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Государственное образовательное учреждение

ВЫСШЕГО ПРОФЕССИОНАЛЬНОГО ОБРАЗОВАНИЯ

«ЛИПЕЦКИЙ ГОСУДАРСТВЕННЫЙ ПЕДАГОГИЧЕСКИЙ УНИВЕРСИТЕТ»

IS EDUCATIONAL EXPANSION PRODUCTIVE

OR COUNTER-PRODUCTIVE?

(Стоит ли вкладывать деньги в образование?)

Липецк – 2009

УДК-43 (071.1) Печатается по решению

ББК 81.432.1 - 923 редакционно-издательского

совета ЛГПУ

Is Educational Expansion Productive or Counter-Productive? (Стоит ли вкладывать деньги в образование?) Пособие для студентов старших курсов английского отделения факультета иностранных языков. – Липецк, ЛГПУ, 2009 – 257с.

Пособие представляет собой комплекс текстов и упражнений, ориентированных на решение целого ряда задач: совершенствование лексических навыков и параллельное развитие речевых умений по обсуждаемой проблеме, развитие навыка успешной передачи текста на другой язык, а также учебных умений самостоятельной работы, контроля и самоконтроля, работы со справочной литературой и др. Предназначено для студентов старших курсов английского отделения факультета иностранных языков.

Составители: доц. Л.М. Кузнецова,

к.ф.н, доц. Ж.Л. Ширяева

Рецензенты: к.п.н., проф. каф. теории и истории педагогики ЛГПУ

П.Г. Бугаков,

к.ф.н., доц. каф. ин. языков ЛГТУ Н.В. Барышев.

© Липецкий государственный педагогический университет, 2009

Липецк – 2009

CONTENTS

Part I. University Challenge

On Education. Mike Quin…………………………………………………………6

Eastern Europe Looking to U.K. Schools. Rupert Bruce…………………………………………12

Британская школа меняет имидж, но остается верной традициям. Светлана Бельских………………………………………………………………………….16

What’s It Worth? Robert Orkley………………………………………………….18

I’m Counting Every Penny. Chima Nwankwo………………………………………..23

О бедном абитуриенте замолвите слово. Валентин Азаров…………………..27

University Challenge. Peter Melrose…………………………………………….. 29

Ученье-свет, а вузов тьма… . Елена Фролова…………………………………34

Do You Need a College Degree in Order to be Successful? (An Internet Forum)..39

В колледже и вокруг него. Виталий Бакланов…………………………………44

Degrees Getting Too Easy, Say Inspectors. John Clare…………………………..49

The Fees Rebel Ruling Cambridge. Sian Griffiths………………………………..52

Wanted: College Students. Hideko Takayama……………………………………56

Диплом о высшем – лишь начало. Лев Хмуров…………………………… 61

Part II. Student Life

Они такие же, как и мы. Николай Солдатенков……………………………….68

One Family's Road Trip. Meredith Fineman, Howard Fineman………………….71

Этих не сведут с ума ни римляне, ни греки. Даша Арутюнова………………76

Pay up! Pay up! And Play the Game! Jane Stowe………………………………..81

За вуз для чада будут брать уже с детсада. Анна Добрюха…………………..86

Delta Blues. Jackson and Itta Bena ……………………………………………..92

Суперкласс Америки. Дмитрий Осинин……………………………………….96

The Homework Ate My Family. Daniel Louriere………………………………..99

За ночь до экзамена. Дмитрий Писаренко …………………………………..104

How to Pass Exams. Paul Samuels………………………………………………107

Ода шпоре. Елена Семенова-Андриевская …………………………………..110

Американский университет-93. Зинаида Малькова………………………….113

The Modern Student: Batteries Not Included. Katie Hafner…………….............116

Студенчество по-прежнему активно! Сергей Малюков……………………..124

Part III. School/ College Reforms

Psychology Seeks Out Brain’s Seat of Learning. Robert Nurden………………129

Views on Personalised Learning. Cheryl Thornett………………………………133

In the US, Soaring Tuition Necessitates New Strategies. Judith Rehak………...138

A Ticket to Private School. Kim Lourieie……………………………………….141

Exam Pass. Jane Bromhead……………………………………………………..146

Pilgrims’ Paths to Understanding. Georgina Power…………………………….150

Школа не должна стать для России второй Чечней. Василий Страпошников…………………………………………………………………..154

