Academic specialization: Difference between revisions
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== Development == |
== Development == |
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As the volume of knowledge accumulated by humanity became too great, increasing specialization in academia appeared in response.<ref>{{cite book|title=Yale Forest School News, Volumes 77-78|url=https://books.google.com/books?id=7AP0AAAAMAAJ |
As the volume of knowledge accumulated by humanity became too great, increasing specialization in academia appeared in response.<ref>{{cite book|title=Yale Forest School News, Volumes 77-78|url=https://books.google.com/books?id=7AP0AAAAMAAJ&q=%22specialization%22|year=1990|publisher=Yale Forestry Alumni Assn.|page= 5}}</ref> There are also cases when this concept emerged from state policy-making to pursue goals such as [[Competition|national competitiveness]]. For instance, there is the case of [[United Kingdom|Britain]] who began coordinating academic specialization - through the founding of the [[Imperial College London|Imperial College]] - to catch up to the [[United States]] and [[Germany]], particularly in the fields of scientific and technical education.<ref>{{Cite book|title=History of Universities: Volume XVIII/1 2003, Volume 18|last=Feingold|first=Mordechai|publisher=Oxford University Press|year=2003|isbn=0199262020|location=Oxford|pages=124}}</ref> |
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==Further reading== |
==Further reading== |
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Revision as of 20:16, 23 April 2021
In academia, specialization (or specialisation) may be a course of study or major at an academic institution or may refer to the field in which a specialist practices. In the case of an educator, academic specialization pertains to the subject that he specializes in and teaches.[1] It is considered a precondition of objective truth and works by restricting the mind's propensity for eclecticism through methodological rigor and studious effort.[2] It is also employed as an information-management strategy, which operates by fragmenting an issue into different aspective fields or areas of expertise to obtain truth.[2]
Development
As the volume of knowledge accumulated by humanity became too great, increasing specialization in academia appeared in response.[3] There are also cases when this concept emerged from state policy-making to pursue goals such as national competitiveness. For instance, there is the case of Britain who began coordinating academic specialization - through the founding of the Imperial College - to catch up to the United States and Germany, particularly in the fields of scientific and technical education.[4]
Further reading
- Crichton, Danny. "Adventures in Academia: The Dangers of (Over)Specialization". Stanford Daily. Retrieved 2017-03-04.
References
- ^ Kytle, Jackson (2012). To Want to Learn:nbnfkr Insights and Provocations for Engaged Learning, 2nd ed. New York: Palggrave Macmillan. p. 120. ISBN 9780230338203.
- ^ a b Davies, Martin (2006). Historics: Why History Dominates Contemporary Society. New York: Routledge. p. 168. ISBN 0415261651.
- ^ Yale Forest School News, Volumes 77-78. Yale Forestry Alumni Assn. 1990. p. 5.
- ^ Feingold, Mordechai (2003). History of Universities: Volume XVIII/1 2003, Volume 18. Oxford: Oxford University Press. p. 124. ISBN 0199262020.
External links
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