完形填空 Colleges today often operate as machines for putting too many opportunities before already advantaged people. Our educational system focuses too much on helping students take the next step. But it does not give them adequate ___1___ in thinking about the substance of the lives toward which they are advancing. Many institutions today have ___2___ that it is an essential part of education to teach the young the art of choosing, and to train them to use ___3___ to decide which efforts deserve the investment of their lives. We spent many years teaching on a college campus, trying to help students struggling with their confusion. Eventually, we sought to address this problem ___4___, by designing a course intended to introduce the young to the art of choosing. The course begins with Plato’s “Gorgias” — a messy dialogue that turns on a(n) ___5___ over whether the pursuit of virtue or of pleasure is the way to a good life. The dialogue ends ___6___; no one is satisfied. But with remarkable regularity, it ___7___ the kind of thinking that students need to better understand the choices that shape their lives. Students’ first reaction to the “Gorgias” is disbelief, sometimes even horror. It is the dialogue’s ___8___ that alarms them: the idea that we can seriously argue about what represents the human good. Everything in their education has led them to believe that such arguments cannot bear fruit. Most students are ___9___ to discover this art of choosing. Learning to reason about happiness is as delightful as discovering that one’s voice can be made to sing. Why, then, do institutions ____10____ teach it In some cases, intelligence members are encouraged to ____11____ specialized research rather than thinking about the good life. In others, they share the belief that feeling is a more ____12____ guide to happiness than the mind. Colleges should self-consciously prioritize initiating students into a culture of ____13____ reflection on how to live. Doing so will hold them ____14____ performing their proper work: helping young people learn to give reasons for the choices that shape their lives and to ____15____ about the ends they pursue. 1．A．assistance B．protection C．recognition D．treatment 2．A．forgotten B．promised C．repeated D．responded 3．A．determination B．imagination C．memory D．reason 4．A．controversially B．effortlessly C．resistantly D．systematically 5．A．argument B．lecture C．performance D．session 6．A．automatically B．inconclusively C．indirectly D．unnecessarily 7．A．abuses B．awakens C．demonstrates D．echoes 8．A．assumption B．pattern C．progress D．variation 9．A．grateful B．quick C．reluctant D．shocked 10．A．commonly B．effectively C．rarely D．strictly 11．A．direct B．emphasize C．review D．sponsor 12．A．detailed B．formal C．qualified D．reliable 13．A．logical B．moral C．spiritual D．theoretical 14．A．eager for B．patient with C．responsible for D．skilled at 15．A．complain B．experiment C．que ... ...
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