Another purpose has now been assigned to the mission of American colleges and universities. Institutions of higher learning—public or private—commonly face the challenge of defining their programs in such a way as to contribute to the service of the community.
This service role has various applications. Most common are programs to meet the demands of regional employment markets, to provide opportunities for upward social and economic mobility, to achieve racial, ethnic, or social integration, or more generally to produce "productive" as compared to "educated" graduates. Regardless of its precise definition, the idea of a service-university has won acceptance within the academic community.
One need only be reminded of the change in language describing the two-year college to appreciate the new value currently being attached to the concept of a service-related university. The traditional two-year college has shed its pejorative "junior" college label and is generally called a "community" college, a clearly value-laden expression representing the latest commitment in higher education. Even the doctoral degree, long recognized as a required "union card" in the academic world, has come under severe criticism as the pursuit of learning for its own sake and the accumulation of knowledge without immediate application to a professor's classroom duties. The idea of a college or university that performs a triple function—communicating knowledge to students, expanding the content of various disciplines, and interacting in a direct relationship with society has been the most important change in higher education in recent years.
This novel development, however, is often overlooked. Educators have always been familiar with those parts of the two-year college curriculum that have a "service" or vocational orientation. It is important to know this. But some commentaries on American postsecondary education tend to underplay the impact of the attempt of colleges and universities to relate to, if not resolve, the problems of society. What's worse, they obscure a fundamental question posed by the service-university—what is higher education supposed to do?
The opening paragraph is written in order to state _____.
A.the future usefulness of the knowledge obtained in college.
B.the missions of different educational institutions in America.
C.the purpose of American postsecondary education in the past.
D.the history of the development of American higher education.
第1题
天麻钩藤饮主治
A.肝阳上亢头痛
B.瘀血阻络头痛
C.外感风邪头痛
D.气虚不升头痛
E.风痰上扰头痛
第2题
川芎茶调散主治
A.肝阳上亢头痛
B.瘀血阻络头痛
C.外感风邪头痛
D.气虚不升头痛
E.风痰上扰头痛
第3题
川芎茶调散主治
A.外感风邪头痛
B.肝阳上亢头痛
C.瘀血阻络头痛
D.血虚不荣头痛
E.气虚不升头痛
第4题
川芎茶调散主治
A.外感风邪头痛
B.肝阳上亢头痛
C.瘀血阻络头痛
D.血虚不荣头痛
E.气虚不升头痛
第5题
川芎茶调散主治
A.外感风邪头痛
B.肝阳上亢头痛
C.瘀血阻络头痛
D.血虚不荣头痛
E.气虚不升头痛
第6题
川芎茶调散主治:
A.外感风邪头痛
B.肝阳上亢头痛
C.瘀血阻络头痛
D.血虚不荣头痛
E.气虚不升头痛
第7题
川芎茶调散主治
A.外感风邪头痛
B.肝阳上亢头痛
C.瘀血阻络头痛
D.血虚不荣头痛
E.气虚不升头痛
第8题
川芎茶调散主治
A.外感风邪头痛
B.肝阳上亢头痛
C.瘀血阻络头痛
D.血虚不荣头痛
E.气虚不升头痛
第9题
川芎茶调散主治:
A.外感风邪头痛
B.肝阳上亢头痛
C.瘀血阻络头痛
D.血虚不荣头痛
E.气虚不升头痛
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