Issue

　　Some educational systems emphasize the development of students capacity for reasoning and logical thinking, but students would benefit more from an education that also taught them to explore their own emotions.

　　Sample Essay

　　The ability of a student to think clearly using reasoning and logical thinking is of paramount importance in order to ensure his or her success as an individual after graduation from a university. To be able to look at a situation and use logic and reason to analyze the facts and develop an opinion or solution is to have a solid foundation for success in all aspects of life. Exploring ones emotions is important, but it is outside of the realm of what can be learned in a university classroom. Emotional self-exploration is best done outside of a classroom situation, although there may be some opportunity for students in the classroom to learn a methodology for doing so.

　　The ability to survive and thrive in a society is based on the assumption that human beings act according to reason and logic. From a very early age, most people are taught that certain actions will bring about certain reactions, and that by using logic you can figure out what the response will be in most situations. Reasoning is also developed early on, although sometimes it is difficult to explain reasoning to a two-year old. Humans are probably born with a desire for reason and logic, as demonstrated by almost any childs incessant asking of the question Why?. To understand the underlying reasons why something happens is a fundamental part of human nature, proven by the exploits of explorers, scientists and mathematicians over the course of human history.

　　As a result, the basic framework of most forms of human society requires that a person must act according to the demands of reason and logic. Rules of law are based on the concept that individuals respond to rules based on reasoning and logic. The ability to think according to logic and reason is so imperative that it is essential that it be taught to university students at even the highest levels. What if law schools and medical schools decided that it was more important to allow students to explore their own emotions at the expense of learning the latest laws or medical techniques? Perhaps one course could be taught to help students to deal with the emotional demands of being a lawyer or a doctor, but to train students to explore their own emotions at the expense of learning about logical and reasonable thinking would be to invite catastrophe in society.

　　One of the main problems with emphasizing to students the importance of exploring ones own emotions is that it creates a me first attitude towards their studies. Certainly a degree of self-introspection is necessary to deal with society, but to put emphasis on this above all else is to inculcate in the student the idea that he or she is more important than others, and that what he or she thinks matters a great deal more than it probably does in reality. Too much emotional self-exploration could create individuals who see their emotions as more important than what they contribute to society, which would damage that society as a whole.

　　A certain amount of self-introspection into ones emotions is probably helpful to the development of a student as an overall person. Usually this kind of activity is explored fully in basic psychology classes that most students are required to take at university. Basic courses in sociology and psychology as well as other humanities courses give students plenty of opportunity to explore their own emotions. Rather than teaching students how to explore their own emotions, it would seem to be a better idea to teach students how to deal with these emotions. Only by instructing students in reasoning and logic can they learn how to apply whatever inner emotions they may have to becoming a successful member of a society.

　　有些教育強(qiáng)調(diào)發(fā)展學(xué)生的邏輯和思維能力，但一種也能教學(xué)生去探索其自我情感的教育，可使學(xué)生們獲益更多。

一個(gè)學(xué)生運(yùn)用邏輯推理和思維進(jìn)行清晰的思索，這一能力對(duì)于這位學(xué)生大學(xué)以后的個(gè)人成功具有至高無(wú)上的重要性。能夠?qū)徱暷骋惶囟ㄇ樾危瑧?yīng)用邏輯和理性，對(duì)事實(shí)展開分析，并形成觀點(diǎn)或解決方法，這對(duì)于在生活中的任何方面獲得成功，都能奠定一個(gè)堅(jiān)實(shí)的基礎(chǔ)。探索個(gè)人的情感無(wú)疑是重要的，但它外在于大學(xué)課堂的教學(xué)范圍。個(gè)人情感探索最好是在課堂情景之外的地方來(lái)完成，雖然學(xué)生在課堂內(nèi)可能有機(jī)會(huì)學(xué)到這樣做的某種方法。

　　在社會(huì)中得以生存和飛黃騰達(dá)，這一能力基于這樣一個(gè)前提，即人類須按照理性和邏輯來(lái)行動(dòng)。從孩提時(shí)代起，大多數(shù)人就被告知，自己的某些行為會(huì)造成他人的某些反應(yīng)，通過(guò)應(yīng)用邏輯分析，你就能推斷在大多數(shù)情形中他人的反應(yīng)會(huì)是什么樣的。推理的能力在小時(shí)候也得以培養(yǎng)起來(lái)，盡管有時(shí)候向一個(gè)2歲的小孩解釋推理甚為困難。人類對(duì)于理性和邏輯的欲望可能生而有之，舉例來(lái)說(shuō)，幾乎任何一個(gè)孩子都會(huì)為什么?地問個(gè)沒完。要弄懂事情發(fā)生的基本原因是人性的一個(gè)基本部分，這一點(diǎn)可從人類歷史進(jìn)程中探險(xiǎn)家、科學(xué)家和數(shù)學(xué)家們的功績(jī)中得以證明。

