such phenomena as political, economic, social, or legal status quo, then I concede that we can alter facts. The reason for this is that such systems are abstract constructs of our inclinations, wishes, and passions to begin with. Otherwise, I strongly agree with the speaker that we cannot alter facts. When it comes to certain aspect of our personal lives, and to historical events and scientific truths, no measure of desire or even passion can change external reality.
作者在处理这道十分抽象的关于“fact”的问题时，并没有笼统的提出一个立场，而是首先澄清这里的“fact”到底是指什么。

这里用到的技巧就是传说中的“语理分析”。

当题目中出现fact 这类抽象字眼时，我们可以先对它作出具体化的澄清，然后根据对“fact”的几种不同的理解，而形成一个论证框架。

这是一个非常有效的解体方法，应该引起读者足够的重视。

抽象问题具体化
用例子将抽象问题具体化选择一个或两个好的例子是成功的关键70 74
"The arts (painting, music, literature, etc.) reveal the otherwise hidden ideas and impulses of a society."
The speaker asserts that the arts reveal society's hidden ideas and impulses. While this assertion has merit, I think it unfairly generalizes about art. Consider two particular art forms: architecture and painting. In more important architecture one consistently sees a refection of society's ideas and urges. However, in more important paintings of the most recent century one sees instead the artists' personal and idiosyncratic visions of an aesthetic ideal.
这道题是题库中闻名的难题，即使用汉语写，相信很多读者也会感到棘手。

