[心情] 我的講義

看板CS_TEACHER (補教老師)作者maximus1523 (麥西幕士)時間14年前 (2012/01/17 17:11)推噓1(1推 0噓 3→)

留言4則, 3人參與討論串1/1

My handout complexity A teacher; if one contemplates the nature of the profession hard enough, one will be sure to encounter conflicts where idealism and utilitarian rooted from the profession battle incessantly. Take the most direct problem, the giving handout, which I am bizarrely forced to face in every class for example. The handouts are given out by me spontaneously, because I wish to share with my students how readings elicit various sentimentalities to cry, to smile, or even to feel lonely in me. Although I, of course, on the other hand can't deny the very practicality which students come here for, I still can't refrain myself from wanting them to indulge in the romance rather than utilitarian aspect of how language learning could offer to us. To them, my giving handout always brings a little bit theatric touch to itself, and it is not so hard to picture that they must find it rather hysterical that I always give them the handouts in a way only seen when James Bond so often infiltrates into some heavy-guarded HQ and saves the world from some paranoid psychopath. (The worrying of a possible ultimate punishment by XXX because of my illegally giving away handout has turned itself to a pleasure to which, I think I am sickly addicted and the pleasure especilly climaxes when the inspector downstairs finishes her routine observation of my class.) However, one thing that ought to be clarified here first is that in spite of all these unexpected theatric and pleasing effects my class may appear to its participants, my giving away handouts has never included a cheap way to ingratiate the crowd, but it is, to sadly put it, a way to beg a very humble and mere survival as a teacher. To better facilitate my howling about handout problem, I shall first account for that the ecology for the cram education in Taiwan. It is quite unique compared elsewhere in the world, and for its uniqueness, it shared a mixed reputation, which varies from a most efficient aid to the insufficiency of school education to a vulturous profiteer scavenging parents' phobia on their children' future and threatening students with the inferiority which keeps them hypnotized of their inability unless they attend cram school. However, whichever reputation above cram school is recognized, whenever students fail to embody the value cram education is based on, the meanest criticism will definitely soon avalanche. Furthermore, cram education and school differ significantly in how it is financially founded. That is, how well or worse each of them carries out the task they are given to do necessarily conclude their fate equally. On the basis of that, to the cram education, the idealism in education is sadly but inevitably lost, what replaces it and becomes the priority is purely all about ffectiveness and profit. Each time I distribute my handouts furtively, knowing that class could be my last here, I feel sunk into an old and dramatic puzzle; "To be or not to be" . A puzzle once led *Socrate to shine with his ultimate character at an ultimate price any human being could render before injustice; a puzzle that made *Hamlet struggle between his earnest craving for vengeance and his conscience to innocence whose lives were to be his stake to fulfill his vengeance. I know it's unfair, but in the insane world, being a fence sitter seems to me the sanest choice. 蘇格拉底:（希臘文：Σωκρ?τη?，拉丁文：Socrates，前469年－前399年），古希臘哲學家，和其學生柏拉圖及柏拉圖的學生亞里士多德被並稱為希臘三哲人。他被後人廣泛認為是西方哲學的奠基者。身為雅典的公民，據記載蘇格拉底最後被雅典法庭以引進新的神和腐蝕雅典青年思想之罪名判處死刑。儘管他曾獲得逃亡雅典的機會，但蘇格拉底仍選擇飲下毒堇汁而死，因為他認為逃亡只會進一步破壞雅典法律的權威，同時也是因為擔心他逃亡後雅典將再沒有好的導師可以教育人們了。哈姆雷特: 是位丹麥王子。他在劇中第三幕第一場的經典獨白「生存還是毀滅，這是個問題」（英語：To be, or not to be; that's the question）是戲劇史上流傳最廣的台詞之一，也是許多現代演員惡夢般的表演難點。在劇場中，哈姆雷特是在西方各國扮演最多的角色之一，也對成熟的男演員提出了巨大挑戰，因為哈姆雷特在劇中是一個初出茅廬的年輕人。 Reference: Wiki -- ※ 發信站: 批踢踢實業坊(ptt.cc) ◆ From: 211.20.146.172 ※ 編輯: maximus1523 來自: 211.20.146.172 (01/17 17:13) ※ 編輯: maximus1523 來自: 211.20.146.172 (01/17 17:13)