Academic specialization
In academic, 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 they specialize in and teach.[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 fields or areas of expertise to obtain truth.[2] In recent years, a new avenue of specialization has manifested through double majoring. It is a way to allow for a more diverse exposure to the college curriculum.[3]
Development
As the volume of knowledge accumulated by humanity became too great, increasing specialization in academia appeared in response.[4] There are also cases when this concept emerged from state policymaking 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.[5]
References
- ^ Kytle, Jackson (2012). To Want to Learn:nbnfkr Insights and Provocations for Engaged Learning, ediwow 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.
- ^ Pitt, Richard; Pirtle, Whitney N. Laster; Metzger, Ashley Noel (2017). "Academic Specialization, Double Majoring, and the Threat to Breadth in Academic Knowledge". The Journal of General Education. 66 (3–4): 166–191. doi:10.5325/jgeneeduc.66.3-4.0166. ISSN 0021-3667.
- ^ 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.
Further reading
- Crichton, Danny. "Adventures in Academia: The Dangers of (Over)Specialization". Stanford Daily. Retrieved 2017-03-04.
External links
