特别广播英语第 216 课：Changes to Come in U. S. Education 美国教育将要发生的变化-3

Much of it takes place outside the education establishment - through companies, hospitals and government departments that run courses for managerial and professional employees; or through management associations and trade associations. 很多这类教育是在教育机构之外进行的--通过公司、医院和政府部门，这些单位为其雇佣的管理人员和专业人员开设课程，或者通过管理协会或行业协会进行。

In the meantime, any number of private enterprises are organizing courses, producing training films and tapes and otherwise taking advantage of growth opportunities that universities shy away from. 与此同时，或多或少的私人企业也在组织课程，制作用于培训的影片和磁带并且以其他方式利用各种大学避而不用的增长机会。

The demand for continuing education does not take the from that most observers, including this writer, originally expected - namely, "Great Books" classes for adults wanting to learn about the humanities, the arts, the "life of the mind." 对继续教育的要求不采用包括本文作者在内的大多数观察者原先所想象的形式--即给想了解的人文学科、艺术以及心智活动的成年人用"大部头书"上课。

We face instead a growing demand for advanced professional education: in engineering and medicine, in accounting and journalism, in law and in administration and management. 我们面临的而是对高级职业教育日益增长的要求：在工程与医疗、会计与新闻、法律与行管方面。

Yet the adults who come back for such studies also demand what teachers of professional subjects are so rarely able to supply:然而回来进行这类学习的成年人所要求的东西却是专业课程的老师很少能提供的：

a humanistic perspective that can integrate advanced professional and technical knowledge into a broader universe of experience and learning. 一种能把先进的专业技术知识融汇到经验和常识的更广阔的普遍体系中的人文主义的观点。

Since these new students also need unconventional hours - evenings, weekends or high-intensity courses that stuff a term's work into two weeks - their demands for learning bring a vague but real threat to the school establishment. 由于这些新学生还需要非常规的时间--晚上、周末或者说把一个学期的任务挤到两周的高强度课程--他们的学习要求给学校的体制带来一种不明确的但又是真正的威胁。

The greatest challenge to education is likely to come from our new opportunities for diversity. We now have the chance to apply the basic findings of psychological, developmental and educational research over the last 100 years: namely, that no one educational method fits all children. 对教育的巨大挑战可能来自于我们在多样性中选择的新机会中。现在我们有机会利用过去100年来心理学、发展和教育等方面研究的基本成果。即没有一种教育方式适合所有的孩子。

Almost all children are capable of attaining the same standards within a reasonable period of time. 在一段合理的时间内，几乎所有的孩子都能达到同样的标准。

All but a few babies, for instance, learn to walk by the age of two and to talk by the age of three, but no two get there quite the same way. 例如，除了极小数婴儿外，所有的孩子都能在两岁时学会走路，三岁时学会说话，但是没有两个孩子是以同样的方式达到这一标准的。