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单选题
Education for education’s sake was probably opposed by ______.
A
scholars in the Renaissance period
B
Jill Kerr Conway
C
scholars in the Dark Ages
D
Plato
参考答案
参考解析
解析：
分析推理题。短本文第二段论述了文艺复兴时期的人文主义者的教育观点。他们认为，知识的传授不需要宗教、社会、经济或政治理由，其目的仅仅是将知识整体代代传承下去。还引用Erasmus和John Dewey的话，说明教育的目的就是教育本身。而由该段首句可知，柏拉图是反对这种观点的，故D项为正确答案。由该段第二句的前半句可知，人们认为人文知识（classical learning）在“黑暗时代”消失了，并不能推知这一时代的学者是否反对“为教育而教育”的观点。
分析推理题。短本文第二段论述了文艺复兴时期的人文主义者的教育观点。他们认为，知识的传授不需要宗教、社会、经济或政治理由，其目的仅仅是将知识整体代代传承下去。还引用Erasmus和John Dewey的话，说明教育的目的就是教育本身。而由该段首句可知，柏拉图是反对这种观点的，故D项为正确答案。由该段第二句的前半句可知，人们认为人文知识（classical learning）在“黑暗时代”消失了，并不能推知这一时代的学者是否反对“为教育而教育”的观点。
更多 “单选题Education for education’s sake was probably opposed by ______.A scholars in the Renaissance periodB Jill Kerr ConwayC scholars in the Dark AgesD Plato” 相关考题
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以下位置算符检索中,哪项不属于Education (2N) school 的检索结果( )
A、Education schoolB、school of EducationC、Educationofthecountryside schoolD、Education andmusic school
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Text 3 The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike progress in both area is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher productivity and, as a result, radically higher standards of living.Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its pre-bubble peak. The U.S. workforce was derided as poorly educated and one of primary cause of the poor U.S. economic performance. Japan was, and remains, the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese countere pants a result of the training that U.S. workers received on the job.More recently, while examing housing construction, the researchers discovered that illiterate, non-English- speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry’s work.What is the real relationship between education and economic development? We have to suspect that continuing economic growth promotes the development of education even when governments don’t force it. After all, that’s how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn’t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.As education improved, humanity’s productivity potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn’t constrain the ability of the developing world’s workforce to substantially improve productivity for the forested future. On the contrary, constraints on improving productivity explain why education isn’t developing more quickly there than it is.31. The author holds in paragraph 1 that the important of education in poor countries ___________.[A] is subject groundless doubts[B] has fallen victim of bias[C] is conventional downgraded[D] has been overestimated
考题
Text2With the extension of democratic rights in the first half of the nineteenth century and the ensuing decline of the Federalist establishment, a new conception of education began to emerge.Education was no longer a confirmation of a preexisting status, but an instrument in the acquisition of higher status.For a new generation of upwardly mobile students, the goal of education was not to prepare them to live comfortably in the world into which they had been born, but to teach them new virtues and skills that would propel them into a different and better world.Education became training; and the student was no longer the gentlemaninwaiting, but the journeyman apprentice for upward mobility.In the nineteenth century a college education began to be seen as a way to get ahead in the world.The founding of the landgrant colleges opened the doors of higher education to poor but aspiring boys from nonAngloSaxon, workingclass and lowermiddleclass backgrounds.The myth of the poor boy who worked his way through college to success drew millions of poor boys to the new campuses.And with this shift, education became more vocational: its object was the acquisition of practical skills and useful information.For the gentlemaninwaiting, virtue consisted above all in grace and style, in doing well what was appropriate to his position; education was merely a way of acquiring polish.And vice was manifested in gracelessness, awkwardness, in behaving inappropriately, discourteously, or ostentatiously.For the apprentice, however, virtue was evidenced in success through hard work.The requisite qualities of character were not grace or style, but drive, determination, and a sharp eye for opportunity.While casual liberality and even prodigality characterized the gentleman, frugality, thrift, and selfcontrol came to distinguish the new apprentice.And while the gentleman did not aspire to a higher station because his station was already high, the apprentice was continually becoming, striving, struggling upward.Failure for the apprentice meant standing still, not rising.第26题：Which of the following is true according to the first paragraph?［A］ Democratic ideas started with education.［B］ Federalists were opposed to education.［C］ New education helped confirm people’s social status.［D］ Old education had been in tune with hierarchical society.
