新加坡Education Essay代写范文：Purpose Of Education In Singapore
Education Essay代写范文-新加坡的教育目的。本文是由本站代写服务提供的新加坡essay格式范文。据说教育和人类本身一样古老。所有生物，无论动物还是人类，天生就有能力，需要接受教育。本篇essay提出任何动物的基因构成都会让它认识到，教育它们的后代对确保它们在野外的生存能力起着至关重要的作用。史前人类也意识到了这一点，但现代人类也认识到，在当今复杂的世界里，我们教育年轻人的目的远比简单地知道如何采集和狩猎食物复杂得多。因此，在这篇essay中，将简要探讨现代社会教育的自私和社会原因，然后具体探讨新加坡教育的目标及其影响。
有一个根本的局限性需要解决——教育的目标正在不断变化。在当今现代社会中，生存能力的定义与过去不同，也与未来社会不同。因此，本篇essay认为教育没有固定的目标，因为我们的目标会随着当前社会需求和心态的变化而变化。下面就一起来看一下这篇Education Essay代写范文的具体内容。
Education is said to be as old as humanity itself. (Gordon, 1966) All living things, regardless of animal or human origin, are born with a capacity and need to be educated. The genetic makeup of any animal causes it to recognize that educating their offspring plays a crucial role to ensuring their survivability in the wild. Prehistoric human beings realize this too but modern human beings also recognize that in today’s complicated world, our purposes for educating our young are far more complex than simply knowing how to gather and hunt for food. Thus, in this essay, I will briefly explore both the selfish and the societal reasons for education in our modern society before delving specifically into the aims of education in Singapore as well as their implications.
There is one fundamental limitation to be addressed – the aims of education are ever changing. Survivability in today’s modern society is defined differently from the past and also differently from the society of the future. Hence, there are no fixed aims of education because our purposes will change along with the current societal needs and mindsets.
The question “Why do we educate?” can be answered from the selfish point of view. Firstly, as human beings, we evolved from animals and are instinctively concerned about our survival. Thus, the most evident reason and aim in pursuing education is for the sake of our livelihoods. This is also known as the ‘bread and butter’ aim (Gordon, 1966) because we desire to be educated so we can graduate with better qualifications and hence land a better paying job. This utilitarian purpose of education enables people to provide the basic necessities, and possibly luxuries, for themselves. While this practical aim may be important, I believe that there are many other things Man has to live for other than simply money.
“我们为什么要教育？”本篇essay认为这个问题可以从自私的角度来回答。首先，作为人类，我们是从动物进化而来的，本能地关心我们的生存。因此，追求教育的最明显的原因和目的是为了我们的生计。这也被称为“面包和黄油”目标，因为我们希望接受教育，这样我们就可以以更好的学历毕业，从而找到一份薪水更高的工作。这种功利的教育目的使人们能够为自己提供基本的必需品，甚至可能是奢侈品。虽然这个实际目标可能很重要，但我相信，除了简单的金钱，人类还必须为许多其他事情而活。
The other selfish reason is nobler. It is to pursue education for the sake of education. Although it is still a selfish reason, it is in contrast to the livelihood aim because people who believe in this deem education as more than a vehicle for the mere acquisition of knowledge to gain wealth. These are people who have developed an intrinsic motivation for lifelong learning and see that education as a dynamic tool that allows one to think and adapt independently as compared to a static process of memorization. (Gordon, 1966)
另一个自私的原因更高尚。就是为了教育而追求教育。尽管这仍然是一个自私的原因，但它与生计目标形成了鲜明对比，因为相信这一点的人认为教育不仅仅是获取知识以获得财富的工具。这些人已经培养了终身学习的内在动机，并将教育视为一种动态工具，与静态的记忆过程相比，它可以让人独立思考和适应。
Other than selfish reasons for education, there are also society’s objectives in having its people educated. The first societal purpose of education is to have socially contributive citizens. Ironically, this societal purpose ties in with the selfish purpose for livelihood. In achieving the knowledge, skills and understanding required of us to deal with a specialized and better paying job, we unintentionally play a part in the creation of society’s workforce and hence contribute to economic development and growth of the country. (Biesta, 2009) This relates very closely to the educational theory of Essentialism. Essentialism, grounded in philosophies of Idealism and Realism, disregards interests and promote teaching “useful” knowledge instead for the learner to use in society. In addition, discipline is a key focus in Essentialism as it emphasizes on how the learner is expected to respect legitimate authority to function efficiently in society. (Ellis, 1981) Hence, Essentialism is crucial in creating people who participate effectively in society.
