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[B]Universities should require every student to take a variety of courses outside the student’s field of study because acquiring knowledge of various academic disciplines is the best way to become truly educated.[/B]
Education is one of the key words of all human society. As far as the purpose of education and its status quo is concerned, there is inevitably an increasing requirement for students to gain a broad academic background in addition to their own career. But this fact does not justify the notion that the best way to become truly educated is to acquire knowledge of various academic disciplines.
The motivation of education, however complex, can be mainly ascribed to the ultimate goal of human beings – to build on the work of the predecessor for a better life. To serve this purpose, education should in the first place guarantee the transference of knowledge and thought. In today’s society of information explosion and knowledge economy, torrents of new knowledge lead to the rapid expansion of new disciplines and meanwhile the increasing tendency of the broadened and in-depth multidisciplinary collaborations. Just imagine what would become of biology without physical or chemical approaches, of engineering without the computer aid designing system, of economic theory without mathematical model building, etc. Merely limited to one’s own field has become infeasible and an extensive academic background has become a necessity.
However, neither does an extensive academic background equal to taking as many courses as possible, nor does being truly educated equal to acquaintance with various academic knowledge.
First, the content of education is far beyond knowledge, or academic facts. Good education means all-around development of individual’s intelligence, body, emotion and will. It includes not only intellectual improvement but also character building, moral or, in some countries, religious training, and in others, preparation for citizenship and development of national consciousness. And this is the reason why a comprehensive university surpasses a vocational school. The former puts much emphasis on initiative, creativity, choice, decision making and freedom while the latter just focus on imitation, obedience, repetition, drill and control.
Second, many educators have come to realize that “more is less” – the more students are exposed to, the less they learn, and vice versa. According to modern studies, when students are stuffed with various facts, materials and elaborations, they tend to lose target of the crucial points of the lessons; when students are learning several different but related subject simultaneously but unfamiliar with the materials, the risk of interference is so high that it hinders the effective understanding and memorizing. Such phenomena as being overstuffed but undernourished has caused much attention and leaded to reforms on university curriculum, which feature the abridgement of textbooks, reduce of curriculums and more emphasis on practice of knowledge.
Third, the assumption that exposing students to information contains little or no risk, that knowledge cannot hurt is arguable. There is some truth in the old adage “a little learning is a dangerous thing”. Lacking real understanding and virtual practice, a superficial knowledge will probably lead to problems, faults, or even serious aftermath. Before urging their students to a variety of courses, universities should consider the students capacities to accept and properly understand the knowledge and grant correct guidance.
In short, one should pick up a broad educational background to meet the challenge of the time. But the criteria on the successfulness of one’s education are not limited to the knowledge accumulation. One’s personality, innovation, capacity to communicate and collaborate, etc. play an even more important role. |
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