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  3. "Flexibility" has become a key metaphor potently vivifying a variety of contemporary life discourses.【F1】As capital becomes more

"Flexibility" has become a key metaphor potently vivifying a variety of contemporary life discourses.【F1】As capital becomes more

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问题     "Flexibility" has become a key metaphor potently vivifying a variety of contemporary life discourses.【F1】As capital becomes more globalized and national economies increasingly integrated on a global basis, flexibility becomes both a key goal in, and a means of, maintaining and increasing economic competitiveness. Organizations are expected to respond flexibly and rapidly to market changes and a premium is now placed on the need for flexibility not only within workplaces but also between them. Within this context are located interlinking discourses of flexible organizations, flexible workers and a consequent perceived need amongst managers for flexible structures, modes and contents of learning to service these organizations and workers.
    【F2】Given this context, flexible learning can be seen as both a condition of and contributor to changes in the social and economic division of labor, the organization and management of work and production, and the management of workplace culture. Flexible learning is also, from an educational perspective, about the appropriate provisions required to meet such changes. Traditional knowledge canons and pedagogics are increasingly seen as inflexible, challenged and displaced by more flexible contents and modes of learning regarded as more congruent with the flexibility in labor processes, markets, products and patterns of consumption.【F3】All this has contributed to accelerating the breakdown of the university’s monopoly of knowledge legitimation and to a developing consciousness that the university is no longer the only or principal site in which "valid" learning occurs.
    As well as socio-economic and technological changes, the significance of changes in the cultural climate are an important means of understanding the contemporary workplace. These latter, to a large extent, are both the cause and outcome of postmodernism as a generalized social consciousness that involves the undermining of foundations, centers of authority and canonical knowledge and more decentred forms of social and economic organization. This has contributed to an acute consciousness of change, stimulation of diversity and difference and a consequent need to be ’ flexible’.
    【F4】This simultaneous, continuous and rapid change—in both the higher education sector and in contemporary workplaces—is both an outcome and a reinforcement of a perceived urgency for continuous adaptation and flexible approaches to learning. Emerging in several OECD nations including the UK and Australia are university led work-based learning awards. 【F5】These award programs can be aptly understood as an instance of flexible learning, characteristic of a contemporary situation that increasingly and significantly privileges "learning" as the term preferred over "education". This is manifesting not only flexibility in learning but also a flexibility of learning. This entails a reconfiguration of traditional educational principles of disciplines-based curricula, canonical texts, courses with fixed beginnings and ends, and face-to-face teaching.
【F1】
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答案随着资本在全球范围内流动的加强以及各国国民经济在全球经济基础上的日益融合，灵活性已经是保持并增强经济竞争力的一个重要目标，也是实现这一目标的一种重要方式。
解析     全文共四段。第一段指出灵活性学习产生的背景，第二、三段从三个方面讲了灵活性学习的必要性：社会经济、技术和文化风气的转变呼吁我们进行灵活性学习。最后一段讲“以大学为向导、工作为依托”的学习模式已在一些国家取得进步。
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