剩下的40%的教师同意竞争已经成为日常生活的一部分，但他们对竞争的价值提出了不同的看法。有人认为竞争是无用的、有害的，它会导致竞争学生之间的“酸性态度”。这一观点符合科恩(1987)的说法，即竞争会滋生敌意。一位老师声称，如果我们坐下来反思，竞争可能是相当“武断”的。她在暗示，如果我们试着去思考更广泛的问题，我们可能会反思何为美好生活的问题。老师肯定地说，人的生命的美好不应该用他们的等级或头衔来衡量。人们强烈地认为，除了鼓励竞争，教师还需要训练学生理解他们生活中的幸福，并理解这些祝福是多么的深刻，以至于他们不仅要把自己绑在赢得或提高地位和声望上。正如一位老师正确指出的那样，“生活不仅仅是‘第一’或‘最好’，我们不应该让一个头衔驱动整个身份形成过程。”在这里，甘地对竞争的拒绝和他对生活的其他方面的强调，如合作，相互的爱和对他人的服务显得非常重要。
澳洲麦考瑞论文代写:竞争的价值
The remaining 40% of teachers did agree that competition has become part of everyday life yet they presented dissimilar views regarding the worth of competition. It was argued that competition is useless and damaging and it leads to ‘acidic attitudes’ between competing students. This argument goes in line with Kohn’s (1987) statement that competition breeds an atmosphere of hostility. One teacher claimed that if we sit back and reflect, competition can be quite ‘arbitrary’. She was insinuating that if we try to think a lot broader, we might reflect on the issue of what is a good life. It is affirmed by the teacher that the goodness of people’s lives should not be measured by their ranks or titles. It was strongly argued that instead of encouraging competition, there is the need for teachers to train students to understand the blessings in their lives and understand how profound those blessings are so that they do not just tie themselves to winning or to more status and prestige. As rightly pointed out by a teacher, “There is more to life than just being the ‘first’ or the ‘best’ always and we should not let just a title drive the whole identity formation process”. Here, Gandhi’s rejection of competition and his emphasis on other aspects of life like cooperation, mutual love and service to others appear very relevant.