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2004年英语阅读真题解析part4
Part Four
Americans today don't place a very high value on intellect. Our heroes are athletes, entertainers, and entrepreneurs, not scholars. Even our schools are where we send our children to get a practical education - not to pursue knowledge for the sake of knowledge. Symptoms of pervasive anti-intellectualism in our schools aren't difficult to find.
"Schools have always been in a society where practical is more important than intellectual," says education writer Diane Ravitch. "Schools could be a counterbalance." Razitch's latest bock, Left Back: A Century of Failed School Reforms, traces the roots of anti-intellectualism in our schools, concluding they are anything but a counterbalance to the American distaste for intellectual pursuits.
But they could and should be. Encouraging kids to reject the life of the mind leaves them vulnerable to exploitation and control. Without the ability to think critically, to defend their ideas and understand the ideas of others, they cannot fully participate in our democracy. Continuing along this path, says writer Earl Shorris, "We will become a second-rate country. We will have a less civil society."
"Intellect is resented as a form of power or privilege," writes historian and professor Richard Hofstadter in Anti-Intellectualism in American life, a Pulitzer Prize winning book on the roots of anti-intellectualism in US politics, religion, and education. From the beginning of our history, says Hofstadter, our democratic and populist urges have driven us to reject anything that smells of elitism. Practicality, common sense, and native intelligence have been considered more noble qualities than anything you could learn from a book.
Ralph Waldo Emerson and other Transcendentalist philosophers thought schooling and rigorous book learning put unnatural restraints on children: "We are shut up in schools and college recitation rooms for 10 or 15 years and come out at last with a bellyful of words and do not know a thing." Mark Twain's Huckleberry Finn exemplified American anti-intellectualism. Its hero avoids being civilized — going to school and learning to read — so he can preserve his innate goodness.
Intellect, according to Hofstadter, is different from native intelligence, 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. Hofstadter says our country's educational system is in the grips of people who "joyfully and militantly proclaim their hostility to intellect and their eagerness to identify with children who show the least intellectual promise."
16. What do American parents expect their children to acquire in school?
[A] The habit of thinking independently. [B] Profound knowledge of the world.
[C] Practical abilities for future career. [D] The confidence in intellectual pursuits.
17. 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.
18. The views of Ravish and Emerson on schooling are ________.
[A] identical. [B] similar. [C] complementary. [D] opposite.
19. 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.
20. 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.
Unit 11 (2004) Part4
重点词汇：
1. intellect (才学) 即intel=inter在…之间+lect选择→在事情中善于选择。Intellect distinguishes humans from other animals.人类与禽兽之别在于人具有思维能力 He was one of the most formidable intellects of his time.他是该时代的盖世奇才
2. athlete (运动员,体育家) Most first-class footballers are natural athletes.多数一流的足球运动员都是天生的健将 athletics meeting 运动会
