Essay代写：Influence of traditional factors on modern British higher education－r51due

下面为大家整理一篇优秀的essay代写范文- Influence of traditional factors on modern British higher education，供大家参考学习，这篇论文讨论了传统因素对英国近代高等教育的影响。19世纪，英国高等教育的缓慢发展与英国的传统力量是密不可分的。牛津大学和剑桥大学虽然也进行了一些改革，但是依然遵循传统的主流思想。一些近代大学的出现，对传统提出了挑战，但是在其发展过程中，逐渐向牛津、剑桥靠拢，走向回归传统的道路。这种现象有着其深厚的政治、经济和文化根源，所以教育改革一定要遵循教育自身发展的规律。

In the 19th century, the slow development of British higher education was inseparable from the traditional power of Britain. The universities of Oxford and Cambridge have made some reforms, but they still follow the traditional mainstream ideas. The emergence of some modern universities challenged the tradition, but in the process of its development, it gradually drew close to Oxford and Cambridge and returned to the tradition. This phenomenon has its profound political, economic and cultural roots, so education reform must follow the law of education's own development.

Compared with other countries, the development speed of modern higher education in Britain is relatively slow, and the influence of traditional forces is deep.

British people always advocate the policy of "laissez-faire". In their opinion, "the government with the least management is the best government". With the development of society and higher education, the survival and development of universities are increasingly dependent on the financial support of the government, so they have to accept the government's management and intervention.

The UK government's control of higher education has been hampered by deep-rooted traditions of "academic freedom" and "university autonomy". Since the power of government control and university autonomy were on a par, the two compromised and established an intermediary institution to coordinate their relations.

The vast majority of city colleges or universities do not have the same degree granting rights as traditional universities or universities in London, and most colleges or universities can only issue professional qualification certificates.

Unlike traditional universities or universities in London, most colleges or universities offered professional education courses in engineering, machinery and shipbuilding by the end of the 19th century. At the end of the 19th century and the beginning of the 20th century, basic courses of electronic engineering, electrolytic chemistry, physical chemistry and biochemistry were added.

The curriculum of each city university has a strong local color, which basically focuses on the needs of local industrial and commercial development.

In line with the training objectives and curriculum, the vast majority of urban university graduates are employed in industries related to technology development and application.

Although city colleges or city universities started out with local business and industrial development, they offered a large number of courses in science and technology. But its emergence and existence can't constitute a challenge to the traditional university, not to mention the existence of negative, just make up for the traditional university city university of science and technology and other courses, therefore, in order to improve the academic level of itself and reputation in the community, especially the same with the traditional university degree award, around city university also gradually in the course of the introduction of relevant social and cultural aspects of the course. By the beginning of the 20th century, many city universities had opened a wider range of courses, and more and more students were learning both practical courses related to science and technology and education contents of classical humanities similar to those offered in traditional universities.

Therefore, in terms of a certain sense, since the end of the middle of the 19th century, especially the British higher education development performance one are different for various forms of institutions of higher education to pursue common education values, namely the traditional university also gradually add the part of courses in science and technology, and other forms of city university of new type and in the institutions of higher education to Oxford and Cambridge university as the direction of development, introduced the content of the humanities education in the curriculum. In order to apply for degrees from the university of London, these city universities have to follow the university of London in terms of courses, and the degrees awarded by the university of London cannot be influenced by the traditional university model. Therefore, the need to serve local industry and commerce is gradually weakened, and humanism and the tendency of "free education" are gradually strengthened. As some scholars have pointed out, by the beginning of the 20th century, city universities "had completely deviated from the mission of attaching importance to higher technical training and tended to pursue the functions of traditional universities". It can be seen that traditional forces had an important influence on the development of modern British higher education.

The reason why the UK's modern higher education has such a phenomenon is inseparable from the traditional strength of the UK, which has deep historical roots, mainly reflected in the following aspects:

In the mid-18th century, Britain took the lead in completing the first industrial revolution and gradually gained the monopoly position of world industry and trade. But in the 1880s, Britain was caught up by the later United States and lost its industrial monopoly. Later, it was caught up and surpassed by other countries one after another.

One of the reasons why the British economy is backward cannot be ignored is that it is caused by the historical inertia of adhering to the tradition, with the decline of enterprise and the rise of the concept of punctuality.

The first manifestation of the conservative thought is the reluctance to give up the old equipment and technology. For example, by the late 19th century, textile machinery was mostly products and replicas of the industrial revolution, and most coal mines were still excavated by hand.

As the mid - 1960 - s, a British scholar named Harold Wilson said: "the leadership position of the industrial revolution in 150, in our industrial manager too much on an inner resistance to change. This is especially true of inherited family businesses. 'it's useful to my grandfather, and it's useful to me. '"

Slow to respond to new technologies, especially technological revolutions. For example, as early as 1855, the continuous steelmaking process was invented in Britain, but it was not adopted yet. Later, it was widely adopted by other countries.

In the 17th century, a civil war broke out in Britain in which the emerging bourgeoisie seized power from the king. During the civil war, the development of universities was seriously disrupted. Under the control of royalty and religion, non-believers were excluded from university circles. Under the unified law,150 university and other school teachers were expelled as heretics, while universities denied admission to non-conformist students.

British universities to classical courses, confine its function for country gentlemen class and the pastor of the church to provide education a narrow range, but the wheel of history is rolling forward, classical subjects of education can not meet the needs of the emerging bourgeois boarded the stage of history, at the same time, the development of the emerging capitalist countries also urgent need of higher education and the national economic life, the university was unimpressed. This is not only the result of the long-term control of religion and royal power over universities, but also the inertia of the feudal and conservative traditions formed by universities in the middle ages. This historical inertia makes the university lose the initiative consciousness of seeking development in the university reform and become a laggard of The Times.

Engels said: "tradition is a great conservative force in all ideological fields."

The most influential tradition formed by the long history of the English nation is the gentleman culture, because the ideal personality of the English nation is the gentleman and advocates the classical humanistic spirit, which leads to the formation of the British cultural tradition represented by the "gentleman culture". It is believed that the purpose of education is to improve the moral quality of gentlemen, not to train for certain professions. Education is the institution that changes social class, not the place that fosters labor force for industry. Generalist education is highly respected, and the needs of industry and technology are pushed to the edge of the position, and it is worth mentioning that in the society, people treat doctors and lawyers with excessive respect, while engineers are despised and belittled.

The thinking mode of traditional British conservatism abides by elegant education and humanistic quality. Such education tends to place too much emphasis on theory and too little on practical application. As Newman said, "a university is a place where general knowledge is taught. This means that, on the one hand, the purpose of university is to promote the development of reason rather than morality; On the other hand, the purpose of universities is to disseminate and disseminate knowledge rather than to promote the development of knowledge. In his opinion, the ultimate purpose of education is not only to cultivate gentlemen, but also to promote social civilization.

Just like the gentleman culture accumulated by the English nation in the long history, the humanistic tradition of advocating classical education has formed the cultural tradition of "valuing humanity and ignoring science and technology" in the whole society. The British nation has obvious prejudice against science and technology education, and there seems to be an insurmountable gap between the humanities and science and technology.

So the two traditional at Oxford and Cambridge university have strong support from the aristocracy, its school-running idea also subtly into many traditional factors and forces, and the city university of new city college or school run counter to the purpose and the culture, and the little power to try to change it, but eventually melt by the traditional culture of strong power, returning to traditional.

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