Unit 8 Coping with an Educational ProblemWord格式.docx
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Unit 8 Coping with an Educational ProblemWord格式.docx
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sheanswered."
Butit'
s12centseach."
Icountedthefolders."
Twenty-threeat12centseach,thatmakes$2.76beforetax,"
Isaid.
"
Youdidthatinyourhead?
"
sheaskedinamazement."
Howcanyoudothat?
It'
smagic,"
Really?
sheasked.
Nomodestlyeducatedadultcanfailtobeupsetbysuchanexperience.Whileourchildrenseembetter-naturedthanever,theyaresoignorant—andsoignorantoftheirignorance—thattheyfrightenme.Inaclassof60seniorsataprivatecollegewhereIrecentlytaught,notonestudentcouldwriteashortpaperwithoutmisspellings.Notone.
Butthisisjustatinysliceoftheproblem.TheabilitytoperformeventhesimplestcalculationsisonlyamemoryamongmanystudentsIsee,andtheirknowledgeofworldhistoryorgeographyisnonexistent.
Moreover,thereisachillingindifferenceaboutallthisignorance.Theattitudewassummedupbyafriend'
sbright,lazy16-year-oldson,whoexplainedwhyhepreferrednottogotoU.C.L.A."
twanttohavetocompetewithAsians,"
hesaid."
Theyworkhardandknoweverything."
Infact,thisyoungmanwillhavetocompetewithAsianswhetherhewantstoornot.Hecannotliveforeveronthefinancial,materialandhumancapitalaccumulatedbyhisancestors.Atsomepointsoon,hisintellectuallazinesswillseriouslyaffecthiswayoflife.Itwillalsoaffecttherestofus.Amodernindustrialstatecannotfunctionwithanidle,ignorantlaborforce.Planeswillcrash.Computerswilljam.Carswillbreakdown.
TodrivethismessagehometosuchyoungAmericans,Ihaveahumblesuggestion:
amovie,orTVseries,dramatizingjusthowdifficultitwasforthiscountrytogetwhereitis—andhoweasilyitcouldallbelost.Iofferthefollowingfable.
Asthestoryopens,ourhero,KevinHanley1990,a17-year-oldhighschoolsenior,issittinginhisroom,feelingbitter.HisparentsinsisthestudyforhisEuropeanhistorytest.HewantstogoshoppingforheadphonesforhisportableCDplayer.Thebookheisforcedtoread—TheWealthofNations—putshimtosleep.
Kevindreamsitis1835,andheishisowngreat-great-great-grandfatherat17,apeasantinCountyKerry,Ireland.Helivesinasmallhutandsleepsnexttoapig.Heisalwayshungryandmustsearchforfood.Hisgreatestwishistolearntoreadandwritesohemightgetajobasaclerk.Withsteadywages,hewouldbeabletofeedhimselfandhelphisfamily.ButHanley'
spovertyallowsnoleisureforsuchluxuriesasgoingtoschool.Withouteducationandmoney,heispowerless.Hisonlyhopeliesinhischildren.Iftheyareeducated,theywillhaveabetterlife.
Ourfablefast-forwardsandKevinHanley1990isnowhisowngreat-grandfather,KevinHanley,1928.He,too,is17yearsold,andheworksinasteelmillinPittsburgh.HisfathercametoAmericafromIrelandandhelpedbuildtheNewYorkCitysubway.KevinHanley1928isfarbetteroffthaneitherhisfatherorhisgrandfather.Hecanreadandwrite.HiswagesarefarbetterthananythinghisancestorshadinIreland.
NextKevinHanley1990dreamsthatheisKevinHanley1945,hisowngrandfather,fightingonIwoJimaagainstamostdeterminedfoe,theJapanesearmy.Heisalwayshot,alwayshungry,alwaysscared.Onenightinafoxhole,hetellsafriendwhyheisthere:
Somysonandhissoncanliveinpeaceandsecurity.WhenIgetback,I'
l1workhardandsendmyboytocollegesohecanlivebyhisbrainsinsteadofhisback."
ThenKevinHanley1990ishisownfather,KevinHanley1966,whostudiesallthetimesohecangetintocollegeandlawschool.Helivesinafinehouse.Hehasneverseenanythingbutpeaceandplenty.Hetellshisgirlfriendthatwhenhehasason,hewon'
tmakehimstudyallthetime,ashisfathermakeshim.
Atthatpoint,KevinHanley1990wakesup,shakenbyhisdream.HeisrelievedtobeawayfromIrelandandthesteelmillandIwoJima.Hegoesbacktosleep.
Whenhedreamsagain,heishisownson,KevinHanley2020.Thereisgunfirealldayandallnight.Hiswholegenerationforgotwhythereevenwaslaw,sothereisnone.Peoplepaynoattentiontopolitics,andgovernmentoffersnoservicestotheworkingclass.
Kevin2020'
sfather,whoisofcourseKevin1990himself,worksasacleanerinafactoryownedbytheJapanese.Kevin2020isaporterinahotelforwealthyEuropeansandAsians.Publiceducationstopsatthesixthgrade.Americanshavelongsincestoppeddemandinggoodeducationfortheirchildren.
