如何看待华人杨安泽竞选2020年美国总统？ 第1页

其实摇滚精神是人的精神，不用太强调摇滚这两个字。

前两天我看到了臧鸿飞对摇滚的解释，我觉得挺好，他说摇滚是面对着生活的不服，而流行音乐是面对生活服了。我觉得这种解释挺好，我们始终在质问自己还是不是自己。摇滚不摇滚不重要，重要的是你还是不是你自己。

摇滚是小众这个话题已经不用再说了，因为摇滚在西方已经成为主流过了，摇滚是大众音乐，在中国可能是小众音乐，所以说中国文化和经济的现状造成了摇滚乐在现在社会的定位不能说明它是大众还是小众，这个真的不重要，重要的是在于每一个人在面对自己现实的妥协的自我的时候，是否会持续的去发问，这种东西不一定偏要体现在摇滚乐，而流行音乐也有，古典音乐也有，现在一些hip hop音乐、嘻哈音乐里都有大量的质疑的声音。

当然，这些都是大的流行音乐的范畴里的，但都不是以人们所理解的摇滚音乐的形式所存在的，所以没必要偏要强调摇滚两个字。

我自己写过两首歌去比较中国的摇滚乐和西方的摇滚乐，近三十年前我写过一首《像是一把刀子》，我觉得当时的中国摇滚就像一把刀子；在十年前我写过另外一首歌叫做《滚动的蛋》，实际上也是针对Bob Dylan的《Like a rolling stone》做一次呼应，我们站在中国的土地上，对西方的摇滚乐做的呼应，我觉得我们更像一颗滚动的蛋，我觉得这是对中国摇滚乐现状的一种描述。中国摇滚是一颗滚动的蛋，但它没有破碎，雨后的大地路途好像有些松软，滚动的时候受到了保护，但的确是危险的状态。我更愿意说中国摇滚乐是从下而上的，蛋破碎了之后变成了生命。

从三十年前到十年前再到现在，中国摇滚没有走向世界，我觉得走不走真的不重要，类似的比较本身是功利心态的，把摇滚乐当做了一种商品。摇滚乐存在的形式也不是为了要走向世界，或者要流向中国，它们存在是为了身心的娱乐，这种娱乐自然会带来与市场的互动，这种互动造成了传播，所以在中国有大量的人受到了影响，可以了解到西方文化，而且他们可以轻而易举的买到这些唱片，这是一种正常的文化根基带来的良性的反应。所以我们就应该去听这种良性的音乐，我觉得每个时代都要有一种形式去表达自己，摇滚乐就是西方发展到六十年代七十年代，人们需要用新的形式去表达自己的时候适时出现的，那个时候已有的音乐形式不能表达人们的想法了。像现在一样，很多的年轻人选择用他们自己的方式表达自己，我们也没办法。这个就是自然的一种规律，人们在经济发展、文化发展、全球化发展的过程中，人们就会轻而易举的找到自己最想选择的方式表达自己。

我觉得中国的摇滚乐，或者说中国自由表达性音乐受到了很多限制，所以说在某种程度上，流行音乐更是很多人追求的一种结果，它的成功方式是一种结果，包括摇滚乐也希望能够像流行音乐一样成功，但不一定像流行音乐那样去表达。

遗憾的是，这个社会的环境和传统文化环境没有鼓励批判，或者说是坚持自我、怀疑现实这种审美，在别的人完全趟出一条路之后，我们亚洲人沿着他们的脚步往前走的时候可能会受益，因为大家会说这种东西我们已经知道结果了，是可控的。但真正达到了不可控制的时候，所谓的不可控制就是真正自由状，他们一定会出面干涉或强加限制。这个时候才需要人站出来，人的自由创造需要调整，针对这种状态的时候，才能产生出接地气的作品，这个时候我认为才是所谓最自由的状态，他自己也不知道会是什么样，人的自由状态在某种程度上是不可控的状态，当然这种不可控的状态是由内心强大的信仰牵引着的，不会造成危险。这种东西只有自己能知道，很多人是不相信的，所以我们的文化环境、我们的宗教信仰完全不信任人的自由状态，一定会有人干预你，不光是家长，即使是比你年轻的人都会来说小心点小心点别出圈、别超越底线。这些东西都有可能造成自己对自己说，那好吧，回头。

就像臧鸿飞说的那样，我们服了，我们对困难做出了妥协做出让步，我们的理想稍微静音一段时间，完了之后，我们可以获取到的东西要远远大于我们的挑战。

你持续的用你的理想去对抗你对现实的认知，你会发现你对现实的认知没有那么强大，你甚至可以说你自己征服现实就是你的现实观，现实怎么可能不被征服呢？他怎么可能会养成这种习惯呢？如果现实都是不可征服的，人就永远是在倒退。

