requestId:684aed809914c4.62654379.
Who is the big school belonging to?
Author: Ron Sponge
Translator: Wu Wanwei
Source: Author Authorized by Confucian Network Published
Time: Confucius was the 19th day of the first month of Wuxu
Dingyou
Jeho March 6, 2018
British writer George Owl (George Orwell finally wrote, “When he was 50, everyone had a look he deserved.” This statement also makes sense for society and big school. When society reaches Cenli, it has the kind of big learning it deserves. In the middle of the political power, Canada has long surpassed the youth, but it has not yet reached the fields where the elder brother was stunned. Learn about this lens in our major learning situation, what have we seen? What did you find there? Many students with a smile on their faces have discussed “influence” and “innovation”, more infrastructure investment, and more new communities and industries need to cooperate with each other. But, who is that abstraction? Who created it? Who is serving again?
Governors control modern learning. If you use Benjamin GinsberSweetheart Gardeng), the teaching has not been completed, and the big learning is now a “governors say the decision”. [1] The money spent on governors and governance has exceeded that of teachers. The managers have a lot more than teachers. The salary and full benefits of the managers, especially the principals and other senior managers, have been rising like a rocket in the past 10 years. To double down on the problem, it may be that the students themselves are more like governors than teaching in terms of ambitions and needs. What we hear is safety, comfort, insurance, high-quality service, first-class accommodation conditions, guaranteed achievements, institutional brands, better employment settings, and market value for graduation certificates–these are requests made by current students, rather than seeking truth, justification and cleverness. [2] The traditional language of teaching and students still exists, but the term “service provider” and “consumer” are being tried to replace it. The principles of the co-ordination and joint decisions are still in the book, but they are no longer a reflection of the way of learning and the description of the operation.
The reaction has ended and the governors have won the victory. However, the continued development of traditional structures and language has led to some peopleIt is believed that the institutional war has just begun. This is an error. Just like many reactions, open conflicts only appear after real power has changed hands. For example, in France, the reason why the asset level can seize the control of political power is that they have firmly grasped the control power in a certain sense. The same is true for modern learning. Over the past few decades, governors have slowly grasped the control of their studies. Compared with the large number of criticisms of such accepted books, articles and declarations, it seems that the battle is still in progress. In fact, that is an illusion, and many authors of the articles know this well. All these protest sounds are beautiful, expensive, and have in-depth explanations, but these are either the tragedy of the defeated person or the unwilling illness.
So, what should I do? Will you continue to fight at the risk of being revoked? I admit that it has changed. Are those who participate in the winning streak getting a share of the pie? Or admit defeat and join in later?
These are all seemingly reasonable reactions. The preservation strategy that many of us apply every day can be some kind of mixed body, which is worrying. From a personal point of view, the creator is not as arrogant as the tyrants, but it is more aggressive than the tragic tyrants. The suggestions in this article are a bit old-fashioned, but they are also gentle and picky. This article believes that we should think about changes in major learning in order to achieve a certain common sense for major learning. Then we can take appropriate actions without any illusion about the consequences.
In order to do this, this article proposes an experience. One of the most popular words that governors are responsible for investigation. They told us that we had to ask, especially for the teaching of the teaching. Well, let us use our spear to attack our shield and ask the governor. What did they do with the public’s trust after they gained the control of the big school?
The reversal in this test means a lot. The most significant change brought by the new governors to Canadian majors is exactly the overturn of tradition. In traditional school, teaching is “not being asked”. Majority is a sacred place that teaches them a complete and unrestrained field of interest with students and colleagues, without any relevant and restrictive requests. Of course, this does not seem to be free from any restrictions. From the deepest level, the teaching is to be investigated, but it goes far beyond the scope of the power to intervene, and asking the teaching is neither their ambition nor their good spot. The responsibility of the teaching is to discover and tell the truth, and encourage students to do the same. In this regard, examining the talents and achievements of the teachings is a judgment problem, and there is no way to rely on quantitative investigation. And, the examination can only be performed by people with this kind of examination ability. Therefore, a mechanism has been introduced to ensure that majors make such judgments before they can be recorded permanently. Anyone must follow about 15 years of undergraduate and graduate student learning and long periods of professional observation and earnest evaluation in theThe departmental school lasts for 5 to 6 years, as long as those who prove their value are granted final positions and are allowed to continue teaching and research to seek this wonderful goal.
On the other hand, the reason why governors are always asked is precisely because their responsibility is essentially governed and therefore revised by evaluation and on-time public review. They are responsible for ensuring that students and the activities taught are not subject to interference and that they are responsible for governing the school’s economic affairs. In this sense, the governor is the steward of this sacred land rather than the parent.
But by this night of school, these feet had been completely overturned. The teachers are now the subjects to be asked, but no longer the subjects of the peers or students, and are no longer considered the directors of the courses they are responsible for. Instead, they are asked by the governors, who apply increasingly widespread things and personnel to evaluate the results of their assignments, and equate their mission performance, and everything is considered quantifiable. In terms of evaluating the quality of scientific research results, we now have many “results” that are used as value standards. Students’ evaluation and course selection rate (popular level), learning determined by the “review quantity specification”, the number of published and published works, scientific research funds, social impact, etc. are all inspection indicators. In other words, if you have to quantitatively examine your things, nothing needs to be judged.
Liu Lie argues that the governors who are responsible for teaching lack of questions are now in a position of being unasked. In tomorrow, almost no one dares to touch the governor. Their value for major learning is so grand that they have no legal rights and are not subject to criticism. This department explains the crazy expansion of the governors in their studies. Are there any difficulties for major principals in adjusting new positions? Are the governors troubled when governing? no problem. Let us set up a “Tuning Committee” – that is, to say more governance – all of these people have more power to learn governance. [3]
When you are asking any questions about major studies, the solution proposed is related to governance. Why? Because we believe that those who ensure product quality and academic goals are the governors rather than the teaching. But how can this be achieved in a scientific environment where knowledge and understanding are the real goals? There is no need to be too picky, because these are no longer the real goal of big learning. In addition to the important task of certain key scientific and technical departments with content proficiency as their important task, the real goal of major is governance effectiveness and governance thinking. Under the pressure of technology and teaching, science and liberal arts departments are quietly changing, and their “content” is becoming more and more aligned to spread the real hope of big learning, that is, to cultivate people who are not suitable and have a strong mindset of governance to occupy the world of governance we have created. The potential assumption of all these is that the real main thing is not what students know or how smart they become, but how good and complicated they are, our investigationVery detailed.
If you think I am praising words, you can’t understand the promotional products of the state. They always boast about “cooperation together”, “transportation”, “critical analysis”, “influence” and so on to current students. All these abs
