文章目录[隐藏]
- 你为什么想学习这个课程或学科？
- 你的资质和学习如何帮助你准备这门课程或科目？
- 你在教育之外还做了哪些准备工作？这些经历为什么有用？
- Why do you want to study this course or subject?
- How have your qualifications and studies helped you to prepare for this course or subject?
- What else have you done to prepare outside of education, and why are these experiences useful?
你为什么想学习这个课程或学科？
作为一名有幸享受多样化教育经历的学生，我强烈渴望审视不同环境下的教育过程。我相信，在家庭教育和公立学校中度过的时间，让我有时间思考这种做法如何阻碍或极大提升一个人在传统和非传统环境中的学习态度。
负责教育的人们的责任让我觉得非常有趣。通过柏拉图哲学式的启蒙思想研究教育的必要性后，我受到启发，想探讨这种权力滥用如何可能对未来社会世代产生负面影响。显然，教育以各种形式影响意识和潜意识。我认为，这其中一个结果是，我们教育体系中的精英原则可能会被扭曲，以利于社会经济发达背景的学生，我希望在大学期间能更深入地研究这一点。
你的资质和学习如何帮助你准备这门课程或科目？
此外，通过在社会学A-Level课程中研究限制编码和语言剥夺的影响，我进一步加深了对语言使用与社会阶级感知关系的发展的浓厚兴趣。我的EPQ工作使我能够研究《亨利五世》和《哈姆雷特》中措辞的双重性质，特别是拼写发展与通过刻意特定词汇运用所引发意象之间的模糊界限。这让我能够处理文本中的真实感概念，以及作者作品非静态的观念——即能够随着时间操控读者的心灵和思想。
此外，一个民族文化的某些细微差别体现在本土作家、剧作家或诗人的著作中，似乎那些无法亲自亲自访问的人，无法理解。如果不是易卜生对描述和可悲谬误的精妙运用，我觉得挪威居民的价值观、态度和个人生活的历史将难以理解。
你在教育之外还做了哪些准备工作？这些经历为什么有用？
写作像其他艺术形式，甚至法律行动一样，反映出一个地方的感觉，迫使人们警觉地关注世界上任何地方过去或当前的现实。
我认为，虽然英国文学和教育学是学术研究的分化领域，但它们绝非完全互斥。在最近萨顿信托的暑期学校中，我有机会将两者结合起来，开展一项独立研究项目，通过文本分析探讨儿童文学在教育发展中的作用，特别是在莫里斯·桑达克的《野兽在哪里》中。尽管全文由十句话组成，我仍能探讨导论文学如何促进押韵的概念、愤怒的精神分析表现以及重复强调的重要性。
我相信教育与文学之间存在着完全共生的关系，彼此汲取力量和深度。在我看来，它们不能作为独立的实体存在。文学促进了民族的教育，但没有教育，识字率是不可能的。通过两者在我对教育的研究中的相互依存，我能够理解文学对我为何重要——因为正是通过这种方式（促进教育）笔可以字面意义上成为“比剑更强大”的老格言。
Why do you want to study this course or subject?
As a student who has been fortunate enough to enjoy a varied educational experience I feel a strong impulse to examine the process of education in differing circumstances. Time spent in both home education and state schooling has, I believe, given me the time to consider how this practice can either hinder or greatly enhance a person’s attitude towards learning both in a traditional and non-traditional setting.
The responsibility of those charged with the task of education is something which I find very interesting. Having studied the need for education through the idea of Plato’s philosophical approach to enlightenment through learning, I have been inspired to examine how the misuse of this form of power could negatively influence future generations of society. Education, in all forms, it is clear, can influence the conscious and subconscious mind. One result of this, I feel, is that the meritocratic principles of our education system can be distorted to the advantage of those from more socio-economically developed backgrounds, something I hope to be able to study more closely through my university career.
How have your qualifications and studies helped you to prepare for this course or subject?
In addition to this, through the study of the effect of restricted code and linguistic deprivation in my Sociology A-Level, I have been able to further my considerable interest in the development of language use in relation to perception of social class in period literature. My EPQ work has allowed me to conduct research into the duplicitous nature of wording in Henry V and Hamlet, and in particular, to the blurry line between period development of spelling and imagery invoked through deliberately specific use of lexis. This has allowed me to deal with the concept of verisimilitude in texts and the idea of the work of an author as non-static - that is, as having the ability to manipulate the hearts and minds of readers over time.
As well as this, there are certain nuances of the culture of a nation encapsulated in the writings of a native author, dramatist or poet that those who have no way of visiting themselves, it seems, would never be able to otherwise understand. I feel a history of the values, attitudes and personal lives of those alive in Norway would be lost upon me if not for Ibsen's excellent use of description and pathetic fallacy.
What else have you done to prepare outside of education, and why are these experiences useful?
Writing mirrors the sense of a place in the same way other art forms, and even legal actions do, forcing the populace to sit up and take notice of the reality of a past or current situation anywhere in the world.
I feel that though English Literature and Education are divided areas of academic study, they are by no means entirely mutually exclusive. During a Sutton Trust summer school recently, I was given the opportunity to link the two in an independent research project exploring the role of children's literature in educational development through textual analysis, in particular, in Maurice Sendak's Where the Wild Things Are. Despite the fact that the text is composed of ten sentences in its entirety, I was able to examine how introductory literature can promote the concept of rhyme, the psychoanalytical representation of anger and the importance of repetition for emphasis.
Education and literature have, I believe, an entirely symbiotic relationship, drawing strength and depth from each other. They cannot, in my opinion, exist as separate entities. Literature promotes education of the nation, but without education, literacy would be impossible. Through the interdependency of the two in my study of education, I have been able to come to terms with exactly why literature is important to me - because, it is in this way (the promotion of education) that the pen can literally be, to use the old maxim, "mightier than the sword".
