As children get older, self-discipline should take the place of imposed discipline. Constrains become internalized and children begin to weigh from within the validity of their promptings (敦 促) . But their tendency to be self-critical, to develop a code of their own, depends on the extent to which they must have kept critical company. The dialogue within reflects the dialogue without that is why discussion is so important during adolescence. Those in authority over children will, therefore, attempt to get children to do what is sensible by appealing to their common sense instead of ordering them around or appealing to their own status. They will not say, "I’m your father and I’m telling you not to smoke," but will point out the dangers involved. It is a further question, however, whether a child’s acceptance of good reasons should be the criterion for his action. If a parent explains to a child why it is stupid an
A. they begin to consider everything carefully with their own standard
B. serf-discipline becomes a conscious or unconscious part of themselves
C. they tend to rebel against senseless expression of authority
D. all of the above
As children get older, self-discipline should take the place of imposed discipline. Constrains become internalized and children begin to weigh from within the validity of their promptings (敦 促) . But their tendency to be self-critical, to develop a code of their own, depends on the extent to which they must have kept critical company. The dialogue within reflects the dialogue without that is why discussion is so important during adolescence. Those in authority over children will, therefore, attempt to get children to do what is sensible by appealing to their common sense instead of ordering them around or appealing to their own status. They will not say, "I’m your father and I’m telling you not to smoke," but will point out the dangers involved. It is a further question, however, whether a child’s acceptance of good reasons should be the criterion for his action. If a parent explains to a child why it is stupid an
A. the outside world can exert great influence on the development of children
B. children are willing to follow teacher’s instruction
C. both teachers and parents should exercise authority
D. teachers and parents should have talks with children regularly
| The older I grow the more impressed I
am with the role of luck or chance in life. To be born when and where one finds
himself is, of course, from the point of view of the individual pews the
sheerest luck of all--good or bad. There are millions now living in America who would long since have been dead, had they been born or had remained in countries of their parents’ origins. Luck does not determine or explain achievement--merit often plays a preponderant role. This is obvious when we observe the differences in performances among those who have a roughly common environment and are judged by a single, relevant standard. But even to be in a position to be evaluated on one’s merits is a matter of luck or good fortune. Sometimes those who are qualified, and more often, those who are potentially qualified never get the chance. Some A. life span B. places of birth C. achievement D. personal excellence [单项选择]Passage 2
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