Academic specialization: Difference between revisions
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In [[academia]], '''specialization''' ([[American and British English spelling differences#-ise.2C_-ize_.28-isation.nffe |
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| ⚫ | 2C_-ization.29|or]] '''specialisation''') may be a course of study or [[Academic major|major]] at an academic institution or may refer to the field in which a [[specialist (disambiguation)|specialist]] practices. In the case of an educator, academic specialization pertains to the subject that he specializes in and teaches.<ref>{{Cite book|title=To Want to Learn:nbnfkr Insights and Provocations for Engaged Learning, 2nd ed.|last=Kytle|first=Jackson|publisher=Palggrave Macmillan|year=2012|isbn=9780230338203|location=New York|pages=120}}</ref> It is considered a precondition of objective truth and works by restricting the mind's propensity for [[eclecticism]] through methodological rigor and studious effort.<ref name=":0">{{Cite book|title=Historics: Why History Dominates Contemporary Society|last=Davies|first=Martin|publisher=Routledge|year=2006|isbn=0415261651|location=New York|pages=168}}</ref> 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.<ref name=":0" /> |
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== Development == |
== Development == |
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Revision as of 05:06, 13 September 2020
In academia, specialization ([[American and British English spelling differences#-ise.2C_-ize_.28-isation.nffe
2C_-ization.29|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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