2. 考研
  3. When we talk about intelligence, we do not mean the ability to get a good score on a certain kind of test, or even the ability t

When we talk about intelligence, we do not mean the ability to get a good score on a certain kind of test, or even the ability t

admin2015-01-15  10
问题     When we talk about intelligence, we do not mean the ability to get a good score on a certain kind of test, or even the ability to do well in school. By intelligence we mean a style of life, a life, a way of behaving in various situations. The true test of intelligence is not how much we know how to do, but how we behave when we don’t know what to do.
    The intelligent person, young or old, meeting a new situation or problem, opens himself up to it. He tries to take in with mind and senses everything he can about it. He thinks about it, instead of about himself or what it might cause to happen to him. He grapples with it boldly, imaginatively, resourcefully, and if not confidently, at least hopefully; if he fails to master it, he looks without fear or shame at his mistakes and learns what he can from them. This is intelligence. Clearly its roots lie in a certain feeling about life, and one’s self with respect to life. Just as clearly, unintelligence is not what most psychologists seem to suppose, the same thing as intelligence, only less of it. It is an entirely different style of behavior, arising out of entirely different set of attitudes.
    Years of watching and comparing bright children with the not-bright, or less bright, have shown that they are very different kinds of people. The bright child is curious about life and reality, eager to get in touch with it, embrace it, unite himself with it. There is no wall, no barrier, between himself and life. On the other hand, the dull child is far less curious, far less interested in what goes on and what is real, more inclined to live in a world of fantasy. The bright child likes to experiment, to try things out. He lives by the maxim that there is more than one way to skin a cat. If he can’t do something one way, he’ll try another. The dull child is usually afraid to try at all. It takes a great deal of urging to get him to try even once; if that try fails, he is through.
    Nobody starts off stupid. Hardly an adult in a thousand, or ten thousand could in any three years of his life learn as much, grow as much in his understanding of the world around him, as every infant learns and grows in his first three years. But what happens, as we grow older, to this extraordinary capacity for learning and intellectual growth? What happens is that it is destroyed, and more than by any other one thing, it is destroyed by the process that we misname education—a process that goes on in most homes and schools.
What is the author’s attitude toward the process of education stated in this article?
选项 A、Appreciating.
B、Critical.
C、Supportive.
D、Positive.
答案B
解析 本文的最后一段说明，作者显然认为教育这个在大多数家庭和学校进行的过程严重影响了智商。所以答案显然为B项。其他三项都是积极的、肯定的态度。
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