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1、PP3ISSUE范文：范文：1“Inourtimespecialistsofallkindsarehighlyoverrated.Weneedmegeneralistspeoplewhocanprovidebroadperspectives.“SAMPLE1(sce:6)Inthiseraofrapidsocialtechnologicalchangeleadingtoincreasinglifecomplexitypsychologi
2、caldisplacementbothpositivenegativeeffectsamongpersonsinWesternsocietycallfabalanceinwhichtherearebothspecialistsgeneralists.Specialistsarenecessaryindertoallowsocietyasawholetoproperlyusefullyassimilatethemassesofnewinf
3、mationknowledgethathavecomeoutofresearchhavebeenwidelydisseminatedthroughmassglobalmedia.AstheheadofPharmacologyatmyuniversityoncesaid(Iparaphrase):“IcanonlyresearchwhatIdobecausetherearesomanywhohavecomebefemetowhomIcan
4、turnfbasicknowledge.Itisonlybecauseofeachofthenarrowlyfocussedindividualsateachstepthatafulltrueunderstingofthecomplexitiesoflifecanbehad.Eachpersoncanonlyholdenoughknowledgetoaddonesmallrungtotheladderbuttogetherwecancl
5、imbtothemoon.“Thisillustratesthepointthatoursocietieslevelofknowledgetechnologyisatastageinwhichtheresimplymustbespecialistsinderfoursocietytotakeadvantageoftheinfmationavailabletous.Simplyputwithoutspecialistsoursociety
6、wouldfinditselfboggeddownintheSargassoseaofinfmationoverload.Whileitwasfinefearlyphysiciststolearnunderstthefewlawsideasthatexistedduringtheirtimesnownooneindividualcanpossiblydigestassimilatealloftheknowledgeinanygivena
7、rea.OntheotherhOverspecializationmeansnarrowfociiinwhichpeoplecanlosethelargerpicture.Noonecanhopetounderstthehumanbodybyonlyinspectingonesowntoenails.Whatwelearnfromanarrowfocusmaybeinternallylogicallycoherentbutmaybeir
8、relevantfallaciouswithintheframewkofabroaderperspective.Furtherifweinspectonlyourtoenailswemayconcludethatthewholebodyishardwhite.Usefulconclusionsthusperhapsusefulinventionsmustcomebysharingamongspecialists.Simplythrowi
9、ngoutvariousdiscovieriesmeanswehaveapileofuselessdiscoveriesitisonlywhenonecanmakewiththemamosaicthatwecanseethattheymayfmapicture.Notonlymayoverspecializationbedangerousintermsofthetruthpuritycohesionofknowledgebutitcan
10、alsoservetodrownmaluniversallissues.Generalistsonlygeneralistscanseeabroadenoughpicturetorealizeintroducetothewldtheproblemsoftheenvironment.Withspecializationeachpersonfocussesontheirresearchtheirgoals.Thusindustrializa
11、tionexpansionnewtechnologiesaredrivenahead.Meanwhilenoindividualcanseethewholisitcviewofourglobalexistenceinwhichtrueadvancementmaymeanstiflingindividualspecialistsfthegreatergoodofall.Finallyoverspecializationinapeoples
12、dailylivesjobshasmeantpersonalpsychologicalcompartmentalization.Peoplearefcedintopigeonholesearlyinlife(atleastbyuniversity)mustconciouslyattempttoconsumeexternalfmsofstimuliinfmationindernottobelostintheirsmallisolatedu
13、niverse.Notonlydoesthismakefnarrowlyfocussedgenerallypooprlyeducatedindividualsbutitguaranteesasenseoflossofcommunityoftenfollowedbyafeelingofpsychologicaldisplacementpersonaldissatisfaction.Withoutgeneralistssocietybeco
14、mesinwardlookingeventuallyinefficient.Withoutasocietythatrecongnizestheimpotanceofbraodmindednessfafsharinggeneralitiesindividualsbecomeisolated.Thuswhileourfmofsocietynecessitatesspecialistsgeneralistsareequallyimptant.
15、SpecialistsdriveusfwardinaseriesofthrustswhilegeneralistsmakesurewearestillonthejoustingfieldknowwhatthestakesMENTARYThisisanoutstingresponseinsightfulwellreasonedhighlyeffectiveinitsuseoflanguage.Theintroductyparagrapha
16、nnouncesthewriterspositionontheissueprovidesthecontextwithinwhichthewriterwilldevelopthatposition:“Inthiseraofrapidsocialtechnologicalchangeleadingtoincreasinglifeinthecurriculumthengivingittothem.Itistheeducatsdutytodet
17、erminethecurriculumthestudentsdutytostudywhatispresentedtothem.“SAMPLE1(sce6)Thestatementaboveconcealsintestingconnotationsfarabovecurriculumdevelopment.Issuesofclassroomcontroldevelopmentofscholarlytalentsareatstakenots
18、implyadebateoverwhichbooksareacceptableoverrevisionisthisties.Thestatementitselfisabitmisleadinginthatinmyexperiencestudentcontrolovercurriculumhardlyexisted.Eachyeartherewerecertaincourseofferingsmadeavailablestudentswe
19、retochoosefromthoseofferingsofcoursebearinginmindrequirementsfgraduationsetfthbytheadministration.Onaclassroomleveltheimmediateinitialmaterialmayhavebeensomewhatdirectedbythestudentsbutthiswasapartoftheprocessallowedbyth
20、eteacherprofessindertogaintheinterestattentionofthestudents.Howevertoomuchofanyonethingbecomesproblematiclettingstudentssetthecurriculumaswithlettingstudentschoosedesigntheirownmajincollegeservesultimatelytodilutethequal
21、ityoftheeducationalexperienceunlessasingleadviscandevotesignificantamountsoftimetotheindividualstudent.Thisamountoftimeeventheexpensetothestudentofthisindividualattentionseemtoindicatethatresourceswouldbebetterallocatede
22、lsewhere.Ofcourseanyschoolinwhichthestudentsdecide“whatgoes“isboundtohaveproblemscontrollingstudents.Oncetheeducatsbetheyadministratsteachersareunderthecontrolofstudentsevenademocraticsituationwouldbelikeholdingroyaltyac
23、ountabletothemob.Presentlystudentshearfhoursthattheyshouldnotfgettouseacondomintheheatofthemomenteducatsthinkthemessagegetsthroughwhilehalfthekidscantevenremembertobringapenciltoclass.Studentsgotoschoolnottosimplylearnth
24、ePythageantheembuttolearndirectionreceiveguidance.ThiscannotoccurwhenstudentsareingestardsalreadyhardtofindinAmericascontemparypublicschoolswillbecomeunenfceable.Ifstudentsdictateadministratsdostudentswillneverlearnacade
25、micresponsibilityiftheycantbeheldaccountablefhomewkwhatotherresponsibilitieswilltheyavoidwhentheygetolderButinanothersenseteachersstudentsdoexistinapartnershipofsts.Teachersaretheretosatisfytheneedsofthestudentthestudent
26、whileperhapsnotbeingthemostexperiencedknowledgeablepersononwhathisherneedsactuallyare(versuswants)atleastshouldbeaffdedsomesay.Inadditionwemustrememberwhatthepurposeofeducationisthattherearedifferentlevelsofeducation.Inh
27、ighschoolthefocusisnotsomuchonlearningactualmaterial.Thefocusisondevelopingstudyhabitsonsocialinteraction.Thebestsecondaryschoolspromoteanenvironmentinwhichindividualcreativitypacingcanbedevelopedwherestudentsaretaughtto
28、thinkontheirownlearntodebateargueinascholarlywaythroughwritingotherfmalmethodsofdiscourse.Groupcollabationinterpersonalskillsaredevelopedhoned.Theactualdetailsofwhatisstudiedtestedisoflessimptance.WhetherastudentreadsMay
29、aAngelouYeatsEuripidesessentiallyisbesidethepointaslongasastudentsmindiscultivatednotjusttheirabilitytorecdrecite.Whatisimptantisthatsecondarystudentsdevelopgrowinthehsoftheprofessionals.Thesecondaryeducationalexperience
30、isdesignedtoprepareastudentfcollege.Itisincollegewheretheindividuallearnstoexaminethewldhowitwkstheindividualsplaceinit.Asfdutyitistheeducatsdutynotsimplytodeterminethecurriculumbuttopresentiteffectively.Theycannothalfhe
31、artedlypaintitontheblackboardtheymustenlivenitactuallyteach.Hardwkmustbelaudedwhilefreeloadersarepunished.Thesearethedutiesofteachersthedutyofthestudentsisnotjusttolearnstudybuttogrow.Anindependentmindiswhatstudentsneedt
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