Part Four
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." Razitch's latest bock, 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. Without the ability to think critically, to defend their ideas and understand the ideas of others, they cannot fully participate in our democracy. Continuing along this path, says writer Earl Shorris, "We will become a second-rate country. We will have a less civil society."
"Intellect is resented as a form of power or privilege," writes historian and professor Richard Hofstadter in Anti-Intellectualism in American life, a Pulitzer Prize winning book on the roots of anti-intellectualism in US politics, religion, and education. From the beginning of our history, says Hofstadter, our democratic and populist urges have driven us to reject anything that smells of elitism. Practicality, common sense, and native intelligence have been considered more noble qualities than anything you could learn from a book.
Ralph Waldo Emerson and other Transcendentalist philosophers thought schooling and rigorous book learning put unnatural restraints on children: "We are shut up in schools and college recitation rooms for 10 or 15 years and come out at last with a bellyful of words and do not know a thing." Mark Twain's Huckleberry Finn exemplified American anti-intellectualism. Its hero avoids being civilized — going to school and learning to read — so he can preserve his innate goodness.
Intellect, according to Hofstadter, is different from native intelligence, a quality we reluctantly admire. Intellect is the critical, creative, and contemplative side of the mind. Intelligence seeks to grasp, manipulate, re-order, and adjust, while intellect examines, ponders, wonders, theorizes, criticizes and imagines.
School remains a place where intellect is mistrusted. Hofstadter says our country's educational system is in the grips of people who "joyfully and militantly proclaim their hostility to intellect and their eagerness to identify with children who show the least intellectual promise."
16. What do American parents expect their children to acquire in school?
[A] The habit of thinking independently. [B] Profound knowledge of the world.
[C] Practical abilities for future career. [D] The confidence in intellectual pursuits.
17. We can learn from the text that Americans have a history of ________.
[A] undervaluing intellect. [B] favoring intellectualism.
[C] supporting school reform. [D] suppressing native intelligence.
18. The views of Ravish and Emerson on schooling are ________.
[A] identical. [B] similar. [C] complementary. [D] opposite.
19. Emerson, according to the text, is probably ________.
[A] a pioneer of education reform. [B] an opponent of intellectualism.
[C] a scholar in favor of intellect. [D] an advocate of regular schooling.
20. What does the author think of intellect?
[A] It is second to intelligence. [B] It evolves from common sense.
[C] It is to be pursued. [D] It underlies power.
Unit 11 （2004） Part4
重點詞匯：
1. intellect （才學(xué)） 即intel=inter在…之間+lect選擇→在事情中善于選擇。Intellect distinguishes humans from other animals.人類與禽獸之別在于人具有思維能力 He was one of the most formidable intellects of his time.他是該時代的蓋世奇才
2. athlete?。ㄟ\動員,體育家） Most first-class footballers are natural athletes.多數(shù)一流的足球運動員都是天生的健將 athletics meeting 運動會
3. entertainer?。▽I(yè)演員）He’s a popular television entertainer.他是大眾喜愛的電視演員 動詞：entertain
4. entrepreneur?。ㄆ髽I(yè)家） He would not have successesd in such a risky businesss if he had not been such a clever entrepreneur.假若他不是那么精明強干的企業(yè)家，就不會在這樣冒險的事業(yè)中取得成功
5. symptom（征兆，表現(xiàn)） The doctor made his diagnosis after studying the patient's symptoms.醫(yī)生在研究病人的癥狀后, 作出了診斷 This demonstration was a symptom of discontent among the masses. 這次*表明民眾中有不滿情緒
6. pervasive （到處彌漫的，普遍的） the pervasive mood of passimism 普遍存在的悲觀情緒 Certainly TV is the most powerfull and pervasive of the media. 電視肯定是傳播媒介中大和最有滲透力的
7. distaste（厭惡） look at an advertisment with distaste. 厭惡地看某一則廣告 a distaste for violent sports 不喜歡劇烈運動
8. vulnerable（易受攻擊的，脆弱的） Young birds are very vulnerable to predators. 幼小的鳥易受到肉食動物的傷害
9. populist?。ㄆ矫裰髁x者） populist theories 平民主義的理論
10. elitism（精英統(tǒng)治論，優(yōu)越感） Many peoplee believe that private education encourages eleitism.許多人認為私人辦學(xué)可助長精英主義 Elitism almost inevitably insinuates itself in the minds of such people. 優(yōu)越感幾乎不可避免地潛入這樣一些人的頭腦中
11. rigorous（嚴格的，嚴厲的） rigorous discipline嚴明的紀律 rigorous attention to detail 一絲不茍
12. restraint （抑制，克制） throw off the restraints of convention 打破常規(guī)的限制 the restraints on the family budget of a limited income 有限的收入對家庭開支預(yù)算的約束
13. bellyful（滿肚子） I’ve had a bellyful of your complaints. 我已經(jīng)聽夠了你的怨言
14. exemplify （例證） This painting exemplifyies the artist’s early style.這幅畫是該畫家早期藝術(shù)風(fēng)格的典型
15. contemplative（沉思的） a contemplative person 深思熟慮的人
16. manipulate （[熟練地]操作，[巧妙地]處理）main=hand手。 Primitive man quickly learned how to manipulate tools.原始人很快學(xué)會了使用工具 She uses her charm to manipulate people. 她利用其魅力左右他人
17. ponder ???沉思，考慮） pondering on the meaning of life. 深深地思考人生的意義
18. theorize（建立理論，理論化） It’s a capital mistake to theorize before one has data.還未掌握數(shù)據(jù)就空談理論是個大錯
19. militantly（好戰(zhàn)的） 即milit=fight戰(zhàn)斗+ly。
20. hostility（敵意，敵對） 即host=guest+il+ity。 feelings of hostility敵對情緒 He needs an outlet for his frustration and hostilities. 他需要把心中的沮喪和怨恨發(fā)泄出來
難句分析：
① Razitch'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.
