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PARTFOURWRITINGSECTIONADirections:Readthefollowing

Directions:TranslatethefollowingsentencesintoEngli

Directions:TranslatethefollowingpassageintoChinese

Ofthefollowing______iscorrect．

the Sailing Directions Book is also known as Pilot Book the Sailing Directions Book and the Pilot Book are different books the Pilot Book is a part of the Sailing Directions the Sailing Directions Book contains the Pilot Book"

Directions:TranslatethefollowingsentencesintoEngli

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Ifambitionistobewellregardedtherewardsofambition--wealthdistinctioncontroloverone’’sdestiny--mustbedeemedworthyofthesacrificesmadeonambition’’sbehalf.Ifthetraditionofambitionistohavevitalityitmustbewidelyshared;anditespeciallymustbehighlyregardedbypeoplewhoarethemselvesadmiredtheeducatednotleastamongthem.Inanoddwayhoweveritistheeducatedwhohaveclaimedtohavegivenuponambitionasanideal.Whatisoddisthattheyhaveperhapsmostbenefitedfromambition--ifnotalwaystheirownthenthatoftheirparentsandgrandparents.Thereisaheavynoteofhypocrisyinthisacaseofclosingthebarndoorafterthehorseshaveescaped--withtheeducatedthemselvesridingonthem. Certainlypeopledonotseemlessinterestedinsuccessanditssignsnowthanformerly.SummerhomesEuropeantravelBMWs--thelocationsplacenamesandnamebrandsmaychangebutsuchitemsdonotseemlessindemandtodaythanadecadeortwoyearsago.Whathashappenedisthatpeoplecannotconfessfullytotheirdreamsaseasilyandopenlyasoncetheycouldlesttheybethoughtpushingacquisitiveandvulgar.Insteadwearetreatedtofinehypocriticalspectacleswhichnowmorethaneverseeminamplesupply:thecriticofAmericanmaterialismwithaSouthamptonsummerhome;thepublisherofradicalbookswhotakeshismealsinthree-starrestaurants;thejournalistadvocatingparticipatorydemocracyinallphasesoflifewhoseownchildrenareenrolledinprivateschools.ForsuchpeopleandmanymoreperhapsnotsoexceptionaltheproperformulationisSucceedatallcostsbutavoidappearingambitious. Theattacksonambitionaremanyandcomefromvariousangles;itspublicdefendersarefewandunimpressivewheretheyarenotextremelyunattractive.AsaresultthesupportforambitionasahealthyimpulseaqualitytobeadmiredandfixedinthemindoftheyoungisprobablylowerthanithaseverbeenintheUnitedStates.Thisdoesnotmeanthatambitionisatanendthatpeoplenolongerfeelitsstirringsandpromptingsbutonlythatnolongeropenlyhonoreditislessopenlyprofessed.Consequencesfollowfromthisofcoursesomeofwhicharethatambitionisdrivenundergroundormadesly.Suchthenisthewaythingsstand:ontheleftangrycriticsontherightstupidsupportersandinthemiddleasusualthemajorityofearnestpeopletryingtogetoninlife. Thelastsentenceofthefirstparagraphmostprobablyimpliesthatitis__________.
