Issue 50，请大家拍砖，辛苦啦！谢谢！

zhaoshatingUID: 2608710

Two factors affect students’ opinions to their professors—Whether a professor owns rich experience in their his or her field and whether he or she could spare enough time on teaching and assisting students’ study. Yet professors often find it’s so hard to balance the time and energy between putting themselves on professions and on academic affairs. Whether professors should spend time working in professions related their courses depends and how much time should be spent, as I see the issue, depend on how practical the course they are teaching is.

During and shortly after the Industrial Revolution, technical schools were founded in bulk where the industry firstly developed. In the past over two hundred years, numerous practical subjects were established and rapidly developed, like mechanism, electrical engineering, media study, etc. All these new subjects may differ from each other yet have one character in common: the study and research on them are all closely related to their own professions. Technology in almost all fields is developing in an unprecedented pace and, more astonishingly, it is put into practical use before people could really understand it. When a professor launches a discussion in class about how to better exploit coal mine, a factory neighboring the campus may have successfully use solar energy for production. Or a student who have learnt the heyday of newspaper development in history may find a newspaper office where he is interning is going into bankruptcy in the competition with TV and internet. Students who are studying practical subjects often complain that what they are taught are behind the times for long, as a result, they need to update their knowledge and skills when they are employed. To this extent, the problem students are facing could only be solved when their school instructors spend more time in professions.

Most instructors teaching journalism courses in America are or have long been professional specialists. They bring about the latest ideas to students, most importantly, they provide new approaches that combine academy and profession and can inspire students solve problems in a larger perspective. Very much in the same way, as one of the most popular degrees, MBA education in most universities across the globe are given by case study. Many instructors work as consultants or even managers outside their school and therefore can better explain the theory they are teaching from their own experience and tell what new problems they confront in professions. It’s hard to imagine an instructor who has rare professional experience can enlighten students’ thinking on business.

However, I didn’t mean to overstate the importance of spending time on professions for instructors from all fields. Theoretical disciplines, like mathematics, physics or philosophy, require their instructors spend almost all time in laboratory. Because the research on these fields have rare connections with professions. Kant, for example, never left his hometown in his lifetime, but this didn’t affect his work over philosophy. Kant’s achievements are based on deductions and theory studies, and what he needs for his work is not a professional job, but various books and records.

It would be imprudent to require all instructors work in professions. To assure knowledge and methods instructing on class of practical disciplines, instructors indeed spend time on professions. As for theoretical disciplines, such requirements are not necessary and may squash instructors’ time on research.

whjituoUID: 2577317

真不错！不过感觉第一段有点啰嗦

WindyHuangUID: 2670177

论据论证都很不错~受益了！逻辑很清楚