　　由此看來(lái)，大多數(shù)形式的人類社會(huì)的基本架構(gòu)要求人們按照理性和邏輯的要求行事。法律的規(guī)則基于這樣一個(gè)概念，即個(gè)人須遵循基于邏輯和理性思維的規(guī)則。必須按邏輯和理性來(lái)思索，這一能力是如此至關(guān)重要，以至于即使處在最高層次上的大學(xué)生，也必須被授以這一能力。試想一下，如果法學(xué)院或醫(yī)學(xué)院認(rèn)為，讓學(xué)生去探索其情感，而放棄學(xué)習(xí)最新的法律和醫(yī)療技術(shù)，其結(jié)果將會(huì)怎樣?或許，可以開設(shè)一門課來(lái)幫助學(xué)生處理當(dāng)律師或大夫的情感要求。但是，以學(xué)習(xí)邏輯和推理思維為代價(jià)，訓(xùn)練學(xué)生去探索其情感，這意味著在社會(huì)中招致災(zāi)難。

　　向?qū)W生強(qiáng)調(diào)探索其情感重要性，這一做法的諸多主要問題之一是，它會(huì)造成學(xué)生對(duì)其學(xué)習(xí)產(chǎn)生一種唯　我獨(dú)尊的心態(tài)。當(dāng)然，一定程度上的自我反省對(duì)于和社會(huì)打交道是必要的，但將它凌駕于其他一切之上將會(huì)在學(xué)生的內(nèi)心灌輸這樣一種理念，即他要比他人更為重要，他的想法極為重要，而實(shí)際上或許并非如此。過(guò)多的自我情感探索所造就的將是這樣一些個(gè)人，他們會(huì)將其情感視為比他們對(duì)社會(huì)的貢獻(xiàn)更為重要，而這于整個(gè)社會(huì)都是有害的。

　　一定程度上的對(duì)個(gè)人情感的自我反省或許有助于學(xué)生整體人格的發(fā)展。一般而言，這種活動(dòng)大多數(shù)學(xué)生在大學(xué)期間必須選擇的心理學(xué)基礎(chǔ)課程中可得到充分探索。社會(huì)學(xué)和心理學(xué)的基礎(chǔ)，以及其他人文學(xué)科的課程，賦予學(xué)生大量的機(jī)會(huì)去探索其個(gè)人情感。相對(duì)于去教授學(xué)生如何去探索其個(gè)人情感，教授學(xué)生如何去處理這些情感或許更為有益。只有通過(guò)教育學(xué)生提高其邏輯推理和分析能力，才能使學(xué)生學(xué)會(huì)去應(yīng)用他們所擁有的任何內(nèi)心情感，去成為社會(huì)的成功一員。

　　Issue

　　Some educational systems emphasize the development of students capacity for reasoning and logical thinking, but students would benefit more from an education that also taught them to explore their own emotions.

　　Sample Essay

　　The ability of a student to think clearly using reasoning and logical thinking is of paramount importance in order to ensure his or her success as an individual after graduation from a university. To be able to look at a situation and use logic and reason to analyze the facts and develop an opinion or solution is to have a solid foundation for success in all aspects of life. Exploring ones emotions is important, but it is outside of the realm of what can be learned in a university classroom. Emotional self-exploration is best done outside of a classroom situation, although there may be some opportunity for students in the classroom to learn a methodology for doing so.

　　The ability to survive and thrive in a society is based on the assumption that human beings act according to reason and logic. From a very early age, most people are taught that certain actions will bring about certain reactions, and that by using logic you can figure out what the response will be in most situations. Reasoning is also developed early on, although sometimes it is difficult to explain reasoning to a two-year old. Humans are probably born with a desire for reason and logic, as demonstrated by almost any childs incessant asking of the question Why?. To understand the underlying reasons why something happens is a fundamental part of human nature, proven by the exploits of explorers, scientists and mathematicians over the course of human history.

　　As a result, the basic framework of most forms of human society requires that a person must act according to the demands of reason and logic. Rules of law are based on the concept that individuals respond to rules based on reasoning and logic. The ability to think according to logic and reason is so imperative that it is essential that it be taught to university students at even the highest levels. What if law schools and medical schools decided that it was more important to allow students to explore their own emotions at the expense of learning the latest laws or medical techniques? Perhaps one course could be taught to help students to deal with the emotional demands of being a lawyer or a doctor, but to train students to explore their own emotions at the expense of learning about logical and reasonable thinking would be to invite catastrophe in society.

　　One of the main problems with emphasizing to students the importance of exploring ones own emotions is that it creates a me first attitude towards their studies. Certainly a degree of self-introspection is necessary to deal with society, but to put emphasis on this above all else is to inculcate in the student the idea that he or she is more important than others, and that what he or she thinks matters a great deal more than it probably does in reality. Too much emotional self-exploration could create individuals who see their emotions as more important than what they contribute to society, which would damage that society as a whole.

　　A certain amount of self-introspection into ones emotions is probably helpful to the development of a student as an overall person. Usually this kind of activity is explored fully in basic psychology classes that most students are required to take at university. Basic courses in sociology and psychology as well as other humanities courses give students plenty of opportunity to explore their own emotions. Rather than teaching students how to explore their own emotions, it would seem to be a better idea to teach students how to deal with these emotions. Only by instructing students in reasoning and logic can they learn how to apply whatever inner emotions they may have to becoming a successful member of a society.

