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时间:2018-04-26 09:47来源:www.ukthesis.org 作者:英国论文网 点击联系客服: 客服:Damien
Extra (or essential?) Curricular Activities
As stated by (Goldberg, 1946), extra-curricular activities, before they act as and become potentially enhancing to something else, we could say that they are beneficial in themselves. We can say this because they seem to present substantial values and skills to the participant, whatever the extra-curricular activity is. Whether the activity is sports or drama, dance or music, a successful participant of this activity will, at the very least, endure “satisfaction and joy for its own sake” (Goldberg, 1946). That being said, there are ‘secondary’ uses (so to speak) for these extra-curricular activities and studies (Miller, Moyer & Patricl, 1956, Sybouts & Krepel among others) have proved and seem to be continuing to prove, the effects of these extra-curriculars are real and valid. So much so, that they might even lead us to temporarily forget the aforementioned intrinsic value of said activities.
In fact, advocates of extracurricular activities (Fozzard, 1967; Miller, Moyer, & Patrick, 1956; Sybouts & Krepel, 1984) claim that this less formal aspect of education is partially responsible for contributing to the development of good citizens, the development of a healthy approach to life, both mentally and physically, the direction of use of an individual’s leisure time, the development of personal interests and talents, as well as a positive outlet for creative expression. The belief in the significance and validity of extra-curricular activity involvement pervades many academically respected institutions. For example, as McCormick (1999) noted, the University of Chicago’s undergraduate admissions could fill the ‘freshman’ class to come entirely with Valedictorians, however the university specifically chooses not to do so in favour of opting for those students who possess more than just a high academic performance.(责任编辑:cinq)

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