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achieve certain reactions--before studying the periodic table. Having no familiarity with the
basic vocabulary of chemistry, which includes the informarion in the periodic table, this student
would come away from the first two lessons bewildered and confused in other words, having
learned little.
In the second place, the speaker misunderstands the process by which we learn ideas and
concepts, and by which we develop new ones. Consider, for example, how economics
students learn about the relationship between supply and demand, and the resulting concept
of market equilibrium, and of surplus and shortage. Learning about the dynamics of supply and
demand involves (1) entertaining a theory, and perhaps even formulating a new one, (2)
testing hypothetical scenarios against the theory, and (3) examining real-world facts for the
purpose of confirming, refuting, modifying, or qualifying the theory. But which step should
come first? The speaker would have us follow steps 1 through 3 in that order. Yet, theories,
concepts, and ideas rarely materialize out of thin air; they generally emerge from empirical
observations--i.e., facts. Thus the speaker's notion about how we should learn concepts and
ideas gets the learning process backwards.
In the third place, strict adherence to the speaker's advice would surely lead to illconceived
ideas, concepts, and theories. Why? An idea or concept conjured up without the benefit of data
amounts to little more than the conjurer's hopes and desires. Accordingly, conjurers will tend to
seek out facts that support their prejudices and opinions, and overlook or avoid facts that
refute them. One telling example involves theories about the center of the universe.
Understandably, we ego-driven humans would prefer that the universe revolve around us.
Early theories presumed so for this reason, and facts that ran contrary to this ego-driven
theory were ignored, while observers of these facts were scorned and even vilified. In short,
students who strictly follow the speaker's prescription are unlikely to contribute significantly to
the advancement of knowledge.
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