学院与学科的历史

注：机翻，未校。

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The History of the Academy and the Disciplines

Christine McElreavy (Editor), Victoria Tobin, Taylor Martin, Mickayla Bea Damon, Nicole Crate, Andrew Godinez, Kayleigh Bennett
克里斯汀・麦克雷维（编辑）、维多利亚・托宾、泰勒・马丁、米凯拉・比亚・达蒙、妮可・克拉特、安德鲁・戈迪内斯、凯利・贝内特

Introduction 介绍

We have known of the concepts of the “academy” and the “disciplines” for as long as we have been schooled. Although these concepts have been thrown around our heads, we have never really been asked for the history or the definition of the academy or the disciplines. The disciplines that we have been taught since the beginning of elementary school have been such a crucial part in who we are as students, and who we become in our careers after graduation.
自从我们受过教育以来，我们就知道 “学院” 和 “学科” 的概念。尽管这些概念一直在我们脑海中浮现，但我们从未真正被要求了解学院或学科的历史或定义。我们从小学开始就所学的学科对于我们作为学生的身份以及我们毕业后在职业生涯中成为什么样的人至关重要。

History of the Academy

学院历史

The advanced colleges and universities we know today have only been around for a few centuries, but the idea of having a designated place to learn has been around for over a millennium. The academy began with teachers simply preaching a topic of their interest. As time progressed, universities began to focus their efforts on religion and eventually evolved to where we are today. The first documented academy was believed to be in ancient Greece, only growing in size and popularity from that point, eventually spreading across the world.
我们今天所知道的先进的学院和大学只存在了几个世纪，但拥有一个指定的学习场所的想法已经存在了一千多年。 该学院开始时，教师只是简单地讲讲他们感兴趣的主题。 随着时间的流逝，大学开始将精力集中在宗教上，并最终演变成我们今天的位置。 第一个有记载的学院被认为是在古希腊，从那时起，规模和受欢迎程度不断增长，最终传播到世界各地。

Some sources say the first documented academy was started by the ancient Greek philosopher, Plato. He spent much of his youth learning from the great philosopher, Socrates. In ancient times, it was common for a youth to have a platonic relationship with an elder. The elder would mentor and guide the adolescent, but it was a one-on-one basis. When Plato was 40, he created the open-air “Academy” just outside the city of Athens in 387 B.C. A majority of the students, approximately nine-tenths, traveled from other cities in order to attend the lectures. Due to the fact that not many were literate, lessons were passed on verbally. This academy was an original idea because Socrates was skeptical about a teacher’s ability to transmit knowledge directly to a student. After Plato’s death the academy still thrived for nearly three centuries. Unfortunately, it came to an end when the Romans destroyed it.
一些消息来源说，第一个有记载的学院是由古希腊哲学家柏拉图创立的。 他年轻时的大部分时间都在向伟大的哲学家苏格拉底学习。 在古代，青年与长者建立柏拉图式的关系是很常见的。 长者会指导和指导青少年，但这是一对一的。 当柏拉图 40 岁时，他于公元前 387 年在雅典城外创建了露天 “学院”。 大多数学生，大约十分之九，从其他城市赶来参加讲座。 由于识字的人不多，所以课程是口头传授的。 这个学院是一个原创的想法，因为苏格拉底对教师直接向学生传授知识的能力持怀疑态度。 柏拉图死后，该学院仍然蓬勃发展了近三个世纪。 不幸的是，当罗马人摧毁它时，它结束了。

According to the Guiness Book of World Records, The University of Al-Karaouine in Morocco, Africa is the oldest continuously operating, degree-granting university in the world. The university was originally a mosque and actually created by a woman, Fatima al-Fihri. Al-Azhar University, centered in Egypt, is another academy that was founded by the 10th century. Both establishments started off teaching rhetoric and religion. Closely following behind the academies in Africa, Oxford University in England became the first for English-speaking individuals. Universities of this time focused on faith because it was the foundation of their civilizations. Although these institutions began nearly a millennium ago, it was closer to the 20th century when they expanded to more traditional fields of study.
根据吉尼斯世界纪录，非洲摩洛哥的卡拉鲁因大学是世界上历史最悠久的持续运营、授予学位的大学。 这所大学最初是一座清真寺，实际上是由一位名叫法蒂玛・菲里（Fatima al-Fihri）的女性创建的。 爱资哈尔大学以埃及为中心，是另一所成立于 10 世纪的学院。 这两个机构都从教授修辞学和宗教开始。紧随非洲学院的脚步，英国的牛津大学成为第一所以英语为母语的大学。 这个时代的大学专注于信仰，因为它是他们文明的基础。 尽管这些机构始于近一千年前，但接近 20 世纪时，它们扩展到更传统的研究领域。

