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  3. "I see this as a vanguard in a revolution in education," said Prof. Lukasz Turski, a physicist with the Polish Academy of Scienc

"I see this as a vanguard in a revolution in education," said Prof. Lukasz Turski, a physicist with the Polish Academy of Scienc

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问题     "I see this as a vanguard in a revolution in education," said Prof. Lukasz Turski, a physicist with the Polish Academy of Sciences who lobbied the government to build the Copernicus Science Center, which opened in November.
    The idea is to overcome a view of the hard sciences as inferior to the arts and humanities, a lingering perception that is today hampering Poland’s efforts to advance. It is a concrete reminder of just how much history shapes and defines the present.
    Many nations have struggled to excite their children about math and science. But in Poland, it is different. In a nation that struggled to remain a nation even while it did not exist, geographically wiped off the map for more than a century, the arts proved to be a thread that bound generations of Poles together, preserving an identity and a rich language. The only form to create national identity was literature. So the humanities were important to Poland’s survival, while math and the sciences languished.     So lots of people just skipped math—a legacy that Poland’s fledgling high-tech sector is struggling with today. Dziennik Gazeta Prawna, a Polish daily newspaper, recently reported that job opportunities in these areas outnumbered applicants by 10 to 1.
    Economists say that Poland lags far behind other nations of comparable resources in patent applications, and that in 2012 Poland will probably lose out on European Union financing for research and development.
    "I am not qualified to be considered intelligentsia in this country," Professor Turski said, shouting with the enthusiasm of a man on a mission. "It is more important to sit and discuss Plato than to know how the chip in the computer works."
    The decision to make math studies optional was finally reversed this past May, Professor Turski said, part of a long, slow process of trying to persuade Poles to forge values relevant to the modern world, and to get past values that evolved in very different times.
    But that struggle is not just relevant to math, because it is essentially about reconstructing an identity free from suffering, free from occupation, free from the moral certainty that resistance is always the moral choice.
    It is not even clear, Professor Turski said, that there is a general understanding and agreement on the need to improve education in science and math, if for no other reason than to help propel Poland’s already successful post-cold-war economy.
    "The only way for this country to move forward is for it to educate its own people, and our politicians don’t understand this," Professor Turski said. "You cannot move a country without great ideas."
Which of the following will the author most probably agree?
选项 A、The governors of Poland are aware of the importance of education.
B、Poles have been inclined to obey rather than resist.
C、Poland’s economy has been stuck in stagnancy since 1990s.
D、Poles haven’t figured out the purpose of education in science.
答案D
解析 属观点推断题。从第九段内容可以判断，虽然波兰已开始发展自然科学教育，但很多人都不知道其中的原因，故选项D符合题意。选项A、B、C均犯了曲解文意的错误：文章最后一段指出波兰的政治家们并没有意识到教育是让国家前进发展的唯一方式，故选项A错误；文章第八段暗示出波兰人一直都倾向于抗拒发展自然科学，故选项B错误；文章第九段提到，波兰的经济在冷战结束后(1989年以后)一直很成功，而选项C恰好与此相反，故错误。
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