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1、PreviewAll roads lead to Rome. This expression means that there are many different ways to achieve the same goal. The three passages in this unit look at different approaches to education and business in Japan and the West. The first passage examines one schools new approach to education in the USA.
2、 The second passage compares Western and Japanese approaches to decision-making in business. The third passage looks at the pressure on Japanese children to succeed at an early age. Read the three essays and learn about how different countries and organizations approach the same problems in differen
3、t ways.Where Principles Come FirstThe Hyde School operates on the principle that if you teach students the merit of such values as truth, courage, integrity, leadership, curiosity and concern, then academic achievement naturally follows. Hyde School founder Joseph Gauld claims success with the progr
4、am at the $18,000-a-year high school in Bath, Maine, which has received considerable publicity for its work with troubled youngsters. “We dont see ourselves as a school for a type of kid,“ says Malcolm Gauld, Josephs son, who graduated from Hyde and is now headmaster. “We see ourselves as preparing
5、kids for a way of life by cultivating a comprehensive set of principles that can affect all kids.“ Now, Joe Gauld is trying to spread his controversial Character First idea to public, inner-city schools willing to use the tax dollars spent on the traditional program for the new approach. The first H
6、yde public school program opened in September 1992. Within months the program was suspended. Teachers protested the programs demands and the strain associated with more intense work. This fall, the Hyde Foundation is scheduled to begin a preliminary public school program in Baltimore. Teachers will
7、be trained to later work throughout the entire Baltimore system. Other US school managers are eyeing the program, too. Last fall, the Hyde Foundation opened a magnet program within a public high school in the suburbs of New Haven, Connecticut, over parents protests. The community feared the school w
8、ould attract inner-city minority and troubled students. As in Maine the quest for truth is also widespread at the school in Connecticut. In one English class, the 11 students spend the last five minutes in an energetic exchange evaluating their class performance for the day on a 1-10 scale. “I get a
9、 10.“ “I challenge that. You didnt do either your grammar or your spelling homework.“ “OK, a seven.“ “You ought to get a six.“ “Wait, I put my best effort forth here.“ “Yeah, but you didnt ask questions today.“ Explaining his approach to education, Joe Gauld says the conventional education system ca
10、nnot be reformed. He notes “no amount of change“ with the horse and carriage “will produce an automobile“. The Hyde School assumes “every human being has a unique potential“ that is based on character, not intelligence or wealth. Conscience and hard work are valued. Success is measured by growth, no
11、t academic achievement. Students are required to take responsibility for each other. To avoid the controversy of other character programs used in US schools, Gauld says the concept of doing your best has nothing to do with forcing the students to accept a particular set of morals or religious values
12、. The Hyde curriculum is similar to conventional schools that provide preparation for college, complete with English, history, math and science. But all students are required to take performing arts and sports, and provide a community service. For each course, students get a grade for academic achie
13、vement and for “best effort“. At Bath, 97% of the graduates attend four-year colleges. Commitment among parents is a key ingredient in the Hyde mixture. For the student to gain admission, parents also must agree to accept and demonstrate the schools philosophies and outlook. The parents agree in wri
14、ting to meet monthly in one of 20 regional groups, go to a yearly three-day regional retreat, and spend at least three times a year in workshops, discussion groups and seminars at Bath. Parents of Maine students have an attendance rate of 95% in the many sessions. Joe and Malcolm Gauld both say chil
15、dren tend to do their utmost when they see their parents making similar efforts. The biggest obstacle for many parents, they say, is to realize their own weaknesses. The process for public school parents is still being worked out, with a lot more difficulty because it is difficult to convince parent
16、s that it is worthwhile for them to participate. Of the 100 students enrolled in New Haven, about 30% of the parents attend special meetings. The low attendance is in spite of commitments they made at the outset of the program when Hyde officials interviewed 300 families. Once the problems are worked out, Hyde should work well in public schools, says a teacher at Bath who taught for 14 years in public schools. He is optimistic that once parents make a commitment to the program, they
