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[This I Believe] 【整理】2015-05-19&05-25 柔软的心

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[This I Believe] 【整理】2015-05-19&05-25 柔软的心

本帖最后由 qingchengshan 于 2015-6-2 17:17 编辑 “我的信念”是美国国家公共广播电台节目,每期会邀请来自各行各业、不同阶层的人士朗读自己的文章,围绕这个题目讲述个人经历和人生信念。在这里听一个平凡的美国人用自己的声音讲述他们的故事,从这里里发现、理解和相信自己成功的原因。大多的故事来自于美国人,但是对美好生活的追求和对幸福的期许,没有国界。

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Unhardened Hearts


Kate Hutton is a high school English teacher who asks her students each year to read To Kill a Mockingbird. This year, her students were especially passionate sharing their feelings about racism, fairness, and equality, and Ms. Hutton believes there is hope for their future.


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I often joke with my students that the course I teach—English 10—should be re-titled “Doom and Gloom Literature.” We read some pretty heavy texts over the course of the year. We discuss the potential for evil within all of us in Golding’s Lord of the Flies and the dangers of silence in the face of evil as we read Elie Wiesel’s Night.

 

Each year, when we begin Harper Lee’s To Kill a Mockingbird, about an African-American man who has been accused of a crime he did not commit, we inevitably have a class-wide discussion about things like prejudice and stereotypes in our culture, and where we draw the line between harmless and harmful beliefs. These statements always lead to a fascinating discussion, but this year, the discussion took on a markedly different tone.

 

This year, my mostly African-American and Hispanic 10th graders began reading the book the day after a grand jury decided not to indict white New York City police officer Daniel Panataleo in the death of Eric Garner, an African-American man who was placed in a chokehold and died while resisting arrest. One week earlier, another grand jury had decided not to indict white police officer Darren Wilson, who shot and killed Michael Brown, an un-armed African-American teenager in Ferguson, Missouri.

 

Where in previous years, it had taken a bit of time for my students to get to a discussion of race, this year, it came up immediately. In one class, two of my African-American students brought up Michael Brown and Eric Garner instantly and passionately shared their frustration with both grand jury decisions. As one boy explained to the class what had happened in both cases, my normally squirrely students became quiet and pensive. One of them asked if anyone remembered what had happened to Trayvon Martin in 2012. In another period, a shy girl gave an impassioned, extemporaneous speech about the existence and prevalence of racism in our country that I can only compare to Linus’ speech about the true meaning of Christmas in the Charlie Brown Christmas movie.

 

When my students reach me, they’re young enough that they still believe that the world is neatly divided into “good” and “bad,” or “right” and “wrong.” They’re teetering at the edge of innocence and experience as they’re starting to realize that sometimes, good people make awful choices, and sometimes, seemingly hopeless and hard individuals are capable of kindness. Throughout the year, I try to teach my students to always strive to do the right thing in spite of how ugly our world sometimes seems.

 

At the end of To Kill a Mockingbird, the protagonist, Scout, learns that doing the right thing isn’t necessarily always the easiest thing—but ultimately, it is our duty to think about things from another person’s point of view and to stand up for what it is right, even if—especially if—no one else will. During our discussion, my students arrived at that same conclusion.

 

That day, I wept on my drive home, my heart impossibly heavy. Aren’t we supposed to be past these kinds of things as a society? Aren’t we supposed to be a society founded on equality, fairness, and justice? How is this still happening?

 

I became a teacher because I believe in the power of young people to create a better world. I believe that young people possess unhardened hearts; I believe that we must do everything we can as adults to prevent our own hearts from hardening. Why is it that as we grow older, we become complacent? Why do we become indifferent to the unfairness and the injustices we witness on a daily basis? I believe that within all of us is a strong sense of right and wrong, yet oftentimes, we adults are hardened by our experiences, and we lose the empathy that we felt so easily as children.

 

I fully recognize how easy it is to look at our world and to become cynical and to believe that humans are inherently bad. But I go to work every day, where I work with 15- and 16-year-old young people who are so hopeful about the future. Things haven’t quite caught up with them yet, as Dolphous Raymond says in the book. I hope things never will.