作者的处理方式可以说是十分巧妙。

他避开了对艺术、社会、隐藏理念这类抽象概念的直接讨论，而是选择了艺术中的两个具体领域－建筑和绘画，通过对它们的讨论来立论。

这种利用一、两个熟悉的例子来将抽象问题具体化的方法，在北美范文中经常出现，也是读者应该学习掌握的一种策略。

因为只有这样，读者才能在自己的生活和知识范围内寻找合适的例子来回答一些看起来无从下手的问题。

2．指出命题过于泛化，并根据命题中的基本元素分别立论76
"The function of science is to reassure; the purpose of art is to upset. Therein lies the value of each. "
The speaker maintains that the function of art is to "upset" while the function of science is to "reassure," and that it is in these functions that the value of each lies. In my view, the speaker unfairly generalizes about the function and value of art, while completely missing the point about the function and value of science.
3．指出并分别讨论和命题相关的几个互相独立的问题这样写尽管要点之间的连续性不够强但文章的结构还是比较好把握82 84
"There are two types of laws: just and unjust. Every individual in a society has a responsibility to obey just laws and, even more importantly, to disobey and resist unjust laws."
According to this statement, each person has a duty to not only obey just laws but also disobey unjust ones. In my view this statement is too extreme, in two respects. First, it wrongly categorizes any law as either just or unjust; and secondly, it recommends an ineffective and potentially harmful means of legal reform.
挑战二元思维
挑战命题中的二元思维，指出两者之间并非互相对立凡是涉及选择的问题都可以考虑这个策略88
"The purpose of education should be to provide students with a value system, a standard, a set of ideas---not to prepare them for a specific job."
Should educators teach values or focus instead on preparing students for jobs? In my view the two are not mutually exclusive. It is by helping students develop their own principles for living, as well as by instilling in them certain fundamental values, that educators best prepare young people for the world of work.
探索其他可能性
Rituals and ceremonies help define a culture. Without them, societies or groups of people have a diminished sense of who they are. 114
The speaker asserts that rituals and ceremonies are needed for any culture or group of people to retain a strong sense of identity. I agree that one purpose of ritual and ceremony is to preserve cultural identity, at least in modern times. However, this is not their sole purpose; nor are ritual and ceremony the only means of preserving cultural identity.
修改命题立论
A nation should require all its students to study the same national curriculum until they enter college rather than allow schools in different parts of the nation to determine which academic courses to offer
The speaker would prefer a national curriculum for all children up until college instead of allowing schools in different regions the freedom to decide on their own curricula. I agree insofar as some common core curriculum would serve useful purposes for any nation. At the same time, however, individual states and communities should have some freedom to augment any such curriculum as they see fit; otherwise, a nation's educational system might defeat its own purposes in the long tenn.
检验假设
170 The surest indicator of a great nation is not the achievements of its rulers, artists, or scientists, but the general welfare of all its people.
Does a nation's greatness lie in the general welfare of its people rather than in the achievements of its artists, rulers, and scientists, as the speaker claims? I find this claim problematic in two respects. First, it fails to define "general welfare." Second, it assumes that the sorts of achievements that the speaker cites have little to do with a nation's general welfare--when in fact they have everything to do with it.
ETS观点题题库分组
一国际网络
11 All nations should help support the development of a global university designed to engage students in the process of solving the world's most persistent social problems.
78 Schools should be required to teach the essential interconnectedness of all human beings and thus help eliminate wars, cultural clashes, and other forms of conflict.
116 With the growth of global networks in such areas as economics and communication, there is no doubt that every aspect of society—including education, politics, the arts, and the sciences—will benefit greatly from international influences.
197 The material progress and well-being of one country are necessarily connected to the material progress and well-being of all other countries.
二观点冲突
1 We can usually learn much more from people whose views we share than from people whose views contradict our own; disagreement can cause stress and inhibit learning.
18 Only by being forced to defend an idea against the doubts and contrasting views of others does one really discover the value of that idea.
122 We owe almost all our knowledge not to people who have agreed, but to people who have disagreed.
146 People who are the most deeply committed to an idea or policy are the most critical of it.
209 Progress is best made through discussion among people who have contrasting points of view.
三复杂与简单
25 Anyone can make things bigger and more complex. What requires real effort and courage is to move in the opposite direction—in other words, to make things as simple as possible.
92 In any academic area or professional field, it is just as important to recognize the limits of our knowledge and understanding as it is to acquire new facts and information.
183 As we acquire more knowledge, things do not become more comprehensible, but more complex and more mysterious.
四理想与妥协
35 No matter what the situation, it is more harmful to compromise one's beliefs than to adhere to them.
99 In any realm of life—whether academic, social, business, or political—the only way to succeed is to take a practical, rather than an idealistic, point of view. Pragmatic behavior guarantees survival, whereas idealistic views tend to be superceded by simpler, more immediate options.
145 A crucial test of character is whether one is able to adapt to changing social conventions without sacrificing one's principles.
148 Many people admire idealism, but it usually leads to disappointment or trouble.
195 The goal of politics should not be the pursuit of an ideal, but rather the search for common ground and reasonable consensus.
235 Most people are taught that loyalty is a virtue. But loyalty—whether to one's friends, to one's school or place of employment, or to any institution—is all too often a destructive rather than a positive force.
五独处的充实
42 Because learning is not a solitary activity but one that requires collaboration among people, students of all ages will benefit academically if they work frequently in groups.
71 Spending time alone makes one a better companion to others.
200 The most elusive knowledge is self-knowledge and it is usually acquired through solitude, rather than through interaction with others.
六站在巨人肩上
84 In any field of endeavor, it is impossible to make a significant contribution without first being strongly influenced by past achievements within that field.
87 In any field of inquiry, the beginner is more likely than the expert to make important discoveries. 217 In order to produce successful original work, scholars and scientists must first study the successful work of others to learn what contributions remain to be made.
七想象的空间
73 In most professions and academic fields, imagination is more important than knowledge.
87 In any field of inquiry, the beginner is more likely than the expert to make important discoveries. 164 Sometimes imagination is a more valuable asset than experience. People who lack experience are free to imagine what is possible and thus can approach a task without constraints of established habits and attitudes.
八数据事实与真相
