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  3. If we look at education in our own society, we see two sharply different factors. First of all, there is the overwhelming majori

If we look at education in our own society, we see two sharply different factors. First of all, there is the overwhelming majori

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问题     If we look at education in our own society, we see two sharply different factors. First of all, there is the overwhelming majority of teachers, principals, curriculum planners, school superintendents, who are devoted to passing on the knowledge that children need in order to live in our industrialized society. Their chief concern is with efficiency, that is, with implanting the greatest number of facts into the greatest possible number of children, with a minimum of time, expense, and effort.
    Classroom learning often has as its unspoken goal the reward of pleasing the teacher. Children in the usual classroom learn very quickly that creativity is punished, while repeating a memorized response is rewarded, and concentrate on what the teacher wants them to say, rather than understanding the problem.
    The difference between the intrinsic and the extrinsic aspects of a college education is illustrated by the following story about Upton Sinclair. When Sinclair was a young man, he found that he was unable to raise the tuition money needed to attend college. Upon careful reading of the college catalogue , however, he found that if a student failed a course, he received no credit for the course, but was obliged to take another course in its place. The college did not charge the student for the second course, reasoning that he had already paid once for his credit. Sinclair took advantage of this policy and not a free education by deliberately failing all his courses.
    In the ideal college, there would be no credits, no degrees, and no required courses. A person would learn what he wanted to learn. A friend and I attempted to put this ideal into action by starting a serials of seminars at Brandeis called "Freshman Seminars Introduction to the Intellectual Life". In the ideal college, intrinsic education would be available to anyone who wanted it—since anyone can improve and learn. The student body might include creative, intelligent children as well as adults; morons as well as geniuses (for even morons can learn emotionally and spiritually). The college would be ubiquitous—that is, not restricted to particular buildings at particular times, and teachers would be any human beings who had something that they wanted to share with others. The college would be lifelong, for learning can take place all through life. Even dying can be a philosophically illuminating, highly educative experience.
    The ideal college would be a kind of education retreat in which you could try to find yourself; find out what you like and want; what you are and are not good at. The chief goals of the ideal college, in other words, would be the discovery of identity, and with it, the discovery of vocation.
In the author’s opinion, the majority of education workers ______.
选项 A、emphasize independent thought rather than well-memorized responses
B、tend to reward children with better understanding rather than with a goal for credits
C、implant children with a lot of facts at the expense of understanding the problem
D、are imaginative, creative and efficient in keeping up with our industrialized society
答案C
解析 根据题干中的关键词majority of education workers将本题定位于第1、2段。第1段第2句讲道，有大批的教师、校长、课程规划者和学校主管等致力于传授孩子们所需的知识，以让他们在这个工业化社会生活下去。第2段最后一句讲道，学生关注的是老师希望得到的回答，而不是理解问题。故答案为C(向学生灌输大量的事实，而没有理解问题)。
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