Why Questioning and Analyzing is Encouraged in America
このQ&Aのポイント
In many parts of the world, authority is rarely challenged, leading to a lack of progress and innovation.
In contrast, in America, children are taught from a young age to question, analyze, and search for answers.
This mindset fosters a culture of critical thinking and innovation, where even young scholars can make valuable contributions in various fields of science.
日本語訳お願いします。
In much of the world, authority is not challenged, either out of respect or out of fear, and, sometimes because a hierarchy of rank has been fixed for so long that people have been trained for generations never to challenge it.
In such countries children are not expected to question their teachers in school, and brilliant young scholars or inventive industrial geniuses are hampered in technical research because they hesitate to disagree with their "superiors."
Clever researchers may be considered too young to have any right to present findings that contradict the knowledge and wisdom of their elders.
The American is trained from childhood to question, analyze, search.
"Go and look it up for yourself;’’ a child will be told.
In many schools tasks are designed to stimulate the use of a wide range of materials.
An assignment to
"Write a paper on the world's supply of sugar," for example, will send even a young child in search of completely unfamiliar ideas.
Even in the primary grades children are taught to use libraries and to search for new ideas.
By the time they are 14, 15, or 16, many young scholars are making original and valuable contributions in all fields of science.
Industry is so aware of this untouched resource that each year, through national competitions,
it offers awards to teenagers in order to seek out (and later employ) young people with brilliant, inquiring minds.
以下のとおりお答えします。
（なるべく分かりやすいように意訳を心がけます。面白い内容ですね。）
＞In much of the world, authority is not challenged, either out of respect or out of fear, and, sometimes because a hierarchy of rank has been fixed for so long that people have been trained for generations never to challenge it.
⇒世界の多くの地域で、権威は尊敬に値するかどうかという点からも、怖れの対象であるという点からも異義を唱えられることはないが、時にそれは、ランクの階層構造が長年にわたって固定されているため、人々はそれに異義を唱えるようなことは決してしないよう、数世代にわたって馴らされてきたからである。
＞In such countries children are not expected to question their teachers in school, and brilliant young scholars or inventive industrial geniuses are hampered in technical research because they hesitate to disagree with their "superiors."
⇒このような国々では、子供たちが学校で教師に質問することは想定されていないし、才能のある若い学者や独創的な産業界の天才が「先輩」に対して異を唱えることを躊躇するので、技術的な研究が滞ってしまいがちである。
＞Clever researchers may be considered too young to have any right to present findings that contradict the knowledge and wisdom of their elders.
The American is trained from childhood to question, analyze, search.
"Go and look it up for yourself;’’ a child will be told.
⇒賢明な研究者でも、年配者の知識や知恵に逆らうような権利を持つには若すぎると考えられるのかも知れない。
アメリカ人は、子供時代から質問、分析、検索の仕方までを訓練される。
子供は、「さあ、自分の力でそれを調べなさい」と言われることになる。
＞In many schools tasks are designed to stimulate the use of a wide range of materials.
An assignment to "Write a paper on the world's supply of sugar," for example, will send even a young child in search of completely unfamiliar ideas.
⇒多くの学校で、さまざまな幅広い教材の使用を奨励するように設計されている。
例えば、「世界の砂糖供給についてレポートを書く」という課題が出されると、幼い子供でも全くなじみのなかった考えを探すように仕向けることもできる。
＞Even in the primary grades children are taught to use libraries and to search for new ideas.
By the time they are 14, 15, or 16, many young scholars are making original and valuable contributions in all fields of science.
⇒小学校でさえ、子供たちは図書館を利用して新しい考えを探すよう教えられる。
14歳、15歳、16歳の頃には、多くの若手研究者が科学のすべての分野で独自な、貴重な貢献をするようになる。
＞Industry is so aware of this untouched resource that each year, through national competitions, it offers awards to teenagers in order to seek out (and later employ) young people with brilliant, inquiring minds.
⇒産業界は、このような得がたい人的資源を十分に認識して、優れた探求心を持つ若者を探すために（そして後で雇用するために）、毎年国内競技大会を通じて10歳代の人たちに賞を提供している。
