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专制政体阻抑了人们的创造能力 我曾在中国大陆的家乡当过中学教师，也曾到日本留学。在教学中我发现家乡的学生多数都不笨，这也许和汉民族在形成过程中融合了许多个少数民族从而丰富了基因有关。但我也发现，中国学生回答内容为概念定义的问题较好，而解答需要深入分析的问题便较差。起先我以为那只是我执教的班级的个别现象。后来经向其他班级以及其他学校的教师询问，才得知这是大多数中国学生的通病。中国大陆的媒体未报导这一弊端。我到了国外，开始从报刊上得知其他国家的学校早已注意到如下事实，即中国学生擅长于死记硬背和刻板地按公式演算，却罕见对所学知识提出质疑或进一步探索的新思路。这与我在日本和美国所见的学生表现大不相同。日本与美国的学生敢于提问，在毕业后比中国学生快地适应工作要求和出成果。通过亲密交谈我发现中国学生往往不敢谈论政治问题，甚至有人对敢于探讨政治问题的同学警告说“你们不怕引火烧身招来横祸吗？”这样的论调促使我回顾中共建政将近七十年来一贯钳制言论的做法和迫害正直知识分子的历次运动。于是，我焕然大悟，是中共的专制与残暴，以及维护专制的愚民政策，造成了人们失去独立思考。 这正对应于中共要人们对党的政策与所谓“毛泽东思想”“理解的要执行，不理解的也要执行”之荒谬霸道。无怪乎当前中国的大学比民国时期增加了百倍以上，而杰出人才却还不到民国时期的百分之一。难道这是中共所标榜的“中国特色社会主义”吗？
汪明军 2017年3月30日
The Absolutist Regime Represses the People’s Capability of Creation I have been a high school teacher in my native place of China mainland, and I have studied in Japan. During my teaching I discovered that the majority of compatriots in my native place is clever. That may be relevant to the abundant genes of the Chinese people, which was formed through intermarriage of different ethnic peoples. But, I also discovered that as compared with students of other countries the Chinese students perform better in answering the questions of ready-made definition, whereas inferior in their answers to questions that need profound analysis. At first I considered that such difference is an individual phenomenon in the classes that I have taught. Afterwards, when I consulted the teachers of other classes and other schools, I got to know the poor capability of analysis is a common shortcoming of the majority of Chinese students. The domestic mass media of China mainland do not report such shortcoming. After my arrival in other countries I have access to newspapers published in those countries, so I began to know the schools of countries other than China have already paid attention to the following fact: the Chinese students are good at memorizing and using formulas to calculate, but few of them doubt about what they have learned, nor put forward a new way of thinking for further research. That is very much different from the performance of Japanese and American students, in that the Japanese and American students are liberal to challenge, and they quickly adapt themselves to the professional work, thus made achievements soon after their graduation from schools/universities. Through chat I discovered the Chinese students often fear discussion of political issues, they even warn their classmates who dare to analyze political problems by saying that “Aren’t you afraid of drawing fire against yourself, and bring catastrophe to yourself?” Such view urges me to retrospect the CCP’s long-time practice of gagging public opinion , and lots of movements launched by the CCP to persecute upright intellectuals, after the CCP’s seizure of state power for almost seventy years. Therefore, I immediately became aware that it is the CCP’s absolutist and tyrannous practice, and its obscurantist policy to maintain absolutist regime, which makes the people lose their independent thinking. That matches with the CCP’s absurd and high-handed command that one must implement the Party’s policy and the so-called “Mao Zedong Thought” “no mater he understands them or does not understand them.” No wonder the outstanding persons are less than one percent of the total sum of elites of the Republic-of-China era, though the number of universities has increased to more than one hundred times that of the Republic-of-China era. Is that the “socialism characteristic of China,” which the CCP professes?
Written by Wang Ming Jun on March 30, 2017
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