A Case Study in Change at Harvard. Lori Bongiomo…………………………...158

Getting Down to Cases. Debra Rosenberg………………………………………162

Europe's New Leader in Education. Steve Boommark………………………….166

Sylvian Invasion. Lynnell Hancock……………………………………………..171

The Cowboy College That Turns Scholars into Men. Adam Higginbotham……177

Beyond the Diploma Mills. Sarah Garland……………………………………...182

Учиться никогда не поздно. Дела Брэдшо …………………………………...187

How to Study on a Virtual Campus? Crawford Kilian…………………………..189

Аспирантура в Интернете. Сью Макиван…………………………….............195

Part IV. Pros and Cons of Higher Education

Capitalist Schools. Rana Dogar…………………………………………………198

Вам «неуд», сэр. С. Атарщиков……………………………………………... 204

Living Without It. Caroline Austin……………………………………………...207

В Америке наукой уже не прокормишь. Питер Т. Килб…………………….212

A German Harvard? Stefan Theil……………………………………………215

Фирма ищет таланты. Клаус Смолька……………………………………….221

It Doesn’t Pay to Go to Some Universities. Jane Hopkings……………………224

У белых воротничков – пустые карманы. Марина Аникеева……………...229

Dumb On Down From Day One. Frank Furedi………………………………..233

Очень среднее образование. Вероника Сивкова, Роза Сергазиева…….239

Supplement:

Education Glossary………………………………………………………………243

Famous People’s Sayings………………………………………………………..256

Part I. University Challenge

On Education

“I have decided,” said Mr. O’Brien, “to put my boy through college.”

“Take my advice and don’t do it,” warned Mr. Murphy. “Joe Rafferty put his boy through the college, and what was the result? No sooner did he graduate than he invented a labor-saving gadget which they promptly introduced in the factory, throwing half the neighborhood and his own father out of work.”

“’Tis merely the progress of civilization,” said O’Brien, “and you can’t stand in the way of it.”

“Just the same,” said Murphy, “I wish that civilization would walk on somebody else’s neck for a change.”

“Education is the only solution,” said O’Brien. “My boy shall have a college education and make an amazing success of himself. I may have to strangle myself with economy to do it, but I will manage somehow. At least I will have the comfort to know he will support me in luxury and elegance when I am too old to work.”

“’Tis not a college education you are thinking of, but an old age pension.”

“And why not?” asked O’Brien. “Why shouldn’t I live like a king in my old age off the splendid success of my son?”

“’Twill be very glorious,” said Murphy. “I shall come to live with you.”

“You’ll do nothing of the kind, Murphy. You’ll live on oatmeal mush in the poor house while I am drinking champagne.”

“Is that your idea of the progress of civilization?”

“’Twould be an improvement.”

“You would send me to the poor house and call that an improvement?”

“Why should my son be burdened with you?”

“Indeed, O’Brien, I can’t see why he should be burdened with you either.”

“And why not? Me starving myself half to death to put him through college.”

“You seem to think they rub some magic ointment on them at college which attracts money right into their pockets.”

“I do not,” said O’Brien. “But I do know a man does not get rich on the end of a shovel.”

Murphy took his pipe out of his mouth, stood on his feet, and pointed the stem directly at O’Brien.

“Send your boy to college if you can, O’Brien. I allow it is a fine thing. But do not bank too strongly on your champagne and marble lions. There is many college educated men on the relief rolls, and all because thick-headed parents like you placed all the hopes in their children and none in themselves. They pass on their problems from generation to generation, each one passing the buck to the cradle. ‘I’m a stupid mug myself,’ they say, ‘but that boy of mine, he’ll do the trick.’ Then they sit back letting the world go to hell in the belief their children will straighten it all out.

