The preparation which a study of the humanitles can provide, stems from three observations about education in our world of accelerating social and technological change. First, with the rate of change, we cannot hope to train our students for speciflc technologies.
That kind of vocational educational is obsolescent. By the time the speciflc training will have been completed the world will have moved on-in our education of narrow training, we will not be prepared to change. Second, and paradoxically, what our students desires from their education is preparation for speciflc careers, business, engineering, medicine, computer programming and the like, but we will not be able to train them for a life-long career.
Their confronting the depressed job market gives our students a certain training is not sufficient. Third, we sense in our students a narrowing materialism, with the good life defined In terms of material comforts education, then means learning to do a job which will make money.
I see in this definition a limiting sense of what education and thus life offer, a definition which excludes joy and meaning. Our approach to the study of the humanitles responds to these three related problems. In our changing, yet narrowing World, the teaching of the humanities finds one powerful justification-it teaches students how to think.
What is the major weakness of training students for specific technologies?
A. It trains the student for only one type of career B. It helps students to acquire money later when they employed C. It makes them anxlous for a job In the market D. It cannot help students to cope with the rapid changes in the world
