Most students arrive at college using" discrete, concrete and absolute categories to understand people, knowledge, and values. " These students live with a dualistic view, seeing "the world in polar terms of we-right-good vs. other-wrong-bad. " These students cannot acknowledge the existence of more than one point of view toward any issue. There is one "right" way. And because these absolutes are assumed by or imposed on the individual from external authority, they cannot be personally substantiated or authenticated by experience. These students are slaves to the generalizations of their authorities. An eye for an eye! Capital punishment is apt justice for murder. The Bible says so.
Most students break through the dualistic stage to another equally frustrating stage—multiplicity. Within this stage, students see a variety of ways to deal with any given topic or problem. H
A. Four methods of thought are compared and contrasted.
B. It is shown how each of four types of thought evolved from each other.
C. Four methods of thought are presented, and each is shown to complement the other.
D. The evolution of thought through four stages is presented, and each stage is illustrated by how it views capital punishment.
Most students arrive at college using" discrete, concrete and absolute categories to understand people, knowledge, and values. " These students live with a dualistic view, seeing "the world in polar terms of we-right-good vs. other-wrong-bad. " These students cannot acknowledge the existence of more than one point of view toward any issue. There is one "right" way. And because these absolutes are assumed by or imposed on the individual from external authority, they cannot be personally substantiated or authenticated by experience. These students are slaves to the generalizations of their authorities. An eye for an eye! Capital punishment is apt justice for murder. The Bible says so.
Most students break through the dualistic stage to another equally frustrating stage—multiplicity. Within this stage, students see a variety of ways to deal with any given topic or problem. H
A. most of their beliefs cannot be supported by arguments
B. they have accepted their "truths" simply because authorities have said these things are "true"
C. they half-believe and half-disbelieve just about everything
D. their teachers almost always think that "dualistic" thinkers are wrong
Passage 2
In Canada, a college may form one major division of a university, offering programs in a specific academic field that lead to undergraduate or graduate degrees, or both. Colleges may also be independent of a university, offering four-year programs of general education that lead to a Bachelor's degree in the liberal arts and sciences. Some. independent colleges offer a limited number of graduate programs, but usually their primary mission is to provide undergraduate education. Community colleges offer two-year programs of general education or vocational education.
Universities generally comprise various colleges and professional schools that make up the academic parts of the institution. For example, a university may include a college of arts and sciences in addition to professional schools of education, law, medicine, and engineering. Universities provide higher education leading to a Bachelor's degree as well as professional and
A. Types of Colleges and Universities
B. Canadian Education
C. Canadian Education Program
D. Differences between College and University
| Engineering students are supposed to be
examples of practicality and rationality, but when it comes to my college
education, I am an idealist and a fool. In high school I wanted to be an
electrical engineer and, of course, any sensible student with my aims would have
chosen a college with a large engineering department, famous reputation and lot
of good labs and research equipment. But that’s not what I did. I chose to study engineering at a small liberal-arts university that doesn’t even offer a major in electrical engineering. Obviously, this was not a practical choice; I came here for more noble reasons. I wanted a broad education that would provide me with flexibility and a value system to guide me in my career. I wanted to open my eyes and expand my vision by interacting with people who weren’t studying science or engineering A. to be imaginative with a value system to guide him B. to be a technical genius with a wide vision C. to have an excellent academic record D. to be wise and mature [单项选择]Passage Four
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