Non-academic Subjects in the Curriculum

课程中的非学术科目

题目

Directions: Universities and colleges should teach only "academic" subjects, while "non-academic" subjects (such as physical education, music and art) should be removed from the course calendar. Do you agree with the above proposition? Why or why not?

参考范文

Non-academic Subjects in the Curriculum

It is sometimes argued that institutions of higher learning should offer only "academic" courses to students and exclude all courses that are deemed "non-academic." This argument, however, is flawed and without merit. The diverse selection of subjects offered at universities and colleges across China reflects the diversity of Chinese society itself. Attempts to draw an artificial line between academic and non-academic courses would not only limit students` choices, but also stifle the rich diversity that is vital for society to thrive as a whole.

One important reason for maintaining "non-academic" subjects in the curriculum is that the distinction between academic and non-academic subjects is itself subjective. Certain subjects, including mathematics, science and English, are often regarded as "academic", while subjects such as physical education, music and art are disparagingly viewed as "non-academic". While this distinction may appear to be valid on the surface, it is actually fallacious. The word "academic" itself refers to anything that is related to school, especially one of higher learning. It follows, therefore, that any body of structured learning established as a post-secondary course can and should be described as "academic".

Subjects that are sometimes labeled as "non-academic" have their own intrinsic value in both academia and society in general. If subjects such as music, art and physical education were shunned by colleges and universities, society would face a gradual stagnation of talented musicians, actors and athletes. Countless artists have honed their skills during their college studies and subsequently risen to stardom. American actors Ben Affleck and Matt Damon, for instance, scripted the movie Good Will Hunting while studying film and theater, a traditionally "non-academic" subject, at Harvard University. The movie went on to win an Oscar for Best Original Screenplay.

The inclusion into the curriculum of so-called "non-academic" subjects does not mean that traditional "academic" subjects will not continue to play a central role in post-secondary education. Indeed, courses like mathematics, science and English will always remain at the cornerstone of college education. Finally, all varieties of subjects, including both those regarded as "academic" and others that are deemed "non-academic", have a rightful place in the halls of academia.

范文翻译

时常有人争论说高等教育机构应该只给学生提供具有学术价值的课程，排除一切没有学术价值的课程。但是这种论断是错误的，没有任何可取之处。高等教育给学生提供的各种各样的选择反应了社会生活的多样性。试图给学术和非学术划条界限不仅限制了学生的选择也抑制了社会的丰富性和多样性，而多样性对于社会的整体繁荣发展是至关重要的。/在课程中保留非学术课程的一个重要原因是学术和非学术课程的区分本身是一种主观的判断。某些课程，包括数学、自然科学、英语常常被认为是学术的，而像体育、音乐、艺术被轻蔑地认为是非学术的。这种区分表面上是正确的，实际上是谬误。学术本身是指和学校有关的一切专业，尤其是高等教育院校。因此教学体系做为高等教育课程的任何科目都能够而且应该认为是学术的。/一些专业往往被标为非学术的课程无论在学术界还是对整个社会都有他们自己内在的价值。如果像音乐、艺术、体育这样的学科被大学取消的话，社会上有才华的音乐家、演员和运动员就会越来越少。无数的艺术家们都是在大学学习期间磨练技能后来逐步地成为了明星。比如美国演员本?阿弗莱克和马特?达蒙就是在哈佛大学学习一个传统上被认为是非学术的科目——电影和戏剧时写了《心灵捕手》的电影剧本。这部电影获得了奥斯卡原创电影剧本奖。/整体课程中包含所谓的非学术课程不意味着传统的学术课程在高等教育中就起不到核心的作用。事实上，像数学、自然科学和英语永远都是大学教育的基础。，多种多样的课程，包括被认为是学术的课程和非学术的课程在学术的殿堂中都会有一个公正的位置。

思路点拨

作者开篇通过分析与驳斥题目中的观点提出自己的立场：反对取消"非学术"课程。下文两个自然段阐述了两点理由：1.学术与非学术的区分纯粹是主观的判断，并不科学；2.所谓的"非学术"课程有其自身学术价值和社会价值。本文主要采用了列举事实的论证方法。 作者概括全文并提出展望。