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  3. Americans today don’t place a very high value on intellect. Our heroes are athletes, entertainers, and entrepreneurs, not schola

Americans today don’t place a very high value on intellect. Our heroes are athletes, entertainers, and entrepreneurs, not schola

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问题     Americans today don’t place a very high value on intellect. Our heroes are athletes, entertainers, and entrepreneurs, not scholars. Even our schools are where we send our children to
get a practical education—not to pursue knowledge for the sake of knowledge. Symptoms of pervasive anti-intellectualism in our schools aren’t difficult to find.
    "Schools have always been in a society where practical is more important than intellectual," says education writer Diane Ravitch. "Schools could be a counterbalance." Ravitch’s latest book, Left Back: A Century of Failed School Reforms, traces the roots of anti-intellectualism in our schools, concluding they are anything but a counterbalance to the American distaste for intellectual pursuits.
    But they could and should be. Encouraging kids to reject the life of the mind leaves them vulnerable to exploitation and control. Without the ability to think critically, to defend their ideas and understand the ideas of others, they cannot fully participate in our democracy; "Continuing along this path," says writer Earl Shorris. "We will become a second-rate country. We will have a less civil society."
    "Intellect is resented as a form of power or privilege," writes historian and professor Richard Hofstadter in Anti-intellectualism in American Life, a Pulitzer-Prize winning book on the roots of anti-intellectualism in U.S. politics, religion, and education. From the beginning of our history, says Hofstadter, our democratic and populist urges have driven us to reject anything that smells of elitism. Practicality, common sense, and native intelligence have been considered more noble qualities than anything you could learn from a book.
    Ralph Waldo Emerson and other Transcendentalist philosophers thought schooling and rigorous book learning put unnatural restraints on children: "We are shut up in schools and college recitation rooms for 10 or 15 years and come out at last with a bellyful of words and do not know a thing." Mark Twain’s Huckleberry Finn exemplified American anti-intellectualism. Its hero avoids being civilized—going to school and learning to read—so he can preserve his innate goodness.
    Intellect, according to Hofstadter, is different from native intelligence, a quality we reluctantly admire. Intellect is the critical, creative, and contemplative side of the mind. Intelligence seeks to grasp, manipulate, re-order, and adjust, while intellect examines, ponders, wonders, theorizes, criticizes, and imagines.
    School remains a place where intellect is mistrusted. Hofstadter says our country’s educational system is in the grips of people who "joyfully and militantly proclaim their hostility to intellect and their eagerness to identify with children who show the least intellectual promise".
The views of Ravitch and Emerson on schooling are ______.
选项 A、identical
B、similar
C、complementary
D、opposite
答案D
解析 从文章第2段的内容可知，“学校总是处于一个实践重于智慧的社会环境之中，”作家Diane Ravitch说。“学校可能成为一种平衡力。”Ravitch的最新作品探究了我们的学校中反才智主义的根源，并得出结论——学校根本就不是美国人反感智慧追求的一种抗衡力；从文章第5段的内容可知，爱默生和其他先验论哲学家认为，学校教育和严谨的书本知识学习刻意限制了孩子——我们被禁闭在中小学和大学的背诵室里10～15年，最后带着满腹经纶出来，却不懂任何东西。据此可知，这两者的观点大不相同。D项与文章的意思相符，因此D项为正确答案。
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