研究生英语系列教程多维教程熟谙

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Students come to campus at a time of high expectancy. And yet, all too often they become enmeshed in routines that are deadening and distracting. As we talked with teachers and students, we often had the uncomfortable feeling that the most vial issues of life —the nature of society, the roots of social injustice, indeed the very prospects for human survival —are the ones with which the undergraduate college is least equipped to deal.
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The outcomes of collegiate education should be measured by the student’s performance in the classroom as he or she becomes proficient in the use of knowledge, acquires a solid basic education, and becomes competent in specific field. Further, the impact of the undergraduate experience is to be assessed by the performance of the graduate in the workplace and further education.
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But in the end, students must be inspired by a larger vision, using the knowledge they have acquired to discover patterns, form values, and advance the common good. The undergraduate experience at its best will move the student from competence to commitment.
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A recent college graduate wrote about the commitments of young people and their future. She asks:“what kind of nation will we be if we cannot even commit ourselves to other people, much less to a set of abstract values?...what kinds of politicians will we elect if self-interest is our highest value, humanity an ‘inoperative’ commodity ?”
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When all is said and done, the college should encourage each student to develop the capacity to judge wisely in matters of life and conduct. Time must be taken for exploring ambiguities and reflecting on the imponderables of life —in classrooms, in the rathskellers, and in bull sessions late at night. The goal is not to indoctrinate students, but to set them free in the word of ideas and provide a climate in which ethical and moral choices can be thoughtfully examined, and convictions formed.
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This imperative does not replace the need for rigorous study in the disciplines, but neither must specialization become an excuse to suspend judgment or diminish the search for purposeful life objectives.
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We are keenly aware of the limited impact people and their institutions seem to make these days on the events of our time. But our abiding hope is that, with determination and effort, the undergraduate college can make a difference in the intellectual and personal lives of its graduates, in the social and civic responsibilities they are willing to assume, and ultimately in their world perspective. These intangibles, which reveal themselves in ways that are very real, are the characteristics by which, ultimately, the quality of the undergraduate experience must be measured.
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学生在校园里的高预期时间。

然而，也常常成为他们沉浸在例程，麻木枯燥。

我们对教师和学生的访谈中，常有不舒服的感觉，最小瓶的生活问题-性质的社会，社会不公正的根源，确实非常前景人类生存的人，大学本科至少配备来处理。

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结果大学生教育应该是衡量学生在课堂中的表现为他或她成为熟练使用知识，获得了坚实的基础教育，并成为主管在特定领域。

此外，大学经历的影响进行评估所表现的毕业生在工作和继续教育。

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但最后，必须激励学生拓宽视野，用他们所学到的知识去发现规律，形成价值观，促进共同利益。

本科教育的最好将学生从能力的承诺。

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一个刚毕业的大学生写的关于承诺的年轻人和他们的未来。

她问：“什么样的国家我们如果我们甚至不能致力于其他人，少一个抽象的价值观？……什么样的政治选举如果我们自身利益是我们的最高价值，人性也不起作用的商品？“
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当一切都说过和做过，大学应鼓励每个学生发展能力明智地判断事项的生活和行为。

必须考虑时间，探索含糊和反映的不确定因素的生活-在教室，在rathskellers，和大型会议的深夜。

我们的目标是不向学生灌输，而是让他们自由的想法和提供一个环境，伦理和道德的选择可以仔细审查，和信念的形成。

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这个命令不会取代需要严谨的研究的学科，但专业化也不能成为一个借口要暂停的判断或减少寻找有意义的生活目标。

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我们敏锐地意识到的影响有限，人们和他们的机构似乎使这些天的事件的时间。

但我们持久的希望，决心和努力，大学本科可以有所作为的知识和个人生活的毕业生，在社会和公民责任，他们愿意承担，并最终在他们的世界观。

这些无形资产，这表明自己的方式，是非常真实的，是其中的特征，最终，本科教育的质量必须加以衡量。