Send your boy to college, O’Brien. But meanwhile, attend your union meetings and lead a hand at fighting for the old-age pension. Who knows, if we fight hard enough we might be able to have your boy graduate into a job instead of a breadline.”

On Millionaires

“The air is filled,” said Mr. Murphy, “with the weeping and screaming of millionaires.”

“No doubt they are being fearfully abused,” said Mr. O’Brien.

“They object to the relief that is being paid to poor people.”

“’Tis a cruel government that will oppress the rich by feeding the unemployed, Murphy.”

“My heart aches for them, O’Brien. There are 11 million men unemployed and 23 million men, women and children dependent on relief. Yet all I read in the papers is the suffering of millionaires.”

“No one suffers so loudly as a millionaire, Murphy.”

“They are very sensitive people indeed.”

“You know, Murphy, relief has always seemed to me like providing a chair in which the unemployed can sit down and wait for the depression to be over – a plain wooden chair at that.”

“So it is, O’Brien. And now the millionaires wish to put a tack in the seat.”

“What is the object of that?”

“So they won’t sit there so long, I suppose. It is their theory that the unemployed should be made as uncomfortable as possible. In that manner they will be forced to go out and get jobs.”

“How in the name of heaven can they get jobs when there are none? Every job that turns up is grabbed instantly. Indeed, they stand in lines a block long and trample each other just for the opportunity of signing an application.”

“You take what millionaires call the sentimental or emotional view of things, O’Brien. In their opinion every man can make a success of himself if he will and it’s his own fault if he doesn’t.”

“Do they really believe that, Murphy?”

“They do indeed. That is why they are constantly psychoanalyzing the jobless to find out what there is in their personalities or early training that makes them unemployed.”

“By heaven, Murphy, you’d have me believe the millionaires are idiots.”

“They are not very bright, O’Brien. They have been so busy making money they had little time to develop their brains.”

“I have heard it said, Murphy, that there is nothing can be done about the injustice of society because if you divide up all the things of the earth today, the rich would have it all back again tomorrow; that some men are just naturally smarter than others.”

“That is another belief of the millionaires. They would like to make the size of a man’s bank account the measure of his intelligence, because that is the only thing they’ve got.”

“But what about this dividing up the world and then a few men quickly getting it all back again.”

“No one can question the ability of the rich to gather all things unto themselves, Murphy. They’re very good at it – so good that the average man has no chance of hanging on to a dollar. They’ve made money so efficiently that a third of the population is bled white. The question I’m asking is, what are the rest of us supposed to do now that they’ve got it?”

“That is something I have never seen considered.”

“It’s this way, O’Brien. Having gathered everything unto themselves they are amazed that the other people have nothing. It’s like stealing a man’s hat and then wondering why he’s not wearing it. They hang ‘no help wanted’ signs on all the doors and then tell the unemployed, ‘now, you lazy bum, why don’t you go to work?’”

“The world’s all taken up, Murphy, and anyone who is born from now is too late. They should have come while the grabbing was good.”

“In the opinion of millionaires, O’Brien, God Almighty created the earth as a great real estate development and sent Henry Ford and J. P. Morgan down here to make it pay.”

“That’s a lie, Murphy. The earth was made for all of us and we should own it together and share it together. We should take care of it and improve it and turn it into a great garden for the enjoyment of all.”

“Be careful who you let hear you talk that way, O’Brien. That’s out and out communism.”

On Marriage

“I have decided,” said Mr. O’Brien, “to get married.” He paused for considerable time. “That is, I am thinking of deciding.”

“Have you probed the matter to its depths?” asked Mr. Murphy.

“I beg your pardon?”

“In other words, have you considered all aspects of the situation?”

“Well, I have thought of it around and about.”