Ifambitionistobewellregardedtherewardsofambition--wealthdistinctioncontroloverone’’sdestiny--mustbedeemedworthyofthesacrificesmadeonambition’’sbehalf.Ifthetraditionofambitionistohavevitalityitmustbewidelyshared;anditespeciallymustbehighlyregardedbypeoplewhoarethemselvesadmiredtheeducatednotleastamongthem.Inanoddwayhoweveritistheeducatedwhohaveclaimedtohavegivenuponambitionasanideal.Whatisoddisthattheyhaveperhapsmostbenefitedfromambition--ifnotalwaystheirownthenthatoftheirparentsandgrandparents.Thereisaheavynoteofhypocrisyinthisacaseofclosingthebarndoorafterthehorseshaveescaped--withtheeducatedthemselvesridingonthem. Certainlypeopledonotseemlessinterestedinsuccessanditssignsnowthanformerly.SummerhomesEuropeantravelBMWs--thelocationsplacenamesandnamebrandsmaychangebutsuchitemsdonotseemlessindemandtodaythanadecadeortwoyearsago.Whathashappenedisthatpeoplecannotconfessfullytotheirdreamsaseasilyandopenlyasoncetheycouldlesttheybethoughtpushingacquisitiveandvulgar.Insteadwearetreatedtofinehypocriticalspectacleswhichnowmorethaneverseeminamplesupply:thecriticofAmericanmaterialismwithaSouthamptonsummerhome;thepublisherofradicalbookswhotakeshismealsinthree-starrestaurants;thejournalistadvocatingparticipatorydemocracyinallphasesoflifewhoseownchildrenareenrolledinprivateschools.ForsuchpeopleandmanymoreperhapsnotsoexceptionaltheproperformulationisSucceedatallcostsbutavoidappearingambitious. Theattacksonambitionaremanyandcomefromvariousangles;itspublicdefendersarefewandunimpressivewheretheyarenotextremelyunattractive.AsaresultthesupportforambitionasahealthyimpulseaqualitytobeadmiredandfixedinthemindoftheyoungisprobablylowerthanithaseverbeenintheUnitedStates.Thisdoesnotmeanthatambitionisatanendthatpeoplenolongerfeelitsstirringsandpromptingsbutonlythatnolongeropenlyhonoreditislessopenlyprofessed.Consequencesfollowfromthisofcoursesomeofwhicharethatambitionisdrivenundergroundormadesly.Suchthenisthewaythingsstand:ontheleftangrycriticsontherightstupidsupportersandinthemiddleasusualthemajorityofearnestpeopletryingtogetoninlife. Fromthelastparagraphtheconclusioncanbedrawnthatambitionshouldbemaintained___________.
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Thereisageneralexpectationthatteacherscanspottalentedchildrenanddosomethingforthem.Butstudieshave1thatteachersdonotalways2giftedchildreneventhose3academictalent.Infactthey4toidentifyfrom10to50percentoftheirgiftedstudents. Thefirst5inidentifyinggiftedstudentsisdeterminingthe6forfindingthem.Ifwewantto7agroupofstudentsforan8mathematicsclassourapproachwouldbedifferentthan9wearelookingforstudentswithhightalent10acreative-writingprogram.Specificprogramneedsandrequirementsthen11theidentificationprocess. Subjectiveevaluation--teacher12parentreferral--shouldbe13bystandardizedtestsandother14measuresofability.Any15foridentifyinggiftedchildreninaschoolsystemshould16bothsubjectiveandobjectivemethodsof17Classroombehaviorforexamplecanpoint18children’’sabilitytoorganizeandusematerialsandrevealtheirpotentialforprocessinginformationbetterthan19atestsituation.Manyaspectsofcreativityandverbalfluencyarealsobest20inaclassroomorinformalsetting.
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Oneofthequestionsthatiscomingintofocusaswefacegrowingscarcityofresourcesofmanykindsintheworldishowtodividelimitedresourcesamongcountries.Intheinternationaldevelopmentcommunitytheconventionalwisdomhasbeenthatthe2billionpeoplelivinginpoorcountriescouldneverexpecttoreachthestandardoflivingthatmostofusinNorthAmericaenjoysimplybecausetheworlddoesnotcontainenoughironoreproteinpetroleumandsoon.AtthesametimeweintheUnitedStateshavecontinuedtopursuesuperaffluenceasthoughtherewerenolimitsonhowmuchwecouldconsume.Wemakeup6percentoftheworld’’speople;yetweconsumeone-thirdoftheworld’’sresources. Aslongastheresourcesweconsumedeachyearcameprimarilyfromwithinourownboundariesthiswaslargelyaninternalmatter.Butasourresourcescomemoreandmorefromtheoutsideworldoutsiders’’’aregoingtohavesomesayovertherateatwhichandtermsunderwhichweconsume.Wewillnolongerbeabletothinkintermsofourresourcesandtheirresourcesbutonlyofcommonresources. AsAmericansconsumingsuchadisproportionateshareoftheworld’’sresourceswehavetoquestionwhetherornotwecancontinueourpursuitofsuperaffluenceinaworldofscarcity.Wearenowreachingthepointwherewemustcarefullyexaminethepresumedlinkbetweenourlevelofwell-beingandthelevelofmaterialgoodsconsumed.Ifyouhaveonlyonecrustofbreadandgetanothercrustofbreadyourwell-beingisgreatlyenhanced.Butifyouhavealoafofbreadthenanadditionalcrustofbreaddoesn’’tmakethatmuchdifference.IntheeyesofmostoftheworldtodayAmericanshavetheirloafofbreadandareaskingforstillmore.Peopleelsewherearebeginningtoaskwhy.Thisisthequestionwe’’regoingtohavetoanswerwhetherwe’’retryingtopersuadecountriestostepuptheirexportsofoiltousortryingtoconvincethemthatweoughttobepermittedtomaintainourshareoftheworldfishcatch. Theprospectofascarcityofandcompetitionfortheworld’’sresourcesrequiresthatwereexaminethewayinwhichwerelatetotherestoftheworld.Itmeanswefindwaysofcuttingbackonresourceconsumptionthatisdependentontheresourcesandcooperationofothercountries.Wecannotexpectpeopleinthesecountriestoconcernthemselveswithourworseningenergyandfoodshortagesunlesswedemonstratesomeconcernforthehungerilliteracyanddiseasethatarediminishinglifeforthem. Accordingtothetextithaslongbeenbelievedthat
Humanbeingsinalltimesandplacesthinkabouttheirworldandwonderattheirplaceinit.Humansarethoughtfulandcreativepossessedofinsatiablecuriosity.61Furthermorehumanshavetheabilitytomodifytheenvironmentinwhichtheylivethussubjectingallotherlifeformstotheirownpeculiarideasandfancies.ThereforeitisimportanttostudyhumansinalltheirrichnessanddiversityinacalmandsystematicmannerwiththehopethattheknowledgeresultingfromsuchstudiescanleadhumanstoamorehannoniouswayoflivingwiththemselvesandwithallotherlifeformsonthisplanetEarth. Anthropology.derivesfromtheGreekwordsanthroposhumanandlogosthestudyof.Bvitsverynameanthropologyencompassesthestudyofallhumankind. Anthropologyisoneofthesocialsciences.62Socialscienceisthatbranchofintellectualenquirywhichseekstostudyhumansandtheirendeavorsinthesamereasonedorderlysystematicanddispassionedmannerthatnaturalscientistsuseforthestudyofnaturalphenomena. Socialsciencedisciplinesincludegeographyeconomicspoliticalsciencepsychologyandsociology.Eachofthesesocialscienceshasasubfieldorspecializationwhichliesparticularlyclosetoanthropology. Allthesocialsciencesfocusuponthestudyofhumanity.Anthropologyisafield-studyorienteddisciplinewhichmakesextensiveuseofthecomparativemethodinanalysis.63Theemphasisondatagatheredfirst-handcombinedwithacross-culturalperspectivebroughttotheanalysisofculturespastandpresentmakesthisstudyauniqueanddistinctlyimportantsocialscience. Anthropologicalanalysesrestheavilyupontheconceptofculture.SirEdwardTylor’’sformulationoftheconceptofculturewasoneofthegreatintellectualachievementsof19thcenturyscience.64Tylordefinedcultureas...thatcomplexwholewhichincludesbeliefartmoralslawcustomandanyothercapabilitiesandhabitsacquiredbymanasamemberofsociety.Thisinsightsoprofoundinitssimplicityopenedupanentirelynewwayofperceivingandunderstandinghumanlife.ImplicitwithinTylor’’sdefinitionistheconceptthatcultureislearnedsharedandpatternedbehavior. 65Thustheanthropologicalconceptofcultureliketheconceptofsetinmathematicsisanabstractconceptwhichmakespossibleimmenseamountsofconcreteresearchandunderstanding.
