GRE写作提纲举例指导（18）
18Only by being forced to defend an idea against the doubts and contrasting views of others does one really discover the value of that idea.
部分同意
1、在为观点辩护的时候要从对方立场上来分析观点的薄弱之处，如果不能 withstand critical arguments, 说明价值少;如果能够，说明有价值
technology bring challenge to modern life
2、当然，当排除异议和对照其他观点的时候，在比较的过程中可能有助于发现理念的价值。比如和一个理念的对立观点已经被证明是错误的，那么这个理念很可能是有价值的。
people can learn from past history
3、一个理念是否有价值要看它是否有用，这是要在实践中检验出来的
whether a teaching method is effective
18T Only by being forced to defend an idea against the doubts and contrasting views of others does one really discover the value of that idea.
只有通过排除异议和对照其他的观点来捍卫一个理念，人们才能真正的发现该理念的价值所在。
①在维护中更深入的理解此观点。
②心理学上说，越维护就越深信不疑。
③不是the only way 还可以通过实践经验来检验等
Think of those ideas which we have long been used to, maybe since we are young.
When the idea held is challenged, however, we are motivated to defend it against doubts and disagreements.
Anyway, one should never be a bigot, who sticks to his own point of view and never budge even if lethal errors are rooted in.
18Only by being forced to defend an idea against the doubts and contrasting views of others does one really discover the value of that idea.
部分同意
1、在为观点辩护的时候要从对方立场上来分析观点的薄弱之处，如果不能 withstand critical arguments, 说明价值少;如果能够，说明有价值
technology bring challenge to modern life
2、当然，当排除异议和对照其他观点的时候，在比较的过程中可能有助于发现理念的价值。比如和一个理念的对立观点已经被证明是错误的，那么这个理念很可能是有价值的。
people can learn from past history
3、一个理念是否有价值要看它是否有用，这是要在实践中检验出来的
whether a teaching method is effective
18T Only by being forced to defend an idea against the doubts and contrasting views of others does one really discover the value of that idea.
只有通过排除异议和对照其他的观点来捍卫一个理念，人们才能真正的发现该理念的价值所在。
①在维护中更深入的理解此观点。
②心理学上说，越维护就越深信不疑。
③不是the only way 还可以通过实践经验来检验等
Think of those ideas which we have long been used to, maybe since we are young.
When the idea held is challenged, however, we are motivated to defend it against doubts and disagreements.
Anyway, one should never be a bigot, who sticks to his own point of view and never budge even if lethal errors are rooted in.
