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  3. In a reaction against a too-rigid, overrefined classical curriculum, some educational philosophers have swung sharply to an espo

In a reaction against a too-rigid, overrefined classical curriculum, some educational philosophers have swung sharply to an espo

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问题     In a reaction against a too-rigid, overrefined classical curriculum, some educational philosophers have swung sharply to an espousal of "life experience" as the sole source of learning. Using their narrow interpretation of John Dewey’s theories as a base for support, they conclude that only through "doing" can learning take place. Spouting such phrases as, "Teach the child, not the subject. " they demand, without sensing its absurdity, and end to rigorous study as a means of opening the way to learning. While not all adherents to this approach would totally eliminate a study of great books, the influence of this philosophy has been felt in the public school curricula, as evidenced by the gradual subordination of great literature.
    What is the purpose of literature? Why read, if life alone is to be our teacher? James Joyce states that the artist reveals the human situation by recreating life out of life; Aristotle that art presents universal truths because its form is taken from nature. Thus, consciously or otherwise, the great writer reveals the human situation most tellingly, extending our understanding of ourselves and our world.
    We can soar with the writer to the heights of man’s aspirations, or plummet with him to tragic despair. The works of Steinbeck, Anderson, and Salinger; the poetry of Whitman, Sandburg, and Frost; the plays of Ibsen, Miller, and O’Neil: all present starkly realistic portrayals of life’s problems. Reality? Yes! But how much wider is the understanding we gain than that attained by viewing life through the keyhole of our single existence.
    Can we measure the richness gained by the young reader venturing down the Mississippi with Tom and Huck, or cheering Ivanhoe as he battles the Black Knight; the deepening understanding of the mature reader of the tragic South of William Faulkner and Tennessee Williams, of the awesome determination—and frailty—of Patrick White’s Australian pioneers?
    This function of literature, the enlarging of our own life sphere, is of itself of major importance. Additionally, however, it has been suggested that solutions of social problems may be suggested in the study of literature. The overweening ambitions of political leaders—and their sneering contempt for the law—did not appear for the first time in the writings of Bernstein and Woodward; the problems, and the consequent actions, of the guilt-ridden did not await the appearance of the bearded psychoanalyst of the twentieth century.
    Federal Judge Learned Hand has written, " I venture to believe that it is as important to a judge called upon to pass on a question of constitutional law, to have at least a bowing acquaintance with Thucydides, Gibbon, and Carlyle, with Homer, Dante, Shakespeare, and Milton, with Montaigne and Rabelais, with Plato, Bacon, Hume, and Kant, as with the books which have been specifically written on the subject. For in such matters everything turns upon the spirit in which he approaches the questions before him. "
    But what of our dissenters? Can we overcome the disapproval of their " life experience classroom" theory of learning? We must start with the field of agreement—that education should serve to improve the individual and society. We must educate them to the understanding that the voice of human experience should stretch our human faculties, and opens us to learning. We must convince them—in their own personal language perhaps—of the " togetherness" of life and art; we must prove to them that far from being separate, literature is that part of life which illumines life.
The author’s purpose in this passage is to______.
选项 A、list those writers who make up the back bone of a great literature curriculum
B、compare the young reader’s experience with literature to that of the mature reader
C、advocate the adoption of the "life experience" approach to teaching
D、plead for the retention of great literature as a fundamental part of the curriculum
答案D
解析 分析全文，文章首段首先提到“life experience”这种方法的狭隘性，使得公共学校课程中的文学作品地位下降。紧接着作者开始论证伟大作品的目的及重要作用，并且在最后一段中提到，需要通过教育来了解伟大作品，克服“经验说”理论。由此可见，本文目的实际上是在呼吁保留文学课程，因此选D项。
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