3. entertainer (专业演员)He’s a popular television entertainer.他是大众喜爱的电视演员 动词：entertain
4. entrepreneur (企业家) He would not have successesd in such a risky businesss if he had not been such a clever entrepreneur.假若他不是那么精明强干的企业家，就不会在这样冒险的事业中取得成功
5. symptom(征兆，表现) The doctor made his diagnosis after studying the patient's symptoms.医生在研究病人的症状后, 作出了诊断 This demonstration was a symptom of discontent among the masses. 这次示威表明民众中有不满情绪
6. pervasive (到处弥漫的，普遍的) the pervasive mood of passimism 普遍存在的悲观情绪 Certainly TV is the most powerfull and pervasive of the media. 电视肯定是传播媒介中最强大和最有渗透力的
7. distaste(厌恶) look at an advertisment with distaste. 厌恶地看某一则广告 a distaste for violent sports 不喜欢剧烈运动
8. vulnerable(易受攻击的，脆弱的) Young birds are very vulnerable to predators. 幼小的鸟易受到肉食动物的伤害
9. populist (平民主义者) populist theories 平民主义的理论
10. elitism(精英统治论，优越感) Many peoplee believe that private education encourages eleitism.许多人认为私人办学可助长精英主义 Elitism almost inevitably insinuates itself in the minds of such people. 优越感几乎不可避免地潜入这样一些人的头脑中
11. rigorous(严格的，严厉的) rigorous discipline严明的纪律 rigorous attention to detail 一丝不苟
12. restraint (抑制，克制) throw off the restraints of convention 打破常规的限制 the restraints on the family budget of a limited income 有限的收入对家庭开支预算的约束
13. bellyful(满肚子) I’ve had a bellyful of your complaints. 我已经听够了你的怨言
14. exemplify (例证) This painting exemplifyies the artist’s early style.这幅画是该画家早期艺术风格的典型
15. contemplative(沉思的) a contemplative person 深思熟虑的人
16. manipulate ([熟练地]操作，[巧妙地]处理)main=hand手。 Primitive man quickly learned how to manipulate tools.原始人很快学会了使用工具 She uses her charm to manipulate people. 她利用其魅力左右他人
17. ponder 沉思，考虑) pondering on the meaning of life. 深深地思考人生的意义
18. theorize(建立理论，理论化) It’s a capital mistake to theorize before one has data.还未掌握数据就空谈理论是个大错
19. militantly(好战的) 即milit=fight战斗+ly。
20. hostility(敌意，敌对) 即host=guest+il+ity。 feelings of hostility敌对情绪 He needs an outlet for his frustration and hostilities. 他需要把心中的沮丧和怨恨发泄出来
难句分析：
① Razitch's latest book, Left Back: A Century of Failed School Reforms, traces the roots of anti-intellectualism in our schools, concluding they are anything but a counterbalance to the American distaste for intellectual pursuits.
句子的主干是Razitch's latest book…traces the roots…。Left Back: A Century of Failed School Reforms是书的同位语，concluding引导的是状语。
其中they指前面的schools;anything but 此处的意思是“决不，远非”，counterbalance 的意思是“抗衡”,distaste的意思是“讨厌”。注意concluding…后面的宾语从句中各个词之间的肯定和否定关系。
② Encouraging kids to reject the life of the mind leaves them vulnerable to exploitation and control. Without the ability to think critically, to defend their ideas and understand the ideas of others, they cannot fully Participate in our democracy.
第一句话的谓语动词是have，动名词短语充当了句子的主语。第二句话中的三个平行的动词不定式to think, to defend, to understand 作ability 的后置定语。
③Intellect is resented as a form of power or privilege," writes historian and professor Richard Hofstadter in Anti-Intellectualism in American life, a Pulitzer Prize winning book on the roots of anti-intellectualism in US politics, religion, and education.
句子主干为一个直接引语，Intellect is resented as a form of power or privilege," writes historian and professor Richard Hofstadter后面连接的in Anti-Intellectualism in American life作状语，斜体部分为书名，和Pulitzer Prize winning book为同位语。
④Hofstadter says our country's educational system is in the grips of people who "joyfully and militantly proclaim their hostility to intellect and their eagerness to identify with children who show the least intellectual promise."
