1、Unit One,From Competence to Commitment,What goals do todays university students usually pursue?What do you think is the competence university students should possess?What kind of commitment should the students of today fulfil?,Introduction to the author: An innovator of secondary and postsecondary e
2、ducation, Dr. Ernest L. Boyer (19281995) served as U.S. Commissioner of Education from 1977 to 1979 and president of the Carnegie Foundation for the Advancement of Teaching from 1979 to 1995. Born in Dayton, Ohio, Boyer finished high school early to study at Messiah Academy in Grantham, Pennsylvania
3、. He completed his studies in Illinois at Greenville College in 1950, and received masters and doctoral degrees in speech pathology and audiology at the University of Southern California, in 1955 and 1957, respectively. He began his teaching career at Loyola University in California while a graduate
4、 student, and then served as a professor of speech pathology and audiology at Upland College in California.,In 1960 Ernest Boyer moved from teaching to administration and leadership. He accepted a position with the Western College Association, as director of the Commission to Improve the Education o
5、f Teachers. Two years later he became the director of the Center for Coordinated Education at the University of California, Santa Barbara. In this position Boyer was free to administer projects for the improvement of the California education system, from kindergarten to college.,In 1965, eight years
6、 after earning his doctorate, Boyer moved to Albany, New York, and joined the new State University of New York (SUNY) system as its first executive dean. Three years later he was named vice president and, two years after that, chancellor. He was intent on creating new connections in the system betwe
7、en the many independent colleges.,One of his most significant accomplishments as chancellor was the creation of the Empire State College in Saratoga Springs, New York. This college allows adult students to earn degrees without attending classes on campus. The students earn degrees via workshops, rea
8、ding, television, and hands-on experience. Boyer also created the rank of “Distinguished Teaching Professor“ to emphasize the importance of teaching and learning, not merely research. He established an experimental three-year degree program for the brightest students so that they could move quickly
9、toward graduate work. While chancellor of SUNY, Dr. Boyer unified sixty-two campuses. He established a dialogue between the campuses and called for cooperation and community. He initiated a statewide art program and equal opportunity centers for the minority students. Boyer remained with the SUNY sy
10、stem until 1977, when President Jimmy Carter invited him to become the U.S. Commissioner of Education.,Structure:Part 1: (Para.s 1 - 2): Where should todays university students put their faith in this uncertain age？Part 2: (Para.s 3 -14): The college graduate with a national and global perspective h
11、as civic obligations to fulfil.,Part 3: (Para.s15 -18): Education for what purpose? Competence to what end?Part 4: (Para.s 19 - 23): The undergraduate experience at its best will move the students from competence to commitment by making a difference in their world perspective.,Introduction to the te
12、xt:What is the purpose of undergraduate education? Is it to prepare students for a career, or something more? In this essay, Ernest Boyer argues that it is not enough to merely teach undergraduates the specialized skills needed to do a particular job; rather, students need “a larger vision.“ He argu
13、es that they need to become familiar with issues far beyond the simple concerns of a narrow academic field, and gain an appreciation of the values and philosophy of their own culture as well as the issues shaping nations far from the university campus. In addition to learning specialized facts and s
14、kills, students should examine larger issues of right and wrong, so that each student may develop the intellectual sophistication required to make wise decisions for themselves and their society.,According to Boyer, the United States is keenly in need of citizens who are familiar with the major prob
15、lems the society faces and have the knowledge and skills needed to participate in the search for solutions. Moreover, the “larger vision“ advocated by Boyer includes fostering in students the willingness to get involved by joining civic organizations and taking part in the making of government polic
16、ies. Undergraduate education should strive to produce such citizens, because such participation by informed citizens is, according to Boyer, critical if “government by the people“ is to endure.,Text:,What is the subject of the essay? The essay mainly discusses the purpose of education. The college e
17、ducation at its best should move the student from competence to commitment.,Para. 1 Why does the author say that todays students have ambiguous feelings about their role in the world?Because they are devoting their energies only to what seems most real to them. They dont know how to devote themselve