“And what makes you hesitate?”

“’Tis a big step.”

“To the contrary,” said Murphy, “’tis the end of your stepping. From then on, O’Brien, you will sit home and behave yourself.”

“And what’s wrong with that?”

“Hold on, O’Brien. ‘Tis you who are hesitating. Not me.”

“I suppose you are right.”

“And who is the lady?”

“Mary Dugan.”

“The fat little thing you met at the Labor Day picnic?”

“Indeed, Murphy, I’d like to know what’s fat about her?”

“Well, you ought to know, O’Brien.”

“A fine substantial girl. Not thin, not fat. Just right, you must say.”

“Will you describe the symptoms, O’Brien?”

“’Tis this way. Suddenly I felt good as I woke in the morning, whistled as I put my shirt on. I felt more interested in life immediately, Murphy.”

“Get on with it, O’Brien. What else?”

“I began to notice things I’d paid no attention to before. The color of the grass, the smell of the flowers, the look of the sky and the clouds and the moon and the stars.”

“How’s your appetite?”

“Nothing to speak of, Murphy.”

“’Tis love apparently, but I can’t be sure. What else?”

“Well, I feel younger and highly optimistic. I feel like singing a great deal of the while.”

“All likely signs, O’Brien.”

“Then there’s Mary. If I go for a walk, I find myself walking in the direction of her house. No matter what I start thinking about, she looms up in it.”

“You’ve got it, O’Brien. You’ve got it bad.”

“What do you think I’d better do?”

“Have you tried keeping away from her house?”

“I did, and what do you think? I tricked myself, Murphy.”

“What do you mean, you tricked yourself?”

“One-half of me invent necessary reasons why I had to go by there, and convince the rest of me. I found myself wasting time thinking up convincing reasons and arguing them to myself so I could visit her and, at the same time tell myself it was unavoidable.”

“That clinches it, O’Brien. You’re gone completely.”

“What shall I do, Murphy? You know I can’t afford a wife.”

“You’re beyond advice.”

“But I can’t afford it, Murphy.”

“Don’t be a fool, O’Brien. Who the devil can? If only the people who could afford to do so got married the birth rate would fall to nothing. Either that or we’d all be illegitimates.”

“Come to think of it, my own father and mother could ill afford it.”

“If it comes to that, O’Brien, few of us can afford to live and ‘tis sheer extravagance that we’re walking around.”

“Then I suppose I might as well.”

“Good heavens, there’s no reason to look so sad about it.”

“Ah, but there’s something else.”

“And what might that be?”

“I haven’t asked her, Murphy. I haven’t asked her.”

Mike Quin

/From Introducing Mr. O’Brien and Mr. Murphy/

Set Work

  1. Explain what is meant by:

To put sb through college, a labour-saving gadget, to throw sb out of work, to walk on sb, to live off the splendid success of sb, to strangle oneself with economy, to support sb in luxury and elegance, to rub some magic ointment on sb, to get rich on the end of a shovel, to be on the relief rolls, thick-headed parents, to pass the buck to the cradle, to let the world go to hell, to lend a hand, to graduate into a job instead of a breadline.

  1. Find in the text the English for:

Быстро, стоять на чьем-то пути, достичь невероятного успеха, овсяная каша, быть обремененным чем-либо, морить себя голодом, лопата, черепок, полагаться на, возлагать надежды на кого-л, балбес, достичь цели, приводить в порядок, очередь за благотворительной помощью.

  1. Points for discussion.

  1. Where is the action of the story set in? Give proofs.

  2. What epithets can be applied to describe the main characters most vividly?

  3. Were they in favor of college education?

  4. What is the author’s irony directed at?

Eastern Europe Looking to U.K. Schools

Some students from the former Soviet bloc have been able to make use of new freedoms and affluence to gain a traditional, British, boarding-school education.

