题目内容
The intellect is usually defined as a separate faculty in human beings--the ability to think about facts and ideas and to put them in order. The intellect is usually contrasted with the emotions, which are thought to distort facts and ideas, or Contrasted with the imagination, which departs from facts.
As a result, it is often assumed that intellectuals are people who think, who have the facts and the ideas, and that the rest of society is composed of nonintellectuals and anti-intellectuals who don't. This is of course not the case, and it is possible to be an intellectual and not be intelligent, and to be a nonintellectual and think very well. It is also assumed that there are basic differences between science and art, between scientists and artists; it is assumed that scientists are rational, objective, abstract, concerned with the intellect and with reducing everything to a formula, and that artists, on the other hand, are temperamental, subjective, irrational, and concerned with the expression of the emotions. But we all know temperamental, irrational scientists and abstract, cold-blooded artists. We know, too, that there is a body of knowledge in art. There are as many facts and ideas in art as there are in any other field, and there are as many kinds of art as there are ideas--abstract or concrete, classical, romantic, organized, unorganized, expressionist, surrealist, intuitive, intellectual, sublime, ridiculous, boring, exciting, and dozens of others. The trouble lies in thinking about art the way most people, think about the intellect. It is not what they think it is.
This would not be quite so serious a matter if it were not taken so seriously, especially by educators and those who urge their views upon educators--that is, I suppose, the rest of mankind. If thinking is an activity which takes place in a separate faculty of the intellect, and if the aim of education is to teach people to think, it is therefore natural to assume that education should train the intellect through the academic disciplines. These disciplines are considered to be the subject matter for intellectual training, and they consist of facts and ideas from the major fields of human knowledge, organized in such a way that the intellect can deal with them. That is to say, they are organized in abstract, conceptual, logical terms. It is assumed that learning to think is a matter of learning to recognize and understand these concepts. Educational programs in school and college are therefore arranged with this idea in mind, and when demands for the improvement of education are made, they usually consist of demands for more academic materials to be covered and more academic discipline of this kind to be imposed. It is a call for more organization, not for more learning.
One of the most unfortunate results of this misunderstanding of the nature of the intellect is that the practice of the arts and the creative arts themselves are too often excluded from the regular curriculum of school and college or given such a minor role in the educational process that they are unable to make the intellectual contribution of which they are supremely capable. (529)
The three faculties in human beings mentioned are ______.
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Section B
Directions: There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C and D. You should decide on the best choice.
It is natural for young people to be critical of their parents at times and to blame them for most of the misunderstandings between them. They have always complained, more or less justly, that their parents are out of touch with modern ways; that they are possessive and dominant; that they do not trust their children to deal with crisis, that they talk too much about certain problems — and that they have no sense of humor, at least in parent-child relationships.
I think it is true that parents often underestimate their teenage children and also forget how they themselves felt when young.
Young people often irritate their parents with their choices in clothes and hairstyles, in entertainers and music. This is not their motive. They feel cut off from the adult world into which they have not yet been accepted. So they create a culture and society of their own. Then, it turns out that their music or entertainers or vocabulary or clothes or hairstyles irritate their parents. This gives them additional enjoyment. They feel they are superior, at least in a small way, and that they are leaders in style. and taste.
Sometimes you are resistant, and proud because you do not want your parents to approve of what you do. If they did approve, it looks as if you are betraying your own age group. But in that case, you are assuming that you are underdog. You can't win but at least you can keep your honor. This is a passive way of looking at things. It is natural enough after long years of childhood, when you were completely under your parents' control. But it ignores the fact that you are now beginning to be responsible for yourself.
If you plan to control your life, co-operation can be part of that plan. You can charm others, especially your parents, into doing things the way you want. You can impress others with your sense of responsibility and initiative, so that they will give you the authority to do what you want to do.
The author is primarily addressing ______.
在构思行动计划之前,首先要设定目标。()
目标与最后评估并无关联性。()
社工需要对案主的所有问题或目标同时进行解决。()
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