2. 外语
  3. Rosenstock-Huessy began teaching at Harvard and converted his lectures into English. He noticed, though, that his students weren

Rosenstock-Huessy began teaching at Harvard and converted his lectures into English. He noticed, though, that his students weren

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问题     Rosenstock-Huessy began teaching at Harvard and converted his lectures into English. He noticed, though, that his students weren’t grasping his points. His language was not the problem, it was the allusions(典故；暗示). He used literary and other allusions when he wanted to talk about ethics, community, mysticism and emotion. But none of the students seemed to get it. Then, after a few years, he switched to sports analogies. Suddenly, everything clicked.
    "The world in which the American student who comes to me at about twenty years of age really has confidence in is the world of sport, " he would write. "This world embodies all of his virtues and experiences, affection and interests； therefore, I have built my entire sociology around the experiences an American has in athletics and games. "
    Rosenstock-Huessy was not the last academic to recognize that sport organizes the moral thinking of many young Americans. Professor Michael Allen Gillespie of Duke University has just written a fascinating essay, for an anthology called "Debating Moral Education", on the role of sports in American ethical training.
    Throughout Western history, Gillespie argues, there have been three major athletic traditions. First, there was the Greek tradition. Greek sports were highly individualistic. There was little interest in teamwork. Instead sports were supposed to cultivate noble virtues like courage and endurance. They gave individuals a way to achieve eternal glory.
    Then, there was the Roman tradition. In ancient Rome, free men did not fight in the arena. Roman sports were a spectacle organized by the government. The free Romans watched while the slaves fought and were slaughtered. The entertainment emphasized the awesome power of the state.
    Finally, there was the British tradition. In the Victorian era, elite schools used sports to form a hardened ruling class. Unlike the Greeks, the British placed tremendous emphasis on team play and sportsmanship. If a soccer team committed a foul, it would withdraw its goalkeeper to permit the other team to score. The object was to instill(逐渐灌输)a sense of group loyalty, honor and rule-abidingness—traits that were important to a class trying to manage a far-flung empire.
    Gillespie argues that the American sports atmosphere is a fusion of these three traditions. American sport teaches that effort leads to victory, a useful lesson in a work-oriented society. Sport also helps Americans navigate the tension between team loyalty and individual glory. We behave like the British, but think like the Greeks, A. Bartlett Giamatti. a former baseball commissioner, once observed.
    Gillespie appreciates the way sports culture has influenced American students. It discourages complaining, and rewards self-discipline. It teaches self-control and its own form of justice, which has a more powerful effect than anything taught in the classroom.  
Rosenstock-Huessy’s students couldn t get his points because
选项 A、his language was quite abstract and complex
B、the course itself was difficult to comprehend
C、they didn’t like him and his ways of teaching
D、they were not interested in the allusions he used
答案D
解析 根据题干关键词Rosenstock-Huessy’s students，couldn’t get his points定位到原文首段第二、三句：He noticed，though，that his students weren’t grasping his points．His language Was not the problem，it was the allusions．由此可知，Rosenstock-Huessy的学生抓不住他讲课的重点是因为学生对他所引用的典故不感兴趣，故选D)项。
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