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[Homework]2015-05-19&05-25 柔软的心

I often joke with my students that the course I teach English 10 should be retitled doom-and-gloom literature. We read some pretty heavy texts of the course over the year. We discuss the potential for evil within all of us and William Golding's Lord of the Flies and the dangers of silence in the face of evil as we read Elie Wiesel's Night. Each year, when we begin Harper Lee's To Kill a Mockingbird about an African American man who's been accused of a crime he did not commit. We inevitably have a class discussion about things like prejudice and stereotypes in our culture and where we draw the line between harmless and harmful beliefs. These statements always lead to a fascinating discussion. But this year, the discussion took on a remarkably different tone. This year, my mostly African American and Hispanic 10th graders beyond reading the book the day after the grand jury decided not to indict white New York City police officer Daniel Pantaleo in the death of Eric Garner, an African American man who's placed in a choke hold and died while resisting an arrest. One week earlier, another grand jury had decided not to indict white police officer Darren Wilson, who shot and killed Michael Brown an unarmied African American teenager in Ferguson, Missouri. When in previous years, as taking a bit of time for my students to get to a discussion of race, this year it came after immediately. In one class, two of my African American students brought up Michael Brown and Eric Garner instantly and passionately shared their frustration with both grand jury decisions. As one boy explained to the class what had happened in both cases, my normally squally students became quiet and pensive. One of them asked if anyone remembered what had happened to T* M* in 2012. In another peroid, a shy girl gave an impassioned extemporaneous speech about the existence and prevalence of racism in our country that can only compare to L*'s speech about the true meaning of Christmas and Charlie Brown's Christmas movie. When my students reach me, they are young enough, but they still believe that the world is nearly divided into good and bad or right and wrong. They are tittering at the age of innocence and experience, as they started to realize that sometimes good people make awful choices. And sometimes seemingly hopeless and hard individuals are capable of kindness.
Throughout the year, I tried to teach my students to always strive to do the right thing, in spite of how ugly our world sometimes seems. At the end of To Kill a Mockingbird, the ** learns that doing the right thing isn't necessarily always easiest thing, but ultimately it is our duty to think about things from another person's point of view and stand up for what is right, even if, and especially if, no one else will. During our discussion, my students arrived that same conclusion.
That day, I walked on my drive home, my heart impossibly heavy. Are we supposed to be passed these kinds of things as a society? Are we supposed to be a society founded on the quality, fairness, and justice? How was this still happening? I became a teacher, because I believe in the power of young people to create a better world. I believe that young people possess unhardened hearts. I believe that we must do everything we can as adults to prevent our own hearts from hardening. Why is that as we grow older, we become complacent? Why do we become indifferent to the unfairness and injustice as we witness on a daily basis? I believe that within all of us is a strong sense of right and wrong. Yet often times, we adults are hardened by our experiences and we lose the sympathy that we felt so easily as children. I fully recognize how easy it is to look at our world and to become cynical and to believe that humans are inherently bad. but I get to go to work every day. When I work with 15 or 16 year old young people who are so hopeful about the future, things haven't quite cut up with them yet, as Adolf Raymond says in the book. I hope things never will.

This post was generated by put listening repetition system,  Check the original dictation thread!
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[Homework]2015-05-19&05-25 柔软的心

I often joke with my students at the course i teach. English time should be retitled doom and gloom literature.We read some pretty heavy texts over the course this year. We discuss the potential for evil within all of us, and ...and the dangerous silence and faith of evil as we read ... Last year when we began Hb's kill a mockbird about an africa-american man he has been accused of crime he did not commit.We inevitably have a class discussion about things like prejudice and stereotype in our culture and where we draw the line between harmless and harmful believes. These statements always lead to a fastinating discussion. This year, the discussion took on a markedly different tune.This year, my mostly african american and hispanic 10th grader beyong reading the book the day after the grand jury dicided not to indcit while new york city police officer DT in the death of ...                                                   
This post was generated by put listening repetition system,  Check the original dictation thread!
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[Homework]2015-05-19&05-25 柔软的心

