1、考研英语阅读理解 C 节(英译汉)分类精讲文化教育类-(一)及答案解析(总分：100.00，做题时间：90 分钟)一、Section Reading Co(总题数：5，分数：100.00)Americans today dont place a very high value on intellect. Our heroes are athletes, entertainers, and entrepreneurs, not scholars. (1) Even our schools are where we send our children to get a practical educ
2、ationnot to pursue knowledge for the sake of knowledge. Symptoms of pervasive anti-intellectualism in our schools arent 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 counterbala
3、nce.“ Ravitchs 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
4、of the mind leaves them vulnerable to exploitation and control. (2) 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
5、 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 US politics, religion, and education.
6、 From the beginning of our history, says Hofstadter, our democratic and populist urges have driven us to reject anything that smells of elitism. (3) Practicality, common sense, and native intelligence have been considered more noble qualities than anything you could learn from a book. Ralph Waldo Em
7、erson and other Transcendentalist philosophers thought schooling and rigorous book learning put unnatural restraints on children, (4) “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 Twains Huckleb
8、erry Finn exemplified American anti-intellectualism. Its hero avoids being civilizedgoing to school and learning to readso he can preserve his innate goodness.Intellect, according to Hofstadter, is different from native intelligence, a quality we reluctantly admire. Intellect is the critical, creati
9、ve, and contemplative side of the mind. (5) 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 countrys educational system is in the gr
10、ips of people who “joyfully and militantly proclaim their hostility to intellect and their eagerness to identify with children who show the least intellectual promise./（分数：20.00）_(1) With the extension of democratic rights in the first half of the nineteenth century and the ensuing decline of the Fe
11、deralist establishment, a new conception of education began to emerge. Education was no longer a confirmation of a pre-existing status, but an instrument in the acquisition of higher status. For a new generation of upwardly mobile students, the goal of education was not to prepare them to live comfo
12、rtably in the world into which they had been born, but to teach new virtues and skills that would propel them into a different and better world. (2) Education became training; and the student was no longer the gentleman-in-waiting, but the .journeyman apprentice for upward mobility.In the nineteenth
13、 century a college education began to be seen as a way to get ahead in the world. The founding of the land-grant colleges opened the doors of higher education to poor but aspiring boys from non-Anglo-Saxon, working-class and lower-middle-class backgrounds. (3) The myth of the poor boy who worked his
14、 way through college to success drew millions of poor boys to the new campuses. And with this shift, education became more vocational: its object was the acquisition of practical skills and useful information.(4) For the gentleman-in-waiting, virtue consisted above all in grace and style, in doing w
15、ell what was appropriate to his position; education was merely a way of acquiring polish. And vice was manifested in gracelessness, awkwardness, in behaving inappropriately, discourteously, or ostentatiously. For the apprentice, however, virtue was evidenced in success through hard work. The requisi
16、te qualities of character were not grace or style, but drive, determination, and a sharp eye for opportunity. While casual liberality and even prodigality characterized the gentleman, frugality, thrift and self-control came to distinguish the new apprentice. (5) And while the gentleman did not aspir
17、e to a higher station because his station was already high, the apprentice was continually becoming, striving, struggling upward. Failure for the apprentice meant standing still, not rising.（分数：20.00）_The mythology of a culture can provide some vital insights into the beliefs and values of that cult
18、ure. (1) By using fantastic and sometimes incredible stories to create an oral tradition by which to explain the wonders of the natural world and teach lessons to younger generations, a society exposes those ideas and concepts held most important. (2) Just as important as the final lesson to be gath
19、ered from the stories, however, are the characters and the roles they play in conveying that message.(3) Perhaps the epitome of mythology and its use as a tool to pass on cultural values can be found in Aesops Fables, told and retold during the era of the Greek Empire. Aesop, a slave who won the fav
20、or of the court through his imaginative and descriptive tales, almost exclusively used animals to fill the roles in his short stories. Humans, when at all present, almost always played the part of bumbling fools struggling to learn the lesson being presented. This choice of characterization allows u
21、s to see that the Greeks placed wisdom on a level slightly beyond humans, implying that deep wisdom and understanding is a universal quality sought by, rather than steanning from, human beings.Aesops fables illustrated the central themes of humility and self-reliance, reflecting the importance of th
22、ose traits in early Greek society. The folly of humans was used to contrast against the ultimate goal of attaining a higher level of understanding and awareness of truths about nature and humanity. For example, one notable fable features a fox repeatedly trying to reach a bunch of grapes on a very h
23、igh vine. After failing at several attempts, the fox gives up, making up its mind that the grapes were probably sour anyway. (4) The fables lesson, that we often play down that which we cant achieve so as to make ourselves feel better, teaches the reader or listener in an entertaining way about one
