英国教育.docx

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1、Kay(2014)believesthattheprocessofreceivinghighereducationisnotonlytheprocessofreceivingknowledgeandskills,butalsotheprocessofstudentsbreakingawayfromtheirfamiliesandintegratingintonewsocialsettlements0.Intheuniversitycampus,studentswilllearnhowtocommunicatewithpeopleofdifferentpersonalitytypes,andIe

2、amandpracticetheskillsofdealingwithinterpersonalrelations.Thiswillmakepreparationsfortheirfutureintegrationintoarealsocietyfullofcompetition.Atthesametime,Becausetheyredefinethevalueoflifeandthemeaningofwealth.SomeBritonsbelievethatthevalueofhumanlifeliesinhavingabettertimeandmakingthemselvesfeelhap

3、pyasmuchaspossible.ThesalaryofordinaryBritonscanenablepeopletorealizethis.Althoughwhite-collarworkerswhohavereceivedhighereducationhaveobtainedhigherpositionsandworkingenvironment,theirbusinesseshavetoadapttomorecomplexcorporatepoliticsandbeargreaterpressure(Rowley,2022).Inthisway,thecostofpursuingt

4、hequalityoflifeafterhighereducationishigher,anditwillnotbringmoresignificantsalarydifference.Theseviewsarealsosupportedbythedata.AccordingtothestatisticsoftheUKDepartmentoflabor,theaveragemonthlysalaryintheUKis1900-2100pounds,whilethemonthlysalaryofordinarywaitersinretailstoresandrestaurantsis1500po

5、unds.Theaveragemonthlysalaryofordinarybluecollarworkersis2000pounds,themonthlysalaryofseniorbluecollarworkerssuchasroadbuildersismorethan5000pounds,andtheaveragemonthlysalaryofwhitecollarworkersismorethan2500pounds(Ward,2022).Fromtheabovedata,itcanbeseenthatthechangesinoccupationsandindustriesbrough

6、tbyhighereducationhavenotledtosignificantdifferencesinincome,especiallytheseincomedifferencescannotimprovethequalityoflife,especiallylessworkandsocialpressure,andamorerelaxedworkingenvironment.Atthesametime,However,thesocialactivitiesintheschoolarefundamentallydifferentfromthoseinthesociety,andthere

7、willbemoreinterestdisputesinthework.Therefore,receivinghighereducationmayharmmentalhealth.Theviewpointsofsupportingandopposinghighereducationfocusonthebalancebetweenthebenefitsandcostsofhighereducation.Differentgroupsdrawoppositeconclusionsessentiallybecausetheirvaluesandlifegoalsaredifferent.Somepe

8、oplethinkthatitismoremeaningfulforthemtogainmorewealthandsenseofachievementthroughwork.Thesepeoplearemoreambitiousandusedtotakingactions.Suchpeoplearemorewillingtoreceivehighereducationtohelpthemacquiremoreadvancedknowledge,skillsandsocialskills,soastocreatemorewealthandcopewithchallengesintheworkpr

9、ocess.Othersbelievethatlifeitselfshouldbecomethemainmeaningofhumanlife,thatistosay,thegoalofhumanpursuitistokeepcomfortandpleasureasmuchaspossibleintheprocessoflifetowardsdeath.Suchpeopledonotwanttohavetoomuchwealth,andtheirsenseofachievementcannotimprovetheirenthusiasm.Whattheypursueisthestability,

10、safetyandcomfortoflife.Forthesepeople,theadvantagesofknowledgeandskillsbroughtbyhighereducationcannotmakethemfeelmoremeaningful,butletthemparticipateinhigher-levelsocialcompetition,butmakethemfeelthattheyhavetopaymorecosts.Therefore,wecanfindthatdifferentsocialgroupsseedifferentaspectsofthecoinforth

11、eunifiedcharacteristicsofhighereducation.Beforemakingadecision,peopleshouldthinkaboutthevalueoflifeandmakeplansfortheirfuturedevelopment.Peoplewhoopposereceivinghighereducationthinkthatreceivinghighereducationisawasteoftimeandmoney.Intheseviews,peoplereconsiderthebenefitsandcostsofreceivinghigheredu

12、cation.,whichisalsocompatiblewithtraditionalsocialconceptsandpersonaldevelopmentlaws,includingmostemployeesintheemploymentmarket.Moreadvancedknowledgecannotonlyhelpworkersadapttohigherdifficultiesandimprovethequalityofwork,butalsobecomethebasisfortheirinnovationactivitieswhoactivelyparticipateinhighereducation,andithasbecomeasocialtrend