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跨學科整合各學科知識

Transdisciplinarity acts as a principle for a unity of knowledge beyond disciplines. Transdisciplinarity (a term introduced in 1970 by Jean Piaget) concerns that which is at once between the disciplines, across the different disciplines, and beyond each individual discipline. Its goal is the understanding of the present world, of which one of the imperatives is the overarching unity of knowledge. The transdisciplinarity is defined by Basarab Nicolescu through three methodological postulates: the existence of levels of reality, the logic of the included middle, and complexity. In the presence of several levels of Reality the space between disciplines and beyond disciplines is full of information. Disciplinary research concerns, at most, one and the same level of Reality; moreover, in most cases, it only concerns fragments of one level of Reality. On the contrary, transdisciplinarity concerns the dynamics engendered by the action of several levels of Reality at once.

傳統教育

Traditional education is a long-established and generally accepted custom that is found in schools that society deems appropriate. Advocates of education reform want to promote the adoption of progressive education practices. In the eyes of reformers, traditional methods must be transformed to a high-performance system. However, many parents and conservative citizens prefer retaining time-tested methodology. In order to define reformed methods, it is first necessary to define what is traditional.

Traditional education denotes a time tested set of strategies meant to develop students’ minds so

that they can better participate in American society as informed, independent thinkers. Traditional education is largely misunderstood and derided as extremist. In fact, most of what would be termed “traditional education” actually produces superior results and more independent thinkers as compared to progressive, student-centered approaches.

正規學習

To fully understand informal learning, it’s useful to define the terms “formal” and “informal”. Formal learning happens when knowledge is captured and shared by people other than the original expert or owner of that knowledge. The knowledge can be captured in any format—written, video, audio—as long as it can be accessed anytime and anywhere, independent from the person who originally had it. Examples of such formal knowledge transfer include live virtual-classroom courses with prepared slides, self-paced off-the-shelf instructional CBT courses, books, video—and audiotapes, team rooms in which documents are stored, digital libraries and repositories, a real-time seminar on the Web (or webinar), electronic performance-support tools, programs accessed during a job or task, instructor-led courses that follow an outline, repeatable lecture labs, a recorded Web-based meeting, or even e-mails that can be forwarded. Formal learning often requires prerequisites, pre-assessments and post-assessments, tests, and grades, and it sometimes results in certification. It is often presented by an instructor, and attendance and outcomes are tracked.

社區大學的優點

Community colleges are geared toward local students and local needs. Students who could not afford campus or off-site housing at a four-year college, or for other reasons, can attend courses while staying in their local community (though some colleges do offer student housing). Also, community colleges can work with local businesses to develop customized training geared toward local needs, whereas a four-year institution generally focuses on state-wide or national needs. Some community colleges have “concurrent enrollment” programs, allowing local high school students to “jump start” their college career by taking classes at the community college that count both toward their high school diploma and as college credit (mainly in core areas such as history and political science). Policies and classes offered vary with different agreements existing between the community college and high schools.

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