Unit1
One
way
of
summarizing
the
American
position
is
to
state
that we value originality and independence more than the
Chinese do. The contrast between our two cultures can also
be seen in terms of the fears we both harbor. Chinese
teachers
are
fearful
that
if
skills
are
not
acquired
early,
they may never be acquired; there is, on the other hand,
no
comparable
hurry
to
promote
creativity.
American
educators fear that unless creativity has been acquired
early, it may never emerge; on the other hand, skills can
be picked up later.
However, I do not want to overstate my case. There is
enormous creativity to be found in Chinese scientific,
technological and artistic innovations past and present.
And
there
is
a
danger
of
exaggerating
creative
breakthroughs in the West. When any innovation is examined
closely, its reliance on previous achievements is all too
apparent
(the
"standing
on
the
shoulders
of
giants"
phenomenon).
But
assuming
that
the
contrast
I
have
developed
is
valid,
and that the fostering of skills and creativity are both
worthwhile goals,
the
important
question becomes this: Can
we
gather,
from
the
Chinese
and
American
extremes,
a
superior way to approach education, perhaps striking a
better balance between the poles of creativity and basic
skills?
Unit2
Walton
set
up
a
college
scholarship
fund
for
employees'