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HansUlrich Gumbrecht£¬the Professor of Literature at Stanford Universily£¬is one such critic£®"I think this enthusiastic and sometimes childish and £¨44£©A pushing toward the more technology the better£¬the more websites the better teacher£¬is very dangerous-is indeed £¨45£©B£¬"he indicates£®
However£¬Gumbrecht warns that there are few studies either supporting or rejecting the hypothesis £¨¼ÙÉ裩 that traditional ways of teaching are £¨46£©A to teaching via the Internet£®He says that he could point only to his"feeling tliat real classroom presence should be £¨47£©C"£¬and emphasizes the need for educators to examine critically where technology £¨48£©A a useful teaching function and where it does not£®
Yet£¬Gumbrecht allows that£¬for courses in which knowledge transmission is the only purpose£¬electronic media probably can do the job well enough£®Indeed£¬as a result of the 20th century's knowledge £¨49£©D and the increasing costs of higher education£¬using technology for the transmission of information is probably £¨50£©C£¬he admits£®However£¬knowledge transmission should not be the most important function of the university£¬he maintains£¬£¨51£©D that universities should be places where people face open questions£¬places for"intellectual complexity"and"riskful thinking"£®
"We are not about finding or transmitting solutions£» we are not about recipes£» we are not about making intellectual life easy£®Challenging complexity is what £¨52£©A your mind£®It is something like intellectual gymnaistics£®And this is what makes you a suitable member of the society£®"Moreover£¬discussions in the physical presence of others can lead to the intellectual £¨53£©B£®"There's a£¨an£©£¨54£©A change£¬and you don't know how it happens£®Discussions in the physical presence have the capacity of being the£¨´ß»¯„e£©for such intellectual breakthroughs£®The possibility of in-classroom teaching---of letting something happen which cannot happen if you teach by the transmission of'infonnation is its £¨55£©B"
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