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  3. The principle of the social character of the school as the basic factor in the moral education given may be also applied to the

The principle of the social character of the school as the basic factor in the moral education given may be also applied to the

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问题     The principle of the social character of the school as the basic factor in the moral education given may be also applied to the question of methods of instruction, not in their details, but in their general spirit. The emphasis then fells upon instruction and giving out, rather than upon absorption and mere learning. We fail to recognize how essentially individualistic the latter methods are, and how unconsciously, yet certainly and effectively, they react into the child’s ways of judging and of acting. Imagine forty children all engaged in reading the same books, and in preparing and reciting the same lessons day after day. Suppose this process constitutes by far the larger part of their work, and that they are continually judged from the standpoint of what they are able to take in a study hour and reproduce in a recitation hour. There is next to no opportunity for any social division of labor. There is no opportunity for each child to work out something specifically his own, which he may contribute to the common stock, while he participates in the productions of others. All are set to do exactly the same work and turn out the same products. The social spirit is not cultivated, in fact, in so far as the purely individualistic method gets in its work, it atrophies for lack of use. The child is born with a natural desire to give out, to do, to serve. When this tendency is not used, when conditions are such that other motives are substituted, the accumulation of an influence working against the social spirit is much larger than we have any idea of, especially when the burden of work, week after week, and year after year, falls upon this side.
    But lack of cultivation of the social spirit is not all. Positively individualistic motives and standards are inculcated. Some stimulus must be found to keep the child at his studies. At the best this will be his affection for his teacher, together with a feeling that he is not violating school rules, and thus negatively, if not positively, is contributing to the good of the school. I have nothing to say against these motives so far as they go, but they are inadequate. The relation between the piece of work to be done and affection for a third person is external, not intrinsic It is therefore liable to break down whenever the external conditions are changed. Moreover, this attachment to a particular person may become so isolated and exclusive as to be selfish in quality. In any case, the child should gradually grow out of this relatively external motive into an appreciation, for its own sake, of the social value of what he has to do, because of its larger relations to life, not pinned down to two or three persons.
    But, unfortunately, the motive is not always at this relative best, but mixed with lower motives which are distinctly egoistic. Fear is a motive which is almost sure to enter in, not necessarily physical fear, or fear of punishment, but fear of losing the approbation of others; or fear of failure, so extreme as to be morbid and paralyzing. On the other side, emulation and rivalry enter in. Just because all are doing the same work, and are judged(either in recitation or examination with reference to grading and to promotion)not from the standpoint of their personal contribution, but from that of comparative success, the feeling of superiority over others is unduly appealed to, while timid children are depressed. Children are judged with reference to their capacity to realize the same external standard. The weaker gradually lose their sense of power, and accept a position of continuous and persistent inferiority. The effect upon both self-respect and respect for work need not be dwelt upon. The strong learn to glory, not in their strength, but in the fact that they are stronger.
The author believes that expecting the same product from all students______.
选项 A、ignores the importance of cooperation
B、is difficult, but ultimately fair
C、ameliorates student individuality
D、trains students to be better citizens
答案A
解析 第一段提到，所有的学生都学习同样的课程，结果是培养出相同的人才。社会精神没有得到培养，事实上在这种学习中获得的纯粹是个人主义的方法，社会精神因缺乏应用而正在衰退。据此可知，作者认为，期望所有学生学习成果都一样就会忽视了合作的重要性。
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