可供参考老题库153. "Students should bring a certain skepticism to whatever they study. They should question what they are taught instead of accepting it passively."
无论学生们学习什么都应该带着一定的疑问。学生们应该质疑老师教授的东西而不只是被动的接受。
1. Skepticism is perhaps most important in the physical science. Passive acceptance of prevailing principles quells innovation, invention and discovery.
2. The value of skepticism is not limited to the physical sciences, of course. (sociology, political science, law)
3. Even in the arts, students must challenge established styles and forms rather than learn to imitate them; otherwise, no genuinely new art would ever emerge.
4. Admittedly, undue skepticism might be counterproductive in educating young children.
教育问题之学而好问
观点：同意，希望加强学生的独立判断能力
1. 在质疑的过程中，可以加深和完善对某一观点和问题的认识。在解决问题的过程中，学习能力、查资料的能力、思考能力不断提高。如一项政策，在了解其目的后，学生可能质疑其会带来的负效应。在查找资料，询问老师后，可以了解到这些负效应能够以怎样的方式被解决。若不质疑，则可能停留在原地。
2. 我们所学到的东西，并不都是完全正确的，在多年以后也许会被证明是错误的。比如：哥白尼质疑地心说，发现日心说；如伽利略质疑两个铁球同时着地。有怀疑才能有进步
当然，在教育中应当强调的不应当是让学生对任何事都不加思索的批评和质询，而是教会他们对于事物的独立的判断能力。任何一个合格的学生应当会通过仔细的分析和调查之后决定是否应当反对或是支持，更或者是提出自己的观点。相比之下，学生进行判断的过程要比最后他做出的结果尽管结果可能是错误的更重要。
范文：
The speaker contends that students should be skeptical in their studies, and should not accept passively whatever they are taught. In my view, although undue skepticism might be counterproductive for a young child's education, I strongly agree with the speaker otherwise. Ifwe were all to accept on blind faith all that we are taught, our society would never progress or evolve.
Skepticism is perhaps most important in the physical sciences. Passive acceptance of prevailing principles quells innovation, invention, and discovery. In fact, the very notion of scientific progress is predicated on rigorous scientific inquiry--in other words, skepticism. And history is replete with examples of students of science who challenged what they had been taught, thereby paving the way for scientific progress. For example, in challenging the notion that the Earth was in a fixed position at the center of the universe, Copernicus paved the way for the corroborating observations of Galileo a century later, and ultimately for Newton's principles of gravity upon which all modern science is based. The staggering cumulative impact of Copernicus' rejection of what he had been taught is proof enough of the value of skepticism.
The value of skepticism is not limited to the physical sciences, of course. In the fields of sociology and political science, students must think critically about the assumptions underlying the status quo; otherwise, oppression, tyranny and prejudice go unchecked. Similarly, while students of the law must learn to appreciate timeless legal doctrines and principles, they must continually question the fairness and relevance of current laws. Otherwise, our laws would not evolve to reflect changing societal values and to address new legal issues arising from our ever-evolving technologies.
Even in the arts, students must challenge established styles and forms rather than learn to imitate them; otherwise, no genuinely new art would ever emerge. Bee-bop musicians such as Charlie Parker demonstrated through their wildly innovative harmonies and melodies their skepticism about established rules for harmony and melody. In the area of dance BaUanchine showed by way of his improvisational techniques his skepticism about established rules for choreography. And Germany's Bauhaus School of Architecture, to which modern architecture owes its existence, was rooted in skepticism about the proper objective, and resulting design, of public buildings.
Admittedly, undue skepticism might be counterproductive in educating young children. I am not an expert in developmental psychology; yet observation and common sense informs me that youngsters must first develop a foundation of experiential knowledge before they can begin to think critically about what they are learning. Even so, in my view no student, no matter how young, should be discouraged from asking "Why?" and "Why not?"
To sum up, skepticism is the very stuff that progress is made of, whether it be in science, sociology, politics, the law, or the arts. Therefore, skepticism should be encouraged at all but the most basic levels of education.
Orignal From: Students should always question what they are taught instead of accepting it passively
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