Symptoms of pervasive anti-Intellectualism in our schools aren't difficult to find. "Schools have always been in a society where practical is more important than intellectual," says education historian and writer Diane Ravitch "Schools could be a counterbalance." Ravitch's latest book. Left Back: A Century of Failed School Reforms. traces what she considers the roots of anti-Intellectualism in our schools. Schools, she concludes, are anything but a counterbalance to the American distaste for intellectual pursuits.
But they could and should be. When we encourage our children to reject the life of the mind, we leave 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. If we continue along this path, says writer Earl Shorris our nation will suffer. "We will become a second-rate country," he says. "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. Animosity toward intellectuals is in our country's DNA. 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, reorder, 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.Profound knowledge of the world.
B.Practical abilities for future career.
C.The habit of thinking independently.
D.The confidence in intellectual pursuits.
第1题
在心理咨询的教学、科研或写作等工作时,()。
A.不能引用真实案例
B.在引用案例时应保留求助者的重要信息,以提高资料的真实性和说服力
C.要对真实案例的情节作出改动
D.引用真实案例时,应隐去可辨认求助者的信息
第3题
A.心理咨询中的保密原则应该贯彻到底,哪怕发现求助者有危害自身或他人的情况
B.当与其他咨询师讨论求助者的情况时,为了工作,可暂时不保密
C.当采取咨询案例进行教学、科研、写作工作时,应隐去那些可能会据以辨认出求助者的有关信息
D.因为工作需要对咨询过程进行录音、录像时,可先不告诉求助者
第4题
A.心理咨询中的保密原则应该贯彻到底,哪怕发现求助者有危害自身或他人的情况时
B.当与其他咨询师讨论求助者的情况时,为了工作,可暂时不保密
C.当采取咨洵案例进行教学、科研、写作工作时,应隐去那些可能会据以辨认出求助者的有关信息
D.因为工作需要对咨询过程进行录音、录像时可先不告诉求助者
第6题
心理咨询师在求助者知情同意下进行的录音、录像()。
A.严格保密情况下保管
B.进行案例讨论
C.用于科研、写作
D.可用于以上各项
第7题
心理咨询师在求助者知情同意下进行的录音、录像()。
A.严格保密情况下保管
B.进行案例讨论
C.用于科研、写作
D.可用于以上各项
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