摇滚不仅仅是一个音乐的概念，而是一种态度和人生观的概念。

少见多怪

中国从人均经济指标来看，还处于一个正在脱离第三世界的阶段，从社会的开放程度来看，还处在一个打开大门走向世界的阶段，加之中国人过去四十年被灌输了太多关于“外国”的幻想，现在的中国人，不管是干部还是群众，在国际社会的现实和对国际社会的认知之间都难免有一些脱节，因此急需也正在补一节客观认识世界的课

所谓“黑人问题”本质上并不是中国人和外国人之间的问题，是中国人和中国人之间的问题，有一些人补上了课，有一些人没补上课，还有一些人补课的时候不好好学矫枉过正了，然后就有了很多争论

这种争论是不可避免的，也说不上多有害，这是中国人重新认识世界的必经之路

全面地，从宏观介绍差异的一篇文章：

12 Differences Between Chinese Education and American Education

Posted on June 1, 2007

This analysis is being prepared for a presentation I am going to make at the International Conference on Intercultural Education in Harbin, China on June 22-24. I would be interested in receiving your observations, comments, questions about the differences between Chinese and American educational practices.

1. Class Size is the first noticeable difference at the middle school and high school level. Teachers typically teach two classes (in an 8 period day) with from 55 to 65 students. American secondary teachers typically teach five or six classes with class sizes ranging from 25 to 30. The Chinese teachers use their non-teaching time to grade papers and to prepare for their classes, except for the head teachers (banzhuren) which will be explained later.
2. While Americans think the "cohort" concept is innovative, China has been using it for decades. Throughout China, students beginning in a school are put into classes and they stay in those classes with one another for the entire time they are in that school unless higher test scores permit them to move to a more advanced grouping. Understood in the Chinese system is that this group of students will learn each of their subjects together. In America, students are not grouped into such classes. Instead, the 30 students who are together for English class will be randomly split up into any of the other subjects for the next period and the period after that, and so on. The next year, the students are totally mixed up again into different classes. Occasionally, the same class of students will take two courses together, such as English and history, but that is rare. The Chinese carry the cohort concept into the university level as well. My four classes of students stay together for all of their required courses the whole time they are at university.
3. Chinese students stay in the same classroom for their main classes and their teachers come to them while American students change rooms every period and the room belongs to the teacher. Thus, Chinese students don’t have hallway lockers. Students sit in the same seats for each subject and keep their materials in a shelf under their desk top. Many students have cloth covers for their desk and other means of making it "homey".
4. Chinese education is built on what Americans call "looping". The teachers of the students in the entering class will also follow their same students to the next grade level and the next. In America, it is very unusual for teachers to move with their students from one grade level to the next at the middle school or high school level let alone to loop for the entire period of time the student is in that school. At the primary school level, students begin in grade one with a teacher and stay with that teacher every year they are in primary school. My university students reflect on that teacher as being so very important to them that they really didn’t want to leave them when it was time to go to middle school. American teachers, on the other hand, tend to specialize in the curriculum and content for a particular grade level and then stay at that level. Sometimes, teachers who want to teach older students will ask to move to a higher grade, but then that teacher would typically stay at that level until retirement. That practice means that in America, subject matter and teacher preference might be valued more highly than student needs or student learning.
5. Another significant structural difference between American and Chinese schools is the concept of head teacher or "banzhuren". The banzhuren takes additional responsibility in delivering instruction, supervising their specific class of students, and in knowing their students and the families of the students and in communicating with those families. For less than 200 yuan per month more, the banzhuren will arrive at school prior to 7:00 a.m. to prepare for the day and to work with early arriving students. The student day at the middle school ends at 4:55 and the teachers leave shortly after that. The banzhuren will not only teach her specific class that she is in charge of but will also sit in on many other subjects throughout the day so she can monitor the progress of her students with other teachers, counsel her students, and contact the parents of those students if necessary. The banzhuren will monitor her class during lunch and nap with them after lunch. One banzhuren told me that she is like a mother to those students who don’t have the parental support they need. In addition, at Liaoning Normal University Junior Middle School (LNUJMS) thebanzhurens are expected to visit the homes and families of half their students sometime during the first term and the other half during the second term. These visitations would take place on Saturdays or Sundays or on holidays. The banzhurenwill, after three years, receive a bonus based on the academic improvement of her class. In America, the individual teacher is expected to make parent contact when a student misbehaves or is not performing at a satisfactory level. In American secondary schools there is also a person called a guidance counsellor who will assist with parent contact. However, the guidance counsellor will have a case load of 350 to 500 students and she often must resort to group counselling sessions.
