People who are the most deeply committed to an idea or policy are the most critical of it.
The speaker claims that people who are the most firmly committed to an idea or policy are the same people who are most critical of that idea or policy. While I find this claim paradoxical on its face, the paradox is explainable, and the explanation is well supported empirically. Nevertheless, the claim is an unfair generalization in that it fails to account for other empirical evidence serving to discredit it.
A threshold problem with the speakers claim is that its internal logic is questionable. At first impression it would seem that firm commitment to an idea or policy necessarily requires the utmost confidence in it, and yet one cannot have a great deal of confidence in an idea or policy if one recognizes its flaws, drawbacks, or other problems. Thus commitment and criticism would seem to be mutually exclusive. But are they? One possible explanation for the paradox is that individuals most firmly committed to an idea or policy are often the same people who are most knowledgeable on the subject, and therefore are in the best position to understand and appreciate the problems with the idea or policy.
Lending credence to this explanation for the paradoxical nature of the speakers claim are the many historical cases of uneasy marriages between commitment to and criticism of the same idea or policy. For example, Edward Teller, the so-called father of the atom bomb, was firmly committed to Americas policy of gaining military superiority over the Japanese and the Germans; yet at the same time he attempted fervently to dissuade the U.S. military from employing his technology for destruction, while becoming the most visible advocate for various peaceful and productive applications of atomic energy. Another example is George Washington, who was quoted as saying that all the worlds denizens should abhor war wherever they may find it. Yet this was the same military general who played a key role in the Revolutionary War between Britain and the States. A third example was Einstein, who while committed to the mathematical soundness of his theories about relativity could not reconcile them with the equally compelling quantum theory which emerged later in Einsteins life. In fact, Einstein spent the last twenty years of his life criticizing his own theories and struggling to determine how to reconcile them with newer theories.
In the face of historical examples supporting the speakers claim are innumerable influential individuals who were zealously committed to certain ideas and policies but who were not critical of them, at least not outwardly. Could anyone honestly claim, for instance, that Elizabeth Stanton and Susan B. Anthony, who in the late 19th Century paved the way for the womens rights movement by way of their fervent advocacy, were at the same time highly critical or suspicious of the notion that women deserve equal rights under the law? Also, would it not be absurd to claim that Mahatma Gandhi and Martin Luther King, historys two leading advocates of civil disobedience as a means to social reform, had serious doubts about the ideals to which they were so demonstrably committed? Finally, consider the two ideologues and revolutionaries Lenin and Mussolini. Is it even plausible that their demonstrated commitment to their own Communist and Fascist policies, respectively, belied some deep personal suspicion about the merits of these policies? To my knowledge no private writing of any of these historical figures lends any support to the claim that these leaders were particularly critical of their own ideas or policies.
To sum up, while at first glance a deep commitment to and incisive criticism of the same idea or policy would seem mutually exclusive, it appears they are not. Thus the speakers claim has some merit. Nevertheless, for every historical case supporting the speakers claim are many others serving to refute it. In the final analysis, then, the correctness of the speakers assertion must be determined on a case-by-case basis.
15年小学三年级英语暑假作业大全
小学四年级英语下册暑假假期作业
2015小学四年级英语下册暑假练习作业题
四年级英语暑假作业设计方案
小学四年级英语暑假练习作业试题2015
2015小学四年级第二学期英语暑假作业卷(湘少版)
2015小学英语四年级第二学年册暑假作业卷
2015新版小学英语PEP教材四年级下册暑假作业试卷
2015学年小学四年级英语暑假作业练习
2015人教版四年级英语第二学期暑假作业卷
2015年三年级英语下册暑假作业(新陕旅版)
新标准英语第八册暑假作业卷(附答案)
2015学年第二学期四年级英语下册暑假作业试卷(含答案)
新标准四年级数学暑假作业安排
2015年小学四年级暑假作业布置(英语)
2015年三年级英语暑假作业卷(含答案)
2015年四年级英语暑假作业及参考答案
小学四年级英语综合暑假作业练习试题(闽教版)
2015小学四年级第二学期英语暑假假期练习作业
2015四年级暑假作业英语答案
2015学年四年级英语下册暑假作业试卷(含答案)
2015最新小学四年级英语第二学期暑假作业试卷
2015新编小学四年级英语第二册暑假作业卷
2015新版PEP英语四年级第二册暑假作业试卷(附答案听力)
四年级暑假作业本答案(英语部分)
闽教版四年级英语暑假作业练习参考
四年级英语暑假作业答案2015年
2015最新四年级英语第二学期暑假作业卷(含答案)
2015年小学三年级英语下学期暑假作业(新人教版带答案)
冀教版小学四年级英语暑假作业练习题
| 不限 |
| 英语教案 |
| 英语课件 |
| 英语试题 |
| 不限 |
| 不限 |
| 上册 |
| 下册 |
| 不限 |