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Oneofthequestionsthatiscomingintofocusaswefacegrowingscarcityofresourcesofmanykindsintheworldishowtodividelimitedresourcesamongcountries.Intheinternationaldevelopmentcommunitytheconventionalwisdomhasbeenthatthe2billionpeoplelivinginpoorcountriescouldneverexpecttoreachthestandardoflivingthatmostofusinNorthAmericaenjoysimplybecausetheworlddoesnotcontainenoughironoreproteinpetroleumandsoon.AtthesametimeweintheUnitedStateshavecontinuedtopursuesuperaffluenceasthoughtherewerenolimitsonhowmuchwecouldconsume.Wemakeup6percentoftheworld’’speople;yetweconsumeone-thirdoftheworld’’sresources. Aslongastheresourcesweconsumedeachyearcameprimarilyfromwithinourownboundariesthiswaslargelyaninternalmatter.Butasourresourcescomemoreandmorefromtheoutsideworldoutsiders’’’aregoingtohavesomesayovertherateatwhichandtermsunderwhichweconsume.Wewillnolongerbeabletothinkintermsofourresourcesandtheirresourcesbutonlyofcommonresources. AsAmericansconsumingsuchadisproportionateshareoftheworld’’sresourceswehavetoquestionwhetherornotwecancontinueourpursuitofsuperaffluenceinaworldofscarcity.Wearenowreachingthepointwherewemustcarefullyexaminethepresumedlinkbetweenourlevelofwell-beingandthelevelofmaterialgoodsconsumed.Ifyouhaveonlyonecrustofbreadandgetanothercrustofbreadyourwell-beingisgreatlyenhanced.Butifyouhavealoafofbreadthenanadditionalcrustofbreaddoesn’’tmakethatmuchdifference.IntheeyesofmostoftheworldtodayAmericanshavetheirloafofbreadandareaskingforstillmore.Peopleelsewherearebeginningtoaskwhy.Thisisthequestionwe’’regoingtohavetoanswerwhetherwe’’retryingtopersuadecountriestostepuptheirexportsofoiltousortryingtoconvincethemthatweoughttobepermittedtomaintainourshareoftheworldfishcatch. Theprospectofascarcityofandcompetitionfortheworld’’sresourcesrequiresthatwereexaminethewayinwhichwerelatetotherestoftheworld.Itmeanswefindwaysofcuttingbackonresourceconsumptionthatisdependentontheresourcesandcooperationofothercountries.Wecannotexpectpeopleinthesecountriestoconcernthemselveswithourworseningenergyandfoodshortagesunlesswedemonstratesomeconcernforthehungerilliteracyanddiseasethatarediminishinglifeforthem. BycommonresourcesPar.2thewritermeansthat
Thereisageneralexpectationthatteacherscanspottalentedchildrenanddosomethingforthem.Butstudieshave1thatteachersdonotalways2giftedchildreneventhose3academictalent.Infactthey4toidentifyfrom10to50percentoftheirgiftedstudents. Thefirst5inidentifyinggiftedstudentsisdeterminingthe6forfindingthem.Ifwewantto7agroupofstudentsforan8mathematicsclassourapproachwouldbedifferentthan9wearelookingforstudentswithhightalent10acreative-writingprogram.Specificprogramneedsandrequirementsthen11theidentificationprocess. Subjectiveevaluation--teacher12parentreferral--shouldbe13bystandardizedtestsandother14measuresofability.Any15foridentifyinggiftedchildreninaschoolsystemshould16bothsubjectiveandobjectivemethodsof17Classroombehaviorforexamplecanpoint18children’’sabilitytoorganizeandusematerialsandrevealtheirpotentialforprocessinginformationbetterthan19atestsituation.Manyaspectsofcreativityandverbalfluencyarealsobest20inaclassroomorinformalsetting.
不属于法律责任的减轻和免除的条件是
Humanbeingsinalltimesandplacesthinkabouttheirworldandwonderattheirplaceinit.Humansarethoughtfulandcreativepossessedofinsatiablecuriosity.61Furthermorehumanshavetheabilitytomodifytheenvironmentinwhichtheylivethussubjectingallotherlifeformstotheirownpeculiarideasandfancies.ThereforeitisimportanttostudyhumansinalltheirrichnessanddiversityinacalmandsystematicmannerwiththehopethattheknowledgeresultingfromsuchstudiescanleadhumanstoamorehannoniouswayoflivingwiththemselvesandwithallotherlifeformsonthisplanetEarth. Anthropology.derivesfromtheGreekwordsanthroposhumanandlogosthestudyof.Bvitsverynameanthropologyencompassesthestudyofallhumankind. Anthropologyisoneofthesocialsciences.62Socialscienceisthatbranchofintellectualenquirywhichseekstostudyhumansandtheirendeavorsinthesamereasonedorderlysystematicanddispassionedmannerthatnaturalscientistsuseforthestudyofnaturalphenomena. Socialsciencedisciplinesincludegeographyeconomicspoliticalsciencepsychologyandsociology.Eachofthesesocialscienceshasasubfieldorspecializationwhichliesparticularlyclosetoanthropology. Allthesocialsciencesfocusuponthestudyofhumanity.Anthropologyisafield-studyorienteddisciplinewhichmakesextensiveuseofthecomparativemethodinanalysis.63Theemphasisondatagatheredfirst-handcombinedwithacross-culturalperspectivebroughttotheanalysisofculturespastandpresentmakesthisstudyauniqueanddistinctlyimportantsocialscience. Anthropologicalanalysesrestheavilyupontheconceptofculture.SirEdwardTylor’’sformulationoftheconceptofculturewasoneofthegreatintellectualachievementsof19thcenturyscience.64Tylordefinedcultureas...thatcomplexwholewhichincludesbeliefartmoralslawcustomandanyothercapabilitiesandhabitsacquiredbymanasamemberofsociety.Thisinsightsoprofoundinitssimplicityopenedupanentirelynewwayofperceivingandunderstandinghumanlife.ImplicitwithinTylor’’sdefinitionistheconceptthatcultureislearnedsharedandpatternedbehavior. 65Thustheanthropologicalconceptofcultureliketheconceptofsetinmathematicsisanabstractconceptwhichmakespossibleimmenseamountsofconcreteresearchandunderstanding.