6. The Chinese believe in merit pay and in using student test scores for teacher evaluation. For example, when the 9th graders leave middle school they are tested to see which high school they are qualified to attend. Since the same teachers have had those students for three years, they compare their entry score to their exit score. The classes that showed the most academic gain resulted in that banzhurenreceiving a bonus that might range from 3000 yuan to 6000 yuan (one month or two months pay). The same is true at the high school level. On the other hand, a teacher whose students did not show growth will be evaluated accordingly. At LNUJMS, the math team won first place in the District math contest. As a reward, the four math teachers split a 2000 yuan bonus. The teachers I have talked with like the bonus system. So for years the Chinese have been doing what the American conservatives have been advocating and our teacher unions have been fighting.
7. Discipline in Chinese schools easier than in American schools. For example, at LNUJMS, I was surprised to find minimal student supervision during lunch and between classes. One administrator and one teacher were in the hallway and no teachers were in their classrooms. The other teachers had gone to their offices to meet with students for academic or disciplinary reasons or for a rest between classes. In America, the time between classes is as short as possible, three, four, or perhaps five, minutes. Students are expected to move from their classroom, go to their lockers to get materials for their next class, and then move to that class. The American teachers are expected to be in the hallways during passing periods because that is when fighting and other misbehaviors occur. It is nearly impossible to even imagine a 10 minute passing period in an American school.
8. Chinese students are very respectful. When Chinese students recite, they stand; when students hand in a paper, they use both hands as if they were making a presentation of the paper to the teacher; when students refer to their teacher in writing, they often use terminology such as , “Our dear teacher.” In interviewing thebanzhurens, they commented that is their duty to teach students how to do well in life and how to be a man. University students, when asked to recall their middle school and high school years often speak of their teachers in very exalted ways telling how much their teachers meant to them.
9. Chinese students play active and important roles (zhirisheng) in sweeping the classrooms, scrubbing the steps, serving meals, being class monitors, and helping teachers. Student monitors can be seen wearing special armbands in the hallway, watching to make certain students are doing their twice-daily eye exercises properly, providing leadership on the marching field, watering plants, empty bins, cleaning windows, helping to distribute the daily lunch, and so on. Students always seemed to be carrying out their tasks very seriously and in good humor. The student monitor system is utilized at the university level as well with these appointed students helping the teacher in making copies, distributing and collecting papers, contacting classmates and so on. Like the concept of banzhuren, the concept of zhirishengcannot find its English equivalent due to the different Sino-American educational systems. Most Chinese schools are operated on the zhirisheng system for the purpose of maintaining clean classrooms and schools.
10. Chinese students buy their textbooks each year and the textbooks are soft cover and relatively thin. The textbooks I looked at had a 2006 copyright and I understand that they all have recently undergone revision. The cost is about $1 for a textbook and $2 for a workbook that accompanies the textbook. Students make heavy use of highlighters and annotations in their books. In addition, the textbooks often have moral lessons built into them. For instance, when a particular scientist is highlighted, aspects of his/her life that are exemplary are extolled, such as hard work, protecting the environment, overcoming obstacles, etc. On the other hand, American textbooks are hard cover, updated every six years (at least in Indiana), and are rented to students. Students are not allowed to mark in their textbooks in America.
11. It almost goes without saying that the curriculum in China is standard nation-wide and that students have few elective choices. National goals, national curriculum, national expectations, national exercises, and even a national class schedule are all built around the Chinese Education Schema that is based on centuries of tradition. In America, education is primarily the responsibility of the state governments. Counting Washington D.C., there are 51 separate governments that give direction to public schools. Further, except for Hawaii, states are divided into school districts that also have certain autonomies. Indiana, for example, has 292 school districts, 292 different teacher contracts, salary schedules, and sets of working conditions.
12. Deeply embedded in the Chinese culture is the examination system. Since the Song Dynasty (960 AD), the Chinese have relied on the examination process to identify their governmental leaders. Now the examination system is used to determine which university students are able to attend. These national exams were given on June 7 and 8. Local middle schools were used as test sites and those middle school students had a two day holliday. The test is of such great significance that parents rent hotel rooms nearby so their student can have a quiet lunch and take a nap. I saw one hotel with a big banner wishing students luck on the exam. Students will take either the liberal arts test or the science test. For liberal arts students, the first test, Chinese, was from 9:00-11:30. Students were dismissed and came back for the math test from 3:00-5:00. On Friday, the schedule was the same, with the morning session being geography, politics, and history and the afternoon session being English. The parents filled the street in front of the school and anxiously awaited students coming from the test sites and wanted to know how their child did. Taxi cabs even offer free service to these students to help them get home or to the testing site. My friend Kevin’s uncle took time off work to drive Kevin to the test site, pick him up at noon to take him home, then bring him back. It is huge deal!
    （原文：http://slkchina.wordpress.com/2007/06/01/12-differences-between-chinese-education-and-american-education/）