原文初讀

P1

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 .

P2

" Schools have always been in a society where practical is more important than intellectual ," says education writer Diane

Ravitch

." Schools

could be

a

counterbalance

." Ravitch' 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 .

P3

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 ."

P4

" 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 .

P5

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 .

P6

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 .

P7

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

."

重點(diǎn)單詞／短語理解

entrepreneur：n 企業(yè)家

pervasive：adj 遍布的；普遍的

counterbalance：n 平衡抵消物；抗衡力量

distaste：n 反感，厭惡

exploitation：n （貶義）剝削；榨取

defend：v 辯解，辯白

second-rate：adj 二流的，普通的

civil：adj 文明的

populist：adj 平民主義的，民粹主義的

urge：n 強(qiáng)烈欲望，強(qiáng)烈渴望

noble：adj 高尚的；崇高的

transcendentalist：adj 超驗(yàn)論者的

rigorous：adj 嚴(yán)格的，嚴(yán)厲的

recitation：n 朗誦，朗讀

bellyful：n 滿腹，滿肚子

hero：n 主角

civilize：v 教化，開化

reluctantly：adv 勉強(qiáng)地，不情愿地

contemplative：adj 深思熟慮的

grasp：v 理解，領(lǐng)會

manipulate：v（熟練地）操作，使用

ponder：v 沉思；考慮

mistrust：v 猜疑，不信任

in the grips of：受…的控制

militantly：adv 好戰(zhàn)地

proclaim：v 宣布，宣告

hostility：n 敵意

identify with：與…產(chǎn)生共鳴

promise：n 獲得成功的跡象，前途

真題再現(xiàn)

36.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 . 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 Raviteh 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 .

答案速查：CADBC

真題解析：

36.細(xì)節(jié)題

P1

中Even our schools are where we send our children to get a practical education - not to pursue knowledge for the sake of knowledge . 可以看出選C。 37.

P4

，關(guān)鍵詞history。Intellect is resented as a form of power or privilege和our democratic and

populist

urges

have driven us to reject anything that smells of elitism 可看出美國人有輕視才智的歷史。 C 文中并沒有寫美國支持學(xué)校改革，憑空捏造。 D native intelligence have been considered more

noble

qualities than anything you could learn from a book .說明native intelligence是被倡導(dǎo)的 38.

P2

中

Ravitch

認(rèn)為學(xué)校本應(yīng)該成為抗衡力量，但卻沒有起作用，可以看出他是認(rèn)可學(xué)校教育的。而

P5

中

Emerson

認(rèn)為學(xué)校put unnatural

restraints

on children，覺得學(xué)校come out at last with a

bellyful

of words and do not know a thing，可見他否定學(xué)校的作用。二人觀點(diǎn)相反。

39. 38題分析，仔細(xì)閱讀

P5

。

Emerson

對學(xué)校教育和書本知識持否定態(tài)度。同時這段后面

Mark Twain Huckleberry Finn 的例子提不被教化可以保持善良的本性。也是anti-intellectualism（反對才智）的例子。 40.這題問的是作者對才智的看法，就要理清文章的邏輯，不能隨便從文中找關(guān)鍵句。文章首先提出美國人不重視才智的現(xiàn)象

P1

，然后分析反才智的影響

P3

，再追溯這一現(xiàn)象的歷史根源

P4P5

，最后回歸當(dāng)下，指出美國教育體制問題

P7

。作者從頭到尾都在批判輕視才智的行為。AD均是作者批判的觀點(diǎn)。