18、s to the society to other people. They dont know where they should put their faith in this uncertain age.,Why cant todays undergraduates find their identity and their values according to the author?Because they feel a serious conflict between giving or giving up for others (service) and trying to sa
19、tisfy their own needs and desires.,They are struggling to establish themselves, but the young people also admitted to confusion: Where should they put their faith in this uncertain age? (lines 4-6 ) establish sb / oneself: place/settle sb / oneself in a firm/good position, office, etc, usu. on a per
20、manent basis e.g. He has established himself as the leading candidate in the election.,admit to confess; recognize or acknowledge sth as true, often reluctantly e.g. He admitted to the murder / having taken the money / taking bribes.A quarter of workers admitted to taking time off (=have a holiday o
21、r break from work) when they were not ill. admit of make it possible for sth. to happen or to be true e.g. The price quoted will not admit of any allowance.His conduct admits of no complaint.admit : vt. allow sb/sth to come in; confess e.g. Spain was admitted to/into the European Community in 1986.S
22、he admits that she occasionally bets on horses / that she is often absent from classes.The Prime Minister admitted that mistake had been made.,What does the author mean by saying that our age is an “uncertain age”?An uncertain age means a period of time which is changeable and in which the future is
23、 unknown.,Although they are trying their best to get settled in a position, the young people confessed that they were confused about where to put their belief in an age when many things were uncertain.,Undergraduates are searching for identity and meaning and, like the rest of us, they are torn by i
24、dealism of service on the one hand, and on the other, the temptation to retreat into a world that never rises above self-interests. (lines 6-9 )be torn by sth: 1.be tortured and puzzled by sth e.g. The party was torn by two fractions.There are still quite a few nations/countries torn by civil war or
25、 riots.They were torn by endless internal quarrels.2. feel very worried, guilty, anxious, etc. because one is affected by a strong emotion or feeling e.g. I was torn by conflicting impulses.Her heart was torn by anxiety/grief.,be torn between： to express feeling of unhappiness because of not knowing
26、 which one to choose e.g. He was torn between a wish to return to the factory and a wish to stay to the end of the show.Torn between anger and self-reproach, he could hardly fall asleep.,Undergraduates are trying to make clear what kind of individuals they themselves actually are and what values the
27、y are going to realize and, like the rest of us, they, ideally, would like jobs which serve other people on the one hand, but on the other, they are also attracted by careers which will serve their own interests.,Para. 2 Why does the author hold that the quality of the undergraduate experience is to
28、 be measured by the willingness of the graduate to be involved in activities both socially and civically? Because the author thinks man can pay attention to the society only when he is committed, and he can find his own values only when he surpasses himself. So the measurement of the willingness of
29、graduates to be socially and civically engaged will lead to the ideal undergraduate education which reflects itself in loyalties that transcend self. Boyer implies that man can only find himself when he focuses on something beyond self It is through being committed to others, society etc. that true
30、success is recognized and attained. A liberal education should result in a person who acts humanely.,What can be the authors answers to the two questions in the end of this paragraph?The authors answer to the first question is NO, but to the second is YES. College graduates obviously have civic obli
31、gations to fulfill and it is urgent and necessary for American teaching to help narrow the dangerous and growing gap between public policy and public understanding.,In the end, the quality of the undergraduate experience is to be measured by the willingness of graduates to be socially and civically
32、engaged. (lines 1-3 ) be engaged:1. in: be busy or occupied; be involved e.g. Engaged in conversation, they didnt see me.They have been engaged in a legal battle with the council for several months. a powerful and globally engaged nation2.under engagement e.g. Im engaged for lunch, but I have plenty
33、 of time. Hes engaged with a visitor just now.3. pledged to be marriede.g. My friend has just got engaged, and she has a diamond ring to prove it.Did you know that Emily is engaged to Philip?,The final quality of the undergraduate education should be measured by whether the graduates are willing to
34、work for the society and the city or town where they live.,Man cannot behold except he be committed. (lines 3-4 ) except conj.: (old or lit.) unlesse.g. Except a man be born again, he cannot see the Kingdom of God. Man cannot realize his own potential unless he devotes himself to the society, or man
