邢唷> DGC欹 餜0bjbj肴肴=2墷墷 668$      ???$P <E?????  4\?x  ? 癨選Ar0 ?R  L?????????????? ?????????6 E: ,{踁J\ 0駛韹NLu 0og 褘'Y[/T婲蔛詋[崯S噀 2010t^噣薡髞蔔 韜韜pe}  0駛韹NLu 0og 褘'Y[嶒]蟸b:N齎匭 T{|;m≧-N耂燫篘pegY剉[崑N02013t^5g (W螐 0駛韹NLu 0鶴Hr,{300gKNE b霳\蓎b 賬汻駛韹f[`N 鸞褘KNf 剉t鮛 鐍韣>N濺,{踁J\ 0駛韹NLu 0og 褘'Y[ 趮^'Y褘1r}Y飝乬耂N 詋纘sO褘0 ,gJ\'Y[1u塦<\褘f[b栰r禰^崺R0塦<\褘f[bb藌嶯2009t^ /f(W硂'Y)R歂Ye瞼钀鑜孮剉N禰NN褘f[b0f[b桒vsQ z1u硂'Y)R歂褘翄t@\NAATI 翄0鍕b朾Twm匭Y踒u 錘刧鷁 N鑽噀S剉eh乭 :N顅h 汻鵚{QwQ g齎E柶壩憣T鑽噀Sa茓剉塵蔛Y韹蛓剉鉙{褘篘Mb0 'Y[峅S濺筫WS_'Yf[0-N齎褘OSO>y褃褘訷XTO0踁輂w褘OSO孴b龕愌孄褘 gP杔Q鳶0 N0'Y[峛__ ,gJ\'Y[:N駛Il褘 耂[崯S噀裇^嶯FUpSfN啓Q賨http://www.cp.com.cn/ 0 0駛韹NLu 02013t^,{5g孴 0駛韹NLu 0榌筫ZS http://blog.sina.com.cn/theworldofenglish 0 孨0耂[崄塀l 1. 耂[齎M|0t^劅0'`+R0f[哠 NP0 2. 耂[嵮媷e{橃r藌孾b N譙T\O褘?z0 3. 耂[嵮媷e蔛*N篘酧o`嶯*b?z錯gMR裇愺5uP[異眥yysjfyds@sina.com0 1 異鯪;N槝hf 褘'Y[  2 錘D桍NNb__裇惵S[*N篘酧o` 噀鯪 T XXX*N篘酧o` 匭筟S靊覻 T0'`+R0鶴ut^g錯0f[!hb錧\OUSMO0愥O0W@W異 05uP[異眥孴5u輯 3 錘D桍N孨b__裇惵S[嵮媷e 噀鯪 T XXX耂[嵮媷e 匭噀膲y 2013t^5g 0褘'Y[崯S噀0 The Alternate Life The alternate life is the consequence of the communications revolution of the last 30 years or so. There is another, highly competitive educational system, opposed in almost every essential way to traditional schooling, that operates on the child and youth from the age of 2. It takes up as much of his time as the school does, and it works on him with far greater effectiveness. That system is the linked structure of which television is the heart and which numbers among its constituents film, radio, comic books, pop music, sports梐nd the life styles (including the drug culture, permissive sex, and systematized antisocial conduct) which this structure either automatically or deliberately produces. This alternative life is a life; it is not a diversion, a hobby, an amusement. It offers its own disciplines, its own curriculum, its own ethical and cultural values, its own style and language. It works on children and youths every day, year after year, teaching them, forming them, conditioning them. And it is profoundly opposed to traditional education. There is no way of reconciling the values of literature or science with the values of the TV commercial. There is no way of reconciling the vision offered by Shakespeare or Newton with the vision of life offered by the 揋ong Show. Two systems of thought and feeling stand opposed to each other. This has never before been the case. The idea of education was never before opposed by a competitor. It was taken for granted because no alternative appeared on the horizon. But today there is a complete alternative life to which children submit themselves. This alternative life offers them heroes, slogans, images, forms of conduct, and content of a sort梐nd all run counter to the message given in the classroom. For the