句子的主干是Razitch's latest book…traces the roots…。Left Back: A Century of Failed School Reforms是書的同位語，concluding引導(dǎo)的是狀語。
其中they指前面的schools;anything but 此處的意思是“決不，遠非”，counterbalance 的意思是“抗衡”,distaste的意思是“討厭”。注意concluding…后面的賓語從句中各個詞之間的肯定和否定關(guān)系。
② Encouraging kids to reject the life of the mind leaves them vulnerable to exploitation and control. Without the ability to think critically, to defend their ideas and understand the ideas of others, they cannot fully Participate in our democracy.
第一句話的謂語動詞是have，動名詞短語充當(dāng)了句子的主語。第二句話中的三個平行的動詞不定式to think, to defend, to understand 作ability 的后置定語。
③Intellect is resented as a form of power or privilege," writes historian and professor Richard Hofstadter in Anti-Intellectualism in American life, a Pulitzer Prize winning book on the roots of anti-intellectualism in US politics, religion, and education.
句子主干為一個直接引語，Intellect is resented as a form of power or privilege," writes historian and professor Richard Hofstadter后面連接的in Anti-Intellectualism in American life作狀語，斜體部分為書名，和Pulitzer Prize winning book為同位語。
④Hofstadter says our country's educational system is in the grips of people who "joyfully and militantly proclaim their hostility to intellect and their eagerness to identify with children who show the least intellectual promise."
本句的主干是Hofstadter says…，后面是says的賓語從句 our country's educational system is in the grips of people …其中people后面的who引導(dǎo)一個定語從句who "joyfully and militantly proclaim their hostility to intellect and their eagerness to identify with children…而children后面又有一個 who引導(dǎo)的定語從句。
試題解析：
本文的中心是關(guān)于美國人反對智慧，對孩子智慧的不夠重視。作者開宗明義地提出中心，接著通過舉例的寫作方法，列舉了教育學(xué)作家Doses Ravitch、歷史學(xué)家和教授Richard Hofstadter、作家Earl Shorris以及Ralph Waldo Emerson和其他的先驗主義哲學(xué)家對智慧的看法，從而論證智慧對孩子的教育重要性。
16. 【正確答案】 [C]
題干問：“美國父母希望們孩子在學(xué)校獲得的是什么？” 顯然作者在第1自然段就提出了孩子上學(xué)的目的是為了獲得實用的教育，之后在第2自然段第1句又重申了這一觀點，所以選項［C］“將來職業(yè)的實用能力”表達了此含義。而選項［A］“獨立思考的習(xí)慣”，［B］“世界的深奧知識”，［D］“對智能追求的自信”都與題意不符合。
17. 【正確答案】[A]
題干問：“我們從本文獲悉，美國人長期 ……” 顯然作者在第1自然段就提出了美國人不注重智慧，整篇文章在展開提供論據(jù)的過程中多次反復(fù)說明了這一觀念，所以選項［A］“不重視智慧”表達了此含義。而選項［B］“喜歡智力和知識”與［C］“支持學(xué)校的改革” 與原文信息相反，而［D］“壓抑先天的智能”與原文觀點不符合。
