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  3. An invisible border divides those arguing for computers in the classroom on the behalf of students’ career prospects and those a

An invisible border divides those arguing for computers in the classroom on the behalf of students’ career prospects and those a

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问题     An invisible border divides those arguing for computers in the classroom on the behalf of students’ career prospects and those arguing for computers in the classroom for broader reasons of radical educational reform. Very few writers on the subject have explored this distinction—indeed, contradiction—which goes to the heart of what is wrong with the campaign to put computers in the classroom.
    An education that aims at getting a student a certain kind of job is a technical education, justified for reasons radically different from why education is universally required by law. It is not simply to raise everyone’s job prospects that all children are legally required to attend school into their teens. Rather, we have a certain conception of the American citizen, a character who is incomplete if he cannot competently assess how his livelihood and happiness are affected by things outside of himself. But this was not always the case; before it was legally required for all children to attend school until a certain age, it was widely accepted that some were just not equipped by nature to pursue this kind of education. With optimism characteristic of all industrialized countries, we came to accept that everyone is fit to be educated. Computer-education advocates forsake this optimistic notion for a pessimism that betrays their otherwise cheery outlook. Banking on the confusion between educational and vocational reasons for bringing computers into schools, computered advocates often emphasize the job prospects of graduates over their educational achievement.
    There are some good arguments for a technical education given the right kind of student. Many European schools introduce the concept of professional training early on in order to make sure children are properly equipped for the professions they want to join. It is, however, presumptuous to insist that there will only be so many jobs for so many scientists, so many businessmen, so many accountants. Besides, this is unlikely to produce the needed number of every kind of professional in a country as large as ours and where the economy is spread over so many states and involves so many international corporations.
    But, for a small group of students, professional training might be the way to go since well-developed skills, all other factors being equal, can be the difference between having a job and not. Of course, the basics of using any computer these days are very simple. It does not take a lifelong acquaintance to pick up various software programs. If one wanted to become a computer engineer, that is, of course, an entirely different story. Basic computer skills take—at the very longest—a couple of months to learn. In any case, basic computer skills are only complementary to the host of real skills that are necessary to becoming any kind of professional. It should be observed, of course, that no school, vocational or not, is helped by a confusion over its purpose.
The belief that education is indispensable to all children________.
选项 A、is indicative of a pessimism in disguise
B、came into being along with the arrival of computers
C、is deeply rooted in the minds of computered advocates
D、originated from the optimistic attitude of industrialized countries
答案D
解析 本题关键词是education is indispensable to all children，问的是“所有孩子必须接受教育”这一观点是怎么回事。可以定位到第二段。根据第二段第五句话，With optimism characteristic of all industrialized countries, we came to accept that everyone is fit to be educated，可以得知人人都适合受教育的观念是源于工业化给国家带来的乐观主义精神。题干中的education is indispensable to all children (所有孩子必须接受教育)与原文everyone is fit to be educated(人人都适合受教育)是相同含义，因此，选项D正确。选项A正反混淆，因为文中指出主张计算机教育的人放弃人人都适合教育的观点，这和他们表面的乐观相矛盾，说明他们的乐观是伪装的，而不是悲观是伪装的。选项B也是正反混淆，第二段第六句话指出，倡导计算机教育的人们抛弃了这一乐观理念(forsake this optimistic notion)，由此可知，人人都适合受教育的观念(包含所有孩子必须接受教育的观念)产生在计算机到来之前。选项C仍然是正反混淆，倡导计算机教育的人们抛弃了(forsake)这一乐观理念，并非将其根植于心中(rooted in the minds)。
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