- 閱讀理解A
題干：Americanstodaydon'tplaceaveryhighvalueonintellect.Ourheroesareathletes，entertainers,andentrepreneurs,notscholars.Evenourschoolsarewherewesendourchildrentogetapracticaleducation-nottopursueknowledgeforthesakeofknowledge.Symptomsofpervasiveanti-intellectualisminourschoolsaren'tdifficulttofind.“Schoolshavealwaysbeeninasocietywherepracticalismoreimportantthanintellectual,"sayseducationwriterDianeRavitch.“Schoolscouldbeacounterbalance."Ravitch'slatestbook,LeftBack：ACenturyofFailedSchoolReforms，tracestherootsofanti-intellectualisminourschools,concludingtheyareanythingbutacounterbalancetotheAmericandistasteforintellectualpursuits.Buttheycouldandshouldbe.Encouragingkidstorejectthelifeofthemindleavesthemvulnerabletoexploitationandcontrol.Withouttheabilitytothinkcritically,todefendtheirideasandunderstandtheideasofothers，theycannotfullyparticipateinourdemocracy.Continuingalongthispath,sayswriterEarlShorris,”Wewillbecomeasecond-ratecountry.Wewillhavealesscivilsociety.”“Intellectisresentedasaformofpowerorprivilege,”writeshistorianandprofessorRichardHofstadterinAnti-IntellectualisminAmericanlife，aPulitzerPrizewinningbookontherootsofanti-intellectualisminUSpolitics,religion,andeducation.Fromthebeginningofourhistory,saysHofstadter,ourdemocraticandpopulisturgeshavedrivenustorejectanythingthatsmellsofelitism.Practicality,commonsense,andnativeintelligencehavebeenconsideredmorenoblequalitiesthananythingyoucouldlearnfromabook.RalphWaldoEmersonandotherTranscendentalistphilosophersthoughtschoolingandrigorousbooklearningputunnaturalrestraintsonchildren：“Weareshutupinschoolsandcollegerecitationroomsfor10or15yearsandcomeoutatlastwithabellyfulofwordsanddonotknowathing.”MarkTwain'sHuckleberryFinnexemplifiedAmericananti-intellectualism.Itsheroavoidsbeingcivilized-goingtoschoolandlearningtoread-sohecanpreservehisinnategoodness.Intellect,accordingtoHofstadter,isdifferentfromnativeintelligence,aqualitywereluctantlyadmire.Intellectisthecritical,creative,andcontemplativesideofthemind.Intelligenceseekstograsp,manipulate,re-order,andadjust,whileintellectexamines,ponders,wonders,theorizes,criticizesandimagines.Schoolremainsaplacewhereintellectismistrusted.Hofstadtersaysourcountry'seducationalsystemisinthegripsofpeoplewho“joyfullyandmilitantlyproclaimtheirhostilitytointellectandtheireagernesstoidentifywithchildrenwhoshowtheleastintellectualpromise”.
題目：The views of Ravish and Emerson on schooling are_____. - A 、identical
- B 、similar
- C 、complementary
- D 、opposite
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參考答案【正確答案：D】
推理題。解題關(guān)鍵是把握這兩個(gè)人各自的觀點(diǎn)。第二段出現(xiàn)的拉維奇指出，學(xué)校一直處于一個(gè)重實(shí)際輕才智的社會(huì), 但學(xué)校原本能成為一種抗衡力。他在書中追溯學(xué)校反才智主義的根源并做出結(jié)論：美國(guó)學(xué)校也沒(méi)有逆轉(zhuǎn)美國(guó)人對(duì)才智的厭惡。第五段的愛默生則認(rèn)為，學(xué)校教育和僵化的書本學(xué)習(xí)不正常地禁錮了孩子。由此可知, 拉維奇是贊同學(xué)校教育的，他反對(duì)的是重實(shí)用而輕才智的做法。愛默生則根本上反對(duì)學(xué)校教育，因此兩個(gè)人的觀點(diǎn)是相反的。D選項(xiàng)正確。
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