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Thephraseprogressiveeducationisoneifnotofprotestatleastofcontrastofcontrastwithaneducationwhichwaspredominantlystaticinsubject-matterauthoritarianinmethodsandmainlypassiveandreceptivefromthesideoftheyoung.Butthephilosophyofeducationmustgobeyondanyideaofeducationthatisformedbywayofcontrastreactionandprotest.Foritisanattempttodiscoverwhateducationisandhowittakesplace.Onlywhenweidentifyeducationwithschoolingdoesitseemtobeasimplethingtotellwhateducationactuallyisandyetaclearideaofwhatitisgivesusouronlycriterionforjudginganddirectingwhatgoesoninschools. Itissometimessupposedthatitisthebusinessofthephilosophyofeducationtotellwhateducationshouldbe.Buttheonlywayofdecidingwhateducationshouldbeatleasttheonlywaywhichdoesnotleadusintothecloudsisdiscoveryofwhatactuallytakesplacewheneducationreallyoccurs.Andbeforewecanformulateaphilosophyofeducationwemustknowhowhumannatureisconstitutedintheconcrete;wemustknowabouttheworkingofactualsocialforces;wemustknowabouttheoperationsthroughwhichbasicrawmaterialsaremodifiedintosomethingofgreatervalue.Theneedforaphilosophyofeducationisthusfundamentallytheneedforfindingoutwhateducationreallyis.Wehavetotakethosecasesinwhichwefindthereisarealdevelopmentofdesirablepowersandthenfindouthowthisdevelopmenttookplace.Thenwecanprojectwhathastakenplaceintheseinstancesasaguidefordirectingourotherefforts.Theneedforthisdiscoveryandthisprojectionistheneedforaphilosophyofeducation. WhattheniseducationwhenwefindactualsatisfactoryspecimensofitinexistenceInthefirstplaceitisaprocessofdevelopmentofgrowth.Anditistheprocessandnotmerelytheresultthatisimportant.Atrulyhealthypersonisnotsomethingfixedandcompleted.Heisapersonwhoseprocessesandactivitiesgooninsuchawaythathewillcontinuetobehealthy.Similarlyaneducatedpersonisthepersonwhohasthepowertogoonandgetmoreeducation. Inanycasedevelopmentgrowthinvolvechangemodificationandmodificationindefinitedirections.Itisquitepossibleforateacherunderthesupposedsanctionoftheideaofcultivatingindividualitytofixateapupilmoreorlessathisexistinglevel.Respectforindividualityisprimarilyintellectual.Itsignifiesstudyingtheindividualtoseewhatistheretoworkwith.Havingthissympatheticunderstandingthepracticalworkthenbeginsforthepracticalworkisoneofmodificationofchangingofreconstructioncontinuedwithoutend.Thechangemustatleastbetowardsmoreeffectivetechniquestowardsgreaterself-reliancetowardsamorethoughtfulandinquiringdispositiononemorecapableofpersistenteffortinmeetingobstacles. Theauthorarguesthatrespectforindividualitymeans
Thephraseprogressiveeducationisoneifnotofprotestatleastofcontrastofcontrastwithaneducationwhichwaspredominantlystaticinsubject-matterauthoritarianinmethodsandmainlypassiveandreceptivefromthesideoftheyoung.Butthephilosophyofeducationmustgobeyondanyideaofeducationthatisformedbywayofcontrastreactionandprotest.Foritisanattempttodiscoverwhateducationisandhowittakesplace.Onlywhenweidentifyeducationwithschoolingdoesitseemtobeasimplethingtotellwhateducationactuallyisandyetaclearideaofwhatitisgivesusouronlycriterionforjudginganddirectingwhatgoesoninschools. Itissometimessupposedthatitisthebusinessofthephilosophyofeducationtotellwhateducationshouldbe.Buttheonlywayofdecidingwhateducationshouldbeatleasttheonlywaywhichdoesnotleadusintothecloudsisdiscoveryofwhatactuallytakesplacewheneducationreallyoccurs.Andbeforewecanformulateaphilosophyofeducationwemustknowhowhumannatureisconstitutedintheconcrete;wemustknowabouttheworkingofactualsocialforces;wemustknowabouttheoperationsthroughwhichbasicrawmaterialsaremodifiedintosomethingofgreatervalue.Theneedforaphilosophyofeducationisthusfundamentallytheneedforfindingoutwhateducationreallyis.Wehavetotakethosecasesinwhichwefindthereisarealdevelopmentofdesirablepowersandthenfindouthowthisdevelopmenttookplace.Thenwecanprojectwhathastakenplaceintheseinstancesasaguidefordirectingourotherefforts.Theneedforthisdiscoveryandthisprojectionistheneedforaphilosophyofeducation. WhattheniseducationwhenwefindactualsatisfactoryspecimensofitinexistenceInthefirstplaceitisaprocessofdevelopmentofgrowth.Anditistheprocessandnotmerelytheresultthatisimportant.Atrulyhealthypersonisnotsomethingfixedandcompleted.Heisapersonwhoseprocessesandactivitiesgooninsuchawaythathewillcontinuetobehealthy.Similarlyaneducatedpersonisthepersonwhohasthepowertogoonandgetmoreeducation. Inanycasedevelopmentgrowthinvolvechangemodificationandmodificationindefinitedirections.Itisquitepossibleforateacherunderthesupposedsanctionoftheideaofcultivatingindividualitytofixateapupilmoreorlessathisexistinglevel.Respectforindividualityisprimarilyintellectual.Itsignifiesstudyingtheindividualtoseewhatistheretoworkwith.Havingthissympatheticunderstandingthepracticalworkthenbeginsforthepracticalworkisoneofmodificationofchangingofreconstructioncontinuedwithoutend.Thechangemustatleastbetowardsmoreeffectivetechniquestowardsgreaterself-reliancetowardsamorethoughtfulandinquiringdispositiononemorecapableofpersistenteffortinmeetingobstacles. Intheauthor’’sviewthephilosophyofeducation
请运用中国法制史的理论和知识对下列材料进行分析并回答问题诸同居若大功以上亲及外祖父母外孙若孙之妇夫之兄弟及兄弟妻有罪相为隐部曲奴婢为主隐皆勿论其小功以下相隐减凡人三等若犯谋叛以上者不用此律 ——唐律疏议名例问题 1这段文字反映了唐律的什么原则其历史渊源是什么 2适用这一法律原则时有何例外为什么 3唐律这一规定的立法宗旨是什么
YouwanttobuyaCADComputerAidDesignsoftwareyousawinaconference.Writealettertothemanufacturertoaskfor: 1detaileddescriptionofthesoftware 2paymentoptionsanddiscountsand 3timeandcostofdelivery. Youshouldwriteabout100wordsonANSWERSHEET2.Donotsignyourownnameattheendoftheletter.UseLiMinginstead.Youdonotneedtowritetheaddress.10points
将廷尉改为大理寺是在
2001年全国__刑法第410条规定的非法批准征用占用土地是指非法批准征用占用耕地林地等农用地以及其他土地对该法律解释下列理解错误的是
清末预备立宪时期清政府设立的地方咨询机关称为