ThelastpersonKevin1990seesinhisdreamishisowngrandson.Kevin2050hasnousefulskills.MachinesbuiltinJapandoallthecomplexwork,andthereislittlemanualworktobedone.Withouteducation,withoutdiscipline,hecannotearnanadequatelivingwage.Helivesinaslumwherethereisnoheat,noplumbing,noprivacyandsurvivesbysearchingthroughtrashpiles.
Inaword,helivesmuchasKevinHanley1835didinIreland.Butoneday,KevinHanley2050isbefriendedbyavisitingJapaneseanthropologiststudyingthedeclineofAmerica.ThemanexplainstoKevinthatwhenamanhasnomoney,educationcansupplythehumancapitalnecessarytostarttoacquirefinancialcapital.Hardwork,education,savinganddisciplinecandoanything."
Thisishowwerosefromtheashesafteryoudefeatedusinawaraboutahundredyearsago."
AmericabeatJapaninwar?
asksKevin2050.Heisastonished.ItseemsasimpossibleasBrazildefeatingtheUnitedStateswouldsoundin1990.Kevin2050swearsthatifheeverhaschildren,hewillmakesuretheyworkandstudyandlearnanddisciplinethemselves."
Tobeabletomakealivingbyone'
smindinsteadofbystealing,"
hesays."
Thatwouldbeamiracle."
WhenKevin1990wakesup,nexttohimishiscopyofTheWealthofNations.Heopensitandthefirstsentencetocatchhiseyeisthis:
Amanwithouttheproperuseoftheintellectualfacultiesofamanis,ifpossible,morecontemptiblethanevenacoward."
Kevin'
sfatherwalksin."
Allright,son,"
Let'
sgolookatthoseheadphones."
Sorry,Pop,"
Kevin1990says."
Ihavetostudy."
(1213words)
PartIBackgroundInformation
TheGeneralViewofAmericanonEducation
ItisageneralviewthateveryAmericanhastherightandobligationtobecomeeducated.Americanbelievethat,througheducation,anindividualacquirestheknowledge,skills,attitudesandabilitieswhichwillenablehimtofitintosocietyandimprovehissocialstatus.Veryoften,theylooktoeducationasthecauseofpersonalandnationalsuccessandthecureofsocialandeconomicills,holdingtheviewthatthefutureofthenationdependslargelyoneducation.
CharacteristicsofAmericanEducation
FormaleducationintheUnitedStatesconsistsofelementary,secondaryandhighereducation.Elementaryandsecondaryeducationisfreeandcompulsory.Someschoolscollegesanduniversitiesarepublicandothersareprivate.DiversityisconsideredtobeanoutstandingcharacteristicofAmericaneducation.Aseachstatehasthefreedomtodevelopasextensiveorlimitedaschoolsystemasitdesires,anddelegateitspowerovereducationtolocaldistrictstotheextentitwishes,manyvariationscanbefoundintheeducationsystemofthe50states.
ThePrincipalFunctionsofInstitutionofHigherEducationinAmericanEducation
Thesystemofhighereducationhasthreeprincipalfunctions:
teaching,researchandpublicservice.
EducationalSysteminAmerica
TheU.S.publicschoolsystemisgigantic,withroughly$314billioninannualexpenditures,5.4millionemployees(2.7millionofwhichareteachers),and46millionpupils.Italsohasmanyuniquequalitiesthatsetitapartfromschoolsystemsinotherindustrializednations,suchaslocalcontrol,localfunding,andacommitmenttoprovideakindergartenthrough12thgradeeducationtoeverystudentwhoentersthesystem.
Whenitwascreatedinthemid-19thcentury,theU.S.publicschoolsystemwasviewedasameansofimprovingsociety.Thisisoneofthereasonsthesystemhasaimedtoserveallpupilsfor13years,whileothercountriesdevelopededucationalsystemsthatremovedunderachievingstudentsatyoungerages.TheinclusivenatureoftheU.S.schoolsystemhasplayedacrucialroleinunifyinganationofimmigrants,transmittingnationalvaluesandconcepts,andoffering—intheory,ifnotalwaysinpractice—thepromiseofequalopportunitythroughequaleducation.
AnotheruniquefeatureoftheU.S.systemisthatitvestsauthorityovertheschoolswiththousandsoflocalschoolboardsratherthanacentralized,nationalagency.Localcontrolenablesauthoritiestorespondquicklytolocalneeds,changingcurriculumsandteachingmethodswithouthavingtoseekpermissionfromnationalauthorities.
Untilrecently,theU.S.publicschoolsystemlargelyliveduptothisgoal,producingahighpercentageofhigh-schoolgraduatescomparedtoothernations.
Criticsofthissystem,however,notethat,unlikemanyothercountries,theUnitedStateshasnonationalstandardsforwhatstudentsshouldknowatcertaingradelevels.Norarethereuniformstandardsforteachertrainingandcertification.
EducationalReformeffortsinthe1990swerepr
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