考题
根据下列文章，回答31～35题。The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike. Progress in both areas is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because building new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radically higher productivity and, as a result, radically higher standards of living.Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its prebubble peak, the U.S. workforce was derided as poorly educated and one of the primary cause of the poor U.S. economic performance. Japan was, and remains, the global leader in automotiveassembly productivity. Yet the research revealed that the U.S. factories of Honda, Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts—a result of the training that U.S. workers received on the job.More recently, while examining housing construction, the researchers discovered that illiterate, non-English-speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry’s work.What is the real relationship between education and economic development? We have begun to suspect that continuing economic growth promotes the development of education even when governments don’t force it. After all, that’s how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn’t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.As education improved, humanity’s productivity potential increased as well. When the competitive environment pushed our ancestors to achieve that potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn’t constrain the ability of the developing world’s workforce to substantially improve productivity for the foreseeable future. On the contrary, constraints on improving productivity explain why education isn’t developing more quickly there than it is.第 31 题 The author holds in paragraph 1 that the importance of education in poor countriesA．is subject to groundless doubts.B．has fallen victim of bias.C．is conventionally downgraded.D．has been overestimated.
考题
Education for education's sake was probably opposed by[A] scholars in the Renaissance period.[B] Jill Ker Conway.[C] scholars in the Dark Ages.[D] Plato.
考题
It can be said that the education of parents play important roles in the children's growth.
A.Wrong.B.Right.
考题
in britain，children from the age of 5 to 16_______________.A. can not receive free education at all.B. can legally receive partly free education.C. can not receive free education if their parents are rich.D. can legally receive completely free education.
考题
Parents play a very important __________ in their children's education.
A、classmateB、offerC、ripeD、role
考题
According to the passage, one important change in United States education by the 1920's was that ______.A) most places required children to attendB) the amount of time spent on formal education was limitedC) new regulations were imposed on nontraditional educationD) adults and children studied in the same classes
考题
Which of the following is true according to the first paragraph?［A］ Democratic ideas started with education.［B］ Federalists were opposed to education.［C］ New education helped confirm people’s social status.［D］ Old education had been in tune with hierarchical society.
考题
Passage 2
Teacher education provided by U．S． colleges and universities has been routinely criticized sinceits inception in the early nineteenth century, sometimes deservedly． These programs, likenon-university programs, are uneven in quality and can be improved． What makes today′ s criticismsdifferent is an aggressive effort by advocacy groups, and self-proclaimed educational entrepreneursto deregulate the preparation of teachers, and to expand independent, alternative routes intoteaching．
This effort to "disrupt" the field of teacher preparation in the United States has gainedconsiderable momentum and legitimacy, with venture capitalists, philanthropy, and the U．S．
Department of Education all providing sponsorship and substantial funding．
The strength of this effort is that the United States may quickly seek to dismantle its universitysystem and replace much of it with independent, private programs． The resulting system of teacherpreparation may differ dramatically in its government, structure, content, and processes movingaway from its current location alongside legal, medical, and other professional preparation that pairsacademic degrees with professional training．
Throughout the nation, states are reporting teacher shortages in particular subject areas andgeographical locations, and several states have either passed legislation to lower the standards forbecoming a teacher or, like the state of Washington, have looked toward expanding the number ofteacher education providers to try to fill teaching vacancies． The federal government has contributedto the push to lower standards for becoming a teacher with the Teacher Preparation Academy
provision in the new K-12 education law, the Every Student Succeeds Act, which encourages statesto expand the number of independent programs not associated with colleges and universities．
Because of the increasing tuition rates, a consequence in part, of cuts in funding to publicuniversities that continue to educate most U．S． teachers, enrollments in college and universityteacher education programs have declined in many parts of the country． Independent teachereducation programs are being viewed by some as an important part of the solution in staffing thenation′s classrooms and addressing our serious and enduring problems in education inequities．
