大全98

AmyGMAT

In reaction to arigid, overrefined classical curriculum, some educationalphilosophers have swung sharply to an espousal of “life experience” as the solesource of learning. Using their narrow interpretation of John Dewey’stheories for support and spouting (to speak or utter in a pompous or oratorical manner: DECLAIM)such phrases as “Teach the child, not the subject,” they demand an end torigorous study and insist that only through doing can learning take place. While not all adherents to this philosophy would totally eliminatethe study of great books, the gradual subordination of literature in theschool curriculum reflects their influence.
Whatis the purpose of literature? Why read if life alone is to be our teacher? James Joyce tells us that the artist reveals the humancondition by re-creating life out of life; Aristotle, that art presentsuniversal truths because its form is taken from nature. Thus, consciously orotherwise, great writers extend our understanding of ourselves and our world. We can soar with them to the heights of aspiration or plummetwith them to the depths of despair. How much wider is the understandingwe gain from reading than from viewing life through the keyhole of ourindividual experience.
Thisfunction of literature, the enlarging of our life sphere, is of majorimportance in itself. Additionally, however, literaturesuggests solutions to social problems. The overweening ambitions of politicalleaders—and their sneering contempt for the law—did not appear for the firsttime in the writings of Bernstein and Woodward. The problems and behavior ofthe guilt-ridden did not await the appearance of the bearded psychoanalysts ofthe nineteenth century.
Federal JudgeLearned Hand wrote, “I venture to believe that it is as important to a judgecalled upon to pass on a question of constitutional law, to have at least a bowingacquaintance (bowingacquaintance: n.点头之交,泛泛之交) withThucydides, Gibbon, and Carlyle, with Homer, Dante, Shakespeare, and Milton,with Montaigne and Rabelais, with Plato, Bacon, Hume, and Kant, as with thebooks which have been specifically written on the subject. For in such matterseverything turns upon the spirit in which he approaches the questions beforehim.”
Howdo we overcome our dissenter? We must start with the field of agreement: thebelief that education should serve to improve the individual and society. We must persuade our dissenters that the voices of human experiencestretch our human faculties and open us to learning. We must convince them ofthe unity of life and art. We must prove to them that far from being separate, literatureis that part of life that illumines life.
1.     The primary purpose of the passage is to
(A) list the writers who make up the backbone of a greatliterature curriculum
(B) explain the function of literature
(C) advocate the adoption of a new philosophy of education
(D) plead for the retention of great literature as afundamental part of the school curriculum（D）
(E) overcome the opposition of Dewey’s followers to theinclusion of contemporary literature in the curriculum


太诡异了 为什么不选B
我觉得文章的目的不是在说要把文学当做一门基础学科啊 作者也没有plead啊
作者这是在文章开头提了一下下，而且意思还是一些教育家认为应当把经历当做唯一的learning来反驳现在教育的rigid（眼下之意就是现在的教育rigid是因为把literature当主要的了，而没有强调实践）
整篇文章作者都是在强调literature的作用，重要性，连最后都说是literature is a part of life
跟学科完全没有关系啊....

songer_xj

这篇文章属于结论说明型。框架是，第一段提出观点，第二段提出论据说明观点，第三段解决问题（以支持自己的观点）。
选项B说的显然不是作者的首要目的（虽然在第二段有所反应），它是为了第一段提出的观点服务的，即the gradual subordination of literature in theschool curriculum reflects their influence.。该选项可以排除。

AmyGMAT

谢谢~现在明白了