除了自私的教育原因之外，本篇essay提出社会的目标也是让人民接受教育。教育的第一个社会目的是培养对社会有贡献的公民。具有讽刺意味的是，这种社会目的与自私的谋生目的联系在一起。在获得处理专业化和高薪工作所需的知识、技能和理解的过程中，我们无意中在创造社会劳动力方面发挥了作用，从而为国家的经济发展和增长做出了贡献。这与本质主义的教育理论密切相关。本质主义以唯心主义和现实主义哲学为基础，无视兴趣，提倡教授“有用”的知识供学习者在社会中使用。此外，纪律是本质论的一个关键焦点，因为它强调学习者如何尊重合法权威，以便在社会中有效运作。因此，本质主义在创造有效参与社会的人方面至关重要。
Another social intention of education involves character and moral development as emphasized by Aristotle (Homiak, 2007) and by Herbart in the 19th century. Aristotle claims that there are 2 sides to every Man. The baser side involves primal animal instincts of brutality and passion while the humanitarian side involves morality and intellect. The aim of education, Aristotle insists, should be towards developing human character through the humanitarian aspect. (Gordon, 1966) In accordance to Aristotle’s claims, I personally believe that while we should develop the humanitarian portion, we should focus equally on both the intellectual and moral sections because they are of equal importance and not place greater emphasis on the intellect as our society currently does.
教育的另一个社会意图涉及亚里士多德和赫尔巴特在19世纪强调的性格和道德发展。亚里士多德认为，每个人都有两个方面：低级的一面涉及原始动物的残暴和激情本能，而人道主义的一面涉及道德和智慧。亚里士多德坚持认为，教育的目的应该是通过人道主义的方面来发展人的性格。根据亚里士多德的主张，本篇essay认为，虽然我们应该发展人道主义部分，但我们应该平等地关注智力和道德部分，因为它们具有同等的重要性，而不是像我们的社会目前那样更加重视智能。
The last societal aim of education is for society to create responsible citizens of a country through the development of every child – the political agenda behind education. The 2 aspects to this societal aim are the positive and the negative. The positive aspect is what Eleanor Roosevelt, First Lady of America during her husband’s presidency, describes as “good citizenship.” (Roosevelt, 2008) She illustrates how education is to help a child see and understand the various governmental processes through the government departments of law and legislation along with America’s relationship to the rest of the world. The child, being able to see such things, will see himself as a part of a greater being and understand “where his own usefulness may lie.” I agree with Roosevelt as National Education is a vital aspect of Singapore’s education system and this will be elaborated further.
教育的最后一个社会目标是让社会通过每个孩子的发展——教育背后的政治议程——创造一个国家负责任的公民。这一社会目标的两个方面是积极的和消极的。积极的一面是她丈夫担任总统期间的美国第一夫人埃莉诺·罗斯福所描述的“良好的公民身份”。她阐述了教育是如何通过政府法律和立法部门以及美国与世界其他地区的关系，帮助孩子看到和理解各种政府程序的。孩子能够看到这些东西，就会把自己视为更大存在的一部分，并理解“他自己的有用之处”。本篇essay同意罗斯福的观点，因为国民教育是新加坡教育体系的一个重要方面，这一点将进一步阐述。
The negative aspect however, has roots in the USSR. Lenin, the Communist leader, once expressed: “Without teaching, there is no learning. Without learning, there is no knowledge. Without knowledge, there is no Communism. Without Communism, society degenerates into capitalist decay.” (Nicholas, 1983) The leadership of the Soviet Union then started to shape its national education programmes to promote Communist propaganda to the children in order to guarantee the security of the Communist ideology. (Nicholas, 1983) This is an example of how a country can use its education system with a political motive to legitimize a particular political doctrine.
