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  3. You can’t see it, smell it, or hear it, and people disagree on how precisely

You can’t see it, smell it, or hear it, and people disagree on how precisely

游客2023-08-07  43
问题     You can’t see it, smell it, or hear it, and people disagree on how precisely to define it, or where exactly it comes from. It isn’t a school subject or an academic discipline, but it can be learned. It is a quality that is required of artists, but it is also present in the lives of scientists and entrepreneurs. All of us benefit from it and we thrive mentally and spiritually when we are able to wield it. It is a delicate thing, easily stamped out; in fact, it flourishes most fully when people are playful and childlike. Meanwhile, it works best in conjunction with deep knowledge and expertise.
    This mysterious—but teachable—quality is creativity, the subject of a recently-published report by Durham Commission on Creativity and Education. The report concludes that creativity should not inhabit the school curriculum only as it relates to drama, music, art and other obviously creative subjects, but that creative thinking ought to run through all of school life, infusing (充满) the way humanities and natural sciences are learned.
    The authors, who focus on education in England, offer a number of sensible recommendations, some of which are an attempt to alleviate the uninspiring and fact-based approach to education that has crept into policy in recent years. When children are regarded as vessels to be filled with facts, creativity does not prosper; nor does it when teachers’ sole objective is coaching children towards exams. One suggestion from the commission is a network of teacher-led "creativity collaboratives", along the lines of existing maths hubs (中心) , with the aim of supporting teaching for creativity through the school curriculum.
    Nevertheless, it is arts subjects through which creativity can most obviously be fostered. The value placed on them by the independent education sector is clear. One only has to look at the remarkable arts facilities at Britain’s top private schools to comprehend this. But in the state sector the excessive focus on English, maths and science threatens to crush arts subjects; meanwhile, reduced school budgets mean diminishing extracurricular activities. There has been a 28.1% decline in students taking creative subjects at high schools since 2014, though happily, art and design have seen a recent increase.
    This discrepancy between state and private education is a matter of social justice. It is simply wrong and unfair that most children have a fraction of the access to choirs, orchestras, art studios and drama that their more privileged peers enjoy. As lives are affected by any number of looming challenges—climate crisis, automation in the workplace—humans are going to need creative thinking more than ever. For all of our sakes, creativity in education, and for all, must become a priority. [br] What is the conclusion of a recently-published report?
选项 A、Natural sciences should be learned the way humanities courses are.
B、Cultivation of creativity should permeate the entire school curriculum.
C、Art courses should be made compulsory for all students.
D、Students should learn more obviously creative subjects.
答案 B
解析 由题干中的conclusion和a recently-published report定位到第二段第一、二句。事实细节题。文章第二段第一句提到了a recently-published report，接着第二句提到，创造力不应该只存在于与戏剧、音乐、艺术和其他明显具有创造性的学科有关的学校课程中，创造性思维应该贯穿于整个学校生活，渗透到人文和自然科学的学习方法中。由此可知，培养创造力应该使其渗透到整个学校课程中去，故答案为B)。第二段第二句提到人文和自然科学的学习也应该包含创造力的培养，而并没有提到自然科学应该像人文学科一样学习，A)项混淆概念，故排除；该段提到现在创造力体现在学校的艺术课程中，但没有呼吁将艺术课程列为必修课，因此排除C)项；第二段第二句提到obviously creative subjects，但文章指的是创造力不应该只存在于与明显具有创造性的学科有关的学校课程中，说明学生已经在学习明显具有创造性的学科，D)项与文章意思不符，故排除。
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