24、of the weaknesses of the human psyche.(5) The mythology of other cultures and societies reveal the underlying traits of their respective cultures just as Aesops fables did. The stories of Roman gods, Aztec ghosts and European elves all served to train ancient generations those lessons considered mos
25、t important to their community, and today they offer a powerful looking glass by which to evaluate and consider the contextual environment in which those culture existed.（分数：20.00）_Scholastic thinkers held a wide variety of doctrines in both philosophy and theology, the study of religion. (1) What g
26、ives unity to the whole Scholastic movement, the academic practice in Europe from the 9th to the 17th centuries, are the common aims, attitudes, and methods generally accepted by all its members. The chief concern of the Scholastics was not to discover new facts but to integrate the knowledge alread
27、y acquired separately by Greek reasoning and Christian revelation. This concern is one of the most characteristic differences between Scholasticism and modem thought since the Renaissance.The basic aim of the Scholastics determined certain common attitudes, the most important of which was their conv
28、iction of the fundamental harmony between reason and revelation. (2) The Scholastics maintained that because the same God was the source of both types of knowledge and truth was one of his chief attributes, he could not contradict himself in these two ways of speaking. Any apparent opposition betwee
29、n revelation and reason could be traced either to an incorrect use of reason or to an inaccurate interpretation of the words of revelation. Because the Scholastics believed that revelation was the direct teaching of God, it possessed for them a higher degree of truth and certainty than did natural r
30、eason. In apparent conflicts between religious faith and philosophic reasoning, faith was thus always the supreme arbiter; the theologians decision overruled that of the philosopher. After the early 13th century, Scholastic thought emphasized more the independence of philosophy within its own domain
31、. (3) Nonetheless, throughout the Scholastic period, philosophy was called the servant of theology, not only because the truth of philosophy was subordinated to that of theology, but also because the theologian used philosophy to understand and explain revelation.This attitude of Scholasticism stand
32、s in sharp contrast to the so-called double-truth theory of the Spanish-Arab philosopher and physician Averro s. His theory assumed that truth was accessible to both philosophy and Islamic theology but that only philosophy could attain it perfectly. The so-called truths of theology served, hence, as
33、 imperfect imaginative expressions for the common people of the authentic truth accessible only to philosophy. Averro （分数：20.00）_No company likes to be told it is contributing to the moral decline of a nation. Is this what you intended to accomplish with your careers? Senator Robert Dole asked Time
34、Warner executives last week. You have sold your souls, but must you corrupt our nation and threaten our children as well? At Time Warner, however, such questions are simply the latest manifestation of the soul-searching that has involved the company ever since the company was born in 1990. (1) Its a
35、 self-examination that has, at various times, involved issues of responsibility, creative freedom and the corporate bottom line.At the core of this debate is chairman Gerald Levin, 56, who took over for the late Steve Ross in 1992. (2) On the financial front, Levin is under pressure to raise the sto
36、ck price and reduce the companys mountainous debt, which will increase to $17.3 billion after two new cable deals close. He has promised to sell off some of the property and restructure the company, but investors are waiting impatiently.(3) The flap over rap is not making life any easier for him, Le
37、vin has consistently defended the companys rap music on the grounds of expression. In 1992, when Time Warner was under fire for releasing Ice-Ts violent rap song Cop Killer, Levin described rap as lawful expression of street culture, which deserves an outlet. (4) The test of any democratic society,
38、he wrote in a Wall Street Journal column, lies not in how well it can control expression but in whether it gives freedom of thought and expression the widest possible latitude, however disputable or irritating the results may sometimes be. We wont retreat in the face of any threats.Levin would not c
39、omment on the debate last week, but there were signs that the chairman was backing off his hard-line stand, at least to some extent. During the discussion of rock singing verses at last months stockholders meeting. Levin asserted that music is not the cause of societys ills and even cited his son, a
40、 teacher in the Bronx, New York, who uses rap to communicate with students. (5) But he talked as well about the balanced struggle between creative freedom and social responsibility, and he announced that the company would launch a drive to develop standards for distribution and labeling of potential
41、ly objectionable music.The 15-member Time Warner board is generally supportive of Levin and his corporate strategy. But insiders say several of them have shown their concerns in this matter. “Some of us have known for many, many years that the freedoms under the First Amendment are not totally unlim
42、ited,“ says Luce. I think it is perhaps the case that some people associated with the company have only recently come to realize this.（分数：20.00）_考研英语阅读理解 C 节(英译汉)分类精讲文化教育类-(一)答案解析(总分：100.00，做题时间：90 分钟)一、Section Reading Co(总题数：5，分数：100.00)Americans today dont place a very high value on intellect. Our heroes are athletes, entertainers, and entrepreneurs, not scholars. (1) Even our schools are where we send our children to get
