"Schools have always been in a society where practical is more important than intellectual," says education writer Diane Ravitch. "Schools could be a counterbalance." Ravitch's 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 of the mind leaves them vulnerable to exploitation and control. 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 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. From the beginning of our history, says Hofstadter, our democratic and populist urges have driven us to reject anything that smells of elitism. Practicality, common sense, and native intelligence have been considered more noble qualities than anything you could learn from a book.
Ralph Waldo Emerson and other Transcendentalist philosophers thought schooling and rigorous book learning put unnatural restraints on children: "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 Twain's Huckleberry Finn exemplified American anti-intellectualism. Its hero avoids being civilized—going to school and learning to read—so he can preserve his innate goodness.
Intellect, according to Hofstadter, is different from native intelligence, a quality we reluctantly admire. Intellect is the critical, creative, and contemplative side of the mind. 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 country's educational system is in the grips of people who "joyfully and militantly proclaim their hostility to intellect and their eagerness to identify with children who show the least intellectual promise".
What do American parents expect their children to acquire in school?
A.The habit of thinking independently.
B.Profound knowledge of the world.
C.Practical abilities for future career.
D.The confidence in intellectual pursuits.
第1题
关于位置变形的叙述正确的是
A、是由于体内二点相对于焦点的大小不同
B、靠近中心线的变形小
C、如果病灶离中心线的距离相同则一定不会变形
D、中心线改变不会造成位置变形
E、位置变形主要是焦点大小不同所致
第2题
有关影像失真度的概念,错误的是
A.影像的变形有放大变形、位置变形和形状变形
B.影像失真度指照片影像与被照体在大小、形态上的差异
C.影像的变形是同一物体的不同部分不等量放大的结果
D.标准的照片影像不应有失真度
E.影像的失真度取决于焦点、被照体及胶片(IP)三者间位置关系
第3题
有关影像失真度的概念,错误的是
A.影像的变形有放大变形、位置变形和形状变形
B.影像失真度指照片影像与被照体在大小、形态上的差异
C.影像的变形是同一物体的不同部分不等量放大的结果
D.标准的照片影像不应有失真度
E.影像的失真度取决于焦点、被照体及胶片(IP)三者间位置关系
第4题
A.照片影像与被照体在大小,形态上的差异,称为失真度
B.一张标准的优秀照片影像不应有任何的失真度
C.影像的变形是同一物体的不同部分,不等量放大的结果
D.影像的失大度取决于焦点(中心线),被照体及胶片三者间位置的关系
E.影像的变形有放大变形,位置变形和形状变形三种
第5题
关于影像变形,下列叙述不正确的是
A.可分为放大变形、位置变形和形状变形
B.远离胶片端放大变形程度高
C.X线中心线方向和角度对变形有较大影响
D.一般中心线应垂直于胶片
E.变形与被照体位置无关
第6题
关于影像变形叙述不正确的是
A、可分为放大变形、位置变形和形状变形
B、远离胶片端放大多
C、X线中心线方向和角度对变形有较大影响
D、一般中心线应垂直于胶片
E、变形与被照体位置无关
第7题
A.影像的变形,是同一物体的不同部分产生不等量放大的结果
B.被照体平行胶片时,放大变形最小
C.接近中心线并尽量靠近胶片时,影像的位置变形最小
D.中心射线射入点应通过被检部位,并垂直于胶片,此时影像的形状变形最小
E.以上都是错误的
第8题
A.标准的优秀照片影像不应有任何失真度
B.影像的变形是被照体不等量放大的结果
C.失真度与焦点、被照体及胶片三者间位置无关
D.位置变形不是影像的变形
E.放大变形不是影像的变形
第9题
A、标准的优质照片不应有任何失真度
B、影像的变形是被照体不等量放大的结果
C、失真度与焦点被照体及胶片三者间位置无关
D、位置变形不是影像的变形
E、放大变形不是影像的变形
第10题
关于X线影像放大的叙述,错误的是
A、影像的放大率M=S/G
B、焦-片距越大,影像放大就越大
C、X线摄影中焦点与胶片保持足够远的距离
D、心脏测量FFD要在200cm
E、影像放大率模糊值不应超过0.2mm
为了保护您的账号安全,请在“上学吧”公众号进行验证,点击“官网服务”-“账号验证”后输入验证码“”完成验证,验证成功后方可继续查看答案!