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Universities should require every student to take a variety of courses outside the student’s field of study because acquiring knowledge of various academic disciplines is the best way tobecome truly educated.
大学应该要求每一个学生在自己专业课外选修各种学科，因为获得各种学科的知识才是获得真正教育的途径。
I strongly disagree what the issue brought out that each student in university should take various courses outside the student’s field of study in order to acquire a wide scope of knowledgeand be truly educated. One of the reasons is based on common sense that it is impossible to take such a measurement since the students have their own specific backgrounds, of educational orcultural. Furthermore, the speaker has misunderstood the means of true education. In the following discussion, I would illustrate my point of view more particularly.
In the first place, the fact that every student has distinctive personality of his or her own should not be ignored. So several questions emerge. Is it suitable for some students who havedeep enthusiasm on their field of study to take various courses?Are they willing to take such courses? What is the scope of the various courses? Are these courses ranged from abstrusedisciplines, such as the classic physiology to easy courses, such as extremely popular cultural appreciating courses? Consider it more practically, is it necessary for some students who havealready had heavy burden on them to take such "a variety of "courses? Unless these questions can be solved, the recommendation the speaker maintains is obviously not a good method ofreceiving education, let alone the true education.
In addition, having referred to taking so many courses outside the major field, the concept of education should be weighed carefully. The question of what true education should do has beenargued for thousands of years since the most primitive form of education appeared in the ancient time. Socrates, a philosopher living approximately thousands of years ago, whose theory ofeducation has a far fetching effect to the human being, claimed clearly that look into your own selves and find the spark of truth that God has put into every heart, and that only you cankindle to a flame.
Although it reflected more theological ideology than the education perspective, the connotation of his remark reveals that true education is not inserting the stuffing of information into aperson, but rather eliciting knowledge from him. As long as we understand it, it is explicit that taking a variety of courses without considering the specific situation of students and theknowledge structure has nothing to do with the true education, and the function of this method is only to stuff as much knowledge as possible to the students. On contrary, what should do isthat take the necessary courses, which will do good to the major field the students pursue according to their specific courses. The quality is the key, but not the quantity.
