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  3. It is not surprising that a philosophy borrowed from business should see its

It is not surprising that a philosophy borrowed from business should see its

游客2024-02-24  23
问题     It is not surprising that a philosophy borrowed from business should see its principal focus within education as the furthering of the connection with business and industry. Moreover, when a philosophy is implemented at governmental level by people, the majority who learnt their understanding of life within this environment, it is not surprising that they should picture education--as feeding this goal.
    In an age when the US is seen as being in desperate, almost cut-throat competition with industrial neighbors, it becomes an article of faith that to maintain present standards of living, education must increasingly focus upon training the youth of the country to compete in such markets. This demand is, of course, nothing new. A number of factors come together to provide the motive force for making education the handmaiden(女仆人) of the job market. For those with economic blinkers, such concentration makes good’ sense, but for those who take a wider view of the purposes of education, this appears narrow and damaging, even, in the long term, to the economic good health of the country. It is possible to argue for the ultimate purposes of education from different standpoints.
    The one that appears to be the motive force in much educational decision-making at the present time values knowledge that is conducive to the furtherance of the national economic well-being. It sees the child as a being to be trained to fit into this economic machine. Initiative and activity are encouraged only as far as these dovetail with ultimate occupational destinations.  The teacher, therefore, is seen as a trainer, a constructor, a transmitter. However, there are many who value knowledge which is perceived as part of that country’s cultural heritage while other child-centred advocates see the curriculum as based on each individual child’s experiences and interests, each being active, involved, unique constructors of their own reality. Others see schools as being essentially concerned with pressing social issues which need to be resolved, and therefore the curriculum takes the form of being topic or problem based.
    Such sketches do not begin to do justice to the complexity and richness of argument, which may be contained in differing educational ideologies. However, if they at the very least convey the profound conflicting views, these descriptions suggest that there is truth in each of them, but none must have the stage to itself. [br] The desire to make education subservient to the desires of industry is attractive because _______.
选项 A、the goals are easier to define and measure
B、for those who take a wider view of education
C、economic competition is so intense these days
D、youth are lacking the skills to compete in the modem economy
答案 C
解析 推理判断题。此题考查的是，使教育服从于工业需要之所以受人瞩目的原因是什么。subservient是超纲词，但是可以根据构司法进行猜测：前缀sub-意为“在……下”，词根serv意为“to serve服务”，后缀-ient是常见的形容词后缀。题干中没有十分明显的关键词可以在文章中找到，但我们可以在文中找到阐述“使教育服从于工业需要”的语句，即第二段第三句中。句中的handmaiden采用了比喻的修辞手法，是说education服从于 the job market，而job market则反映了题干中的the desires of industry，然后，我们把第三句和上下文语境结合起来进行分析，不难看出，第三句中making education the handmaiden of the job market和第一句中的education must．．．training the youth．．．to compete in such markets指的是同一件事情。第一句中it becomes的前后是因果关系，那么得出最终的原因是being in desperate，almost cut-throat competition with industrial neighbors。因此，选项C符合题干要求。
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