If we look at education in our own society, we see two sharply different factors. First of all, there is the overwhelming majority of teachers, principals, curriculum planners, school superintendents, who are devoted to passing on the knowledge that children need in order to live in our industrialized society. Their chief concern is with efficiency, that is, with implanting the greatest number of facts into the greatest possible number of children, with a minimum of time, expense, and effort.
Classroom learning often has as its unspoken goal the reward of pleasing the teacher. Children in the usual classroom learn very quickly that creativity is punished, while repeating a memorized response is rewarded, and concentrate on what the teacher wants them to say, rather than understanding the problem.
The difference between the intrinsic and the extrinsic aspects of a college education is illustrated by the following story about Upton Sinclair. When Sinclair was a young man, he found that he was unable to raise the tuition money needed to attend college. Upon careful reading of the college catalogue, however, he found that if a student failed a course, he received no credit for the course, but was obliged to take another course in its place. The college did not charge the student for the second course, reasoning that he had already paid once for his credit. Sinclair took advantage of this policy and not a free education by deliberately failing all his courses.
In the ideal college, there would be no credits, no degrees, and no required courses. A person would learn what he wanted to learn. A friend and I attempted to put this ideal into action by starting a serials of seminars at Brandeis called “Freshman Seminars Introduction to the Intellectual Life.” In the ideal college, intrinsic education would be available to anyone who wanted it—since anyone can improve and learn. The student body might include creative, intelligent children as well as adults; morons as well as geniuses (for even morons can learn emotionally and spiritually). The college would be ubiquitous—that is, not restricted to particular buildings at particular times, and teachers would be any human beings who had something that they wanted to share with others. The college would be lifelong, for learning can take place all through life. Even dying can be a philosophically illuminating, highly educative experience.
The ideal college would be a kind of education retreat in which you could try to find yourself; find out what you like and want; what you are and are not good at. The chief goals of the ideal college, in other words, would be the discovery of identity, and with it, the discovery of vocation.
1.In the author’s opinion, the majority of education workers ___. A.emphasize independent thought rather than well-memorized responses B.tend to reward children with better understanding rather than with a goal for credits C.implant children with a lot of facts at the expense of understanding the problem D.are imaginative, creative and efficient in keeping up with our industrialized society
2.Children in the usual classroom learn very quickly when ___. A.they are required to repeat what teacher has said B.they read books that are not assigned by the teacher C.they know how to behave themselves in face of the teacher D.they can memorize the greatest number of facts in the shortest period of time
3.An extrinsically oriented education is one that ___. A.focuses on oriented education B.takes students’ need into account C.lays emphases on “earning a degree” D.emphasizes learning through discussion
4.To enter the author’s ideal college, a student ___. A.has to pass an enrollment exam B.should be very intelligent C.needn’t worry about homework D.can be best stimulated for creative work
5.The author’s purpose of writing the article is ___. A.to advocate his views B.to criticize college students C.to stress self-teaching attitude D.to put technological education to a later stage
第57篇答案：CACCA
第58篇：(Unit 15 ,Passage 2)
Culture is the total sum of all the traditions, customs, beliefs, and ways of life of a given group og human beings. In this sense, every group has a culture, however savage, undeveloped, or uncivilized it may seem to us.
To the professional anthropologist, there is no intrinsic superiority of one culture over another, just as to the professional linguist there is no intrinsic hierarchy among languages. People once thought of the languages of backward groups as savage, undeveloped forms of speech, consisting largely of grunts and groans. While it is possible that language in general began as a series of grunts and groans, it is a fact established by the study of “backward” languages that no spoken tongue answers that description today. Most languages of uncivilized groups are, by our most severe standards, extremely complex, delicate, and ingenious pieces of machinery for the transfer of ideas. They fall behind our Western languages not in their sound patterns or grammatical structures, which usually fully adequate for all language needs, but only in their vocabularies, which reflects the objects and activities known to their speakers. Even in this department, however, two things are to be noted: 1. All languages seem to possess the machinery for vocabulary expansion, either by putting together words already in existence or by borrowing them from other languages and adapting them to their own system. 2. The objects and activities requiring names and distinctions in “backward” languages, while different from ours, are often surprisingly numerous and complicated. An accidental language distinguishes merely between two degrees of remoteness (“this” and “that”); some languages of the American Indians distinguish between what is close to the speaker, or to the person addressed, or removed from both, or out of sight, or in the past, or in the future.
This study of language, in turn, casts a new light upon the claim of the anthropologists that all culture are to be viewed independently, and without ideas of rank or hierarchy.
1.the language of uncivilized groups as compared to Western languages are limited in ___. A.sound patterns B.vocabularies C.grammatical structures D.both A and B
2.The author says that professional linguists recognize that ___. A.Western languages are superior to Eastern languages B.All languages came from grunts and groans C.The hierarchy of languages is difficult to understand D.There is no hierarchy of languages
3.The article states that grunt-and-groan forms of speech are found ___. A.nowhere today B.among the Australian aborigines C.among Eastern cultures D.among people speaking “backward” languages
4.According to the author, languages, whether civilized or not, have ___. A.the potential for expanding vocabulary B.their own sound patterns C.an ability to transfer ideas D.grammatical structures
5.Which of the following is implied but not articulated in the passage? A.The study of languages has discredited anthropological studies. B.The study of language has reinforced anthropologists in their view that there is no hierarchy among cultures. C.The study of language is the same as the study of anthropologists. D.The study of languages casts a new light upon the claim of anthropologists.
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