最新31孙远工具箱seventeen整理

31孙远工具箱s e v e n t e e n整理

竞争

What American schools do effectively teach is the competitive method. In innumerable ways children are pitted against each other—whether in classroom discussion, spelling bees, reading groups, or tests. Every classroom is expected to produce a scattering of A's and F's (teachers often grade A=excellent; B=good; C=average; D=poor; and F=failed). A teacher who gives all A's looks too soft—so students are aware that they are competing for the limited number of top marks.

标准和道德

The truth of the real world is that without standards and judgments, there can be no progress. Unless we are prepared to say irrational things—that nothing can be proven more valuable than anything else or that everything is equally worthless—we must ask the normative question.

道德

But there are values that all American citizens share and that we should want all American students to know and to make their own: honesty, fairness, self-discipline, fidelity to task, friends, and family, personal responsibility, love of country, and belief in the principles of liberty, equality, and the freedom to practice one's faith.

教育孩子老师作则

There is no escaping the fact that young people need as examples principals and teachers who know the difference between right and wrong, good and bad, and who themselves exemplify high moral purpose.教育孩子家长作则

You can't expect children to take messages about rules or morality seriously unless they see adults taking those rules seriously in their day-to-day affairs. Certain things must be said, certain limits laid down, and certain examples set. There is no other way.

重视教育

As any parent knows, teaching character is a difficult task. But it is a crucial task, because we want our children to be not only healthy, happy, and successful but decent, strong, and good. None of this happens automatically; there is no genetic transmission of virtue. It takes the conscious, committed efforts of adults. It takes careful attention.

失败，错误与成功

Most people consider success and failure as opposites, but they are actually both products of the same process. As Yaz suggests, an activity which produces a hit may also produce a miss. It is the same with creative thinking; the same energy which generates good creative ideas also produces errors.

Many people, however, are not comfortable with errors. Our educational system, based on "the right answer" belief, cultivates our thinking in another, more conservative way. From an early age, we are taught that right answers are good and incorrect answers are bad. This value is deeply embedded in the incentive system used in most schools:

不敢失败和保守的态度