“Institutions do a poor job of making those boundaries clear and consistent, of educating students about them, of enforcing them, and of giving teachers a clear process to follow through on them,” said Laurie L. Hazard, director of the Academic Center for Excellence at Bryant University. In the programs that colleges run to help new students make the transition from high school, students are counseled on everything from food to friendships, but “l(fā)ittle or no time is spent on cheating,” she said.

“教育機構在諸多方面都做得很不到位，它們沒有明確設定作弊的界限、并保持規(guī)定的連續(xù)性，沒有教育學生了解這些界限并予以實施，也沒有給老師們一個明確的指引來貫徹落實，”布萊恩特大學(Bryant University)學術卓越中心(Academic Center for Excellence)主任勞麗·L·哈扎德(Laurie L. Hazard)說。高校通常會開展項目幫助高中生順利過渡為大學生，新生可以提出從學?；锸车浇慌笥训母魇礁鳂拥膯栴}，但是“幾乎沒人花時間來談作弊的問題，”她說。

A 2010 survey of Yale undergraduates by The Yale Daily News showed that most had never read the school’s policy on academic honesty, and most were unsure of the rules on sharing or recycling their work.

2010年《耶魯每日新聞》(The Yale Daily)對耶魯本科生做的一次調查表明，大多數(shù)學生從來沒有讀過學校關于學術誠信的政策，也沒有確切了解一些相關規(guī)定，比如是否能共享資料或者將自己的作業(yè)改一改繼續(xù)用。

In surveys of high school students, the Josephson Institute of Ethics, which advises schools on ethics education, has found that about three-fifths admit to having cheated in the previous year — and about four-fifths say their own ethics are above average.?

約瑟夫森倫理研究所(Josephson Institute of Ethics) 是一家在德育上給學校提供建議的機構，該研究所在對高中生的一次調查中發(fā)現(xiàn)，五分之三的學生承認他們在前一年抄襲過——但有五分之四的學生說自己的道德水準在平均水平之上。

Few schools “place any meaningful emphasis on integrity, academic or otherwise, and colleges are even more indifferent than high schools,” said Michael Josephson, president of the institute.?

只有極少數(shù)學?！敖o予學術或者其他誠信合理的重視，大學在這方面比高中還漠不關心，”倫理研究所所長邁克爾·約瑟夫森(Michael Josephson)說。

“When you start giving take-home exams and telling kids not to talk about it, or you let them carry smartphones into tests, it’s an invitation to cheating,” he said.

“當你允許孩子們把考卷帶回家并告訴他們不要討論時，或者讓他們拿著智能手機去考試時，那就是引誘他們作弊，”他說。

The case that Harvard revealed in late August involved a take-home final exam in an undergraduate course with 279 students. The university has not yet held hearings on the charges, which may take months to resolve.

哈佛大學今年八月底公布的作弊事件涉及到279名在家完成某門課程期末考試的本科生。學校還沒有就如何處理學生召開聽證會，事件可能需要幾個月時間才能解決。

Officials said similarities in test papers suggested that nearly half the class had broken the rules against plagiarism and working together; some of the accused students said their behavior was innocent, or fell into gray areas.

學校官員說收上來的考卷答案雷同，這意味著將近一半的學生違反了禁止抄襲和在考試中合作的規(guī)定；一些被指控的學生說自己是無辜的，或者是處于灰色地帶。

Mr. McCabe’s surveys, conducted around the country, have found that most college students see collaborating with others, even when it is forbidden, as a minor offense or no offense at all. Nearly half take the same view of paraphrasing or copying someone else’s work without attribution. And most high school teachers and college professors surveyed fail to pursue some of the violations they find.

麥卡貝在美國全國范圍內的調查發(fā)現(xiàn)，大多數(shù)的大學生都認為，就算跟他人合作是被明令禁止的行為，但這種事情只能算成是小小的違規(guī)，或者根本不違規(guī)。對于將別人的文章改了些字句就挪為己用，或者抄襲但沒有注明出處的情況，將近半數(shù)的人持同樣觀點。而參加調查的大部分高中老師和大學教授在發(fā)現(xiàn)問題時并沒有追究。

Experts say that along with students, schools and technology, parents are also to blame. They cite surveys, anecdotal impressions and the work of researchers like Jean M. Twenge, author of the book “Generation Me,” to make the case that since the 1960s, parenting has shifted away from emphasizing obedience, honor and respect for authority to promoting children’s happiness while stoking their ambitions for material success.

專家稱導致作弊問題滋生的原因，除了學生、學校和高科技以外，家長也難辭其咎。他們援引調查報告、個人觀察，以及像《自我為中心的一代》(Generation Me)的作者吉恩·M·特溫吉(Jean M. Twenge)這類研究人員的研究成果，指出從20世紀60年代以來，家庭教育從強調服從、榮譽和尊重權威變成提倡孩子快樂，同時鼓動他們立志獲得物質上的成功。

“We have a culture now where we have real trouble accepting that our kids make mistakes and fail, and when they do, we tend to blame someone else,” said Tricia Bertram Gallant, author of “Creating the Ethical Academy,” and director of the academic integrity office at the University of California at San Diego. “Thirty, 40 years ago, the parent would come in and grab the kid by the ear, yell at him and drag him home.”

“我們現(xiàn)在的文化是，很難接受自己的孩子犯錯和失敗，如果這種情況發(fā)生，我們往往會怪罪他人，”《創(chuàng)建有道德的學院》(Creating the Ethical Academy)一書的作者特里西婭·伯特侖·加蘭特(Tricia Bertram Gallant)說。她也是加州大學圣迭哥分校(University of California at San Diego)學術道德辦公室主任。“三四十年前，父母會沖到學校，揪著孩子耳朵，大聲訓斥著把他拖回家?！?/div>

Educators tell tales of students who grew up taking for granted not only that their highly involved parents would help with schoolwork but that the “help” would strain the definition of the word.

教育工作者講了一些學生的故事，他們在成長中不僅把父母高度參與幫忙做作業(yè)當成理所當然，而且把這種“幫助”會扭曲幫助的本義也當成理所當然。

Ms. Gallant recalled giving integrity counseling to a student who would send research papers to her mother to review before turning them in — and saw nothing wrong in that. One paper, it turned out, her mother had extensively rewritten — and extensively plagiarized.

加蘭特回憶說，她曾經(jīng)給一個學生做誠信輔導，那名學生在交研究報告之前會發(fā)給她媽媽檢查——而且覺得這種做法完全沒錯。結果老師發(fā)現(xiàn)，她的一份報告經(jīng)過了她媽媽大量的重寫——而且重寫的這部分存在大量抄襲。

“I said, ‘So what’s the lesson here?’ ” Ms. Gallant said. “And she said, completely serious, ‘Check the work my mom does?’ ”

“我問，‘從這件事中，你得到了什么樣的教訓？’”加蘭特說：“她非常嚴肅地回答說，‘以后要檢查我媽媽修改的那部分？’”

翻譯：馬志彥

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