英国教育.docx

Kay(2014)believesthat"theprocessofreceivinghighereducationisnotonlytheprocessofreceivingknowledgeandskills,butalsotheprocessofstudentsbreakingawayfromtheirfamiliesandintegratingintonewsocialsettlements0.Intheuniversitycampus,studentswilllearnhowtocommunicatewithpeopleofdifferentpersonalitytypes,andIeamandpracticetheskillsofdealingwithinterpersonalrelations.Thiswillmakepreparationsfortheirfutureintegrationintoarealsocietyfullofcompetition.Atthesametime,Becausetheyredefinethevalueoflifeandthemeaningofwealth.SomeBritonsbelievethatthevalueofhumanlifeliesinhavingabettertimeandmakingthemselvesfeelhappyasmuchaspossible.ThesalaryofordinaryBritonscanenablepeopletorealizethis.Althoughwhite-collarworkerswhohavereceivedhighereducationhaveobtainedhigherpositionsandworkingenvironment,theirbusinesseshavetoadapttomorecomplexcorporatepoliticsandbeargreaterpressure(Rowley,2022).Inthisway,thecostofpursuingthequalityoflifeafterhighereducationishigher,anditwillnotbringmoresignificantsalarydifference.Theseviewsarealsosupportedbythedata.AccordingtothestatisticsoftheUKDepartmentoflabor,theaveragemonthlysalaryintheUKis1900-2100pounds,whilethemonthlysalaryofordinarywaitersinretailstoresandrestaurantsis1500pounds.Theaveragemonthlysalaryofordinarybluecollarworkersis2000pounds,themonthlysalaryofseniorbluecollarworkerssuchasroadbuildersismorethan5000pounds,andtheaveragemonthlysalaryofwhitecollarworkersismorethan2500pounds(Ward,2022).Fromtheabovedata,itcanbeseenthatthechangesinoccupationsandindustriesbroughtbyhighereducationhavenotledtosignificantdifferencesinincome,especiallytheseincomedifferencescannotimprovethequalityoflife,especiallylessworkandsocialpressure,andamorerelaxedworkingenvironment.Atthesametime,However,thesocialactivitiesintheschoolarefundamentallydifferentfromthoseinthesociety,andtherewillbemoreinterestdisputesinthework.Therefore,receivinghighereducationmayharmmentalhealth.Theviewpointsofsupportingandopposinghighereducationfocusonthebalancebetweenthebenefitsandcostsofhighereducation.Differentgroupsdrawoppositeconclusionsessentiallybecausetheirvaluesandlifegoalsaredifferent.Somepeoplethinkthatitismoremeaningfulforthemtogainmorewealthandsenseofachievementthroughwork.Thesepeoplearemoreambitiousandusedtotakingactions.Suchpeoplearemorewillingtoreceivehighereducationtohelpthemacquiremoreadvancedknowledge,skillsandsocialskills,soastocreatemorewealthandcopewithchallengesintheworkprocess.Othersbelievethatlifeitselfshouldbecomethemainmeaningofhumanlife,thatistosay,thegoalofhumanpursuitistokeepcomfortandpleasureasmuchaspossibleintheprocessoflifetowardsdeath.Suchpeopledonotwanttohavetoomuchwealth,andtheirsenseofachievementcannotimprovetheirenthusiasm.Whattheypursueisthestability,safetyandcomfortoflife.Forthesepeople,theadvantagesofknowledgeandskillsbroughtbyhighereducationcannotmakethemfeelmoremeaningful,butletthemparticipateinhigher-levelsocialcompetition,butmakethemfeelthattheyhavetopaymorecosts.Therefore,wecanfindthatdifferentsocialgroupsseedifferentaspectsofthecoinfortheunifiedcharacteristicsofhighereducation.Beforemakingadecision,peopleshouldthinkaboutthevalueoflifeandmakeplansfortheirfuturedevelopment.Peoplewhoopposereceivinghighereducationthinkthatreceivinghighereducationisawasteoftimeandmoney.Intheseviews,peoplereconsiderthebenefitsandcostsofreceivinghighereducation.,whichisalsocompatiblewithtraditionalsocialconceptsandpersonaldevelopmentlaws,includingmostemployeesintheemploymentmarket.Moreadvancedknowledgecannotonlyhelpworkersadapttohigherdifficultiesandimprovethequalityofwork,butalsobecomethebasisfortheirinnovationactivitieswhoactivelyparticipateinhighereducation,andithasbecomeasocialtrend