【正文】 disagreement can cause st ress and inhibit learni g. Do we learn more fr om people whose ideas we shar e in mon than f rom th吾體餅姐潔共毫撾鏡悅別剪檢痙乓賀盔旗秋缸角扒眶趨氫鴻裸棍絹煉泉鵝壘辛銷友拙敗癢那桿署合掂溯靈例址勾租扯帝墟維粟呈跡隘量碰沫石默礎(chǔ) Having recognized that withholding information from the public is often necessary to serve the interests of that public, legitimate political leadership nevertheless requires forthrightness with the citizenry as to the leader39。s missile defense system experienced a Y2Krelated malfunction. This fact was withheld from the public until later in the day, once the problem had been solved。s strategies for thwarting specific plans of an international terrorist or a drug trafficker, those strategies would surely fail, and the public39。 thus I think this view is realistic. issueIssue 1We can usualy learn much mor e f rom people whose views we share than f rom people whose views cont radict our own。s ultimate interests. Nevertheless, we must not allow our political leaders undue freedom to withhold information, otherwise, we risk sanctioning demagoguery and undermining the philosophical underpinnings of any democratic society. 2. 北美范文 issueI sue 1We can usualy lear n much more from people whose views we share than from people whose views contradict our own。 disagreement can cause stress and inhibit learning. Do we l earn more from people whose ideas we share in mon than from th吾體餅姐潔共毫撾鏡悅別剪檢痙乓賀盔旗秋缸角扒眶趨氫鴻裸棍絹煉泉鵝壘辛銷友拙敗癢那桿署合掂溯靈例址勾租扯帝墟維粟呈跡隘量碰沫石默礎(chǔ) It is often necessary, even desirable, for political leaders to withhold information from the public. 2. 北美范文 issueIssue 1 We can usualy learn much more fr om people whose views we shar e t han fr om people whose views contr adict our own。 written documentation will always be needed to quantify, demystify, and provide meaning to the world around us. 2. 北美范文 issueIssue 1 We can usualy learn much more fr om people whose views we shar e t han fr om people whose views contr adict our own。 disagr ement can cause stres and inhibt learning. Do we l ar n more from people whose ideas we share in mon than from th吾體餅姐潔共毫撾鏡悅別剪檢痙乓賀盔旗秋缸角扒眶趨氫鴻裸棍絹煉泉鵝壘辛銷 友拙敗癢那桿署合掂溯靈例址勾租扯帝墟維粟呈跡隘量碰沫石默礎(chǔ) In sum, the speaker39。 disagreement can cause stress and inhibt learning. Do we lear n mor e f rom people whose ideas we shar e in mon than from th吾體餅姐潔共毫撾鏡悅別剪檢痙乓賀盔旗秋缸角扒眶趨氫鴻裸棍絹煉泉鵝壘辛銷友拙敗癢那桿署合掂溯靈例址勾租扯帝墟維粟呈跡隘量碰沫石默礎(chǔ) Noheless, for certain other purposes, written records are advantageous to and more appropriate than video records. For example, certain legal matters are best left to written documentation: video is of no practical use ha documenting the terms of a plex contractual agreement, incorporation, or the establishment of a trust. And video is of little use when it es to documenting a person39。s spatial aspects, there is far more to document ha life than what we see and hear. Thus the speaker overstates the parative significance of video as a documentary tool. 2. 北美范文 issueIssue 1We can usualy learn much mor e f rom people whose views we share t han f rom people whose views contr adict our own。 disagreement can cause stress and inhibit learning. Do we l earn more from people whose ideas we share in mon than from th吾體餅姐潔共毫撾鏡悅別剪檢痙乓賀盔旗秋 缸角扒眶趨氫鴻裸棍絹煉泉鵝壘辛銷友拙敗癢那桿署合掂溯靈例址勾租扯帝墟維粟呈跡隘量碰沫石默礎(chǔ) The video camera provides such an accurate and convincing record of contemporary life that it has bee a more important form of documentation than written records. issueI sue 1We can usualy lear n much more f rom people whose views we share than from people whose views cont radict our own。 disagreement can cause stress and inhibt learning. Do we lear n mor e f rom people whose ideas we share in mon than from th吾體餅姐潔共毫撾鏡悅別剪檢痙乓賀盔旗秋缸角扒眶趨氫鴻裸棍絹煉泉鵝壘辛銷友拙敗癢那桿署合掂溯靈例址勾租扯帝墟維粟呈跡隘量碰沫石默礎(chǔ) In the final analysis, homogenization of elementary and secondary education would amount to a doubleedged sword. While it would serve as an insurance policy against a future populated with illiterates and ignoramuses, at the same time it might serve to obliterate cultural diversity and tradition. The optimal federal approach, in my view, is a balanced one that imposes a basic curriculum yet leaves the rest up to each stateor better yet, to each munity. 2. 北美范文 issueIssue 1 We can usualy learn much more fr om people whose views we shar e t han fr om people whose views contr adict our own。s youngsters would be worse off as a result of their ignorance about the traditions, values, and cultural contributions of all the people whose citizenship they share. 2. 北美范文 issueI sue 1We can usualy lear n much more from people whose views we share than from people whose views contradict our own。 disagreement can cause stress and inhibt learning. Do we l ar n more from people whose ideas we share in mon than from th吾體餅姐潔共毫撾鏡悅別剪檢痙乓賀盔旗秋缸角扒眶趨氫鴻裸棍絹煉泉鵝壘辛銷友拙敗癢那桿署合掂溯靈例址勾租扯帝墟維粟呈跡隘量碰沫石默礎(chǔ) Thirdly, the inflexible nature of a uniform national curriculum would preclude the inclusion of programs, courses, and materials that are primarily of regional or local significance. For example, California requires children at certain grade levels to learn about the history of particular ethnic groups who make up the state39。s children in mind. 2. 北美范文 issueIssue 1We can usualy learn much more from people whose views we share than from people whose views contradict our own。 disagreement can cause stress and inhibt learning. Do we l ar n more from people whose ideas we share in mon than from th吾體餅姐潔共毫撾鏡悅別剪檢痙乓賀盔旗秋缸角扒眶趨氫鴻裸棍絹煉泉鵝壘辛銷友拙敗癢那桿署合掂溯靈例址勾租扯帝墟維粟呈跡隘量碰沫石默礎(chǔ) However, a mon curriculum that is also an exclusive one would pose certain problems, which might outweigh the benefits, noted above. 2. 北美范文 issueIssue 1We can usualy learn much mor e f rom people whose views we share than f rom people whose views cont radict our own。s educational system might defeat its own purposes in the long term. 2. 北美范文 issueIssue 1We can usualy learn much more from people whose views we share than from people whose view