Thank each other for their contemplation, but unfortunately, there are obvious loopholes, unclear concepts, unclear layers, the meaning of diplomas, and you're confusing representation with proof. What are the characteristics of the degree and knowledge level? Our view is that diplomas do not represent the level of knowledge. Let us make clear to you some of the concepts that are in the subject, according to the interpretation in the word sea: “knowledge” is “human understanding of the fruits or crystals of nature and society, including both empirical and theoretical knowledge”. It comes from practice, and it will be improved in practice, so we say whether a person has knowledge is not to see how many concepts he can recite, but whether he can use it in practice, and not to call it knowledge. The "level" is the "highness of a particular profession," and it is well known that any profession is well developed, and any measure is constantly changing, so it is clear that the "level" itself is a dynamic concept. As can be seen, the level of knowledge refers to "the ability to apply knowledge in practice" and "diploma" is "the school's certificate of graduation" for students, and it is well known that they all have the same level of knowledge, according to the other side, as long as they have 60 points on the examination. Your school now has nearly 8000 full-time students, more than 12,000 adult education students, and does it mean that two million people have the same level of knowledge as they get their diploma? “representatives” are “persons or things of general significance that are typical roles”. From a philosophical point of view, it depends on whether one thing represents another or not. The diploma is a recognition of your pass, it's a test of the past, it's proof of a learning process, it's extremely limited and one-sided. In conclusion, we can easily find that a single, static diploma that passes the examination level cannot represent a complex, diverse, dynamic level of knowledge that can only be reflected in practice. As things evolve, our knowledge should be constantly enriched and updated. If we see the level of knowledge as a flow line, diplomas are just a point on that line. A person's whole life is learning, building up, and diplomas represent at least one piece of the ocean. The centre has offered to develop and implement a scientific development perspective. A person's level of knowledge is not based on a diploma, but on practice. It is only by removing the discrimination of diplomas, not only diplomas, but also “the ability to apply knowledge in practice” as the main criterion for measuring a person's level of knowledge, that the level of knowledge and knowledge, such as memory, understanding, logical thinking and so on, can reflect, to some extent, a person's memory, understanding, abilities and levels of knowledge, which are recognized by the relevant state institutions. "a certified diploma" means a paper certificate that can be obtained as long as all examination subjects reach 60 points, which is just an endorsement of the theory of books. And “knowledge” is “human understanding of the fruits of nature and of society, both empirical and theoretical”, which is different from a single score in the paper or a complete answer in the defence, and believes that zhao's “paper” loss of 300,000 troops should serve as a warning of blood to each other's friends. It's said that, in practice, the theory of practice cannot be called knowledge, so the level of knowledge a person has is not to see how much he can recite, but whether he can use it in practice. The level of knowledge is an organic combination of knowledge, experience, practice, meaning "the ability to apply knowledge in practice," in other words, not just the possession of theory, but also the ability to use theory to guide practice. Mathematician juager has only a junior high school diploma for life. But he started a chinese math school, and zippeshi didn't go to school, which, as a matter of course, should be a standard illiteracy, but his paintings are comparable to those of some people with a diploma in fine arts and art, and cao's snow celery isn't from any literary class, red house dreams, so how many people with a master's degree in literature can write such a great book? Yet, thousands of years in china's history, the number of names on the gold list, the number of hundred, and the number of really great people? So it follows the logic of each other's friends. Does his opponent think it doesn't really matter if he has a real talent, but does he have a decent diploma? Or, between form and content, the other side prefers to prefer form. And if that's the case, we can only say that it's the big sadness of the other, because, you know, the other's attention is off course. The substance was more important, but the other eye was on form. Secondly, as can be seen from the arguments of the other side, the other side's counsel is still unaware of the meaning of the representation, as we have already stated in the arguments. But the other side's friends are still confusing the concept. We say that a diploma is only a "proven" of a learning experience at a certain stage, that it does not simply represent a person's level of knowledge, and that it does not deny the authority of a diploma, as the other has argued. We know that knowledge is dynamic, that society is development. The diploma reflects the past, not the present, not the future. As modern science and technology leaps forward, knowledge grows faster, with shorter cycles, and with new developments and new problems, more and more things we don't understand. How can a paper diploma easily represent a person's level of knowledge? As we all know, now that our society has joined the wto, this historic opportunity is certainly a pleasure for us as students who are about to leave school and move on to society, but with it are more challenges. It would be dangerous if the four opposing opponents were holding on to diplomas that can only represent your theoretical level, without thinking about a variety of ways to improve their knowledge. In this game, the other side of the coin gave us a lot of examples. And at the same time, it's a full expression of language charm. But we cannot but regret to point out that one of the following issues is evident throughout the debate: first, the concept is unclear about the level of knowledge that each other's friends have not been able to figure out yet, and we have repeatedly argued that knowledge is the result or the result of human understanding, and that it contains both lessons and theories. The other side of the coin always holds the high diploma as the flag of “knocking bricks”. Don't you want to go inside and practice? Don't say you know the universe just by seeing the moon. Second, self-controversial. The other side argued that it was not “diploma-only” that a diploma could represent a level of knowledge. But i saw the merits of the diplomas all over the debate. There's nothing else to talk about. I told you we recognized the importance of the diploma. But it only proves your theoretical knowledge. Don't you want to practice knowledge? I ask once again what the level of knowledge of the other side's friends is. And then i'm going to summarize our point: first, from the point of view of diplomas and knowledge levels。the diploma is a written study of the ancient theory