　　有些教育強(qiáng)調(diào)發(fā)展學(xué)生的邏輯和思維能力，但一種也能教學(xué)生去探索其自我情感的教育，可使學(xué)生們獲益更多。

一個(gè)學(xué)生運(yùn)用邏輯推理和思維進(jìn)行清晰的思索，這一能力對(duì)于這位學(xué)生大學(xué)以后的個(gè)人成功具有至高無(wú)上的重要性。能夠?qū)徱暷骋惶囟ㄇ樾危瑧?yīng)用邏輯和理性，對(duì)事實(shí)展開分析，并形成觀點(diǎn)或解決方法，這對(duì)于在生活中的任何方面獲得成功，都能奠定一個(gè)堅(jiān)實(shí)的基礎(chǔ)。探索個(gè)人的情感無(wú)疑是重要的，但它外在于大學(xué)課堂的教學(xué)范圍。個(gè)人情感探索最好是在課堂情景之外的地方來(lái)完成，雖然學(xué)生在課堂內(nèi)可能有機(jī)會(huì)學(xué)到這樣做的某種方法。

　　在社會(huì)中得以生存和飛黃騰達(dá)，這一能力基于這樣一個(gè)前提，即人類須按照理性和邏輯來(lái)行動(dòng)。從孩提時(shí)代起，大多數(shù)人就被告知，自己的某些行為會(huì)造成他人的某些反應(yīng)，通過(guò)應(yīng)用邏輯分析，你就能推斷在大多數(shù)情形中他人的反應(yīng)會(huì)是什么樣的。推理的能力在小時(shí)候也得以培養(yǎng)起來(lái)，盡管有時(shí)候向一個(gè)2歲的小孩解釋推理甚為困難。人類對(duì)于理性和邏輯的欲望可能生而有之，舉例來(lái)說(shuō)，幾乎任何一個(gè)孩子都會(huì)為什么?地問個(gè)沒完。要弄懂事情發(fā)生的基本原因是人性的一個(gè)基本部分，這一點(diǎn)可從人類歷史進(jìn)程中探險(xiǎn)家、科學(xué)家和數(shù)學(xué)家們的功績(jī)中得以證明。

　　由此看來(lái)，大多數(shù)形式的人類社會(huì)的基本架構(gòu)要求人們按照理性和邏輯的要求行事。法律的規(guī)則基于這樣一個(gè)概念，即個(gè)人須遵循基于邏輯和理性思維的規(guī)則。必須按邏輯和理性來(lái)思索，這一能力是如此至關(guān)重要，以至于即使處在最高層次上的大學(xué)生，也必須被授以這一能力。試想一下，如果法學(xué)院或醫(yī)學(xué)院認(rèn)為，讓學(xué)生去探索其情感，而放棄學(xué)習(xí)最新的法律和醫(yī)療技術(shù)，其結(jié)果將會(huì)怎樣?或許，可以開設(shè)一門課來(lái)幫助學(xué)生處理當(dāng)律師或大夫的情感要求。但是，以學(xué)習(xí)邏輯和推理思維為代價(jià)，訓(xùn)練學(xué)生去探索其情感，這意味著在社會(huì)中招致災(zāi)難。

　　向?qū)W生強(qiáng)調(diào)探索其情感重要性，這一做法的諸多主要問題之一是，它會(huì)造成學(xué)生對(duì)其學(xué)習(xí)產(chǎn)生一種唯　我獨(dú)尊的心態(tài)。當(dāng)然，一定程度上的自我反省對(duì)于和社會(huì)打交道是必要的，但將它凌駕于其他一切之上將會(huì)在學(xué)生的內(nèi)心灌輸這樣一種理念，即他要比他人更為重要，他的想法極為重要，而實(shí)際上或許并非如此。過(guò)多的自我情感探索所造就的將是這樣一些個(gè)人，他們會(huì)將其情感視為比他們對(duì)社會(huì)的貢獻(xiàn)更為重要，而這于整個(gè)社會(huì)都是有害的。

　　一定程度上的對(duì)個(gè)人情感的自我反省或許有助于學(xué)生整體人格的發(fā)展。一般而言，這種活動(dòng)大多數(shù)學(xué)生在大學(xué)期間必須選擇的心理學(xué)基礎(chǔ)課程中可得到充分探索。社會(huì)學(xué)和心理學(xué)的基礎(chǔ)，以及其他人文學(xué)科的課程，賦予學(xué)生大量的機(jī)會(huì)去探索其個(gè)人情感。相對(duì)于去教授學(xué)生如何去探索其個(gè)人情感，教授學(xué)生如何去處理這些情感或許更為有益。只有通過(guò)教育學(xué)生提高其邏輯推理和分析能力，才能使學(xué)生學(xué)會(huì)去應(yīng)用他們所擁有的任何內(nèi)心情感，去成為社會(huì)的成功一員。