GRE写作成为横在中国学生的理想和现实之间的一大障碍，因此，如何攻克写作这道屏障，成为摆在我们面前的首要任务。
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?"
75
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.
Issue 68
"Both parents and communities must be involved in the local schools. Education is too
important to leave solely to a group of professional educators."
Should parents and communities participate in local education because education is too
important to leave to professional educators, as the speaker asserts? It might be tempting to
agree with the speaker, based on a parent's legal authority over, familiarity with, and interest in
his or her own children. However, a far more compelling argument can be made that, except
for major decisions such as choice of school, a child's education is best left to professional
educators.
Communities of parents concerned about their children's education rely on three arguments
for active parental and community participation in that process. The fzrst argument, and the
one expressed most often and vociferously, is that parents hold the ultimately legal authority to
make key decisions about what and how their own children learn including choice of
curriculum and text books, pace and schedule for learning, and the extent to which their child
should learn alongside other children. The second argument is that only a parent can truly
know the unique needs of a child including what educational choices are best suited for the
child. The third argument is that parents are more motivated--by pride and ego--than any other
person to take whatever measures are needed to ensure their children receive the best
possible education.
Careful examination of these three arguments, however, reveals that they are specious at
best. As for the first one, were we to allow parents the right to make all major decisions
regarding the education of their children, many children would go with little or no education. In
a perfect world parents would always make their children's education one of their highest
priorities. Yet, in fact many parents do not. As for the second argument, parents are not
necessarily best equipped to know what is best for their child when it comes to education.
Although most parents might think they are sufficiently expert by virtue of having gone through
formal education themselves, parents lack the specialized training to appreciate what
pedagogical methods are most effective, what constitutes a balanced education, how
developmental psychology affects a child's capacity for learning at different levels and at
different stages of childhood. Professional educators, by virtue of their specialized training in
these areas, are far better able to ensure that a child receives a balanced, properly paced
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