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zarin taslima
Jul 13, 2022
In Ερωτήσεις & Απαντήσεις
Taking myself as an example, I studied chemistry in college and business management in graduate school. After graduation, I went to Africa to work as an international volunteer for nearly a year. The service unit was a special education school. Among them, he had started his own business twice, one was a non-profit website and the other was a for-profit platform. Later, he joined the online media as a reporter and editor. In these processes, every time I switch to a field, I almost have to learn from scratch once, and learning new things has a certain degree of difficulty, but I never cross-domain for the sake of cross-domain, but because I am interested and have needs, motivation. For me, "Crossing is a process, not an end. " In other words, the opposite of cross-domain is not professionalism or expertise, but no curiosity or enthusiasm for learning in other fields. Because human nature should be eager to explore and try different things, but most students are Company banner design suppressed by various compulsory courses and courses. That is to say, cross-domain is not something new, it is actually a "state", and as a result, a person has more than one interest (or ability). From the perspective of the process, the active person may have multiple interests, and they are not satisfied with only a single department, but want to take a few courses in different courses; the passive person is unable to obtain certification by only one course, so they have to take a few more courses. to exchange for a diploma. shutterstock_256626130 Photo Credit: Shutterstock / Dazhi Images When a school focuses on "cross-domain" courses, it is a strange thing in itself, because the school already offers courses from different departments. The value of cross-domain is not how many students cross-domain, but how many people ignite the motivation to learn. The focus is on how many courses are "useful" for students; the focus is on whether students have the "flexibility" to take courses they are interested in; the focus is on the role of schools and teachers in the process of students exploring and challenging unfamiliar areas .
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zarin taslima

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