2015理解强化练习及解析(6) Americans today dont place avery high value on intellect. Our heroes are athletes, entertainers, andentrepreneurs, not scholars. Even our schools are where we send our children toget a practical educationnot to pursue knowledge for the sake of knowledge. Symptoms ofpervasive anti-intellectualism in our schools arent difficultto find。 Schools havealways been in a society where practical is more important than intellectual,sayseducation writer Diane Ravitch. Schools could be a counterbalance。 Ravitchs latestbock, Left Back: A Century of Failed School Reforms, traces the roots ofanti-intellectualism in our schools, concluding they are anything but acounterbalance to the American distaste for intellectual pursuits。 But they could and should be. Encouraging kids to reject the lifeof the mind leaves them vulnerable to exploitation and control. Without theability to think critically, to defend their ideas and understand the ideas ofothers, they cannot fully participate in our democracy. Continuing along thispath, says writer Earl Shorris,We will become a second-rate country. We will have a less civilsociety。 Intellect isresented as a form of power or privilege,writes historian andprofessor Richard Hofstadter in Anti-Intellectualism in American Life, aPulitzer Prize winning book on the roots of anti-intellectualism in USpolitics, religion, and education. From the beginning of our history, saysHofstadter, our democratic and populist urges have driven us to reject anythingthat smells of elitism. Practicality, common sense, and native intelligencehave been considered more noble qualities than anything you could learn from abook。 Ralph Waldo Emerson and other Transcendentalist philosophersthought schooling and rigorous book learning put unnatural restraints onchildren: We are shut up in schools and college recitation rooms for 10 or 15years and come out at last with a bellyful of words and do not know a thing。Mark TwainsHuckleberry Finn exemplified American anti-intellectualism. Its hero avoidsbeing civilizedgoing to school and learning to readso he can preservehis innate goodness。 Intellect, according to Hofstadter, is different from nativeintelligence, a quality we reluctantly admire. Intellect is the critical,creative, and contemplative side of the mind. Intelligence seeks to grasp,manipulate, re-order, and adjust, while intellect examines, ponders, wonders,theorizes, criticizes and imagines。 School remains a place where intellect is mistrusted. Hofstadtersays our countrys educational system is in the grips of people who joyfully andmilitantly proclaim their hostility to intellect and their eagerness toidentify with children who show the least intellectual promise。 36. What do American parents expect their children to acquire inschool? [A] The habit of thinking independently。 [B] Profound knowledge of the world。 [C] Practical abilities for future career。 [D] The confidence in intellectual pursuits。 37. We can learn from the text that Americans have a history of [A] undervaluing intellect。 [B] favoring intellectualism。 [C] supporting school reform。 [D] suppressing native intelligence。 38. The views of Ravish and Emerson on schooling are [A] identical. [B] similar. [C] complementary. [D] opposite。 39. Emerson, according to the text, is probably [A] a pioneer of education reform. [B] an opponent of intellectualism。 [C] a scholar in favor of intellect. [D] an advocate of regular schooling。 40. What does the author think of intellect? [A] It is second to intelligence. [B] It evolves from common sense。 [C] It is to be pursued. [D] It underlies power。
牛津实用英语语法:193 现在完成进行时进一步举例
牛津实用英语语法:228 if only
牛津实用英语语法:234 shall用于第二、第三人称
牛津实用英语语法:174其他用法
牛津实用英语语法:231 should/would think+that从句或so/not
牛津实用英语语法:210 will同 want/wish/would like的比较
牛津实用英语语法:189现在完成时和一般过去时
牛津实用英语语法:209 一般将来时的用法
牛津实用英语语法:191 现在完成进行时用法
牛津实用英语语法:194 过去完成时形式和用法
牛津实用英语语法:203 be going to形式
牛津实用英语语法:232 would 表示过去的意图
牛津实用英语语法:235 某些动词之后的that…should结构
牛津实用英语语法:204 be going to形式
牛津实用英语语法:218 从句时态的呼应
牛津实用英语语法:222 条件句类型2
牛津实用英语语法:159 can't和couldn't表示否定的推断
牛津实用英语语法:247 用to代表的不定式
牛津实用英语语法:217从句
牛津实用英语语法:212 将来进行时用做一般的进行时态
牛津实用英语语法:169 feel,look,smell和taste
牛津实用英语语法:219 条件现在时
牛津实用英语语法:192 现在完成时的一般式与进行式的比较
牛津实用英语语法:244 动词+宾语之后的不定式
牛津实用英语语法:220 条件完成时
牛津实用英语语法:227 if和in case
牛津实用英语语法:will/would,shall/
牛津实用英语语法:246 不带to的不定式
牛津实用英语语法:216 将来完成时和将来完成进行时
牛津实用英语语法:205 表示意图的 be going to和 will+动词原形
不限 |
英语教案 |
英语课件 |
英语试题 |
不限 |
不限 |
上册 |
下册 |
不限 |