Additionally, advocacy groups, philanthropists, and so-called education entrepreneurs are workingaggressively to expand these independent alternative routes into teaching．
Given the seriousness of the teacher shortage problem in the United States and the substantialmedia attention that has been given to independent teacher education programs as the solution toteacher shortages and education inequities, policy makers should very carefully examine theevidence that exists about the nature and impact of these relatively new programs that are rapidlyexpanding while university teacher education enrollments decline．
Which of the following is true of the independent teacher education programs
A.They are initiated to deal with teacher shortages and education inequities．
B.They aimed to raise the standards of teacher education programs．
C.They compete with the university teacher education programs．
D.They can replace the university teacher education programs．
考题
Passage 2
Teacher education provided by U．S． colleges and universities has been routinely criticized sinceits inception in the early nineteenth century, sometimes deservedly． These programs, likenon-university programs, are uneven in quality and can be improved． What makes today′ s criticismsdifferent is an aggressive effort by advocacy groups, and self-proclaimed educational entrepreneursto deregulate the preparation of teachers, and to expand independent, alternative routes intoteaching．
This effort to "disrupt" the field of teacher preparation in the United States has gainedconsiderable momentum and legitimacy, with venture capitalists, philanthropy, and the U．S．
Department of Education all providing sponsorship and substantial funding．
The strength of this effort is that the United States may quickly seek to dismantle its universitysystem and replace much of it with independent, private programs． The resulting system of teacherpreparation may differ dramatically in its government, structure, content, and processes movingaway from its current location alongside legal, medical, and other professional preparation that pairsacademic degrees with professional training．
Throughout the nation, states are reporting teacher shortages in particular subject areas andgeographical locations, and several states have either passed legislation to lower the standards forbecoming a teacher or, like the state of Washington, have looked toward expanding the number ofteacher education providers to try to fill teaching vacancies． The federal government has contributedto the push to lower standards for becoming a teacher with the Teacher Preparation Academy
provision in the new K-12 education law, the Every Student Succeeds Act, which encourages statesto expand the number of independent programs not associated with colleges and universities．
Because of the increasing tuition rates, a consequence in part, of cuts in funding to publicuniversities that continue to educate most U．S． teachers, enrollments in college and universityteacher education programs have declined in many parts of the country． Independent teachereducation programs are being viewed by some as an important part of the solution in staffing thenation′s classrooms and addressing our serious and enduring problems in education inequities．
Additionally, advocacy groups, philanthropists, and so-called education entrepreneurs are workingaggressively to expand these independent alternative routes into teaching．
Given the seriousness of the teacher shortage problem in the United States and the substantialmedia attention that has been given to independent teacher education programs as the solution toteacher shortages and education inequities, policy makers should very carefully examine theevidence that exists about the nature and impact of these relatively new programs that are rapidlyexpanding while university teacher education enrollments decline．
What measures have been taken by some states to deal with their teacher shortages
A.To increase the number of qualified teachers．
B.To increase funds for teacher education programs．
C.To expand non-university teacher education programs．
D.To establish the baseline of teacher education programs．
考题
Text 3 The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike.Progress in both area is undoubtedly necessary for the social,political and intellectual development of these and all other societies;however,the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong.We are fortunate that is it,because building new educational systems there and putting enough people through them to improve economic performance would require two or three generations.The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radically higher productivity and,as a result,radically higher standards of living.Ironically,the first evidence for this idea appeared in the United States.Not long ago,with the country entering a recessing and Japan at its pre-bubble peak.The U.S.workforce was derided as poorly educated and one of the primary cause of the poor