Relationship Between Increase Of Subject Knowledge And Selection Of Subjects In The University

Since 1950s, the increase of subject knowledge, in particular the rapid increase of technological knowledge results in two difficulties for universities to select subject knowledge as course contents. On the one head, the expansion of subject knowledge leads to the expansion and simplification of course contents. On the other hand, the severe technical inclination of subject courses leads to the loss of humanity of courses.During the first scientific revolution, natural science had achieved unprecedented accomplishment, when universities still stuck to classical humanity and novel scientific knowledge could hardly enter college courses. However, reverse changes occurred in the second scientific revolution, when college courses demonstrated apparent inclination of scientific characteristics with the natural science and technological knowledge as main contents. The third scientific revolution is considered as an explosion of knowledge. The influence of "explosion of knowledge" seems profound. So far universities can not confront the significant change as easily as possible. The problems in current college courses include loss of humane course contents, occupation of moral course contents and overflowing of functional knowledge. Therefore, while selecting college courses, universities should initiatively and actively deal with the relationship between the subject knowledge and the course contents, between scientific knowledge and the technological knowledge, between the technological knowledge and humane knowledge, instead of blindly and passively absorbing novel knowledge.