材料全屏

The University in Transformation, edited by Australian futurists Sohail Inayatullah and Jennifer Gidley, presents some 20 highly varied outlooks on tomorrow’s universities by writers representing both Western and non-Western perspectives. Their

essays raise a broad range of issues, questioning nearly every key assumption we have about higher education today.

The most widely discussed alternative to the traditional campus is the Internet University—a voluntary community to

scholars/teachers physically scattered throughout a country or around the world but all linked in cyberspace. A computerized

university could have many advantages, such as easy scheduling, efficient delivery of lectures to thousands or even millions of students at once, and ready access for students everywhere to the resources of all the world’s great libraries.

Yet the Internet University poses dangers, too. For example, a line of franchised courseware, produced by a few superstar

teachers, marketed under the brand name of a famous institution, and heavily advertised, might eventually come to dominate

the global education market, warns sociology professor Peter Manicas of the University of Hawaii at Manoa. Besides enforcing a rigidly standardized curriculum, such a “college education in a box” could undersell the offerings of many traditional brick and mortar institutions, effectively driving them out of business and throwing thousands of career academics out of work, note

Australian communications professors David Rooney and Greg Hearn.

On the other hand, while global connectivity seems highly likely to play some significant role in future higher education,

that does not mean greater uniformity in course content—or other dangers—will necessarily follow. Counter-movements are

also at work.

Many in academia, including scholars contributing to this volume, are questioning the fundamental mission of university

education. What if, for instance, instead of receiving primarily technical training and building their individual careers, university students and professors could focus their learning and research efforts on existing problems in their local communities and the world? Feminist scholar Ivana Milojevic dares to dream what a university might become “if we believed that child care workers and teachers in early childhood education should be one of the highest (rather than lowest) paid professionals?”

Co-editor Jennifer Gidley shows how tomorrow’s university faculty, instead of giving lectures and conducting independent

research, may take on three new roles. Some would act as brokers, assembling customized degree-credit programmes for

individual students by mixing and matching the best course offerings available from institutions all around the world. A second group, mentors, would function much like today’s faculty advisers, but are likely to be working with many more students

outside their own academic specialty. This would require them to constantly be learning from their students as well as

instructing them.

A third new role for faculty, and in Gidley’s view the most challenging and rewarding of all, would be as meaning-makers:

charismatic sages and practitioners leading groups of students/colleagues in collaborative efforts to find spiritual as well as

rational and technological solutions to specific real-world problems.

Moreover, there seems little reason to suppose that any one form of university must necessarily drive out all other options. Students may be “enrolled” in courses offered at virtual campuses on the Internet, between—or even during—sessions at a

real world problem focused institution.

As co-editor Sohail Inayatullah points out in his introduction, no future is inevitable, and the very act of imagining and

thinking through alternative possibilities can directly affect how thoughtfully, creatively and urgently even a dominant

technology is adapted and applied. Even in academia, the future belongs to those who care enough to work their visions into

practical, sustainable realities.

1

【单项选择题】

When the book reviewer discusses the Internet University?

A

he is in favour of it.

B

his view is balanced.

C

he is slightly critical of it.

D

he is strongly critical of it.

　　

　　正确答案

本题考查作者的观点态度。

针对“Internet University”，本文第二段提出了许多的“advantages”，随后的第三段则指出其存在的“dangers”，可见文中对网络大学的利弊均进行了客观的陈述，观点上不存在倾向性，综上，B选项正确。

故正确答案为B项。

　　

　　解析同上

　　以上是关于材料全屏 The University in Transformation, edited by Australian futurists Sohail的参考答案及解析。详细信息你可以登陆深圳公务员考试网。如有疑问，欢迎向华图教育企业知道提问。点击咨询>>>

知识点一点点得积累，那么作为解决问题来说，检验标准就是做题了。

做题演练，让知识点更加牢固，也可以在这知识点的海洋里自由地鱼跃。

不放过每次的实战！加油！

找考试题目使用：搜答案神器（https://shenzhen.huatu.com/tiku/）

---

　　特别说明：深圳华图题库系统旨在为考生提供高效的智能备考服务，全面覆盖公务员考试、事业单位、教师招聘、职业资格、医卫类、计算机类等领域。拥有优质丰富的学习资料和备考全阶段的高效服务，助您不断前行！关注深圳华图教育微信szhuatu，政策问题实时答，考试信息不漏看。

　　华图题库平台所收集的试题内容来源于互联网，仅供学习交流使用，不构成商业目的。版权归原作者所有，如涉及作品内容、版权和其它问题，请与我们取得联系，我们将在第一时间处理，维护您的合法权益。

（编辑：深圳华图）