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跨学科整合各学科知识

Transdisciplinarity acts as a principle for a unity of knowledge beyond

disciplines. Transdisciplinarity (a term introduced in 1970 by Jean Piaget)

concerns that which is at once between the disciplines, across the different

disciplines, and beyond each individual discipline. Its goal is the

understanding of the present world, of which one of the imperatives is the

overarching unity of knowledge. The transdisciplinarity is defined by Basarab

Nicolescu through three methodological postulates: the existence of levels of

reality, the logic of the included middle, and complexity. In the presence of

several levels of Reality the space between disciplines and beyond disciplines

is full of information. Disciplinary research concerns, at most, one and the

same level of Reality; moreover, in most cases, it only concerns fragments of

one level of Reality. On the contrary, transdisciplinarity concerns the dynamics

engendered by the action of several levels of Reality at once.

传统教育

Traditional education is a long-established and generally accepted custom

that is found in schools that society deems appropriate. Advocates of education

reform want to promote the adoption of progressive education practices. In the

eyes of reformers, traditional methods must be transformed to a high-performance

system. However, many parents and conservative citizens prefer retaining

time-tested methodology. In order to define reformed methods, it is first

necessary to define what is traditional.

Traditional education denotes a time tested set of strategies meant to

develop students’ minds so

that they can better participate in American society as informed, independent

thinkers. Traditional education is largely misunderstood and derided as

extremist. In fact, most of what would be termed “traditional education”

actually produces superior results and more independent thinkers as compared to

progressive, student-centered approaches.

正规学习

To fully understand informal learning, it’s useful to define the terms

“formal” and “informal”. Formal learning happens when knowledge is captured and

shared by people other than the original expert or owner of that knowledge. The

knowledge can be captured in any format—written, video, audio—as long as it can

be accessed anytime and anywhere, independent from the person who originally had

it. Examples of such formal knowledge transfer include live virtual-classroom

courses with prepared slides, self-paced off-the-shelf instructional CBT

courses, books, video—and audiotapes, team rooms in which documents are stored,

digital libraries and repositories, a real-time seminar on the Web (or webinar),

electronic performance-support tools, programs accessed during a job or task,

instructor-led courses that follow an outline, repeatable lecture labs, a

recorded Web-based meeting, or even e-mails that can be forwarded. Formal

learning often requires prerequisites, pre-assessments and post-assessments,

tests, and grades, and it sometimes results in certification. It is often

presented by an instructor, and attendance and outcomes are tracked.

社区大学的优点

Community colleges are geared toward local students and local needs. Students

who could not afford campus or off-site housing at a four-year college, or for

other reasons, can attend courses while staying in their local community (though

some colleges do offer student housing). Also, community colleges can work with

local businesses to develop customized training geared toward local needs,

whereas a four-year institution generally focuses on state-wide or national

needs. Some community colleges have “concurrent enrollment” programs, allowing

local high school students to “jump start” their college career by taking

classes at the community college that count both toward their high school

diploma and as college credit (mainly in core areas such as history and

political science). Policies and classes offered vary with different agreements

existing between the community college and high schools.