28 Students should memorize facts only after they have studied the ideas, trends, and concepts that help explain those facts. Students who have learned only facts have learned very little.
110 When we concern ourselves with the study of history, we become storytellers. Because we can never know the past directly but must construct it by interpreting evidence, exploring history is more of a creative enterprise than it is an objective pursuit. All historians are storytellers.
115 It is through the use of logic and of precise, careful measurement that we become aware of our progress. Without such tools, we have no reference points to indicate how far we have advanced or retreated.
127 Facts are stubborn things. They cannot be altered by our wishes, our inclinations, or the dictates of our passions.
157 There is no such thing as purely objective observation. All observation is subjective; it is always guided by the observer's expectations or desires.
184 It is a grave mistake to theorize before one has data.
181 The way students and scholars interpret the materials they work with in their academic fields is more a matter of personality than of training. Different interpretations come about when people with different personalities look at exactly the same objects, facts, data, or events and see different things. 239 Much of the information that people assume is 'factual' actually turns out to be inaccurate. Thus, any piece of information referred to as a 'fact' should be mistrusted since it may well be proven false in the future.
九选择与自由
136 The absence of choice is a circumstance that is very, very rare.
156 Choice is an illusion. In reality, our lives are controlled by the society in which we live.
210 Most people choose a career on the basis of such pragmatic considerations as the needs of the economy, the relative ease of finding a job, and the salary they can expect to make. Hardly anyone is free to choose a career based on his or her natural talents or interest in a particular kind of work.
230 College students—and people in general—prefer to follow directions rather than make their own decisions. Therefore, colleges should eliminate as many choices as possible in order to offer students clear direction.
234 Most people prefer restrictions and regulations to absolute freedom of choice, although they would probably deny such a preference.
十科学发展观
62 The widespread idea that people should make self-improvement a primary goal in their lives is problematic because it assumes that people are intrinsically deficient.
114 Humanity has made little real progress over the past century or so. Technological innovations have taken place, but the overall condition of humanity is no better. War, violence, and poverty are still with us. Technology cannot change the condition of humanity.
137 What we call progress is a matter of exchanging one problem for another.
187 It is easy to welcome innovation and accept new ideas. What most people find difficult, however, is accepting the way these new ideas are put into practice.
十一兴趣与功利
40 Scholars and researchers should not be concerned with whether their work makes a contribution to the larger society. It is more important that they pursue their individual interests, however unusual or idiosyncratic those interests may seem.
90 College students should be encouraged to pursue subjects that interest them rather than seek programs that promise entry into the job market.
103 The study of history has value only to the extent that it is relevant to our daily lives.
171 People who pursue their own intellectual interests for purely personal reasons are more likely to benefit the rest of the world than are people who try to act for the public good.
186 Practicality is now our great idol, which all powers and talents must serve. Anything that is not obviously practical has little value in today's world.
222 Learning for learning's sake is an outdated concept. Today, education must serve an ulterior purpose and be directed toward clear goals.
232 The purpose of education should be to create an academic environment that is separate from the outside world. This kind of environment is ideal because it allows students to focus on important ideas without being held back by practical concerns.
十二批评与表扬
240 Although it is easy to respond positively to the work of another person or group, it is far more worthwhile to give negative feedback.
228 The best way to teach—whether as an educator, employer, or parent—is to praise positive actions and ignore negative ones.
十三课程设置
5 A nation should require all its students to study the same national curriculum until they enter college rather than allow schools in different parts of the nation to determine which academic courses to offer.
14 It is necessary for everyone to read poetry, novels, mythology and other types of imaginative literature.
34 Instead of requiring students to take courses in a variety of disciplines—that is, courses ranging from the arts and the humanities to the physical and biological sciences—colleges and universities should allow students to enroll only in those courses that will help prepare them for jobs in their chosen fields. Such concentration is necessary in today's increasingly work-oriented society.
67 Colleges should require students to engage in public-service activities in order to assure that each student receives a balanced, well-rounded education.
80 All students should be required to take courses in the sciences, even if they have no interest in science.
94 Universities should require every student to take a variety of courses outside the student's field of study because acquiring knowledge of various academic disciplines is the best way to become truly educated.
98 Colleges and universities should offer more courses on popular music, film, advertising, and television because contemporary culture has much greater relevance for students than do arts and literature of the past.
106 All students should be required to take at least one course in ethics, even if taking the course means a decreased emphasis on academic subjects.
158 The arts (music, dance, visual arts, etc.) are vitally important to students' education and should therefore receive as much emphasis as mathematics, science, reading and other mainstream subjects." 189 If people disregard the great works of the past, it is because these works no longer answer the needs of the present.
十四艺术的表现力
49 Imaginative works such as novels, plays, films, fairy tales, and legends present a more accurate and meaningful picture of human experience than do factual accounts. Because the creators of fiction shape and focus reality rather than report on it literally, their creations have a more lasting significance. 131 The arts (painting, music, literature, etc.) reveal the otherwise hidden ideas and impulses of a society.
176 The function of science is to reassure; the purpose of art is to upset. Therein lies the value of each.
十五师资管理
32 A school or college should pay its teachers at the same rate in all disciplines, regardless of differences in salaries for related fields in the world outside of school. For example, entry-level teachers in mathematics and in the arts should receive the same pay, even if outside of school, math specialists earn a much higher salary on average than do specialists in the arts.
50 In order to improve the quality of instruction at the college and university level, all faculty should be required to spend time working outside the academic world in professions relevant to the courses they teach.。