2. 外语
  3. Jill Ker Conway, president of Smith, echoes the prevailing view of contemporary technology when she says that " anyone in today’

Jill Ker Conway, president of Smith, echoes the prevailing view of contemporary technology when she says that " anyone in today’

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问题     Jill Ker Conway, president of Smith, echoes the prevailing view of contemporary technology when she says that " anyone in today’s world who doesn’t understand data processing is not educated. "But she insists that the increasing emphasis on these matters leave certain gaps. Says she: " The very strongly utilitarian emphasis in education, which is an effect of man-made satellites and the cold war, has really removed from this culture something that was very profound in its 18th and 19th century roots, which was a sense that literacy and learning were ends in themselves for a democratic republic. "
    In contrast to Plato’s claim for the social value of education, a quite different idea of intellectual purposes was advocated by the Renaissance humanists. Overjoyed with their rediscovery of the classical learning that was thought to have disappeared during the Dark Ages, they argued that the imparting of knowledge needs no justification—religious, social, economic, or political. Its purpose, to the extent that it has one, is to pass on from generation to generation the corpus of knowledge that constitutes civilization. " What could man acquire, by virtuous striving, that is more valuable than knowledge?" asked Erasmus, perhaps the greatest scholar of the early 16th century. That idea has acquired a tradition of its own. "The educational process has no end beyond itself, " said John Dewey. "It is its own end. "
    But what exactly is the corpus of knowledge to be passed on? In simpler times, it was all included in the medieval universities’ Quadrivium ( arithmetic, geometry, astronomy, music ) and Trivium(grammar, rhetoric, logic). As recently as the last century, when less than 5% of Americans went to college at all, students in New England establishments were compelled mainly to memorizeand recite various Latin texts, and crusty professors angrily opposed the introduction of any new scientific discoveries or modern European languages. "They felt, " said regretfully Charles Francis Adams, Jr. , the Union Pacific Railroad president who devoted his later years to writing history, "that a classical education was the important distinction between a man who had been to college and a man who had not been to college, and that anything that diminished the importance of this distinction was essentially revolutionary and tended to anarchy. "
Education for education’s sake was probably opposed by
选项 A、scholars in the Renaissance period.
B、Jill Ker Conway.
C、scholars in the Dark Ages.
D、Plato.
答案D
解析 该题为细节题。根据第二段第一句和第二句“In contrast to Plato’s claim for the social value of education，a quite different idea of intellectual purposes was advocated by the Renaissance humanias．Overjoyed with…they argued that the imparting of knowledge needs no justification--religious，social，economic，or political．”我们知道，柏拉图认为教育应该具有社会价值，而文艺复兴时期的人文主义者持有与柏拉图完全不同的观点，提出知识的传授不应该具有宗教、社会、经济、政治目的，由此我们可以推断出，文艺复兴时期的人文主义者同意“教育只为教育而生”即“education for education’s sake”的观点，而柏拉图持相反的观点，选项C在文中没有提到；根据对第56题的分析可知，吉尔·克尔·康维虽支持实用主义教育，但仍认为它有一些欠缺。综合考虑，最有可能反对“教育的目的就是教育本身。”的是柏拉图，故选择D项。
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