The United States was far from establishing the first academy, but it did create one of the finest within 150 years of arriving. The prestigious Harvard University in Cambridge, Massachusetts was founded in 1636. Like the other Universities of this era, the main topic taught was religion. Harvard began with a single house and a single acre of land, but has now grown to an astounding 5,083 acres. In 1869, Charles Eliot (21st president of Harvard) gave a speech stating that there is no best method or focus for learning, therefore Harvard will have them all. Today, there are 11 academic units that Harvard has to offer including the prominent Business, Law and Medical programs.
美国还远未建立第一所学院，但它确实在成立后的 150 年内创建了最优秀的学院之一。 位于马萨诸塞州剑桥市的著名哈佛大学成立于 1636 年。 像那个时代的其他大学一样，教授的主要主题是宗教。 哈佛大学从一栋房子和一英亩土地开始，但现在已经发展到惊人的 5,083 英亩。 1869 年，查尔斯・艾略特（哈佛大学第 21 任校长）发表演讲，指出没有最佳的学习方法或重点，因此哈佛将包罗万象。如今，哈佛提供 11 个学术单位，包括著名的商科、法学和医学项目。

Surprisingly, distance learning has been around since the early 1700’s and went by the name “correspondence courses.” Students who took these courses were sent pamphlets and textbooks through the United States Postal Service. After completing the chapter, they would mail it back and request the next one. There were no degrees awarded after completion, but it was a way for students to gain extra knowledge and skills. Distance education began to branch out in 1921 with the use of live radio shows. By 1963, the courses were further technologically advanced with the use of television broadcasts. Coastline Community College created the first college without an actual campus in 1970. Degree courses from television broadcasts were first offered in 1985 from National Technological University. By the mid 90’s personal computers became popular and marked the beginning of online education. Online courses provide the convenience of not having a designated time to learn, but they at first lacked the legitimacy of a physical university. The first fully online university, that received accreditation, was Jones International University in 1993. At last, the government warmed up to the idea of online education and allowed federal financial aid for the courses. Ever since financial aid was provided, online education has been drastically increasing in popularity. In 2011 the idea of Massive Open Online Courses (MOOCs) was created allowing hundreds of thousands of people to take a single course at once. For instance, Stanford University created a MOOC in the fall of 2011 that had 160,000 students in attendance. Distance learning started with being sent a single chapter, but now allows students to complete a bachelor’s degree in two years from an accredited institution.
令人惊讶的是，远程学习自 1700 年代初以来就已经存在，并被称为 “函授课程”。 参加这些课程的学生通过美国邮政服务收到小册子和教科书。 完成这一章后，他们会将其寄回并要求下一章。 完成后没有授予学位，但这是学生获得额外知识和技能的一种方式。 远程教育于 1921 年开始扩展，使用现场广播节目。 到 1963 年，通过使用电视广播，这些课程在技术上得到了进一步发展。海岸线社区学院于 1970 年创建了第一所没有实际校园的学院。 1985 年，国立技术大学首次提供电视广播学位课程。 到 90 年代中期，个人电脑开始流行，标志着在线教育的开始。 在线课程提供了没有指定学习时间的便利，但它们起初缺乏实体大学的合法性。 第一所获得认证的完全在线大学是 1993 年的琼斯国际大学。 最后，政府对在线教育的想法表示欢迎，并允许联邦为这些课程提供财政援助。 自从提供经济援助以来，在线教育的普及程度一直在急剧上升。 2011 年，大规模开放在线课程 （MOOC） 的想法诞生了，允许数十万人同时参加一门课程。 例如，斯坦福大学在 2011 年秋季创建了一个 MOOC，有 160,000 名学生参加。 远程学习最初是发送一个章节，但现在允许学生在两年内从认可的机构完成学士学位。

