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ISSUE212 - “If a goal is worthy, then any means taken to attain it is justifiable."
The social status of education is a widely discussed and emphasized issue of all time as education is regarded as the hope of a country or even a nation. Scholarly meaningful as the statement is that a pure academic environment should be created by education so as to allow students to focus in important ideas without being held back by practical concerns, it needs a further consideration concerning the different effects of practical regards in different subjects and the feasibility of creating an isolated academic environment in modern society.
Undeniably, not only has the academic education that is separated from the outside world existed in history for thousands of years, but also some of the students educated in that isolated system have created encyclopedic knowledge and wisdom. From Plato to Newton, from Freud to Nash, with no exception, all of these big names in human civilization spent their lives far from practical and political pressure in dispassionate pursue of truth and facts. An important example seems to be witnessed by all scientific historians is the establishment of quantum mechanics. Emerged in the early 20th century, the dynamics of electrons and atoms had never been considered as knowledge with future use potential. Nevertheless, quantum mechanics has attracted some of the ablest scientists of the 20th century, merely driven by curiosity and thirst of knowledge, and they have erected what is perhaps the finest intellectual edifice of the period. But now, quantum mechanics is regarded as the base of the electronic time we are living in, as it’s the paramount knowledge needed for the invention of computer.
Contrary to the speaker’s view is my objection to the claim that practical concerns would hold students back necessarily. Dialectically perceived, the concerns of the practical use of certain knowledge can act as a positive force to forward the emergence of knowledge in some subjects. Self-evidently, the knowledge and theories on nature science is always produced before the practical use of them. However, it’s not consistently the case in social science or humanity. On most occasions, theories on social science are issued with a purpose of solving problems or explanation certain phenomenon. For instance, Keneys established the monetary theory based on the observed statistics of exchange rate, interest rate and other economic data, in order to explain how money works to influence the economic system, which cannot be well explained by classical economic theory, and to assist the government to regulate the financing and monetary process. Consequently, practical concerns are not the obstacle of academy all the time.
Furthermore, it’s impossible for modern education to remain aristocracy and isolated from the outside world anymore. We live in a knowledge-boom time, when knowledge does not just generate in schools but also can be produced during practice. So education has to open to society in order to keep up and absorb the newest information punctually. In addition, the reason why colleges and scholars in the past can stay away from practical pressure lies in the inadequate development of technology at that time. Back then, the duration between the emergence of knowledge and the utilization of it is long enough to keep colleges from social pressure. Unfortunate for colleges but lucky for the society, with the development of modern science and technology, this time period is getting shorter and shorter so education is experiencing more and more coercion from the utilitarian society, which is inevitable and I deem a symbol of social advancement.
Briefly, the aristocratic academic environment only belongs to the good old days. Time has changed. Total independence of education from the outside world is no longer realizable, which I reckon is the irreversible trend of history. |
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