issue50 欢迎大家排砖！

happyman2000UID: 136936

Issue 50 in order to improve the quality of instruction at the college and university level, all faculty should be required to spend time working outside the academic world in professions relevant to the courses they teach.
为了提高大学的教学质量，所有的教职员工应该去校外参加一些和他们教的课程相关的工作。
Though it is undeniable that experience in practical professions relevant to the courses conduces to improving the quality of instruction at the college and university level, it seems to go too far to advocate that all faculty should be required to spend time working outside the academic world. This advocation completely ignores the essence and true purpose of the advanced education, and fails to realize the considerable difference between different disciplines. Even when it is concerned with the courses primarily aiming at professional education, appropriate restrictions should be made on teachers working outsides for the purpose of preventing distraction from their main duty on teaching.

It is open to doubt firstly that whether faculty’s engagement in professions outside the academic world can exert a positive influence on the improvement of the educational quality, insofar as the essence and purpose of college education is taken into consideration. Unquestioningly, university faculty can obtain more practical experience from applying their theoretical knowledge into practice during working outside, which will make students more sensible about the practicability of what they learned. However, is this utilitarian effect of working outside just what the contemporary college education aims at? Certainly not! As Thomas Jefferson, the father of the Independent Declare, has said, the true aims of sound education are to improve the quality of both   students’ “moralities” and “faculties”. Apparently, the practical or professional concerns in the above advocation can virtually do a little to the both purpose of education: the increase in professional experience in faculty almost has no any direct relationship to the education of “moralities”, and can even weaken students’ beliefs in the development of “faculties”----the ability of logic thinking, abstract reasoning, synthesizing, scientific analysis and so on----since that the principle of practicality in professions is always inclined to highlight the role of intuition, subjective experience, and simplified application of theories. Therefore, if the above requirement is imposed upon all faculty in university, it is only a small students in few applied areas who can benefit more or less, but the modern education as a whole will undergo an unexampled disaster for the most valuable part in education has been destroyed.

The various characters of different disciplines also fail to be included into consideration. In some applied areas such as business, mechanics, engineering, law and so on, though emphasizing the experience may weaken the education of “faculties” as proved above, teachers still have certain justifications to spend time working in professions outside the academic world. If only teachers are consciously aware of the relationship between theoretical knowledge and practicality and how to bridge knowledge to practice, can they provide useful guidance for students who hope to develop not only “faculties” but also the ability of how to transform these “faculties” into profitable applications. On the other hand, there are many academic areas that primarily aim at exploring the unknown, the profoundness and the beauty, including the art, mathematics, physics and philosophy, etc.. For these disciplines, to nurture “faculties” is of paramount importance to teachers and students, and experience in professions has little, if any, to do with their academic success. Obviously, teachers in these academic areas should devote all their time into university life, working outside merely serving as detrimental to their educational responsibility and scientific research.

Even for teachers in some applied areas, university shouldn’t unduly encourage them to engage in outside professions. University may assume that teacher’s engagement in practicality can help them improve the quality of instruction, but what many teachers really want is to earn as much money as possible. Once thriving outside the university, they will find the enticement of money irresistible such that they would rather sacrifice their responsibility to school and students in some cases. We need go no further to understand this point merely by reading countless news reports about investigating how much time computer engineers in universities situated in the Silicon Valley spend in guiding their students. Certainly, to ensure the quality of instruction, the reasonable method today is not to encourage teachers to work outside, but to properly restrict (not prohibit) their desire for making money.

To sum up, 作文有点长，不写结尾了！

paisleyUID: 64183

happyman你的进度实在太快了，每天好几篇，我看了胆寒ing。。。。

happyman2000UID: 136936

没有这么多吧！我每天做多也就2篇！
可我的速度还是提不起来，没有两个小时写不出一片像样的东西来！郁闷！我都快不想考了！

urchindaisyUID: 135007

有逻辑呀!羡慕ING

feier521UID: 109747

一天2篇，也不少啊，happyman 真刻苦！
the above advocation can virtually do a little to the both purpose（s） of education
are consciously aware of ，意思重复了
serving as detrimental to ，detriment
merely by reading countless news reports。merely 在by的后面。

写的真好，even it is unfinished, it does not impact this reponse deserve a score of 6, ：D
怎么办？我还没有进步啊？55