first time in history, the child is required to be a citizen of two cultures: the tradition and the alternate life. Is it any wonder that such a division of loyalties should result in the chaos we observe? In a deep sense, all our children (and, to a degree, our teachers, our parents, and ourselves) are schizophrenics. O$.02" \ \ ^ 崞岖抴抆C+.hB{+B*CJKHOJQJaJmHo(phsH4h th!p5丅*CJKHOJQJaJmHphsH1h t5丅*CJKHOJQJaJmHo(phsH4h+h+B*CJKHOJQJaJmHo(phsH1h+h!pB*CJKHOJQJaJmHphsH5h+h+0JB*CJOJPJQJRHR^JaJph5h_|0J5丅*CJ,OJPJQJRHR^JaJ,o(ph;h+h!p0J5丅*CJ,OJPJQJRHR^JaJ,o(ph 02L ^ z 2 P勑7$8$9DH$WD,`勑gd{勦7$8$9DH$WD`勦gd{勨7$8$9DH$WD`勨gd t勦*$7$8$9DH$WD`勦gd+勦7$8$9DH$WD`勦gd+$a$gd+ 6 8 PRbj柰礈磋蛣磋磋磍碩94h_|h!p5丅*CJKHOJQJaJmHphsH.h_|B*CJKHOJQJaJmHo(phsH.h&B*CJKHOJQJaJmHo(phsH.hB*CJKHOJQJaJmHo(phsH.h{B*CJKHOJQJaJmHo(phsH1h+h!pB*CJKHOJQJaJmHphsH4h th!p5丅*CJKHOJQJaJmHphsH.h tB*CJKHOJQJaJmHo(phsHPRbXZj$& $勦WD`勦a$gd_|$勦7$8$9DH$WD`勦a$gd_|勨7$8$9DH$WD`勨gd_|勨7$8$9DH$WD`勨gd t勦7$8$9DH$WD`勦gd+XZj"$&8^`嫠叉瞬殎l\M8)h_|h!pB*CJKHOJQJaJphh_|h_|OJPJQJ^Jh_|h!p5丱JPJQJ^J(h+h!p0JCJOJPJQJ^JaJ1h+h_|B*CJKHOJQJaJmHphsH.h籺vB*CJKHOJQJaJmHo(phsH1h+h!pB*CJKHOJQJaJmHphsH4h_|h!p5丅*CJKHOJQJaJmHphsH1h_|5丅*CJKHOJQJaJmHo(phsH &8^`,p)+-.00000 0 0 0 00gdI8 勦WD`勦gd+勦*$7$8$9DH$WD`勦gd+ $da$gd_|dgd_|(---4-V-X-n-----.000000 0 0 00缫幸虎缫幰|尧籭衋]a]a]a]ihjhU%h_|h!pB*CJOJQJaJph#h_|B*CJKHOJQJaJph&h_|B*CJKHOJQJaJo(ph1h_|h!pB*CJKHOJQJaJmHphsH)h_|h!pB*CJKHOJQJaJphU)h_|h!pB*CJKHOJQJaJph/h_|h!p6丅*CJKHOJQJ]乤Jphn the one hand is the reality-system expounded in a book, the idea, the cultural past; on the other hand is the far more vivid and comprehensible reality-system expounded by television, the rock star, the religion of instantaneous sensation, gratification and consumption. Good teachers, when you question them inexorably, almost always finally admit that their difficulties stem from the competition of the alternate life. And this competition they are not trained to meet. The alternate life has one special psychological effect that handicaps the teacher梐ny teacher, whether of writing or any other basic subject. That effect is a decline in the faculty of attention, and therefore a decline in the capacity to learn梟ot the innate capacity, but the capacity as it is conditioned by the media. This conception of the alternate life is probably debatable, and it certainly will not be accepted by everyone. Its claim to the interest of others, if not their agreement, lies in the fact that it goes beyond the present educational system and tries to locate the ultimate source of our troubles in the changes now agitating our entire Western culture. 倐 愱乀he Short Prose Reader (second edition) by Gilbert H. Muller and Harvey S. 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