1、.,Why College Is Not Home,Para 1 The college years are supposed to be a time for important growth in autonomy and the development of adult identity. However, now they are becoming an extended period of adolescence, (during which many of todays students and are not shouldered with adult responsibilit

2、ies. ) vt.肩負(fù)/負(fù)擔(dān) 大學(xué)那幾年應(yīng)該是培養(yǎng)學(xué)生自主性和成年人身份認(rèn)知的 重要時(shí)期。然而，它卻變成了青春期的延伸，許多大學(xué)生 不能肩負(fù)起成年人的責(zé)任。,.,Para 2 For previous generations, college was a decisive break from parental control; guidance and support needed help from people of the same age and from within. 對(duì)于前幾代人來(lái)說(shuō)，大學(xué)是他們脫離父母控制的決定性 時(shí)期。他們可以從同輩人和自己身上得到指導(dǎo)和支持。 In th

3、e past two decades, however, continued connection with and dependence on family (, thanks to cell phones, email and social media, )have increased significantly. 然而，在過(guò)去的二十年，多虧了手機(jī)、郵件和社交媒體， 學(xué)生和家里不停地聯(lián)系，對(duì)家人的依賴也明顯增加。,通過(guò)對(duì)比，后者家長(zhǎng)過(guò)多地干預(yù)學(xué)生的大學(xué)生活,.,Some parents go so far as to help with coursework. Instead of pro

4、moting the idea of college as a passage from the shelter of the family to autonomy and adult responsibility, universities have given in to the idea (that they should provide the same environment as that of the home. ) 一些家長(zhǎng)甚至幫助做課程作業(yè)。大學(xué)已屈服于這種想法， 那就是為學(xué)生提供一個(gè)家一樣的環(huán)境，而取代了所謂宣揚(yáng) 把大學(xué)當(dāng)做是讓學(xué)生從受家庭庇護(hù)到學(xué)會(huì)自主獨(dú)立的改變過(guò)程。,s

5、oas to如此以至于,.,Para 3 To prepare for increased autonomy and responsibility, college needs to be a time of exploration and experimentation. This process involves “trying on ” new ways of thinking about oneself both intellectually and personally. While we should provide “safe spaces” within colleges, w

6、e must also make it safe to express opinions and challenge majority views. Intellectual growth and flexibility are fostered on debate and questioning. 為了為增強(qiáng)自主性和責(zé)任感做準(zhǔn)備，大學(xué)應(yīng)該是一段探索和實(shí)驗(yàn)的過(guò)程。這個(gè)過(guò)程包括“嘗試”用新的辦法從思維能力和個(gè)人角度去考慮自己。當(dāng)我們?cè)诖髮W(xué)校園給學(xué)生提供“安全空間”的同時(shí)，我們必須讓學(xué)生能感到安全的去表達(dá)觀點(diǎn)和挑戰(zhàn)眾人觀點(diǎn)。辯證思想和懷疑能提高人的思維和可塑性。,.,Para 4 Learning

7、 to deal with the social world is equally important. Because a college community(群體) differs from the family, many students will struggle to find a sense of belonging. If students rely on administrators to regulate their social behavior and thinking pattern, they are not facing the challenge of find

8、ing an identity within a larger and complex community. 學(xué)會(huì)和周圍的世界打交道同樣重要。因?yàn)榇髮W(xué)群體不同 于家庭，很多學(xué)生會(huì)努力尋求歸屬感。如果學(xué)生依賴于 管理者去規(guī)范他們的行為和思考模式，那么當(dāng)在一個(gè)更 廣闊更復(fù)雜的社會(huì)中時(shí)，他們就不會(huì)去面對(duì)尋找自我的挑 戰(zhàn)。,.,Para 5 Moreover, the tendency for universities to monitor and shape student behavior runs up against another characteristic of young adults

9、: the response to being controlled by their elders. If acceptable social behavior is too strictly defined and controlled, the insensitive or aggressive behavior (that administrators are seeking to minimize) may actually be encouraged. 再者，大學(xué)對(duì)學(xué)生行為的監(jiān)管和塑造和年輕人的個(gè)性特 征背道而馳，那就是受長(zhǎng)輩控制的反應(yīng)。如果可接受的 社會(huì)行為被過(guò)于嚴(yán)格地規(guī)定，實(shí)際

10、上可能會(huì)激發(fā)麻木不 仁或攻擊性的行為，這些都是管理者謀求降到最低的。,run up against遇到;與相撞,insensitive adj. (對(duì)他人的感受)麻木不仁的,.,Para 6 It is not surprising that young people are likely to burst out, particularly when there are reasons to do so. Our generation once joined hands and stood firm at times of national emergency. What is lackin

