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In the early 20th century, few things were more appealing than the promise of scientific knowledge. In a world struggling with rapid industrialization, science and technology seemed to offer solutions to almost every problem. Newly created state colleges and universities devoted themselves almost entirely to scientific, technological, and engineering fields. Many Americans came to believe that scientific certainty could not only solve scientific problems, but also reform politics, government, and business. Two world wars and a Great Depression rocked the confidence of many people that scientific expertise alone could create a prosperous and ordered world. After World War Ⅱ, the academic world turned with new enthusiasm to humanistic studies, which seemed to many scholars the best way to ensure the survival of democracy. American scholars fanned out across much of the world—with support from the Ford Foundation, the Fulbright program, etc.—to promote the teaching of literature and the arts in an effort to make the case for democratic freedoms.
In the America of our own time, the great educational challenge has become an effort to strengthen the teaching of what is now known as the STEM disciplines (science, technology, engineering, and math). There is considerable and justified concern that the United States is falling behind much of the rest of the developed world in these essential disciplines. India, China, Japan, and other regions seem to be seizing technological leadership.
At the same time, perhaps inevitably, the humanities—while still popular in elite colleges and universities—have experienced a significant decline. Humanistic disciplines are seriously underfunded, not just by the government and the foundations but by academic institutions themselves. Humanists are usually among the lowest-paid faculty members at most institutions and are often lightly regarded because they do not generate grant income and because they provide no obvious credentials (资质) for most nonacademic careers.
Undoubtedly American education should train more scientists and engineers. Much of the concern among politicians about the state of American universities today is focused on the absence of “real world” education—which means preparation for professional and scientific careers. But the idea that institutions or their students must decide between humanities and science is false. Our society could not survive without scientific and technological knowledge. But we would be equally impoverished (贫困的) without humanistic knowledge as well. Science and technology teach us what we can do. Humanistic thinking helps us understand what we should do.
It is almost impossible to imagine our society without thinking of the extraordinary achievements of scientists and engineers in building our complicated world. But try to imagine our world as well without the remarkable works that have defined our culture and values. We have always needed, and we still need, both.
52. In the early 20th century Americans believed science and technology could _______.
[A] solve virtually all existing problems [C] help raise people’s living standards
[B] quicken the pace of industrialization [D] promote the nation’s social progress
53. Why did many American scholars become enthusiastic about humanistic studies after World WarⅡ?
[A] They wanted to improve their own status within the current education system.
[B] They believed the stability of a society depended heavily on humanistic studies.
[C] They could get financial support from various foundations for humanistic studies.
[D] They realized science and technology alone were no guarantee for a better world.
54. Why are American scholars worried about education today?
[A] The STEM subjects are too challenging for students to learn.
[B] Some Asian countries have overtaken America in basic sciences.
[C] America is lagging behind in the STEM disciplines.
[D] There are not enough scholars in humanistic studies.
55. What accounts for the significant decline in humanistic studies today?
[A] Insufficient funding. [C] Shortage of devoted faculty.
[B] Shrinking enrollment. [D] Dim prospects for graduates.
56. Why does the author attach so much importance to humanistic studies?
[A] They promote the development of science and technology.
[B] They help prepare students for their professional careers.
[C] Humanistic thinking helps define our culture and values.
[D] Humanistic thinking helps cultivate students’ creativity.
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