The academy has come a long way, with many improvements, since it began. The first academy was open to the elements, but now they have entire buildings dedicated to each individual field of study. Many institutions began with only a few areas of study, but now blossomed into multi-discipline establishments. Advancements in technology have allowed people from all over the world to attend universities, opposed to the first academy that was only able to educate people who were in walking distance. The most dramatic advancements have occurred in the 50 years leaving one to ponder how the academy will look even a decade from now.
自成立以来，该学院已经取得了长足的进步，并取得了许多改进。 第一所学院对自然环境开放，但现在他们有整栋建筑专门用于每个单独的研究领域。 许多机构最初只有几个研究领域，但现在发展成为多学科机构。 技术的进步使来自世界各地的人们能够上大学，而第一所学院只能教育步行距离内的人。 最引人注目的进步发生在 50 年中，让人们思考十年后学院会是什么样子。

History of the Disciplines

学科史

Although it is a widely used concept, very few undergraduates can actually define what a “discipline” is. The history of how disciplines emerged is not well-known or fully agreed-upon. The objective definition of “discipline,” and the disciplines themselves are continuously changing as time goes on, making the idea more difficult to define.
虽然这是一个被广泛使用的概念，但很少有本科生能真正定义什么是 “学科”。学科如何出现的历史并不为人所知，也没有完全达成一致。随着时间的流逝，“学科” 的客观定义以及学科本身也在不断变化，这使得这个想法更难定义。

An academic discipline is a field of study in higher education. It is field that is taught, studied, and researched in a college or university setting. Some disciplines have been around as long as the academy, while some have just blossomed within the last few years. There are some main disciplines such as: Humanities, Social Sciences, Natural Sciences, Formal Sciences, and Professions and Applied Sciences. Under the main disciplines are the sub-disciplines. The sub-disciplines are considered branches off of the disciplines which encompass fields like Psychology, Visual Arts, or Physics.
学科是高等教育的一个研究领域。它是在学院或大学环境中教授、学习和研究的领域。有些学科与学院一样存在，而有些学科在过去几年中刚刚开花结果。有一些主要学科，例如：人文科学、社会科学、自然科学、形式科学以及专业和应用科学。在主要学科下是子学科。这些子学科被认为是包括心理学、视觉艺术或物理学等领域的学科的分支。

Disciplines inadvertently have been around as long as humans have been learning from each other. Of course this knowledge exchanged was not labelled. The earliest recording of an academic discipline, similar to the ones we know today, was with the Greeks in Socrates’ time. During this time and extending closer to the present, education was strictly for the upper class. Also during this time, education was religion- and military-centered versus the disciplinary-focused curriculum we know today.
只要人类一直在相互学习，学科就会在不经意间就一直存在。当然，这些交流的知识没有被贴上标签。一门学科的最早记录，类似于我们今天所知道的，是在苏格拉底时代的希腊人那里。在这段时间里，一直延伸到现在，教育严格针对上层阶级。同样在这段时间里，教育是以宗教和军事为中心，而不是我们今天所知道的以学科为中心的课程。

The 1800’s started to see the [development of the modern disciplinary systems](http://shodhganga.inflibnet.ac.in/bitstream/10603/70652/10/10 chapter 4.pdf) we know. The disciplines that we know today started as scholars specializing in that field of interest then continuing to share their knowledge with others. The scholars who have specialized in particular topics would collaborate together to determine definitions for the field of study in order to create the disciplines. As knowledge along with communities grew, the need for professions grew as well, and these communities and professions carved out the academic disciplines.
1800 年代开始看到我们所知道的现代学科体系的发展。我们今天所知道的学科最初是专门研究该兴趣领域的学者，然后继续与他人分享他们的知识。专门研究特定主题的学者将共同合作，确定研究领域的定义，以创建学科。随着知识和社区的增长，对专业的需求也随之增长，这些社区和专业开辟了学科。

Mathematics and music were some of the first disciplines that were taught in the Greek era. In the evolution of education, when Plato opened his academy, he taught social issues such as politics and education alongside the already established discipline of mathematics. Continuing with established disciplines, the Romans decided to focus more on the discipline of law.
数学和音乐是希腊时代最早教授的学科之一。在教育的发展中，当柏拉图开设他的学院时，他教授政治和教育等社会问题以及已经建立的数学学科。罗马人继续既定的学科，决定更多地关注法律学科。