本句的主干是Hofstadter says…，后面是says的宾语从句 our country's educational system is in the grips of people …其中people后面的who引导一个定语从句who "joyfully and militantly proclaim their hostility to intellect and their eagerness to identify with children…而children后面又有一个 who引导的定语从句。
试题解析：
本文的中心是关于美国人反对智慧，对孩子智慧的不够重视。作者开宗明义地提出中心，接着通过举例的写作方法，列举了教育学作家Doses Ravitch、历史学家和教授Richard Hofstadter、作家Earl Shorris以及Ralph Waldo Emerson和其他的先验主义哲学家对智慧的看法，从而论证智慧对孩子的教育重要性。
16. 【正确答案】 [C]
题干问：“美国父母希望们孩子在学校获得的是什么?” 显然作者在第1自然段就提出了孩子上学的目的是为了获得实用的教育，之后在第2自然段第1句又重申了这一观点，所以选项[C]“将来职业的实用能力”表达了此含义。而选项[A]“独立思考的习惯”，[B]“世界的深奥知识”，[D]“对智能追求的自信”都与题意不符合。
17. 【正确答案】[A]
题干问：“我们从本文获悉，美国人长期 ……” 显然作者在第1自然段就提出了美国人不注重智慧，整篇文章在展开提供论据的过程中多次反复说明了这一观念，所以选项[A]“不重视智慧”表达了此含义。而选项[B]“喜欢智力和知识”与[C]“支持学校的改革” 与原文信息相反，而[D]“压抑先天的智能”与原文观点不符合。
18. 【正确答案】 [D]
题干问：“Ravitch和Emerson对学校教育的观点是 ……” 显然作者在第2、3、4段提出了自己赞成的观点来支持自己的观点，而Ravitch属于这类观点。而在第5自然段提出了反方的观点，即对智慧的反对观点。所以选项[D]“相反的”表达了此含义。而选项[A]“相同的”，[B]“相似的，[C]“互补的”显然不正确。
19. 【正确答案】[B]
题干问：“根据本文，Emerson可能是 ……” 显然作者提倡学校改革，认为应该把更多的精力放在智慧的追求中，反对学校注重实用能力的一般教育。Emerson作为作者反对的观点的实例。所以选项[B]“智慧的反对者”表达了此含义。而选项[A]“教育改革的驱”，[C]“支持智能的学者，[D]“正规教育的倡导”都与题意不合。
20. 【正确答案】 [C]
题干问：“本文作者对智慧的观念是什么?” 显然作者在第1自然段就提出与大众相反的观点，即应该追求智慧。在第2自然段最后一句又重申了这一思想。所以选项[C]“它应该被追求”表达了此含义。而选项[A]“它的重要性次于智能”，[B]“它起源于常识”，[D]“它是权利的基础”这些选项虽然使用了原文出现的某些支离破碎的表达，但是都与题意不符。
全文翻译：
今天的美国人不很看重才学。我们的英雄不是学者而是运动员、演艺圈名星和企业家。即使是我们的学校也只是我们送孩子去接受实用教育的地方，而不是让他们为了知识而去追求学问。学校里不难发现反智主义的普遍表现。
教育学作家戴安•莱维西说：“学校始终处于实用重于才学的社会之中。”“学校本来可能是一种抵消的力量。”莱维西最新著作《落后：一个世纪的失败学校改革》探索学校里反智主义倾向的根源，书中的结论是：美国学校绝没有抵制美国人对才学追求的厌恶。
但学校是能够并应该做到这一点的。鼓励孩子们排斥精神生活使得他们极易被利用和控制。如果不能批判地思考、不能捍卫自己的思想、不能理解他人的思想，他们就不能充分地参与我们的民主。作家厄尔•绍利斯说，沿着这条路线发展下去，“我们将变为二流国家。我们的社会将不再那么文明。”
历史学家兼教授理查德•霍夫斯塔特在《美国生活中的反智主义》中写道：“才学被看作一种权利或特权而遭厌恶。”该书探讨美国政治、宗教和教育中的反智主义的根源，曾获普利策奖。霍夫斯塔特说：自我们的历史之初，我们对民主化和大众化的渴望就驱使我们排斥任何带有精英优越论味道的东西。实用性、常识以及与生俱有的智力这些素质一直被视作比可以从书本里学得的任何东西都高贵。
拉尔夫•瓦尔多•爱默生和其他一些先验主义哲学家认为学校教育和严格的书本学习限制了孩子们的天性。“我们被关在中小学和大学的朗诵室里十年或十五年，最后出来满肚子墨水，却啥都不懂。”马克•吐温的小说《哈克贝利•芬》即是美国反智主义的例证。该书的主人公逃避教化——不上学和不学习读书写字——因此他才得以保住善良的天性。
按照霍夫斯塔特的观点，才学不同于天生的智力，它是一种我们不太情愿去赞赏的品质。才学是精神世界中的批评、创造和沉思的一面。智力寻求的是理解、运用、整合和调节，而才学是审视、思考、探究、形成理论、批判和想象。
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