试题库在线考试题库-历年真题模拟试题及答案-考博英语在线试题测试中心-希赛网

考博英语

Power to grow depends upon need for others and plasticity. Both of these conditions are at their height in childhood and youth. Plasticity or the power to learn from experience means the formation of habits. Habits give control over the environment, power to utilize it for human purposes. Habits take the form both of habituation, or a general and persistent balance of organic activities with the surroundings, and of active capacities to readjust activity to meet new conditions. The former furnishes the background of growth; the latter constitute growing. Active habits involve thought, invention, and initiative in applying capacities to new aims. They are opposed to routine which marks an arrest of growth. Since growth is the characteristic of life, education is all one with growing; it has no end beyond itself. The criterion of the value of school education is the extent in which it creates a desire for continued growth and supplies means for making the desire effective in fact.

The concept of learning throughout life thus emerges as one of the keys to the twenty-first century. It goes beyond the traditional distinction between initial and continuing education. It meets the challenges posed by a rapidly changing world. This is not a new insight, since previous reports on education have emphasized the need for people to return to education in order to deal with new situations arising in their personal and working lives. That need is still felt and is even becoming stronger. The only way of satisfying it is for each individual to learn how to learn.But there is a further requirement: the far-reaching changes in the traditional patterns of life require of us a better understanding of other people and the world at large: they demand mutual understanding, peaceful interchange and, indeed, harmony—the very things that are most lacking in our world today.Having adopted this position, the Commission has put greater emphasis on one of the four pillars that it proposes and describes as the foundations of education: learning to live together, by developing an understanding of others and their history, traditions and spiritual values and, on this basis, creating a new spirit which guided by recognition of our growing interdependence and a common analysis of the risks and challenges of the future, would induce people to implement common projects or to manage the inevitable conflicts in an intelligent and peaceful way. Utopia, some might think, but it is a necessary Utopia, indeed a vital one if we are to escape from a dangerous cycle sustained by cynicism or by resignation.

The principle of the Education 2030 Framework for Action by UNESCO include: Education is a fundamental human right and an enabling right. To fulfil this right, countries must ensure universal equal access to inclusive and equitable quality education and learning, which should be free and compulsory, leaving no one behind. Education shall aim at the full development of the human personality and promote mutual understanding, tolerance, friendship and peace. Education is a public good, of which the state is the duty bearer. Education is a shared societal endeavor, which implies an inclusive process of public policy formulation and implementation. Civil society, teachers and educators, the private sector, communities, families, youth and children all have important roles in realizing the right to quality education. The role of the state is essential in setting and regulating standards and norms. Gender equality is inextricably linked to the right to education for all. Achieving gender equality requires a rights-based approach that ensures that girls and boys, women and men not only gain access to and complete education cycles, but are empowered equally in and through education.

Passage 3How is communication actually achieved? It depends, of course, either on a common language or on known conventions, or at least on the beginnings of these. But often, especially with original artists and thinkers, the problem is in one way that of creating a language, or creating a convention, or at least of developing the language and conventions to the point where they are capable of bearing his precise meaning. In literature, in music, in the visual arts, in the sciences, in social thinking, in philosophy, this kind of development has occurred again and again. It often takes a long time to get through, and for many people it will remain difficult. But we need never think that it is impossible; creative energy is much more powerful than we sometimes suppose. While a man is engaged in this struggle to say new things in new ways, he is usually more than ever concentrated on the actual work, and not on its possible audience. Many artists and scientists share this fundamental unconcern about the ways in which their work will be received.In this sense it is true that it is the duty of society to create conditions in which such men can live. For whatever the value of any individual contribution, the general body of work is of immense value to everyone. But of course things are not so formal, in reality. There is not society on the one hand and these individuals on the other. In ordinary living, and in his work, the contributor shares in the life of his society, which often affects him both in minor ways and in ways sometimes so deep that he is not even aware of them. His ability to make his work public depends on the actual communication system: the language itself, or certain visual or musical or scientific conventions, and the institutions through which the communication will be passed. The effect of these on his actual work can be almost infinitely variable. For it is not only a communication system outside him: it is also, however original he may be, a communication system which is in fact part of himself. Many contributors make active use of this kind of internal communication system. It is to themselves, in a way, that they first show their conceptions, play their music, present their arguments. If one mind has grasped it, then it may be open to other minds.The historian is also continually struck by the fact that men of this kind felt isolated at the very time when in reality they were beginning to get through. This can also be noticed in our own time, when some of the most deeply influential men feel isolated and even rejected. The society and the communication are there, but it is difficult to recognize them, difficult to be sure.61.Creative artists and thinkers achieve communication by ________.62.It can be inferred from the first paragraph that ________.63.A common characteristic of artists and scientists involved in creative work is that ________.64.According to the text, which of the following statements is NOT true?65.It is implied at the end of the text that highly original individuals feel isolated because they ________.

Work is a very important part of life in the United States. When the early Protestant immigrants came to this country, they brought the idea that work was the way to God and heaven. This attitude, the Protestant work ethic, still influences America today. Work is not only important for economic benefits, the salary, but also for social and psychological needs, the feeling of doing something for the good of the society. Americans spend most of their lives working, being productive. For most Americans, their work defines them; they are what they do. What happens, then when a person can no longer work?Most Americans stop working at age sixty-five or seventy and retire. Because work is such an important part of life in this culture, retirement can be very difficult. Retirees often feel that they are useless and unproductive. Of course, some people are happy to retire; but leaving one’s job, whatever it is a difficult change, even for those who look forward to retiring. Many retirees do not know how to use their time or they feel lost without jobs.Retirement can also bring financial problems. Many people rely on Social Security checks every month. During their working years, employees contribute a certain percentage of their salaries to the government. When people retire, they receive this money as income. These checks do not provide enough money to live on, however, because prices are increasing very rapidly. Senior citizens, those over sixty-five, have to have savings in the bank or other retirement plans to make ends meet. The rate of inflation is forcing prices higher each year; Social Security checks alone cannot cover Medicare (health care) and welfare (general assistance) but many senior citizens have to change their lifestyles after retirement. They have to spend carefully to be sure that they can afford to buy food, fuel, and other necessities.Of course, many senior citizens are happy with retirement. They have time to spend with their families or to enjoy their hobbies. Some continue to work part time; others do volunteer work. Some, like those in the Retired Business Executives Association, even help young people to get started in new business. Many retired citizens also belong to “Golden Age” groups. These organizations plan trips and social events. There are many opportunities for retirees.American society is only beginning to be concerned about the special physical and emotional needs of its senior citizens. The government is taking steps to ease the problem of limited income. They are building new housing, offering discounts in stores and museums and on buses, and providing other services, such as free courses, food service, and help with housework.Retired citizens are a rapidly growing percentage of the population. This part of the population is very important and we must respond to their needs. After all, every citizen will be a senior citizen some day.1.The early immigrants considered work ________.2.Why do Americans like working? Because working ________.3.We can safely put forward that retirees who ________.4.According to the passage the government ________.5.Which of the following is not steps taken for the benefit of senior citizens by the government?

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