阅读理解
Regional Learning
I've been struck, living in Silicon Valley(硅谷)and spending time in other high-tech regions(地区),by how each region can be studied with respect to the quality and varieties of its knowledge producers and knowledge consumers(消费者).
The classic way to judge knowledge production in a region is to list all the educational institutions, one can think of universities and colleges, schools, libraries, museums, civic centers mand to see these as the region's producers of knowledge, with the region's citizens, students, firms, government, and voluntary organizations as their consumers.
But in most regions I visit today, there is a rich interaction between the knowledge producers and knowledge consumers.If the region is geographically compressed(压缩的)enough, you start to get all kinds of informal, face-to-face connections between knowledge producers and consumers-students work part-time in surrounding firms, new firms spin out of universities, employees are retrained on campuses, different people go to different public gathering places, and so on.In the 1970s and 1980s, we were lost in science parks; in the 1990s, all these connections produce what I think of as learning parks.Such learning parks bring increasingly rich intellectual(智力的)and educational opportunities to their region.
If top-quality schools and universities once invested(投资)money in science parks, we now see learning parks pushing resources the other way.In the relation between leading-edge firms and universities, for example, the firms increasingly provide temporary(临时的)professors, guest lecturers, internships(实习期)for students, vacations for faculty, and workplace experiences for scholars of all ages.So the traditional producers of knowledge(the teachers)are also becoming consumers of the knowledge that their traditional consumers(graduate students, firms in the region)produce.This is very healthy indeed.
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