然而，消极的一面源于苏联。共产党领导人列宁曾说过：“没有教学就没有学习。没有学习就没有知识。没有知识就没有共产主义。没有共产主义，社会就退化为资本主义的腐朽。”。”苏联领导层随后开始制定其国家教育计划，向儿童宣传共产主义，以保证共产主义意识形态的安全。这是一个例子，说明一个国家如何利用其教育系统，以政治动机使特定的政治学说合法化。
While the purposes of education are inexhaustible and constantly changing, Singapore has managed to define its own rational of educating her citizens for the 21st century society. As extracted from the Ministry Of Education’s (MOE) Website, Singapore has 4 clear Desired Outcomes of Education (Ministry of Education, 2010). They are: Confident person, self directed learner, active contributor and concerned citizen. These 4 desired outcomes of education are adaptations of the purposes of education as discussed above and this essay will only focus on the latter 2.
尽管教育的目的是取之不尽用之不竭且不断变化的，但新加坡成功地为21世纪的社会定义了自己教育公民的理性。从教育部网站上摘录，新加坡有4个明确的教育期望结果。他们是：自信的人、自主的学习者、积极的贡献者和关心他人的公民。这4种理想的教育结果是对上述教育目的的适应，本篇essay仅关注后2种。
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The first desired outcome of education that I am focusing on is the creation of an active contributor. An active contributor is one who cooperates well in a team, takes lead and responsible ventures and is original and competent in his actions. (Ministry of Education, 2010) The reason for this desired outcome of education is Singapore having no natural resources except for her population. Therefore, Singapore, having to rely on her people for economic growth and development, has no margin for mistakes and emphasizes on the need for her people to contribute. This need resulted in several educational policy changes, the most obvious trend being the inclination towards Essentialism.
本篇essay所关注的教育的第一个期望结果是创造一个积极的贡献者。一个积极的贡献者是一个团队中合作良好的人，领导和负责任的企业，并且在行动中有独创性和能力。之所以能取得这样的教育成果，是因为新加坡除了人口之外，没有任何自然资源。因此，新加坡必须依靠人民实现经济增长和发展，没有犯错的余地，强调人民必须作出贡献。这种需求导致了几项教育政策的变化，最明显的趋势是向本质主义倾斜。
Singapore chooses to adopt a practical and utilitarian approach to education though the Bilingualism Policy in 1966. (Dixon) Learning English aided communication with the Western world and was considered an Industrialization language. In the year 2000, the Mandarin language was promoted in order to help foster economic relations with China. Singapore also privatized education through allowing autonomous and independent schools, created a public ranking of all schools in 1992 (Tan, C. Wong, B. Chua, J.S.M & Kang, T, 2006) and started the “Thinking Skills, Learning Nation” (TSLN) policy in 1997 in recognition that literacy only is not enough to survive economically in the 21st century and highly innovative individuals were crucial too. (Teo, 1997) These 3 policies encourage competition between schools and students for better results and prestige as well as promoting the freedom of ingenuity. These result in Singapore being able to nature the full potential of her citizens, develop an ability driven economy and encourage Research and Development, both surmounting to greater economic contribution.
