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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 argues that a harm of holding children to inflexible standards is______.
选项 A、some children fail and some succeed
B、children learn to realize their potential
C、hierarchies are created and reinforced
D、children may not understand the standards
答案C
解析 第三段指出，因为所有的孩子学习的内容相同，对他们的评价(参照背诵或考试分数)不是从个人贡献，而是从相对成功的角度进行的。超过他人的优越感被过度强调，而胆怯的孩子就会感到沮丧。对孩子们的评价是根据他们达到同种外部标准的能力。能力差的孩子逐渐对自己的能力丧失信心，并总是处于自卑的状态。据此可知，作者认为，僵化标准对孩子们的危害是等级制度被创建并受到强化。
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