I often joke with my students, but the course I teach English 10 should be retitled doom and gloom literature. We read some pretty heavy texts of the course over the year. We discuss the potential for evil within all of us and William Golding's Lord of the Flies and the dangers of silence in the face of evil as we read Elie Wiesel's Night.
Each year, when we begin Harper Lee's To Kill a Mockingbird about an African American man who's been accused of a crime he did not commit. We inevitably have a class discussion about things like prejudice and stereotypes in our culture and where we draw the line between harmless and harmful beliefs. These statements always lead to a fascinating discussion.
But this year, the discussion took on a remarkably different tone. This year, my mostly African American and Hispanic 10th graders beyond reading the book the day after the grand jury decided not to indict white New York City police officer Daniel Pantaleo in the death of Eric Garner, an African American man who's placed in a choke hold and died while resisting an arrest.
One week earlier, another grand jury had decided not to indict white police officer Darren Wilson, who shot and killed Michael Brown an unarmied African American teenager in Ferguson, Missouri. When in previous years, as taking a bit of time for my students to get to a discussion of race, this year it came after immediately.
In one class, two of my African American students brought up Michael Brown and Eric Garner instantly and passionately shared their frustration with both grand jury decisions. As one boy explained to the class what had happened in both cases, my normally squally students became quiet and pensive.
One of them asked if anyone remembered what had happened to T* M* in 2012. In another peroid, a shy girl gave an impassioned extemporaneous speech about the existence and prevalence of racism in our country that can only compare to L*'s speech about the true meaning of Christmas and Charlie Brown's Christmas movie.
When my students reach me, they are young enough, but they still believe that the world is nearly divided into good and bad or right and wrong. They are tittering at the age of innocence and experience, as they are starting to realize that sometimes good people make awful choices. And sometimes seemingly hopeless and hard individuals are capable of kindness.
Throughout the year, I tried to teach my students to always strive to do the right thing, in spite of how ugly our world sometimes seems. At the end of To Kill a Mockingbird, the protagonist S learns that doing the right thing isn't necessarily always easiest thing, but ultimately it is our duty to think about things from another person's point of view and stand up for what is right, even if, and especially if, no one else will. During our discussion, my students arrived that same conclusion.
That day, I walked on my drive home, my heart impossibly heavy. Are we supposed to be passed these kinds of things as a society? Are we supposed to be a society founded on the quality, fairness, and justice? How was this still happening? I became a teacher, because I believe in the power of young people to create a better world. I believe that young people possess unhardened hearts. I believe that we must do everything we can as adults to prevent our own hearts from hardening. Why is that as we grow older, we become complacent? Why do we become indifferent to the unfairness and injustice as we witness on a daily basis? I believe that within all of us is a strong sense of right and wrong. Yet often times, we adults are hardened by our experiences and we lose the sympathy that we felt so easily as children. I fully recognize how easy it is to look at our world and to become cynical and to believe that humans are inherently bad. but I get to go to work every day. When I work with 15 or 16 year old young people who are so hopeful about the future, things haven't quite cut up with them yet, as Adolf Raymond says in the book. I hope things never will.


This post was generated by put listening repetition system,  Check the original dictation thread!
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[Homework]2015-05-19&05-25 柔软的心

I often joke with my students that the course that I teach - English 10 - should be retitled Doom-in-gloom Literature. We read some pretty heavy texts over the course of the year. We discuss the potential for evil within all of us in William Golding's Lord of the Flies, and the dangers of silence in the face of evil as we read Elie Wiesel's Night.
Each year, when we begin Harper Lee's To Kill a Mockingbird, about an African American man who has been accused of a crime he did not commit, we evitably have a class of discussion about things like prejudice and stereotypes in our culture, and where we draw the line between harmless and harmful beliefs. These statements always lead to a fascinating discussion, but this year the discussion took on a remarkably different tone.
This year, my mostly African American and Hispanic 10th graders beyong reading the book the day after grand jury decided not to indict white New York City police officer Daniel Pantaleo in the death of Eric Gardner, an African American man who has placed in a choke hold and died while resisting arrest. One week earlier, another grand jure had decided not to endict while police officer Darren Wilson, who shot and killed Michael Brown, an unarmed African American teenager in Ferguson, Missouri. While in previous years, it it taking a bit of time for my students to get to a discussion of race, this year, it came up immediately. In one class, 2 of my African American students brought up Michael Brown and Eric Gardner instantly, and passionately shared their frustration with both grand jure's decisions. As one boy explained to the class what it happend in both cases, my normally squally students became quiet and pensive. One of them asked if anone remembered what it happened to Tr* Martin in 2012. In another period, a shy girl gave an impassioned and extemporaneous speech about the existance and prevalence of racism in our country that I can only compare to L*'s speech about the true meaning of Christmas and the Charlie Brown Christmas movie. When my students reach me, they are young enough that they still believe that the world isn't neatly divided into good and bad, or right and wrong. They are tittering at the edge of innocence and experience. As they are starting to realize that sometimes good people make alful choices, and sometimes seemingly hopeless and hard indiciduals are capable of kindness.
Throughout the year, I try to teach my student to always strive to do the right thing in spite of how ugly our world sometimes seems. At the end of To Kill a Mockingbird,
the protagonist Scout learns that doing the right thing isn't necessarily always the easiest thing, but ultimately it is our duty to think about things from another person's point of view and stnad up for what is right, even if, and especially if, no one else will. During our discussion, my students arrived at that same conclusion.
That day, I wept on my drive home, my heart impossily heavy. Aren't we supposed to be passed these kinds of things as a society? Aren't we supposed to be a society founded on equality, fairness and justice? How is this still happening? I became a teacher because I believe in the power of young people to create a better world. I believe that young people possess unhardened hearts. I believe that we must do everyhing we can as adults to prevent our hearts from hardening. Why is that as we grow older, we become complacent? Why do we become indifferent to the unfairness and injustices we witness on a daily basis? I believe that within all of us is a strong sense of right and wrong, yet often times, we adults are hardened by our experiences and we lose the empathy easily as children. I fully recognize how easy it is to look at the world and to become cynical, and to believe that humans are inherently bad. But I get to go to work every day, where I work with 15-and-16-year-old young people, who are so hopeful about the future. Things haven't quite caught up with them yet, as Adolf Raymond says in the book. I hope things never will.