The earliest universities in Europe in the 1000-1100s taught such disciplines that were occupationally based, especially in a religious sense. Through the evolution of the disciplines, a mere 200 years after the first universities in Europe were established, it was determined that higher education should involve either theology, law, or medicine, as well as the arts. With the growth of education, the universities started to see the development of professional schools which specialized in law or medicine. Academic societies and journals emerged, and today, universities hire Ph.D.’s in specific disciplines to direct the curriculum and teach students who are learning the foundational knowledge of each field.
1000-1100 年代欧洲最早的大学教授此类以职业为基础的学科，尤其是在宗教意义上。在欧洲第一所大学建立仅 200 年后，通过学科的发展，人们确定高等教育应该涉及神学、法律或医学，以及艺术。随着教育的发展，大学开始看到专门从事法律或医学的专业学校的发展。 学术团体和期刊应运而生，如今，大学聘请特定学科的博士来指导课程并教授正在学习每个领域基础知识的学生。

The development of the disciplines we know today has been an ongoing process since the beginning of human communication. The basis of knowledge formed into a specialization which eventually turned into the disciplines from various consultations of like-minded scholars. The basic disciplines that we know now such as fine arts, humanities, social sciences, sciences, and mathematics are still ever changing. Of course in today’s society we have had the development of even more disciplines that add to the variety of knowledge within the world.
自人类交流开始以来，我们今天所知道的学科的发展一直是一个持续的过程。知识的基础形成了一种专业化，最终通过志同道合的学者的各种咨询变成了学科。我们现在所知道的美术、人文、社会科学、科学和数学等基础学科仍在不断变化。当然，在当今社会，我们已经发展了更多的学科，这些学科增加了世界上知识的多样性。

Bringing the Past to the Present: How Past Disciplines Have Changed

将过去带到现在：过去的学科如何改变

The disciplines, where we find a wealth of specific knowledge, are the building blocks of Interdisciplinary Studies. Understanding the past disciplines is relevant to understand the future disciplines. For example, when learning about medicine, it is important to reflect on the past use of herbs and how far we have come with modern pharmaceuticals today. When reflecting, we are able to see what has worked and what has not worked. This is why disciplines are changed and new disciplines are formed. Academics have been constantly changing based on what society feels is important for the students to learn from the beginning of time.
在这些学科中，我们发现了丰富的具体知识，是跨学科研究的基石。了解过去的学科与理解未来的学科有关。例如，在学习医学时，重要的是要反思过去草药的使用以及我们今天在现代制药方面取得了多大的进步。在反思时，我们能够看到哪些是有效的，哪些是无效的。这就是为什么学科发生了变化，新的学科形成了。学术一直在根据社会认为对学生从一开始就学习很重要的内容而不断变化。

In the twelfth and thirteenth century, at the end of the Middle Ages in Europe, universities began to rise. Important academic subjects taught were reading, writing, geometry, music, dancing, and astronomy. These subjects were easily taught because they did not need such advanced technology, like we do today. As times changed, so did the disciplines. During the seventeenth century, the first universities were built in America. These universities offered a basic liberal arts degree to educate mostly ministers. Most universities were strictly religious and only accepted students within that particular religion. This led to the universities, specifically Harvard University, preparing all students with ministry training. “Harvard University, the oldest university in the U.S., graduated about 70% clergymen in the seventeenth century, 45% in the eighteenth, and by the latter half of the nineteenth century, only 10%” (Kaufman, “The History of Higher Education in the United States”). As the spirit of science, commercialism, secularism, and individualism quickened in the Western world during the eighteenth century, education in the colonies was called upon to satisfy the practical needs of seamen, merchants, artisans, and frontiersmen. Practical content was soon competing vigorously with religious concerns. During the eighteenth century, education was brought closer to the needs of everyday life by teaching disciplines such as history, geography, geometry, algebra, modern languages, navigation, and astronomy. After the Revolutionary War, students were taught how to reflect on past history to make a difference in their future. A new society, complicated by the latest discoveries in the physical and biological sciences, and with the rise of industrialism and capitalism, called for more and newer kinds of knowledge. It is evident that as society changes, the academic fields adapt and shift to accommodate the kinds of learning that the world needs.
在十二世纪和十三世纪，在欧洲中世纪末期，大学开始兴起。教授的重要学术科目是阅读、写作、几何、音乐、舞蹈和天文学。这些科目很容易教授，因为它们不需要像我们今天那样先进的技术。随着时代的变化，学科也在变化。在十七世纪，美国建立了第一所大学。这些大学提供基础文科学位，主要教育部长。大多数大学都是严格的宗教信仰，只接受该特定宗教的学生。这导致大学，特别是哈佛大学，为所有学生准备事工培训。“哈佛大学是美国历史最悠久的大学，在 17 世纪，大约 70% 的神职人员毕业，18 世纪为 45%，到 19 世纪下半叶，只有 10%”（考夫曼，“美国高等教育史”）。18 世纪，随着科学、商业主义、世俗主义和个人主义精神在西方世界的兴起，殖民地的教育被要求满足海员、商人、工匠和拓荒者的实际需求。实用内容很快与宗教问题展开了激烈的竞争。在十八世纪，通过教授历史、地理、几何、代数、现代语言、航海和天文学等学科，教育更接近日常生活的需要。独立战争后，学生们被教导如何反思过去的历史，以改变他们的未来。一个新社会，由于物理和生物科学的最新发现，以及工业主义和资本主义的兴起而变得复杂，需要更多和更新的知识种类。 很明显，随着社会的变化，学术领域也在适应和转变，以适应世界需要的学习方式。