新加坡通过1966年的双语政策，选择了实用和功利的教育方式。学习英语有助于与西方世界的交流，被认为是一种工业化语言。2000年，为了促进与中国的经济关系，推广了普通话。新加坡还通过允许自治和独立学校将教育私有化，并于1992年建立了所有学校的公共排名，并于1997年启动了“思考技能，学习型国家”政策，认识到仅仅识字不足以在21世纪的经济中生存，高度创新的个人也至关重要。这三项政策鼓励学校和学生之间的竞争，以获得更好的成绩和声望，并促进创造力的自由。这使新加坡能够充分发挥其公民的潜力，发展能力驱动型经济，鼓励研究与开发，两者都能做出更大的经济贡献。
These policy changes have significantly impacted Singaporean teachers and students alike. Both teachers and students had to be proficient in the English language in order to understand each other. More teachers were recruited to teach the various mother tongues of Malay, Tamil and Mandarin. Students had to work harder to compete and get into a prestigious and ‘elite’ school. In addition, students had to pay higher fees for autonomous or independent schools. Teachers also had to rethink their teaching methods and engage students more to promote creativity and induce intrinsic motivation to learn instead of mere memorization. As our former Minister of Education, Mr Tharman Shanmugaratnam, explained “diverse paths were also provided for students” with talents in different fields so as to train young people to “embrace change and do well in life.” (Lee, S.K. Goh, C.B. Fredriksen, B. Tan, J.P. 2008)
这些政策变化对新加坡教师和学生都产生了重大影响。老师和学生都必须精通英语才能相互理解。招聘了更多的教师来教授马来语、泰米尔语和普通话的各种母语。学生们必须更加努力地竞争，才能进入一所享有盛誉的“精英”学校。此外，学生必须为自治或独立学校支付更高的学费。教师还必须重新思考他们的教学方法，让学生更多地参与进来，以促进创造力，激发学习的内在动机，而不仅仅是记忆。正如我们的前教育部长Tharman Shanmugaratnam先生所解释的那样，“也为不同领域的人才学生提供了多样化的途径”，以培养年轻人“拥抱变革，做好生活”
In evaluation, while these policies appeared feasible in theory, practice proved it wrong. The Bilingual Policy was admitted to be a mistake. (Hoe, 2009) Minister Mentor (MM) Lee Kuan Yew said that his implementation of the Bilingual Policy caused “students to be put off by the Chinese language” instead of fostering a love for the language. However, MM Lee is not entirely wrong as students are able to fluently converse, read and write in their Mother Tongues. This echoes the education theory of Essentialism where societal gains are placed before personal interests.
在评估中，虽然这些政策在理论上是可行的，但实践证明它是错误的。双语政策被承认是一个错误。李光耀内阁资政表示，他推行双语政策导致“学生对汉语望而却步”，而不是培养对汉语的热爱。然而，李并没有完全错，因为学生们能够流利地用母语进行交谈、阅读和写作。这与本质主义的教育理论相呼应，即社会利益置于个人利益之前。
Another policy that was changed in 2004 involved the softening of the school ranking system. (Shanmugaratnam, 2004) While this policy may be effective in differentiating students of varying IQs, this has also objectified students as they are either classified condemned, normal or gifted. This is a result of our focus on meritocracy and ability. Streaming is not effective because students are not given equal chances to flourish in different aspects of their character but is solely based on how well he does in his studies in a particular examination.
2004年改变的另一项政策涉及软化学校排名制度。虽然这项政策可能有效地区分不同智商的学生，但这也将学生客观化了，因为他们要么被归类为被谴责的、正常的或有天赋的。这是我们注重精英管理和能力的结果。流媒体是无效的，因为学生在性格的不同方面没有平等的发展机会，而完全取决于他在特定考试中的学习成绩。
Lastly, the TSLN policy is cast in a more positive light as it shifts Singapore from an efficiency-driven education system to an ability-driven education system. (Lee, S.K. Goh, C.B. Fredriksen, B. Tan, J.P. 2008) This is a better policy as it offers students greater flexibility and choice in their education. Students are now able to choose from a range of educational institutes like the School of the Arts (SOTA), Nanyang Academy of Fine Arts, the Singapore Sports School and the Singapore Institute of Technology to develop their talents and abilities. Nonetheless, while this can be seen as a deviation from Essentialism, the main objective of the TSLN policy is to remain economically competent in the 21st century.
最后，TSLN的政策更加积极，因为它将新加坡从效率驱动的教育体系转变为能力驱动的教育系统。这是一项更好的政策，因为它为学生在教育中提供了更大的灵活性和选择。学生现在可以从艺术学院、南洋美术学院、新加坡体育学校和新加坡理工学院等一系列教育机构中进行选择，以发展他们的才能和能力。尽管如此，尽管这可以被视为偏离本质主义，但台解阵线政策的主要目标是在21世纪保持经济能力。
The other desired outcome is the creation of a concerned citizen through moral education. Moral education in Singapore was, and always will be, aimed at forging citizens together and promoting common values to prevent racial and cultural tension amongst the 4 racial groups. (Tan, J. Gopinathan, S. Ho, W.K., 1997) The reason for this desired outcome is due to the largely polarized cultural groups in Singapore directly after independence. Hence, there was a need to bring together the people of Singapore and thus, moral education is needed for nation building and cohesion.
