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  3. You can’t see it, smell it, or hear it, and people disagree on how precisely to define it, or where exactly it comes from. It is

You can’t see it, smell it, or hear it, and people disagree on how precisely to define it, or where exactly it comes from. It is

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问题     You can’t see it, smell it, or hear it, and people disagree on how precisely to define it, or where exactly it comes from. It isn’t a school subject or an academic discipline, but it can be learned. It is a quality that is required of artists, but it is also present in the lives of scientists and entrepreneurs. All of us benefit from it and we thrive mentally and spiritually when we are able to wield it. It is a delicate thing, easily stamped out; in fact, it flourishes most fully when people are playful and childlike. Meanwhile, it works best in conjunction with deep knowledge and expertise.
    This mysterious—but teachable—quality is creativity, the subject of a recently-published report by Durham Commission on Creativity and Education. The report concludes that creativity should not inhabit the school curriculum only as it relates to drama, music, art and other obviously creative subjects, but that creative thinking ought to run through all of school life, infusing (充满) the way humanities and natural sciences are learned.
    The authors, who focus on education in England, offer a number of sensible recommendations, some of which are an attempt to alleviate the uninspiring and fact-based approach to education that has crept into policy in recent years. When children are regarded as vessels to be filled with facts, creativity does not prosper; nor does it when teachers’ sole objective is coaching children towards exams. One suggestion from the commission is a network of teacher-led "creativity collaboratives", along the lines of existing maths hubs (中心) , with the aim of supporting teaching for creativity through the school curriculum.
    Nevertheless, it is arts subjects through which creativity can most obviously be fostered. The value placed on them by the independent education sector is clear. One only has to look at the remarkable arts facilities at Britain’s top private schools to comprehend this. But in the state sector the excessive focus on English, maths and science threatens to crush arts subjects; meanwhile, reduced school budgets mean diminishing extracurricular activities. There has been a 28.1% decline in students taking creative subjects at high schools since 2014, though happily, art and design have seen a recent increase.
    This discrepancy between state and private education is a matter of social justice. It is simply wrong and unfair that most children have a fraction of the access to choirs, orchestras, art studios and drama that their more privileged peers enjoy. As lives are affected by any number of looming challenges—climate crisis, automation in the workplace—humans are going to need creative thinking more than ever. For all of our sakes, creativity in education, and for all, must become a priority.
What should be done to meet the future challenges?
选项 A、Increasing government investment in school education.
B、Narrowing the existing gap between the rich and the poor.
C、Providing all children with equal access to arts education.
D、Focusing on meeting the needs of under-privileged students.
答案C
解析 由题干中的future challenges定位到最后一段倒数第二句。推理判断题。最后一段前几句指出公立和私立教育之间在艺术教育方面的差异及不平等现象。倒数第二句指出，人类生活受到各种挑战。比以往任何时候都更需要创造性思维。最后一句就此给出了作者的建议：为了我们所有人的利益，必须优先考虑教育中的创造力，以及所有人的创造力。综合推断可知，作者是在呼吁为所有的孩子提供接受艺术教育的平等机会，培养他们的创造力来应对未来的挑战，故答案为C)。文章中并没有提及政府应该加大对学校教育的投资，故排除A)；原文主要讲的是公立学校与私立学校在艺术教育上的差距，而不是宽泛的贫富差距问题，选项B)意思与原文不符，故排除；文中提到的主要是上公立学校与私立学校的学生间的差异，提出的是创造平等的机会，D)项表述与文章意思不符，故排除。
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