Thephraseprogressiveeducationisoneifnotofprotestatleastofcontrastofcontrastwithaneducationwhichwaspredominantlystaticinsubject-matterauthoritarianinmethodsandmainlypassiveandreceptivefromthesideoftheyoung.Butthephilosophyofeducationmustgobeyondanyideaofeducationthatisformedbywayofcontrastreactionandprotest.Foritisanattempttodiscoverwhateducationisandhowittakesplace.Onlywhenweidentifyeducationwithschoolingdoesitseemtobeasimplethingtotellwhateducationactuallyisandyetaclearideaofwhatitisgivesusouronlycriterionforjudginganddirectingwhatgoesoninschools. Itissometimessupposedthatitisthebusinessofthephilosophyofeducationtotellwhateducationshouldbe.Buttheonlywayofdecidingwhateducationshouldbeatleasttheonlywaywhichdoesnotleadusintothecloudsisdiscoveryofwhatactuallytakesplacewheneducationreallyoccurs.Andbeforewecanformulateaphilosophyofeducationwemustknowhowhumannatureisconstitutedintheconcrete;wemustknowabouttheworkingofactualsocialforces;wemustknowabouttheoperationsthroughwhichbasicrawmaterialsaremodifiedintosomethingofgreatervalue.Theneedforaphilosophyofeducationisthusfundamentallytheneedforfindingoutwhateducationreallyis.Wehavetotakethosecasesinwhichwefindthereisarealdevelopmentofdesirablepowersandthenfindouthowthisdevelopmenttookplace.Thenwecanprojectwhathastakenplaceintheseinstancesasaguidefordirectingourotherefforts.Theneedforthisdiscoveryandthisprojectionistheneedforaphilosophyofeducation. WhattheniseducationwhenwefindactualsatisfactoryspecimensofitinexistenceInthefirstplaceitisaprocessofdevelopmentofgrowth.Anditistheprocessandnotmerelytheresultthatisimportant.Atrulyhealthypersonisnotsomethingfixedandcompleted.Heisapersonwhoseprocessesandactivitiesgooninsuchawaythathewillcontinuetobehealthy.Similarlyaneducatedpersonisthepersonwhohasthepowertogoonandgetmoreeducation. Inanycasedevelopmentgrowthinvolvechangemodificationandmodificationindefinitedirections.Itisquitepossibleforateacherunderthesupposedsanctionoftheideaofcultivatingindividualitytofixateapupilmoreorlessathisexistinglevel.Respectforindividualityisprimarilyintellectual.Itsignifiesstudyingtheindividualtoseewhatistheretoworkwith.Havingthissympatheticunderstandingthepracticalworkthenbeginsforthepracticalworkisoneofmodificationofchangingofreconstructioncontinuedwithoutend.Thechangemustatleastbetowardsmoreeffectivetechniquestowardsgreaterself-reliancetowardsamorethoughtfulandinquiringdispositiononemorecapableofpersistenteffortinmeetingobstacles. Thesignificanceofdesirableeducationlies
Thereisageneralexpectationthatteacherscanspottalentedchildrenanddosomethingforthem.Butstudieshave1thatteachersdonotalways2giftedchildreneventhose3academictalent.Infactthey4toidentifyfrom10to50percentoftheirgiftedstudents. Thefirst5inidentifyinggiftedstudentsisdeterminingthe6forfindingthem.Ifwewantto7agroupofstudentsforan8mathematicsclassourapproachwouldbedifferentthan9wearelookingforstudentswithhightalent10acreative-writingprogram.Specificprogramneedsandrequirementsthen11theidentificationprocess. Subjectiveevaluation--teacher12parentreferral--shouldbe13bystandardizedtestsandother14measuresofability.Any15foridentifyinggiftedchildreninaschoolsystemshould16bothsubjectiveandobjectivemethodsof17Classroombehaviorforexamplecanpoint18children’’sabilitytoorganizeandusematerialsandrevealtheirpotentialforprocessinginformationbetterthan19atestsituation.Manyaspectsofcreativityandverbalfluencyarealsobest20inaclassroomorinformalsetting.