另一个期望的结果是通过道德教育创造一个关心的公民。新加坡的道德教育过去和将来都旨在团结公民，促进共同价值观，防止四个种族群体之间的种族和文化紧张关系。之所以出现这样的预期结果，是因为新加坡独立后的文化群体两极分化严重。因此，需要把新加坡人民团结在一起，因此，需要进行道德教育，以促进国家建设和凝聚力。
The introduction of moral education into the education system resulted in several policy changes. The more significant ones include the mandatory singing of the National Anthem and recitation of the National Pledge (1966) in all schools every morning (Tan, C. Wong, B. Chua, J.S.M & Kang, T, 2006), the implementation of Education for Living as a subject (Tan, J. Gopinathan, S. Ho, W.K., 1997) and more recently, the National Education for all levels and Community Involvement Programme (CIP) in 1996 for lower level schools and Service Learning for upper levels. (Ministry of Education, 1998) These 3 policy changes work towards the cohesion of Singaporeans as a whole regardless of race or religion and promote social concern and civic responsibility amongst citizens.
将道德教育引入教育体系导致了几项政策变化。更重要的是，所有学校每天早上都必须唱国歌和背诵《国家誓言》，将生活教育作为一门学科来实施，以及最近，国家各级教育和1996年针对低级别学校的社区参与方案以及针对高级别学校的服务性学习。这3项政策变化致力于促进新加坡人的凝聚力，无论种族或宗教，并促进公民的社会关注和公民责任。
These policy changes have affected teachers and students in a more subtle manner. Students then had to learn the National Anthem and Pledge by heart. Teachers were required to undergo training to learn and teach the Education for Living syllabus, ‘Good Citizen’, as a subject in the various Mother Tongues. Furthermore, teachers also had to learn how to organize and manage students for CIP and incorporate National Education into everyday teaching.
这些政策变化对教师和学生的影响更为微妙。然后，学生们必须背诵国歌和誓言。教师必须接受培训，学习和教授生活教育教学大纲“好公民”，作为各种母语的一个科目。此外，教师还必须学习如何组织和管理CIP的学生，并将国民教育纳入日常教学。
The compulsory singing of the National Anthem and recitation of the Pledge is effective because the Pledge embodies our goals as a country as shown by the words, “One united people” to signify cohesion in diversity, and to “achieve happiness, prosperity and progress for our Nation” and the recitation every morning reminds students that diversity is not an obstacle and that Singaporeans should always care for the country.
强制唱国歌和背诵《誓言》是有效的，因为《誓言》体现了我们作为一个国家的目标，如“一个团结的人民”所示，象征着多样性中的凝聚力，以及“为我们的国家实现幸福、繁荣和进步”，每天早上的朗诵会提醒学生，多样性不是障碍，新加坡人应该永远关心国家。
Furthermore, although the CIP and Service Learning projects have noble intentions and are theoretically effective, they turn out to be less efficient in practice. For example, secondary school students carry out the bare minimum of 6 hours of community work in order to meet the criteria set by the Ministry of Education. This defeats the purpose of CIP as it does not properly inculcate students to sincerely help out the needy but only forces students to help because their schools said so.
此外，尽管CIP和服务学习项目有着崇高的意图，在理论上是有效的，但在实践中却效率较低。例如，为了达到教育部规定的标准，中学生至少要从事6小时的社区工作。这违背了CIP的目的，因为它没有正确地灌输学生真诚地帮助有需要的人，而只是因为学校这么说而强迫学生帮助。
In conclusion, ultimately, Singapore is still a survival-driven society and economy. Having only people as resources has not made it any easier. Hence, regardless of what policy changes or desired outcomes of education, Singapore’s ultimate goal in education is to remain economically competent in the 21st society.
总之，归根结底，新加坡仍然是一个以生存为动力的社会和经济。只有人作为资源并没有让事情变得更容易。因此，无论政策变化或教育的预期结果如何，新加坡的教育最终目标都是在21世纪的社会中保持经济竞争力。本站提供各国各专业essay格式范文，essay代写以及essay写作指导，如有需要可咨询本平台。