18. 【正確答案】 [D]
題干問：“Ravitch和Emerson對學(xué)校教育的觀點是 ……” 顯然作者在第2、3、4段提出了自己贊成的觀點來支持自己的觀點，而Ravitch屬于這類觀點。而在第5自然段提出了反方的觀點，即對智慧的反對觀點。所以選項［D］“相反的”表達了此含義。而選項［A］“相同的”，［B］“相似的，［C］“互補的”顯然不正確。
19. 【正確答案】[B]
題干問：“根據(jù)本文，Emerson可能是 ……” 顯然作者提倡學(xué)校改革，認為應(yīng)該把更多的精力放在智慧的追求中，反對學(xué)校注重實用能力的一般教育。Emerson作為作者反對的觀點的實例。所以選項［B］“智慧的反對者”表達了此含義。而選項［A］“教育改革的驅(qū)”，［C］“支持智能的學(xué)者，［D］“正規(guī)教育的倡導(dǎo)”都與題意不合。
20. 【正確答案】 [C]
題干問：“本文作者對智慧的觀念是什么？” 顯然作者在第1自然段就提出與大眾相反的觀點，即應(yīng)該追求智慧。在第2自然段最后一句又重申了這一思想。所以選項［C］“它應(yīng)該被追求”表達了此含義。而選項［A］“它的重要性次于智能”，［B］“它起源于常識”，［D］“它是權(quán)利的基礎(chǔ)”這些選項雖然使用了原文出現(xiàn)的某些支離破碎的表達，但是都與題意不符。
全文翻譯：
今天的美國人不很看重才學(xué)。我們的英雄不是學(xué)者而是運動員、演藝圈名星和企業(yè)家。即使是我們的學(xué)校也只是我們送孩子去接受實用教育的地方，而不是讓他們?yōu)榱酥R而去追求學(xué)問。學(xué)校里不難發(fā)現(xiàn)反智主義的普遍表現(xiàn)。
教育學(xué)作家戴安?萊維西說：“學(xué)校始終處于實用重于才學(xué)的社會之中?！薄皩W(xué)校本來可能是一種抵消的力量?！比R維西最新著作《落后：一個世紀的失敗學(xué)校改革》探索學(xué)校里反智主義傾向的根源，書中的結(jié)論是：美國學(xué)校絕沒有抵制美國人對才學(xué)追求的厭惡。
但學(xué)校是能夠并應(yīng)該做到這一點的。鼓勵孩子們排斥精神生活使得他們極易被利用和控制。如果不能批判地思考、不能捍衛(wèi)自己的思想、不能理解他人的思想，他們就不能充分地參與我們的民主。作家厄爾?紹利斯說，沿著這條路線發(fā)展下去，“我們將變?yōu)槎鲊摇Ｎ覀兊纳鐣⒉辉倌敲次拿?。?BR> 歷史學(xué)家兼教授理查德?霍夫斯塔特在《美國生活中的反智主義》中寫道：“才學(xué)被看作一種權(quán)利或特權(quán)而遭厭惡。”該書探討美國政治、宗教和教育中的反智主義的根源，曾獲普利策獎?；舴蛩顾卣f：自我們的歷史之初，我們對民主化和大眾化的渴望就驅(qū)使我們排斥任何帶有精英優(yōu)越論味道的東西。實用性、常識以及與生俱有的智力這些素質(zhì)一直被視作比可以從書本里學(xué)得的任何東西都高貴。
拉爾夫?瓦爾多?愛默生和其他一些先驗主義哲學(xué)家認為學(xué)校教育和嚴格的書本學(xué)習(xí)限制了孩子們的天性。“我們被關(guān)在中小學(xué)和大學(xué)的朗誦室里十年或十五年，最后出來滿肚子墨水，卻啥都不懂?！瘪R克?吐溫的小說《哈克貝利?芬》即是美國反智主義的例證。該書的主人公逃避教化——不上學(xué)和不學(xué)習(xí)讀書寫字——因此他才得以保住善良的天性。
按照霍夫斯塔特的觀點，才學(xué)不同于天生的智力，它是一種我們不太情愿去贊賞的品質(zhì)。才學(xué)是精神世界中的批評、創(chuàng)造和沉思的一面。智力尋求的是理解、運用、整合和調(diào)節(jié)，而才學(xué)是審視、思考、探究、形成理論、批判和想象。
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." Razitch's latest bock, 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. Without the ability to think critically, to defend their ideas and understand the ideas of others, they cannot fully participate in our democracy. Continuing along this path, says writer Earl Shorris, "We will become a second-rate country. We will have a less civil society."