Studythefollowingcartooncarefullyandwriteanessayinwhichyoushould 1describethecartoon 2interpretitsmeaningand 3suggestpossiblecoursestotake. Youshouldwriteabout160-200wordsneatlyonANSWERSHEET2.20points
Theclassicdifficultyfeltwithdemocracyarisesfromthefactthatdemocracycanneverexpressthewillofthewholepeoplebecausethereneverexistsanysuchunchangingwillatleastinanysocietythatcallitselfdemocratic.Theconceptofgovernmentofthewholepeoplebythewholepeoplemustbelookedonasbeinginthepoetryratherthanintheproseofdemocracy;thefactofproseisthatrealdemocracymeansgovernmentbysomekindofdominantmajority. Andtheever-presentdangerrepeatedlyrealizedinfactisthatthisdominantmajoritymaybehavetowardthosewhoarenotofthemajorityinsuchamannerastounderminethemoralbasisoftherightofpeoplebecausetheyarepeopletohavesomeimportantsayinthesettingoftheirowncourseandintheuseoftheirownfaculties.Otherformsofgovernmentmaysimilarlyfailtorespecthumanindependence.Butthereisatleastnocontradictioninthat;theunderlyingassumptionofeverykindofgovernmentbywisersandbettersisthatpeopleonthewholearenotfittomanagetheirownaffairsbutmusthavesomeoneelsedoitforthemandthereisnoparadoxwhensuchagovernmenttreatsitssubjectswithoutrespectordealswiththemonthebasisoftheirhavingnorightsthatthegovernmentmusttakeintoaccount. Butdemocracyaffirmsthatpeoplearefittocontrolthemselvesanditcannotliveinthesameairwiththetheorythatthereisnolimittotheextenttowhichpublicpower--eventhepowerofamajority--caninterferewiththelivesofpeople. Rationallimitationonpoweristhereforenotacontradictiontodemocracybutisoftheveryessenceofdemocracyassuch.Othersortsofgovernmentmayimposesuchlimitationsonthemselvesasanactofgrace.Democracyisunderthemoraldutyoflimitingitselfbecausesuchlimitationisessentialtothesurvivalofthatrespectforhumankindwhichisinthefoundationsofdemocracy.Respectforthefreedomofallpeoplecannotofcoursebetheonlyguidefortherewouldthenbenogovernment.Delicateongoingcompromiseiswhatmustbelookedfor.Butdemocracyunlessitistodenyitsownmoralbasismustacceptthenecessityformakingthiscompromiseandforgivingrealweighttotheclaimsofthosewithoutthepresentlyeffectivepoliticalpowertomaketheirclaimsprevailinelections Intheauthor’’sviewthefailureofnondemocraticgovernmentstorespecthumanindependence
Theclassicdifficultyfeltwithdemocracyarisesfromthefactthatdemocracycanneverexpressthewillofthewholepeoplebecausethereneverexistsanysuchunchangingwillatleastinanysocietythatcallitselfdemocratic.Theconceptofgovernmentofthewholepeoplebythewholepeoplemustbelookedonasbeinginthepoetryratherthanintheproseofdemocracy;thefactofproseisthatrealdemocracymeansgovernmentbysomekindofdominantmajority. Andtheever-presentdangerrepeatedlyrealizedinfactisthatthisdominantmajoritymaybehavetowardthosewhoarenotofthemajorityinsuchamannerastounderminethemoralbasisoftherightofpeoplebecausetheyarepeopletohavesomeimportantsayinthesettingoftheirowncourseandintheuseoftheirownfaculties.Otherformsofgovernmentmaysimilarlyfailtorespecthumanindependence.Butthereisatleastnocontradictioninthat;theunderlyingassumptionofeverykindofgovernmentbywisersandbettersisthatpeopleonthewholearenotfittomanagetheirownaffairsbutmusthavesomeoneelsedoitforthemandthereisnoparadoxwhensuchagovernmenttreatsitssubjectswithoutrespectordealswiththemonthebasisoftheirhavingnorightsthatthegovernmentmusttakeintoaccount. Butdemocracyaffirmsthatpeoplearefittocontrolthemselvesanditcannotliveinthesameairwiththetheorythatthereisnolimittotheextenttowhichpublicpower--eventhepowerofamajority--caninterferewiththelivesofpeople. Rationallimitationonpoweristhereforenotacontradictiontodemocracybutisoftheveryessenceofdemocracyassuch.Othersortsofgovernmentmayimposesuchlimitationsonthemselvesasanactofgrace.Democracyisunderthemoraldutyoflimitingitselfbecausesuchlimitationisessentialtothesurvivalofthatrespectforhumankindwhichisinthefoundationsofdemocracy.Respectforthefreedomofallpeoplecannotofcoursebetheonlyguidefortherewouldthenbenogovernment.Delicateongoingcompromiseiswhatmustbelookedfor.Butdemocracyunlessitistodenyitsownmoralbasismustacceptthenecessityformakingthiscompromiseandforgivingrealweighttotheclaimsofthosewithoutthepresentlyeffectivepoliticalpowertomaketheirclaimsprevailinelections Whichofthefollowingdoestheauthorconsideressentialforthepreservationofthemoralbasisofdemocracy

Directions: Read the following text. Choose the best word(s) for each numbered blank and. ...

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