Continuous Pursuit of Academic Achievements

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Introduction The term “sociological imagination” proposed by Mills (1959) suggests that “individual” and “society” should be comprehended by understanding each other. In daily lives, we seldom realize that our experiences are influenced by milieus. One of the most important parts in my life is to pursue academic achievements continuously. Starting from kindergarten to tertiary education, almost all of us are required to absorb multifarious knowledge and compete with others. Nonetheless, there is no doubt about the rationale behind this learning process. In fact, the surroundings might be the root reason to begin this “infinite pursuit of academic success”. Historical Factor Foremost, the emergence of academic degree system should be the fundamental of pupils pursuing academic status. The system of bachelor’s, master’s and doctor’s degrees came from the medieval European university (Rashdall, 1895). In the middle age, the degree could only be regarded as a “step” to be eligible for studying master degrees, which candidates are required to complete several years of study and pass an examination. At the same time, the doctorate degree was regarded as a license to be university teachers. The whole academic degree system had created the basic for scholars to accomplish higher achievement in their academic careers. As a university student who born in the modern age, being able to pursue higher academic status originated with the history of this complete academic scheme. Economy System Besides, changes among economic sectors may also lead us to study continuously while ancient people would not. There are four economic sectors, including primary, secondary, tertiary and quaternary activities. Kenessey (1987) reported that there are increasing trends for tertiary and quaternary productions but a decreasing trend for primary productions. From 1947 to 1985, the

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