Some people say that the b。est way to raise children is to them to be independent thinkers。. Other people disagree and say that children need to be taught discipline in order。 to l。et them successful. In other word, children should either be granted(。假定) freedom, or b。e given more discipline. I。 tend to agree with a policy of firm(稳固的) discipline。.
The people whose view places e。mphasis(重点) on encouraging children to think freely hope the child will be abl。e to understa。nd and govern(管理) the world. The child is consid。ered as an “equal” to the adult. This view has been popular in the。 western。 countries, where corporal(身体的) punishment of children is now ille。gal. The concept(观念) of “rights” for chi。ldren is part of a wider political(政治上的) movement that also asserts(声称) right for women, animals and environment.
The pro-discipline view is based on the commonsensical(常。识) observ。ati。on(观察) that, if left unch。ecke。d(没有管束的),children behave stupidly and even run amok(杀人狂地, 狂乱的). Discipl。inarians(严格的人) believe that physical(肉体的) constrains(强迫) and punishments imposed(强加于) by ad。ul。t teach the child that his selfishne。ss, l。aziness and running wil。d will lead him to a。 bad life. The child then gains wisdom(明智) through l。essons. Constraints(约束) and punishments range f。rom a simple withdrawing(离开) of a “ privilege。(特权)” s。uch as pocket money, limited time。 for watching TV, to a remark(谈论) of “beating”. Yet the discipline does n。ot have to be harsh(粗糙的)。. Sanctions(打破国际制裁的个人) are only applied(实用的) if the child behave。s stupidly.
Discipline has many areas of practica。l(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 adul。ts have observed(注意到) that strict schools o。ften achieve good academic(大学生, 大学的) accomplishment(成就). Like。wise(同样地), peopl。e r。eckon(计算) that disciplined children are likel。y to become productive persons.
It is obvious to me that an uncontr。olled ch
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