The academic disciplines of today and the modern concept of disciplinarity are largely the product of developments in the late nineteenth and twentieth centuries. This period saw the formation of new categories of knowledge. Social Sciences, including anthropology, economics, and political science emerged. The sub-disciplines of sociology, psychology, and history soon followed. These disciplines arose to address new social conditions and applied a scientific and distinctively empirical approach to studying the problems of a rapidly industrializing and urbanizing society.
今天的学术学科和现代学科概念在很大程度上是十九世纪末和二十世纪发展的产物。这一时期见证了新的知识类别的形成。出现了社会科学，包括人类学、经济学和政治学。社会学、心理学和历史学等子学科紧随其后。这些学科的出现是为了应对新的社会条件，并采用科学和独特的实证方法来研究迅速工业化和城市化社会的问题。

Later, the discipline of “Natural Philosophy” was divided into sciences such as physics, chemistry, and mathematics. “Natural History” became biology. The only discipline that remained constant throughout the centuries was “Humanities”, which was composed of philosophy, classical and modern languages, history, art history, and religious studies.
后来，“自然哲学” 这门学科又分为物理、化学、数学等科学。“自然史” 变成了生物学。几个世纪以来唯一保持不变的学科是 “人文学科”，它由哲学、古典和现代语言、历史、艺术史和宗教研究组成。

With the rise of scientific specialties and the end of the “tinkerer tradition” of innovators such as Thomas Edison and Henry Ford, universities began to get stricter about what “counted” as an education in scientific fields. College began to evolve from an elite privilege for only certain kinds of wealthy or powerful people to an essential career resource that could benefit any student.
随着科学专业的兴起和托马斯・爱迪生（Thomas Edison）和亨利・福特（Henry Ford）等创新者的 “修补匠传统” 的终结，大学开始对科学领域的 “算作” 教育变得更加严格。大学开始从只有某些类型的富人或有权势的人的精英特权演变为可以使任何学生受益的重要职业资源。

During the first half of the twentieth century, the higher education landscape was heavily influenced by economic demands. Popular disciplines that were taught included applied sciences that relied heavily on physics, chemistry, medicine, and engineering to meet the demand of trained scientists completing applied research. Teaching these disciplines strongly promoted agriculture, science, and technology which ultimately rules our lives in today’s society. A well-rounded education became increasingly important for advancement throughout the private sector, which relied on literate, skilled employees.
在二十世纪上半叶，高等教育格局受到经济需求的严重影响。教授的热门学科包括应用科学，这些科学严重依赖物理、化学、医学和工程学来满足训练有素的科学家完成应用研究的需求。教授这些学科极大地促进了农业、科学和技术的发展，这些最终在当今社会中主导了我们的生活。全面的教育对于整个私营部门的发展变得越来越重要，因为私营部门依赖于识字、熟练的雇员。

Today, technology permeates our daily lives, drives our economy, and delivers our higher education. More and more disciplines in the twenty-first century are built to teach about technology, with technology. For example, technology allows medical students to view the human body in a way no one could ever imagine. Technology allows performing arts students to manipulate sounds along with their voice. Lastly, technology allows for the creation of an information technology major. With new information and societal pushes, resources have evolved to allow students to choose what they want to study even if it is not the most prestigious or highest paying discipline. Students get to choose what they want to study based on their own personal passions, unlike in the eighteenth and nineteenth century when there were limited fields of study.
今天，技术渗透到我们的日常生活中，推动我们的经济，并提供我们的高等教育。在二十一世纪，越来越多的学科是为了教授技术而建立的，与技术一起。例如，技术使医学生能够以任何人都无法想象的方式观察人体。技术使表演艺术学生能够操纵声音和他们的声音。最后，技术允许创建信息技术专业。随着新信息和社会的推动，资源已经发展到允许学生选择他们想学习的学科，即使它不是最负盛名或收入最高的学科。学生可以根据自己的个人热情选择他们想要学习的内容，这与 18 世纪和 19 世纪的学习领域有限不同。

