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  3. An invisible border divides those arguing for computers in the classroom on the behalf of students’ career prospects and those a

An invisible border divides those arguing for computers in the classroom on the behalf of students’ career prospects and those a

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问题     An invisible border divides those arguing for computers in the classroom on the behalf of students’ career prospects and those arguing for computers in the classroom for broader reasons of radical educational reform. Very few writers on the subject have explored this distinction—indeed, contradiction—which goes to the heart of what is wrong with the campaign to put computers in the classroom.
    An education that aims at getting a student a certain kind of job is a technical education, justified for reasons radically different from why education is universally required by law. It is not simply to raise everyone’s job prospects that all children are legally required to attend school into their teens. Rather, we have a certain conception of the American citizen, a character who is incomplete if he cannot competently assess how his livelihood and happiness are affected by things outside of himself. But this was not always the case; before it was legally required for all children to attend school until a certain age, it was widely accepted that some were just not equipped by nature to pursue this kind of education. With optimism characteristic of all industrialized countries, we came to accept that everyone is fit to be educated. Computer-education advocates forsake this optimistic notion for a pessimism that betrays their otherwise cheery outlook. Banking on the confusion between educational and vocational reasons for bringing computers into schools, computer-education advocates often emphasize the job prospects of graduates over their educational achievement.
    There are some good arguments for a technical education given the right kind of student. Many European schools introduce the concept of professional training early on in order to make sure children are properly equipped for the professions they want to join. It is, however, presumptuous to insist that there will only be so many jobs for so many scientists, so many businessmen, so many accountants. Besides, this is unlikely to produce the needed number of every kind of professional in a country as large as ours and where the economy is spread over so many states and involves so many international corporations.
    But, for a small group of students, professional training might be the way to go since well-developed skills, all other factors being equal, can be the difference between having a job and not of course, the basics of using any computer these days are very simple. It does not take a lifelong acquaintance to pick up various software programs. If one wanted to become a computer engineer, that is, of course, an entirely different story. Basic computer skills take—at the very longest—a couple of months to learn. In any case, basic computer skills are only complementary to the host of real skills that are necessary to becoming any kind of professional. It should be observed, of course, that no school, vocational or not, is helped by a confusion over its purpose.
The belief that education is indispensable to all children______.
选项 A、is indicative of a pessimism in disguise
B、came into being along with the arrival of computers
C、is deeply rooted in the minds of computer-education advocates
D、originated from the optimistic attitude of industrialized countries
答案D
解析 本题可参照文章的第2段。从中可知，旨在帮助学生找到某种工作的教育是技术教育，这种教育被证明是正确的，其原因与法律为什么要求普及教育的原因完全不同。法律要求，所有的孩子必须上学到十几岁，这并不只是为了增加每个人的就业希望。相反，我们对美国国民的认识是：如果他们不能适当地评估他们的生计与幸福如何受超出其能力范围的事物的影响，那么他们就不完美；但是，情况并非总是这样。在法律规定所有的孩子必须上学到一定的年龄之前，人们普遍认为有些孩子生来就不适合追求这种教育。工业化国家的乐观主义特性使我们开始接受这样的观念——每个人都适合接受教育。计算机教育的倡导者为了悲观主义观念而放弃了这种乐观的观念——这种悲观主义的观念背离了他们本来应该持有的乐观观念。据此可知，“对所有孩子来说，教育是不可缺少的”这种观点是受工业化国家乐观主义特性的影响。D项与文意相符，因此D项为正确答案。
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