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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 do we learn about the private schools in the UK?
选项 A、They encourage extracurricular activities.
B、They attach great importance to arts education.
C、They prioritize arts subjects over maths and sciences.
D、They cater to students from different family backgrounds.
答案B
解析 由题干中的private schools定位到第四段第二、三句。事实细节题。第四段第一至三句提到，最能明显地促进创造力的是艺术学科，私立教育部门对它的重视是显而易见的，我们只需看看英国顶级私立学校非凡的艺术设施就能明白这一点。由此可见，英国私立学校非常重视学校艺术教育，故答案为B)。第四段第四句的后半部分提到，公立学校预算的减少意味着课外活动的减少，并未提及私立学校课外活动的安排，故排除A)；由第四段第四句的前半部分可知，公立学校对数学和科学比对艺术学科的重视程度更高，但文章并未提及私立学校对这些学科的关注程度，故排除C)；D)项在文章中并未提及，故排除。
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