In the days before the Iron Curtain came down, the granddaughter of former Russian leader Josef Stalin was one of the few children from Eastern Europe or the former Soviet Union to attend a British "public" school, as those which are chiefly supported by student tuition are referred to in the United Kingdom.

But that is changing, as some students from the former Soviet bloc have been able to make use of new freedoms and affluence to gain a traditional, British boarding-school education, one aimed at gaining admission to a top university.

According to the U.K. - based Indepen­dent Schools Information Service, or ISIS, there are now more than 100 fee-paying students from the former Soviet Union enrolled in British schools. Moreover, while the few students who came to Eng­land during the Communist years tended to be the sons and daughters of govern­ment officials, today's are the offspring of successful entrepreneurs.

John Towey, head of ISIS's international branch, said he is aware of about 40 such students who matriculated to U.K. schools last month, adding that there are bound to be more. But why bother sending children to a school so far away?

"It is a mixture of things," said Brian Jnderwood, headmaster of Sussex-based

Newlands Manor, whose tuition is a hefty 210, 185 ($16,250) a year, and which currently has more than 10 students from the east. "Safety, security, health, and of purse the English language and the British public-school system's reputation for a vigorous intellectual education."1

Mr. Underwood added: "I have one boy whose parents own what is probably

Moscow's best restaurant. He cannot go out for fear of being kidnapped. Others were sent here to get away from the pollution in places like Kiev in the Ukraine, which is close to Chernobyl."

To meet growing demand, a number of agencies have started up, which, for a fee, will research and recommend U.K. schools for foreign parents looking to place their children. Mr. Towey said he is reluctant to endorse any of these, however, as some do not cover a comprehensive range of schools.

Citizens of the former Soviet Union seem more able to afford British school fees than those from the rest of Eastern Europe. Indeed, say experts, there are few fee-paying students from countries such as Poland and the Czech Republic attending school in England. There are, however, a number of sixth-form students, or those about 16 to 18 years of age, who have been granted free places.

The Headmasters' Conference East Eu­ropean Initiative, a privately-funded pro­gram aimed at bringing Eastern European 'students to British schools, has given 76 full scholarship places to pupils this year, having given 55 in the 1992/1993 school year, the first in which it operated. The program grants places to teenagers of outstanding academic ability and unspecified personal qualities.

Robin Schlich, the European liaison of­ficer at the £12,210-a-year Uppingham School in Leicestershire, which has a num­ber of scholarship pupils, says that the "personal qualities" may include all sorts of things.

"Some of them are obviously outstand­ing sportsmen, and many of them do all sorts of things like editing student newspapers," said Mr. Schlich. "I think we are really looking for the sort of people who are going to be the leaders of the next generation," he added.

Other British schools often considered by Eastern European parents, say observers, include Holmewood House, a prep school based in Tonbridge Wells, Kent, and Taunton School, in Somerset. In Britain, so-called "prep" schools are for 7- to 13-year-olds, while "public" schools are for 13- to 18-year-olds.

While the fees of such schools are evidently within the means of some East European and Russian parents, there are many more, of course, who wish to send their children to Britain but simply can't afford it. Roger Wicks, headmaster of Kent College, a public school in Canterbury whose tuition is £9,627 a year, said he had two students from Lithuania enrolled for this year's fall term. But he received short notes from each set of parents — one the day before the term started and one the day after — saying that the students would not be attending.

No reason was given, but he said he suspected that tuition costs were the problem.

There have also been unsurprising hitches with a few children. "There have been problems with a few Russian children who have turned up unable to cope linguistically or emotionally, in that it is simply a huge culture shock," said Mr. Schlich.

But the benefits of having students from Eastern Europe in Western schools are many, according to those who teach them. Indeed, many teachers enthuse about the benefits to teenagers of meeting others from different cultures and say that such exchanges should draw Western and Eastern Europe closer in the future.

And as more parents living in the East reach higher levels of affluence, some add, more of their children are likely to attend schools in the West.

Rupert Bruce

/Economist, Dec. 15, 1994/

Set Work

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