[填空题]The value of childhood is easily blurred in today’s world. Consider some recent developments: the child murderers in the Jonesboro. Schoolyard shooting case were convicted and sentenced. Two boys, 7 and 8, were charged in the murder of an Il-year-old girl in Chicago.
Children who commit horrible crimes appear to act of their own will. Yet, as legal proceedings in Jonesboro showed, the one boy who was able to address the court couldn’t begin to explain his acts, though he tried to apologize. There may have been a motive -- youthful jealousy and resentment. But a deeper question remains: why did these boys and others in similar trouble apparently lack any inner, moral restraint
That question echoes for the accused in Chicago, young as they are. They wanted the girl’s bicycle, a selfish impulse common enough among kids.
Redemption is a practical necessity. How can value be restored to young lives distorted by acts of violence The boys in Jonesboro and in Chicago wil

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[单项选择]Psychologists today recognize childhood as a separate stage of life which can only be understood in its own terms, and they wonder why the Western world took so long to see the folly of regarding children simply as small, inadequately socialized adults. Most psychologists, however, persist in regarding people 70 to 90 years old as though they were 35 years old who just happen to have white hair and extra leisure time. But old age is as fundamentally different from young adulthood and middle age as childhood is—a fact attested to by the organization of modern social and economic life. Surely it is time, therefore, to acknowledge that serious research into the unique psychology of advanced age has become indispensable.
Which one of the following principles, if established, would provide the strongest backing for the argument
A. Whenever current psychological practice conflicts with traditional attitudes toward people, those traditional attitudes should be changed to bring them in line with current psychological practice.
B. Whenever two groups of people are so related to each other that any member of the second group must previously have been a member of the first, people in the first group should not be regarded simply as deviant members of the second group.
C. Whenever most practitioners of a given discipline approach a particular problem in the same way, that uniformity is good evidence that all similar problems should also be approached in that way.
D. Whenever a society’s economic life is so organized that two distinct times of life are treated as being fundamentally different from one another, each time of life can be understood only in terms of its own distinct psychology.
E. (E) Whenever psychologists agree that a single psychology is inadequate for two distant age groups, they should be prepared to show that there are greater differences between the two age groups than there are between individuals in the same age group.

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Americans today don’t place a very high value on intellect. Our heroes are athletes, entertainers, and entrepreneurs, not scholars. Even our schools are where we send our children to get a practical education—not to pursue knowledge for the sake of knowledge. Symptoms of pervasive anti-intellectualism in our schools aren’t difficult to find.
"Schools have always been in a society where practical is more important than intellectual," says education writer Diane Ravitch. "Schools could be a counterbalance." Ravitch’s latest book, Left Back. A Century of Failed School Reforms, traces the roots of anti-intellectualism in our schools, concluding they are anything but a counterbalance to the American distaste for intellectual pursuits.
But they could and should be. Encouraging kids to reject the life of the mind leaves them vulnerable to exploitation
A. (A) The habit of thinking independently.
B. (B) Profound knowledge of the world.
C. (C) Practical abilities for future career.
D. (D) The confidence in intellectual pursuits.

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[简答题]Americans today don’t place a very high value on intellect. Our heroes are athletes, entertainers, and entrepreneurs, not scholars. (1) Even our schools are where we send our children to get a practical education—not to pursue knowledge for the sake of knowledge. Symptoms of pervasive anti-intellectualism in our schools aren’t difficult to find. "Schools have always been in a society where practical is more important than intellectual," says education writer Diane Ravitch. "Schools could be a counterbalance." Ravitch’s latest book, Left Back: A Century of Failed School Reforms, traces the roots of anti-intellectualism in our schools, concluding they are anything but a counterbalance to the American distaste for intellectual pursuits. But they could and should be. Encouraging kids to reject the life of the mind leaves them vulnerable to exploitation and control. (2) Without the ability to think critically, to defend their ideas and understand the ideas of oth

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