GRE-北美范文4(打印版)(2)

informs us that monarchs and dictators often justify their authority by claiming that they are preordained to assume it--and that as a result they are not morally responsible for their oppressive actions. Thus, any person abhorring despotism must embrace the concept of individual responsibility.

As for the speaker's second claim, it flies in the face of our everyday experiences in making choices and decisions. Although people often claim that life's circumstances have "forced" them to take certain actions, we all have an infinite number of choices; it's just that many of our choices are unappealing, even self-defeating. Thus, the complete absence of free WIU would seem to be possible only in the case of severe psychosis, coma, or death.

Admittedly, the speaker's second contention finds support from "strict determinist" philosophers, who maintain that every event, including human actions and choices, is physically necessary, given the laws of nature. Recent advances in molecular biology and genetics lend some credence to this position, by suggesting that these determining physical forces include our own individual genetic makeup. But, the notion of scientific determinism opens the door for genetic engineering, which might threaten equality in socioeconomic opportunity, and even precipitate the development of a "master race." Besides, since neither free will nor determinism has been proven to be the correct position, the former is to be preferred by any humanist and in any democratic society.

In sum, without the notion of individual responsibility a civilized, democratic society would soon devolve into an anarchist state, vulnerable to despotic rule. Yet, this notion is more than a mere fiction. The idea that our actions spring primarily from our free will accords with common sense and everyday experience. I concede that science might eventually vindicate the speaker and show that our actions are largely determined by forces beyond our conscious control. Until that time, however, I'll trust my intuition that we humans should be, and in fact are, responsible for our own choices and actions.

"Universities should require every student to take a variety of courses outside the student's field of study because acquiring knowledge of various academic disciplines is the best way to become truly educated."

I fundamentally agree with the proposition that students must take courses outside their major field of study to become "truly educated." A contrary position would reflect a too narrow view of higher education and its proper objectives. Nevertheless, I would caution that extending the proposition too far might risk undermining those objectives.

The primary reason why I agree with the proposition is that "me" education amounts to far more than gaining the knowledge and ability to excel in one's major course of study and in one's professional career. True education also facilitates an understanding of one- self, and tolerance and respect for the viewpoints of others. Courses in psychology, sociology, and anthropology all serve these ends. "True" education also provides insight and perspective regarding one's place in society and in the physical and metaphysical worlds. Courses in political science, philosophy, theology, and even sciences such as astronomy and physics can help a student gain this insight and perspective. Finally, no student can be truly educated without having gained an aesthetic appreciation of the world around us--through course work in literature, the fine arts, and the performing arts.

Becoming truly educated also requires sufficient mastery of one academic area to permit a student to contribute meaningfully to society later in life. Yet, mastery of any specific area requires some knowledge about a variety of others. For example, a political-science student can fully understand that field only by understanding the various psychological, sociological, and historical forces that shape political ideology. An anthropologist cannot excel without understanding the social and political events that shape cultures, and without some knowledge of chemistry and geology for performing field work. Even computer engineering is intrinsically tied to other fields, even non-technical ones such as business, communications, and media.

Nevertheless, the call for a broad educational experience as the path to becoming truly educated comes with one important caveat. A student who merely dabbles in a hodgepodge of academic offerings, without special emphasis on any one, becomes a dilettante lacking enough knowledge or experience in any single area to come away with anything valuable to offer. Thus in the pursuit of true education students must be careful not to overextend themselves--or risk defeating an important objective of education.

In the final analysis, to become truly educated one must strike a proper balance in one's educational pursuits. Certainly, students should strive to excel in the specific requirements of their major course of study. However, they should complement those efforts by pursuing course work in a variety of other areas as well. By earnestly pursuing a broad education one gains the capacity not only to succeed in a career, but also to find purpose and meaning in that career as well as to understand and appreciate the world

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