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During adolescence, the development of political ideology becomes apparent in the individual; ideology here is defined as the presence of roughly consistent attitudes, more or less (more or less: adv.或多或少) organized in reference to a more encompassing, though perhaps tacit, set of general principles. As such (as such: adv.同样地, 同量地), political ideology is dim or absent at the beginning of adolescence. Its acquisition by the adolescent, in even the most modest sense, requires the acquisition of relatively sophisticated cognitive skills: the ability to manage abstractness, to synthesize and generalize, to imagine the future. These are accompanied by a steady advance in the ability to understand principles. principle
The child’s rapid acquisition of political knowledge also promotes the growth of political ideology during adolescence. By knowledge I mean more than the dreary “facts,” such as the composition of county government that the child is exposed to in the conventional ninth-grade civics course. Nor do I mean only information on current political realities. These are facets of knowledge, but they are less critical than the adolescent’s absorption, often unwitting, of a feeling for those many unspoken assumptions about the political system that comprise the common ground of understanding—for example, what the state can appropriately demand of its citizens, and vice versa (vice versa: adv.反之亦然), or the proper relationship of government to subsidiary social institutions, such as the schools and churches. Thus political knowledge is the awareness of social assumptions and relationships as well as of objective facts. Much of the naiveté that characterizes the younger adolescent’s grasp of politics stems not from an ignorance of “facts” but from conventions of the system, of what is and is not customarily done, and of how and why it is or is not done.
Yet I do not want to overemphasize the significance of increased political knowledge in forming adolescent ideology. Over the years I have become progressively disenchanted about the centrality of such knowledge and have come to believe that much current work in political socialization, by relying too heavily on its apparent acquisition, has been misled about the tempo of political understanding in adolescence. Just as young children can count numbers in series without grasping the principle of ordination, young adolescents may have in their heads many random bits of political information without a secure understanding of those concepts that would give order and meaning to the information.
Like magpies, children’s minds pick up bits and pieces (bits and pieces: n.零碎) of data. If you encourage them, they will drop these at your feet—Republicans and Democrats, the tripartite division of the federal system, perhaps even the capital of Massachusetts. But until the adolescent has grasped the integumental function that concepts and principles provide, the data remain fragmented, random, disordered.
24.The passage suggests that, during early adolescence, a child would find which of the following most difficult to understand?
(A) A book chronicling the ways in which the presidential inauguration ceremony has changed over the years
(B) An essay in which an incident in British history is used to explain the system of monarchic succession
(C) A summary of the respective responsibilities of the legislative, executive, and judicial branches of government
(D) A debate in which the participants argue, respectively, that the federal government should or should not support private schools（D）
(E) An article detailing the specific religious groups that founded American colonies and the guiding principles of each one
看出来区别是这个是争论，其他的选项都是观念没有分歧的至少，请问在文中怎么找这个题的答案 ，怎么推出来？
24.The passage suggests that, during early adolescence, a child would find which of the following most difficult to understand?
(A) A book chronicling the ways in which the presidential inauguration ceremony has changed over the years
(B) An essay in which an incident in British history is used to explain the system of monarchic succession
(C) A summary of the respective responsibilities of the legislative, executive, and judicial branches of government
(D) A debate in which the participants argue, respectively, that the federal government should or should not support private schools（D）
(E) An article detailing the specific religious groups that founded American colonies and the guiding principles of each one
看出来区别是这个是争论，其他的选项都是观念没有分歧的至少，请问在文中怎么找这个题的答案 ，怎么推出来？ |
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发表于 2010-4-29 16:30:22
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