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Non-academic Subjects in the Curriculum

課程中的非學術科目

題目

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?

參考范文

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.

范文翻譯

時常有人爭論說高等教育機構應該只給學生提供具有學術價值的課程，排除一切沒有學術價值的課程。但是這種論斷是錯誤的，沒有任何可取之處。高等教育給學生提供的各種各樣的選擇反應了社會生活的多樣性。試圖給學術和非學術劃條界限不僅限制了學生的選擇也抑制了社會的豐富性和多樣性，而多樣性對于社會的整體繁榮發展是至關重要的。/在課程中保留非學術課程的一個重要原因是學術和非學術課程的區分本身是一種主觀的判斷。某些課程，包括數學、自然科學、英語常常被認為是學術的，而像體育、音樂、藝術被輕蔑地認為是非學術的。這種區分表面上是正確的，實際上是謬誤。學術本身是指和學校有關的一切專業，尤其是高等教育院校。因此教學體系做為高等教育課程的任何科目都能夠而且應該認為是學術的。/一些專業往往被標為非學術的課程無論在學術界還是對整個社會都有他們自己內在的價值。如果像音樂、藝術、體育這樣的學科被大學取消的話，社會上有才華的音樂家、演員和運動員就會越來越少。無數的藝術家們都是在大學學習期間磨練技能后來逐步地成為了明星。比如美國演員本?阿弗萊克和馬特?達蒙就是在哈佛大學學習一個傳統上被認為是非學術的科目——電影和戲劇時寫了《心靈捕手》的電影劇本。這部電影獲得了奧斯卡原創電影劇本獎。/整體課程中包含所謂的非學術課程不意味著傳統的學術課程在高等教育中就起不到核心的作用。事實上，像數學、自然科學和英語永遠都是大學教育的基礎。，多種多樣的課程，包括被認為是學術的課程和非學術的課程在學術的殿堂中都會有一個公正的位置。

思路點撥

作者開篇通過分析與駁斥題目中的觀點提出自己的立場：反對取消"非學術"課程。下文兩個自然段闡述了兩點理由：1.學術與非學術的區分純粹是主觀的判斷，并不科學；2.所謂的"非學術"課程有其自身學術價值和社會價值。本文主要采用了列舉事實的論證方法。 作者概括全文并提出展望。