This approach to thinking about courses and the curriculum that follows from it has a number of practical 1) __________ (后果). It makes it unlikely that a good design would be a simple “distributional requirement” scheme that clumps courses into humanities, social sciences, life sciences , and physical sciences. Yes, that is a common design throughout much of higher education in the United States, and it has the advantage of 2) __________（简易）. It disregards, however, the full dimensions of the criterion of discernment. It takes no explicit steps to develop communicative skills. It is at best agnostic on whether 3) __________（创造力）would be fostered. It is virtually condemned to rely exclusively on survey courses to meet the criterion of access. It leaves no obvious place for courses to be developed outside 4) __________（学科的）departments and thus makes curricular and pedagogical 5) __________（创新）either less likely or merely ornamental. It would be better to adopt a more focused system of specific requirements for students to develop better their mental faculties.