Some people say that the best way。 to raise children is to them to be independent thinkers. Other people disag。ree and say that children need。 to be taug。ht discipli。ne in order to let them successful. In other word, children should either be granted(假定) freedom, or be giv。en more discipline. I tend to agree with a policy of firm。(稳固的) discipline.
The people whose view places emphasis。(重点) on encouraging children to think freely hope the ch。ild will be able to underst。and and govern(管理) the world. The child is considered as。 an “equal” to the adult。. This view。 has been popular i。n the western countries, whe。re corporal(身体的) punishment o。f children is now illegal. The c。oncept(观念) of “rights” for children is part of a wider political(政治上的) movement that also as。serts(声称) right fo。r women, animals and environment.
The pro-discipline view is based on t。he commonsensical(常识) observation(观察) that, if left unchecked(没有管束的),children behave stupidly and even run amok(。杀人狂地, 狂乱的). Disciplinarians(严格的人) believe that physical(肉体的) constrains(强迫) and punishments imposed(强加于) by adult tea。c。h the c。hild that his selfishness, laziness a。nd running wi。ld will lead him to a bad life. The child then gains wisdom(明智) through lessons. Constraints(约束) and punishments range from a simple withdrawing(离开) of a “ privilege(特权)。” such as pocket money, li。mited time for watching TV, to。 a remark(谈。论) of “beating”. Yet the discipline does not have to be harsh。(粗糙的). Sanctions(打破国际制裁的个人) are onl。y applied(实用的) if the child behaves stupidly.
Discipline has many areas of。 practical(实践的), one of the most important of which is education. The Chinese proverb says, “ the strict teacher can cultivate(培养) an outstanding(杰出的) student.” Some adults h。ave observ。ed。(注意到) that strict scho。ols often achieve good a。cademic(大学生, 大学的) accomplishment(成就). Likewise(同样地), people reckon(计算) that disciplined children are likely to become productive perso。ns.
It is obvious to me that an uncontro。lled ch
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