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  3. In a reaction against a too-rigid, overrefined classical curriculum, some educational philosophers have swung sharply to an espo

In a reaction against a too-rigid, overrefined classical curriculum, some educational philosophers have swung sharply to an espo

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问题     In a reaction against a too-rigid, overrefined classical curriculum, some educational philosophers have swung sharply to an espousal of "life experience" as the sole source of learning. Using their narrow interpretation of John Dewey’s theories as a base for support, they conclude that only through "doing" can learning take place. Spouting such phrases as, "Teach the child, not the subject. " they demand, without sensing its absurdity, and end to rigorous study as a means of opening the way to learning. While not all adherents to this approach would totally eliminate a study of great books, the influence of this philosophy has been felt in the public school curricula, as evidenced by the gradual subordination of great literature.
    What is the purpose of literature? Why read, if life alone is to be our teacher? James Joyce states that the artist reveals the human situation by recreating life out of life; Aristotle that art presents universal truths because its form is taken from nature. Thus, consciously or otherwise, the great writer reveals the human situation most tellingly, extending our understanding of ourselves and our world.
    We can soar with the writer to the heights of man’s aspirations, or plummet with him to tragic despair. The works of Steinbeck, Anderson, and Salinger; the poetry of Whitman, Sandburg, and Frost; the plays of Ibsen, Miller, and O’Neil: all present starkly realistic portrayals of life’s problems. Reality? Yes! But how much wider is the understanding we gain than that attained by viewing life through the keyhole of our single existence.
    Can we measure the richness gained by the young reader venturing down the Mississippi with Tom and Huck, or cheering Ivanhoe as he battles the Black Knight; the deepening understanding of the mature reader of the tragic South of William Faulkner and Tennessee Williams, of the awesome determination—and frailty—of Patrick White’s Australian pioneers?
    This function of literature, the enlarging of our own life sphere, is of itself of major importance. Additionally, however, it has been suggested that solutions of social problems may be suggested in the study of literature. The overweening ambitions of political leaders—and their sneering contempt for the law—did not appear for the first time in the writings of Bernstein and Woodward; the problems, and the consequent actions, of the guilt-ridden did not await the appearance of the bearded psychoanalyst of the twentieth century.
    Federal Judge Learned Hand has written, " I venture to believe that it is as important to a judge called upon to pass on a question of constitutional law, to have at least a bowing acquaintance with Thucydides, Gibbon, and Carlyle, with Homer, Dante, Shakespeare, and Milton, with Montaigne and Rabelais, with Plato, Bacon, Hume, and Kant, as with the books which have been specifically written on the subject. For in such matters everything turns upon the spirit in which he approaches the questions before him. "
    But what of our dissenters? Can we overcome the disapproval of their " life experience classroom" theory of learning? We must start with the field of agreement—that education should serve to improve the individual and society. We must educate them to the understanding that the voice of human experience should stretch our human faculties, and opens us to learning. We must convince them—in their own personal language perhaps—of the " togetherness" of life and art; we must prove to them that far from being separate, literature is that part of life which illumines life.
According to the passage, the end goal of great literature is______.
选项 A、the recounting of dramatic and exciting stories, and the creation of characters
B、to create anew a synthesis of life that illumines the human condition
C、the teaching of morality and ethical behavior
D、to write about tragedy and despair
答案B
解析 第二段开头便设问文学作品的目的是什么?接着本段通过乔伊斯与亚里士多德的观点揭示了答案，并且在最后总结到伟大的作家能够“reveals the human situation…ex—tending our understanding of ourselves and our world”，B项符合原文，因此选B项。
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