關於愛，我是個小學生。

how to speak:
1. a. paradoxical specificity represents a rhetorical literary usage to illustrate something by means of a 'counterpart' as simile to express both its positive and negative aspects. b. rather having compassion over the suffering, the author elicited the address to assert his doubts in comparison with the determination lincoln imposed at that time.
2. i think the author, with the idea of martin luther king jr., might remind us that there's probably another way to face the problem.
3. an ironic reproach toward the ignorance of the rights of survivals of the innocent in modern wars.
4. only with regard to his position as a president to make urgent decisions concerning national securities, the wholesome well-beings rather than the survival of individuals.

it's failure:
1.it's not a matter of 'how' one becomes successful but 'what' is the real meaning of 'success' respectively.
2. success is personal practice, through one's mind and contemplation, to what one, after knowing oneself thoroughly, thinks the sole way to consummate one's life.
3. just as i mentioned above, before asking 'how', we should ask ourselves 'what'. besides, why have to 'me first'? or, how come has it to do with the 'order', that is, why is the 'second' success is not 'success'?
4. metaphorical usages for outrageousness, shock, and despair

are we living:
1. retrograde cognition about true values of life; or to put more precisely, nihilism represents the confusion and numbness of modern world toward morality.
2. yes, i agree with sommers argument that there're really some 'objective criterions' that are in disrepute, like the legitimation for homo-sexuals.
3. the author might imply that the current college education turns totally out to be a fiasco.
4. indeed, it's high time for us to 'relearn' and 'overlook' our incentives to getting further education: for knowledge? for pursuit for candid living? or simply for a degree?

making the grade:
1. he might think the students didn't know if they have real zeal for knowledge. what is worse, their indifference toward grades as indication of personal effort and performance.
2. students now would like to gain without pains.
3. i just can't agree with him anymore! yet it would be better if mr. wiesenfeld would specify more clearly what 'superficial values' really are.
4. yes, mr. wiesenfeld implied that it's not the point of what students got but how they could get the rewards effortlessly.