11、g today is the conflict between adolescents desire for autonomy and their understanding of an unsafe world. Therefore, there is the desire for their dorms to be replacement homes and not places to experience intellectual growth. 年輕人極有可能爆發(fā)是不意外的，尤其是有原因促使他 們(爆發(fā))時(shí)。我們這一代在國(guó)家面臨非常時(shí)刻時(shí)曾手拉手 堅(jiān)定團(tuán)結(jié)地在一起。當(dāng)今缺少的是青少年對(duì)

12、獨(dú)立的渴望和 他們對(duì)不安全世界理解之間的沖突。因此，他們渴望把宿 舍當(dāng)成家的替代品，而不是經(jīng)歷思維發(fā)展的地方。,.,Para 7 Every college discussion (about community values, social climate and behavior) should include recognition of the developmental importance of student autonomy and self-regulation, of the necessary tension between safety and self-discove

13、ry. 每一場(chǎng)關(guān)于社會(huì)價(jià)值觀、社會(huì)風(fēng)氣和行為的大學(xué)討論 都應(yīng)該包括對(duì)學(xué)生自主發(fā)展和自我約束的重要性認(rèn)可， 以及對(duì)安全感和自我發(fā)現(xiàn)之間必要的壓力的認(rèn)可。,.,Para 1 (Introduction),Para 2 (Point 1),在大學(xué)應(yīng)該培養(yǎng)獨(dú)立， 而父母卻過(guò)多包辦。,Para 3 (Point 2),為了為增強(qiáng)自主性和 責(zé)任感做準(zhǔn)備，大學(xué) 應(yīng)該是一段探索 和實(shí)驗(yàn)的過(guò)程。,Para 4 (Sp 1),Para 5 (Sp 2),學(xué)會(huì)與周圍的 世界打交道,大學(xué)不該過(guò)多地控 制和塑造學(xué)生的行為,Para 6-7 (Conclusion),權(quán)衡自我約束和自主發(fā)展 重視對(duì)學(xué)生的培養(yǎng),Why Co

14、llege Is Not Home,.,大學(xué)那幾年應(yīng)該是培養(yǎng)學(xué)生自主性和成年人身份認(rèn)知 的重要時(shí)期。然而，它卻變成了青春期的延續(xù)，許多大 學(xué)生不能肩負(fù)起成年人的責(zé)任。 對(duì)于前幾代人來(lái)說(shuō)，大學(xué)是他們脫離父母控制的決定 性時(shí)期。他們可以從同輩人和自己身上得到指導(dǎo)和支持。 然而，在過(guò)去的二十年，多虧了手機(jī)、郵件和社交媒體， 學(xué)生和家里不停地聯(lián)系，對(duì)家人的依賴也明顯增加。一些 家長(zhǎng)甚至幫助做課程作業(yè)。大學(xué)已屈服于這種想法，那就 是為學(xué)生提供一個(gè)家一樣的環(huán)境，而取代了所謂宣揚(yáng) 把大學(xué)當(dāng)做是讓學(xué)生從受家庭庇護(hù)到學(xué)會(huì)自主獨(dú)立的改變 過(guò)程。,.,為了為增強(qiáng)自主性和責(zé)任感做準(zhǔn)備，大學(xué)應(yīng)該是一段探 索和實(shí)驗(yàn)的過(guò)程。這個(gè)過(guò)程包括“嘗試”用新的辦法從思維 能力和個(gè)人角度去考慮自己。當(dāng)我們?cè)诖髮W(xué)校園給學(xué)生提 供“安全空間”的同時(shí)，我們必須讓學(xué)生能感到安全的去表 達(dá)觀點(diǎn)和挑戰(zhàn)眾人觀點(diǎn)。辯證思想和懷疑能提高人的思維 和可塑性。 學(xué)會(huì)和周圍的世界打交道同樣重要。因?yàn)榇髮W(xué)群體不同 于家庭，很多學(xué)生會(huì)努力尋求歸屬感。如果學(xué)生依賴于管 理者去規(guī)范他們的行為和思考模式，那么當(dāng)在一個(gè)更廣闊 更復(fù)雜的社會(huì)中時(shí)，他們就不會(huì)去面對(duì)尋找自我的挑戰(zhàn)。,.,再者，大學(xué)對(duì)學(xué)生行為的監(jiān)管和塑造和年輕人的個(gè)性特 征背道而馳，那就是受長(zhǎng)輩控制的反應(yīng)。如果可接受的社 會(huì)行為被過(guò)于嚴(yán)格地規(guī)定，實(shí)