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  3. You can’t see it, smell it, or hear it, and people disagree on how precisely to define it, or where exactly it comes from. It is

You can’t see it, smell it, or hear it, and people disagree on how precisely to define it, or where exactly it comes from. It is

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问题     You can’t see it, smell it, or hear it, and people disagree on how precisely to define it, or where exactly it comes from. It isn’t a school subject or an academic discipline, but it can be learned. It is a quality that is required of artists, but it is also present in the lives of scientists and entrepreneurs. All of us benefit from it and we thrive mentally and spiritually when we are able to wield it. It is a delicate thing, easily stamped out; in fact, it flourishes most fully when people are playful and childlike. Meanwhile, it works best in conjunction with deep knowledge and expertise.
    This mysterious—but teachable—quality is creativity, the subject of a recently-published report by Durham Commission on Creativity and Education. The report concludes that creativity should not inhabit the school curriculum only as it relates to drama, music, art and other obviously creative subjects, but that creative thinking ought to run through all of school life, infusing (充满) the way humanities and natural sciences are learned.
    The authors, who focus on education in England, offer a number of sensible recommendations, some of which are an attempt to alleviate the uninspiring and fact-based approach to education that has crept into policy in recent years. When children are regarded as vessels to be filled with facts, creativity does not prosper; nor does it when teachers’ sole objective is coaching children towards exams. One suggestion from the commission is a network of teacher-led "creativity collaboratives", along the lines of existing maths hubs (中心) , with the aim of supporting teaching for creativity through the school curriculum.
    Nevertheless, it is arts subjects through which creativity can most obviously be fostered. The value placed on them by the independent education sector is clear. One only has to look at the remarkable arts facilities at Britain’s top private schools to comprehend this. But in the state sector the excessive focus on English, maths and science threatens to crush arts subjects; meanwhile, reduced school budgets mean diminishing extracurricular activities. There has been a 28.1% decline in students taking creative subjects at high schools since 2014, though happily, art and design have seen a recent increase.
    This discrepancy between state and private education is a matter of social justice. It is simply wrong and unfair that most children have a fraction of the access to choirs, orchestras, art studios and drama that their more privileged peers enjoy. As lives are affected by any number of looming challenges—climate crisis, automation in the workplace—humans are going to need creative thinking more than ever. For all of our sakes, creativity in education, and for all, must become a priority.
What do we learn from the passage about creativity?
选项 A、It develops best when people are spiritually prepared.
B、It is most often wielded by scientists and entrepreneurs.
C、It is founded on scientific knowledge and analytical skills.
D、It contributes to intellectual growth but can easily be killed.
答案D
解析 由选项中的spiritually、scientists、entrepreneurs等词以及题文同序原则初步定位到首段。事实细节题。文章首段第四句指出，当我们能够拥有并运用创造力时，我们的心智和精神都会茁壮成长，由mentally“智力地”一词可知，创造力有助于智力的增长。该段第五句指出，创造力非常娇弱，很容易被扼杀。句中的stamped out意为“扼杀，消除”，与D)项中的killed同义。综合可知，答案为D)。本段第五句的后半句指出，当人们像孩童般活泼时，创造力能得到最充分的发展，选项A)与文章意思不一致，故排除；本段第三句指出，创造力也存在于科学家和企业家的生活中，B)项扩大了原文意思，故排除；本段最后一句提到了knowledge，但指的是创造力与深层知识和专业特长共同作用时，能得到最好的发挥，并未提及创造力建立的基础，故排除C)。
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