This post was generated by put listening repetition system,  Check the original dictation thread!
1

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[Homework]2015-05-19&05-25 柔软的心

I, aften the joke of my students that the course i teach, English ten, should be retitled dooming gloom literature. They read some pretty heavy text over the course of the year. We discuss potential for evil within all of us and William Golden sort the flies and danders of silence in the face of evil as we read Elly Veza's night. Each year, when we begin harborlist To Kill a Mockingbird, about an African-American man he has been accused of a crime he did not commit, we inevitably have a classified discussion about things like prejudice and stereotypes in our culture and where we draw a line between harmless and harm for beliefs. These statements always lead to a fascinating discussion, but this year the discussion took on a remarkably different tone. This year, my mostly African-American and hispanic tenth graders began reading the book the day after grand jury decided not to indite white New York city police officer Daniel Paletoleo in the death of Air Gardner, an African-American man who was placed in a choke caught and died while resisting arrest. One week earlier, another grand jury had decided not to indite white police officer Deer Wilson who shot and killed Michael Brown, an unarmed African-American teenager in Burgerson Missuri.While in previous year, it has taken a bit of time for my students to get to a discussion of race, this year it came up immediately. In one class, two of my African-American students brought up Michael Brown and Air Gardner instantly and passionately shared their frustration with both grand jury decisions. As one voice explained to the class about what has happened in both cases, my normally squirreling students became quiet and pensive. One of them asked if we remember about what happened to Traveon Martin in 2012. In another period, a shy girl gave an impassioned, extemporary speech about the existence of prevalence and racism in our country that can only compare to lineless speech about the true meaning of Christmas in a Charlie Brown Christmas movie.
When my students reach me, they are young enough that they still believe that the world is nearly divided into good and bad, or right and wrong. They are teed-ring at the age of innocence and experience. They are starting to realize that sometimes good people make awful tresses and sometimes seemingly hopeless and hard individuals are capable of kindness. Throughout the years I tried to teach my students to always strive to do the right thing in spite of how ugly our world sometimes seems. At the end of To Kill a Mockingbird, the xxxx learns that doing the right things isn't necessarily always easier thing but ultimately it is our duty to think about things from another people's point of view, understand what is right even if and especially if no one else will. During our discussion, my students arrived at that same conclusion. That day, I wiped on my drive home, my heart impossibly heavy. Aren't we supposed to be passed these kinds of things as a society? Aren't we supposed to be a society founded on equality, fairness and justice? How was this still happening? I became a teacher because I believe in the power of young people to create a better world. I believe that young people possess unhardened hearts. I believe that we must do every thing we can as adults to prevent our own hearts from hardening. Whilst that we grow older, we become complacent. Why do we become different, unfairness and injustice we witness on a daily basis? I believe that within all of us, it is a strong sense of right and wrong. Yet after times, we adults are hardened by our experiences and we lose empathy that we found so easily as children. I fully recognize how easy it is to look at the world and to become cynical and to believe that humans are inherently bad. But I get to work every day where I worked with 15 and16 years old young people who are so hopeful about the future. Things haven't quite cut up with them yet as Doffs Rahman said in the book. I hope things never will.

This post was generated by put listening repetition system,  Check the original dictation thread!
1

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