Education has evolved from past centuries to allow students to learn about the past and take it into consideration when learning about the present and future. All disciplines are built on what they used to be when they were first recognized in the seventeenth, eighteenth, and nineteenth centuries – especially for arts, history, and humanities majors since these disciplines were so prominent in earlier centuries. The great aspect of the twenty-first century is that mostly all disciplines encompass aspects of other disciplines creating a multidisciplinary approach. By combining disciplines, we as students are able to learn a vast majority of new information in a shorter amount of time, rather than studying each subject separately like students did in the early days. This allows for more skilled and diversified employees in today’s society. With Interdisciplinary Studies growing rapidly throughout the United States, students are now able to create their own fields of study by combining many disciplines and making it into their major that reflects their own values, passions, and interests.
教育从过去几个世纪演变而来，使学生能够了解过去，并在了解现在和未来时将其考虑在内。所有学科都建立在它们在 17、18 和 19 世纪首次得到认可时的样子之上 —— 尤其是对于艺术、历史和人文学科专业，因为这些学科在早期几个世纪非常突出。二十一世纪的伟大之处在于，大多数学科都包含了其他学科的各个方面，从而创造了一种多学科的方法。通过结合学科，我们作为学生能够在更短的时间内学习绝大多数新信息，而不是像早期的学生那样单独学习每个学科。这使得在当今社会中拥有更多技能和多元化的员工。随着跨学科研究在美国的迅速发展，学生现在能够通过结合许多学科来创建自己的研究领域，并将其纳入反映他们自己价值观、激情和兴趣的专业。

Conclusion

结论

Students have been learning and teachers have been teaching since the beginning of human existence, probably often without even knowing it. People have been sharing new information with others within walking distance for decades. The university has changed to allow students all over the world to access information and earn all different kinds of degrees and certifications, from different university locations, as well as online. The university as we know it is constantly changing every year. With new resources, technology, and societal needs, new disciplines are formed every year as well. From the twelfth and thirteenth century of learning about reading, writing, astronomy, and religious studies to the twenty-first century of learning all different forms of sciences and arts, the disciplines are ever changing.
自人类存在以来，学生一直在学习，老师一直在教学，可能经常甚至在不知不觉中。几十年来，人们一直在与步行距离内的其他人分享新信息。该大学已经发生了变化，允许世界各地的学生从不同的大学地点以及在线访问信息并获得各种不同类型的学位和证书。正如我们所知，这所大学每年都在不断变化。随着新的资源、技术和社会需求的出现，每年都会形成新的学科。从十二世纪和十三世纪的阅读、写作、天文学和宗教研究，到二十一世纪学习各种不同形式的科学和艺术，这些学科在不断变化。

In the early days, students were almost forced into higher education based on societal demands. With fewer fields of study available, most students were taught humanities and religious studies. Nowadays students are allowed to choose what they want to learn about based on their own likes and dislikes. Students are able to take courses from many different disciplines and integrate them together to form their own new discipline. This approach is called Interdisciplinary Studies. Without the disciplines, Interdisciplinary Studies would have nothing to build on, nothing to incorporate or weave together in order to find solutions to societal problems. If it ever seems as though the disciplines are scorned, the only thing we deem negative is their lack of integration with other disciplines. We see the roots of interdisciplinarity beginning to show in society and in educational institutions, and now we need it to grow and show its potential.
在早期，学生几乎是根据社会需求被迫接受高等教育的。由于可用的学习领域较少，大多数学生都学习人文学科和宗教研究。如今，学生可以根据自己的好恶选择他们想要学习的内容。学生能够学习来自许多不同学科的课程，并将它们整合在一起，形成他们自己的新学科。这种方法被称为跨学科研究。没有这些学科，跨学科研究就没有任何东西可以建立，没有任何东西可以合并或编织在一起，以找到社会问题的解决方案。如果看起来这些学科似乎被蔑视，那么我们认为唯一负面的是它们缺乏与其他学科的整合。我们看到跨学科的根源开始在社会和教育机构中显现出来，现在我们需要它来发展并展示其潜力。

References:

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