声音简介
课程导读
当你想到大学教育，或正接受大学教育的时候，你是否想过：大学教育到底有何用处？为什么大学教育可以被冠以高等教育的称号？大学能给予我们什么？
我们或许能在光阴的缝隙里，找到这些问题的答案，但我们也可以翻开书页，听听作者的看法，来一场思维的对话。
【作者简介】
威廉•詹姆斯（William James）：19世纪末20世纪初美国著名心理学家、哲学家，在生理学（physiology）、心理学（psychology）哲学（philosophy）的交叉领域，做出杰出贡献。
本文选自作者1907年在拉德克利夫女子学院（Radcliffe College）的一次演讲。
英文原文
The Social Value of the College-Bred
Of what use is college training? We who have had it seldom hear the question raised—we might be a little nonplussed to answer it offhand.
A certain amount of meditation has brought me to this as the pithiest reply which I myself can give: The best claim that a college education can possibly make on your respect, the best thing it can aspire to accomplish for you, is this: that it should help you to know a good man when you see him.
This is as true of women's as of men's colleges; but that it is neither a joke nor a one-sided abstraction I shall now endeavor to show.
What talk do we commonly hear about the contrast between college education and the education which business or technical or professional schools confer?
The college education is called higher because it is supposed to be so general and so disinterested. At the "schools" you get a relatively narrow practical skill, you are told, whereas the "colleges" give you the more liberal culture, the broader outlook, the historical perspective, the philosophic atmosphere, or something which phrases of that sort try to express.
You are made into an efficient instrument for doing a definite thing, you hear, at the schools; but, apart from that, you may remain a crude and smoky kind of petroleum, incapable of spreading light.
The universities and colleges, on the other hand, although they may leave you less efficient for this or that practical task, suffuse your whole mentality with something more important than skill.
They redeem you, make you well-bred; they make "good company" of you mentally. If they find you with a naturally boorish or caddish mind, they cannot leave you so, as a technical school may leave you.
This, at least, is pretended; this is what we hear among college-trained people when they compare their education with every other sort. Now, exactly how much does this signify?
It is certain, to begin with, that the narrowest trade or professional training does something more for a man than to make a skilful practical tool of him—it makes him also a judge of other men's skill.
Whether his trade be pleading at the bar or surgery or plastering or plumbing, it develops a critical sense in him for that sort of occupation.
He understands the difference between second-rate and first-rate work in his whole branch of industry; he gets to know a good job in his own line as soon as he sees it; and getting to know this in his own line, he gets a faint sense of what good work may mean anyhow, that may, if circumstances favor, spread into his judgments elsewhere.
Sound work, clean work, finished work; feeble work, slack work, sham work—these words express an identical contrast in many different departments of activity. In so far forth, then, even the humblest manual trade may beget in one a certain small degree of power to judge of good work generally.
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