35、 cannot see / understand reality unless he is totally dedicated.,The idealism of the undergraduate experience must reflect itself in loyalties that transcend self. (lines 5-6 ) The perfect or ideal collegiate education (As undergraduates, students often have views which are idealistic, and perhaps n
36、ot very practical.) must reflect loyalties that rise above self-interests.,Is it too much to expect that, even in this hard-edged, competitive age, a college graduate will live with integrity, civility even compassion? (lines 6-8 ) too much: excessive, overwhelming e.g. I could not finish that philo
37、sophy book; it was for me.The big dog was for him, and he couldnt hold him on the leash.Is it to expect that all the participants will pass the test?Its for you to expect me to do all the cleaning.,A hard-edged, competitive age means a period of time in which people or organizations try very hard to
38、 be more successful than others.Is it excessive to expect that, even in this period of time during which there is tough competition, a college graduate will live with honesty, politeness even sympathy?,Is it appropriate to hope that the lessons learned in a liberal education will reveal themselves i
39、n the humaneness of the graduates relationship with others? (lines 8 -11 ) Is it right to hope that the lessons learned from studying the liberal arts (the subjects such as history, language, literature, etc.) will help the graduates develop / share good personal relationships with others?,Para. 3 C
40、learly, the college graduate has civic obligations to fulfill. (line 1 ) (Why is it appropriate to hope .?) (Because) it is clear that a college graduate has a debt to pay to the society.,There is urgent need in American teaching to help close the dangerous and growing gap between public policy and
41、public understanding. (lines 1-3 )There is (an) urgent need. e.g. There is (an) urgent need in Chinas education to update its textbooks.There is (an) urgent need to build up students capacity rather than book learning.,Immediate action should be taken in American teaching to help narrow the dangerou
42、s and increasing gap between public policy and public understanding (because the public cannot understand the meaning of public policy.),The information required to think constructively about the agenda of government seems increasingly beyond our grasp. (lines 3-5 ) The information which is needed i
43、n order to think with effectiveness about the agenda of government seems less and less understandable to us people.,It is no longer possible, many argue, to resolve complex public issues through citizen participation. (lines 5-7 ) Who are the citizens the author refers to? The citizens are the Ameri
44、can public (non specialists). Many people argue that it is impossible to solve complicated public problems through the participation of the general public.,Paras. 4-5 What is suggested by the social problems mentioned in these two paragraphs?They suggest that the very complexity of public life requi
45、res more information to be provided and more participation in critical thinking to be encouraged.,rather than: （para. 5) conj. in preference to (sb/sth); instead of e.g. I think Ill have a cold drink coffee. Its management thats at fault the work-force. R risk breaking up his marriage he told his wi
46、fe everything. would / had rather (than) other than: 1.different from e.g. The truth is quite what you think. Holidays those in this brochure do not have free places for children.We cannot pretend to be who we are. 2. except e.g. The form cannot be signed by anyone yourself.We missed the last bus so
47、 there was no choice to walk home.She never discussed it with anyone Derek.All parts of the house the windows were in good condition.,Para. 6What does “the decline in public understanding” mean?It means the number of the people who understand public policy is decreasing.,What will happen if we let t
48、he decline in public understanding go unchallenged? If we let the decline in public understanding go unchallenged, we will run the risk of making critical decisions not on the basis of what we know, but on the basis of blind belief in one or another set of self-acknowledged experts who usually contr
49、ol policy with their limited perspective.,How can this situation be changed?To change the situation, we should find better ways to educate ourselves, ask hard questions and offer satisfactory answers.,For those who care about government “by the people,” the decline in public understanding cannot go
50、unchallenged. (lines 1-2 ) For those who care about government run by the people, the lack of public understanding of public policy cannot be accepted and must be checked.,In a world where human survival is at stake, ignorance is not an acceptable alternative. (lines 2-3 ) at stake:to be won or lost
51、; be risked, depending on the outcome of an event; in a situation where sth valuable might be lost；at risk e.g. This decision puts our lives . Our childrens education is . They played much better in the next game because they felt that the honor of the school was .We cannot simply give in to their demands; matter of principle are . In a world where human survival is threatened, we cannot take refuge in ignorance.,
