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  3. (1)Any education that matters is liberal. All the saving truths and healing graces that distinguish a good education from a bad

(1)Any education that matters is liberal. All the saving truths and healing graces that distinguish a good education from a bad

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问题     (1)Any education that matters is liberal. All the saving truths and healing graces that distinguish a good education from a bad one, or a full education from a half-empty one are contained in that word. Whatever ups and downs the term "liberal" suffers in the political vocabulary, it soars above all controversy in the educational world. In the blackest pits of education the squirming victim has only to ask, "What’s the liberal about this?" to shame his persecutors. In times past a liberal education set off a free man from a slave or a gentleman from laborers and artisans. It now distinguishes whatever nourishes the mind and spirit from the training which is merely professional or practical or from the trivialities which are no training at all. Such an education involves a combination of knowledge, skills and standards.
    (2)So far as knowledge is concerned, the record is ambiguous. It is sufficiently confused for the fact-filled freak who excels in quiz shows to have passed himself off in some company as an educated man. More respectable is the notion that there are some things which every educated man ought to know; but many highly educated men would cheerfully admit to a vast ignorance, and the framers of curriculums have differed greatly in the knowledge they prescribe. If there have been times when all students at school or college studied the same things, as if it were obvious that without exposure to a common body of knowledge they would not be educated at all, there have been other times when specialization ran so wild that it might almost seem as if educated men had abandoned the thought of ever talking to each other once their education was completed.
    (3)If knowledge is one of our marks, we can hardly be dogmatic about the kind or the amount. A single fertile field tilled with care and imagination can probably develop all the instincts of an educated man. However, if the framer of a curriculum wants to minimize his risks, he can invoke an ancient doctrine which holds that an educated man ought to know a little about everything and a lot about something.
    (4)The "little about everything" is best interpreted these days by those who have given most thought to the sort of general education an informed individual ought to have. More is required than a sampling of the introductory courses which specialists offer in their own disciplines. Courses are needed in each of the major divisions of knowledge—the humanities, the natural sciences and social sciences—which are organized with the breadth of view and the imaginative power of competent staffs who understand the needs of interested amateurs. But over and above this exciting smattering(略懂)of knowledge, students should bite deeply into at least one subject and taste its full flavor. It is not enough to be dilettantes in everything without striving also to be craftsmen in something.
    (5)If there is some ambiguity about the knowledge an educated man should have, there is none at all about the skills. The first is simply the training of mind in capacity to think clearly. This has always been the business of education, but the way it is done varies enormously. Marshalling the notes of lecture is one experience; the opportunity to argue with a teacher is another. Thinking within an accepted tradition is one thing; to challenge the tradition itself is another. The best results are achieved when the idea of the examined life is held firmly before the mind and when the examination is conducted with the zest, rigor, and freedom which really stretches everyone’s capacities.
    (6)The vital aid to clear thought is the habit of approaching everything we hear and everything we are taught to believe with a certain skepticism. The method of using doubt as an examiner is a familiar one among scholars and scientists, but it is also the best protection which a citizen has against the humbug that surrounds us.
    (7)To be able to listen to a deceptive argument and to see its dishonesty is surely one of the marks of an educated man. We may not need to be educated to possess some of this quality. A shrewd peasant was always well enough protected against imposters in the market place, and we have all sorts of businessmen who have made themselves excellent judges of deceptions without the benefit of a high school diploma; but this kind of shrewdness goes along without a great deal of credulity. Outside the limited field within which experience has taught the peasant or the illiterate businessman his lessons, he is often hopelessly gullible. The educated man, by contrast, has tried to develop a critical faculty for general use, and he likes to think that he is fortified against imposture in all its forms.
    (8)It does not matter for our purposes whether to imposter is a deliberate liar or not. Some are, but the commonest enemies of mankind are the unconscious frauds. Most salesmen under the intoxication of their own exuberance seem to believe in what they say. Most experts whose expertise is only a pretentious sham behave as if they had been solemnly inducted into some kind of priesthood. Very few demagogues are so cynical as to remain undeceived by their own rhetoric, and some of the worst tyrants in history have been fatally sincere. We can leave the disentanglement of motives to the students of fraud and error, but we cannot afford to be taken in by the shams.
    (9)We are, of course, surrounded by shams. Until recently the schools were full of them—the notion that education can be had without tears, that puffed rice is a better intellectual diet than oatmeal, that adjustment to the group is more important than knowing where the group is going, and that democracy has made it a sin to separate the sheep from the goats. Mercifully, these are much less evident now than they were before Sputnik startled us into our wits.
The sentence "Any education that matters is liberal."(Para. 1)implies that to some extent _____.
选项 A、a good education provides freedom for students
B、liberal is the only standard of a good education
C、the criteria of judging education is relevant to liberal
D、the goal of education is to achieve spiritual freedom
答案B
解析 第1段第2句中指出“好的教育和差的教育、完整教育和半吊子教育的区别蕴含在liberal一词中”，可见“liberal”是评判教育好坏的唯一标准，B与此相符，故为答案。A只是取liberal一词的字面意义，而由第1段最后一句可知liberal education指通才教育，故应排除；C中的relevant一词画蛇添足，判定教育的标准就是liberal，而非与其相关；D“教育的目的是达到心灵的自由”并非该句的意思。
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