U.S.economic performance.Japan was,and remains,the global leader in automotive-assembly productivity.Yet the research revealed that the U.S.factories of Honda,Nissan,and Toyota achieved about 95 percent of the productivity of their Japanese counterparts--a result of the training that U.S.workers received on the job.More recently,while examining housing construction,the researchers discovered that illiterate,non-English-speaking Mexican workers in Houston,Texas,consistently met best-practice labor productivity standards despite the complexity of the building industry's work.What is the real relationship between education and economic development?We have to suspect that continuing economic growth promotes the development of education even when governments don't force it.After all,that's how education got started.When our ancestors were hunters and gatherers 10,000 years ago,they didn't have time to wonder much about anything besides finding food.Only when humanity began to get its food in a more productive way was there time for other things.As education improved,humanity's productivity potential increased as well.When the competitive environment pushed our ancestors to achieve that potential,they could in turn afford more education.This increasingly high level of education is probably a necessary,but not a sufficient,condition for the complex political systems required by advanced economic performance.Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education.A lack of formal education,however,doesn't constrain the ability of the developing world's workforce to substantially improve productivity for the foreseeable future.On the contrary,constraints on improving productivity explain why education isn't developing more quickly there than it is.33.A major difference between the Japanese and U.S workforces is that__________.A.the Japanese workforce is better disciplined
B.the Japanese workforce is more productive
C.the U.S workforce has a better education
D.the U.S workforce is more organize
考题
以下位置算符检索中，哪项不属于Education（2w）school 的检索结果（）A、Education schoolB、Education of the countryside schoolC、Education schoolsD、Education and music school
考题
单选题The writer probably agrees that ______.A
teachers can take control of students’ learningB
exam results depend a lot on now technologyC
technology in education has a bright futureD
note-taking is as helpful as video-watching
考题
单选题The first paragraph implies that ______.A
there is a conflict between laws and public opinions on the purpose of education.B
the moral purpose of education varies in form with the social situation.C
Greeks and the medieval Church had the same moral purpose in education.D
the moral purpose of education is to advocate religious beliefs.
考题
问答题◆Topic 8: Is education Losing its Value? Questions for reference: 1. Some people think that this increased access to education is devaluing degrees. What’s your point of view? 2. What can the degrees bring to people? 3. Do you think it’s necessary to have increased emphasis on degrees in our society? Why?
考题
单选题When the author uses the automobile industry as an example, she argues that ______.A
Japan’s auto industry is exceeding America’s auto industryB
the public schooling has stagnated because of competitionC
the current American education system is better than the Japanese oneD
competition must be introduced into the public education system
考题
多选题Although eighteenth-century English society as a whole did not encourage learning for its own sake in women, it illogically ______ women’s sad lack of education.AdecriedBpostulatedCcriticizedDtoleratedEvauntedFlegitimized
考题
单选题It is Du Bois’s belief that ______.A
the blacks have a priority in terms of education.B
higher education should be free for all races.C
everyone has an equal right to education.D
development in education should be gradual.
考题
问答题Top colleges and universities are rushing into online education, but the big news is the proliferation of a new breed of for-profit online institutions bringing Internet education to the masses. “The Internet will probably be the single most democratizing force in education,” says Columbia Business School Dean Meyer Feldberg, who envisions educational programs being routed through the Net to hundreds of millions of people. The largest online institution is the University of Phoenix (http://onl.uophx.edu/), with some 6, 000 students today and hopes of reaching 200, 000 students in 10 years. The University offers bachelor’s, master’s, and doctoral degrees in business management, technology, education and nursing. The institution boasts that if you’re a student “you can earn your degree via the Internet whenever and wherever you want.” The University notes that its degree programs cost far less and may take some students far less time to complete. On the other hand, a Business Week survey of 247 companies found that only a handful would consider hiring applicants who earned their MBA degrees online. Whether that will change as for-profit online universities improve their offerings—and graduates prove their worth—is anyone’s guess.
考题
问答题People with less education, for instance were more likely to report education regret.
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