"Intellect is resented as a form of power or privilege," writes historian and professor Richard Hofstadter in Anti-Intellectualism in American life, a Pulitzer Prize winning book on the roots of anti-intellectualism in US politics, religion, and education. From the beginning of our history, says Hofstadter, our democratic and populist urges have driven us to reject anything that smells of elitism. Practicality, common sense, and native intelligence have been considered more noble qualities than anything you could learn from a book.
Ralph Waldo Emerson and other Transcendentalist philosophers thought schooling and rigorous book learning put unnatural restraints on children: "We are shut up in schools and college recitation rooms for 10 or 15 years and come out at last with a bellyful of words and do not know a thing." Mark Twain's Huckleberry Finn exemplified American anti-intellectualism. Its hero avoids being civilized — going to school and learning to read — so he can preserve his innate goodness.
Intellect, according to Hofstadter, is different from native intelligence, a quality we reluctantly admire. Intellect is the critical, creative, and contemplative side of the mind. Intelligence seeks to grasp, manipulate, re-order, and adjust, while intellect examines, ponders, wonders, theorizes, criticizes and imagines.
School remains a place where intellect is mistrusted. Hofstadter says our country's educational system is in the grips of people who "joyfully and militantly proclaim their hostility to intellect and their eagerness to identify with children who show the least intellectual promise."
16. What do American parents expect their children to acquire in school?
[A] The habit of thinking independently. [B] Profound knowledge of the world.
[C] Practical abilities for future career. [D] The confidence in intellectual pursuits.
17. We can learn from the text that Americans have a history of ________.
[A] undervaluing intellect. [B] favoring intellectualism.
[C] supporting school reform. [D] suppressing native intelligence.
18. The views of Ravish and Emerson on schooling are ________.
[A] identical. [B] similar. [C] complementary. [D] opposite.
19. Emerson, according to the text, is probably ________.
[A] a pioneer of education reform. [B] an opponent of intellectualism.
[C] a scholar in favor of intellect. [D] an advocate of regular schooling.
20. What does the author think of intellect?
[A] It is second to intelligence. [B] It evolves from common sense.
[C] It is to be pursued. [D] It underlies power.
Unit 11 （2004） Part4
重點詞匯：
1. intellect （才學(xué)） 即intel=inter在…之間+lect選擇→在事情中善于選擇。Intellect distinguishes humans from other animals.人類與禽獸之別在于人具有思維能力 He was one of the most formidable intellects of his time.他是該時代的蓋世奇才
2. athlete?。ㄟ\動員,體育家） Most first-class footballers are natural athletes.多數(shù)一流的足球運動員都是天生的健將 athletics meeting 運動會
3. entertainer?。▽I(yè)演員）He’s a popular television entertainer.他是大眾喜愛的電視演員 動詞：entertain
4. entrepreneur?。ㄆ髽I(yè)家） He would not have successesd in such a risky businesss if he had not been such a clever entrepreneur.假若他不是那么精明強干的企業(yè)家，就不會在這樣冒險的事業(yè)中取得成功
5. symptom（征兆，表現(xiàn)） The doctor made his diagnosis after studying the patient's symptoms.醫(yī)生在研究病人的癥狀后, 作出了診斷 This demonstration was a symptom of discontent among the masses. 這次*表明民眾中有不滿情緒
6. pervasive （到處彌漫的，普遍的） the pervasive mood of passimism 普遍存在的悲觀情緒 Certainly TV is the most powerfull and pervasive of the media. 電視肯定是傳播媒介中大和最有滲透力的
7. distaste（厭惡） look at an advertisment with distaste. 厭惡地看某一則廣告 a distaste for violent sports 不喜歡劇烈運動
8. vulnerable（易受攻擊的，脆弱的） Young birds are very vulnerable to predators. 幼小的鳥易受到肉食動物的傷害
9. populist?。ㄆ矫裰髁x者） populist theories 平民主義的理論
10. elitism（精英統(tǒng)治論，優(yōu)越感） Many peoplee believe that private education encourages eleitism.許多人認為私人辦學(xué)可助長精英主義 Elitism almost inevitably insinuates itself in the minds of such people. 優(yōu)越感幾乎不可避免地潛入這樣一些人的頭腦中
11. rigorous（嚴格的，嚴厲的） rigorous discipline嚴明的紀律 rigorous attention to detail 一絲不茍
12. restraint （抑制，克制） throw off the restraints of convention 打破常規(guī)的限制 the restraints on the family budget of a limited income 有限的收入對家庭開支預(yù)算的約束
13. bellyful（滿肚子） I’ve had a bellyful of your complaints. 我已經(jīng)聽夠了你的怨言
14. exemplify （例證） This painting exemplifyies the artist’s early style.這幅畫是該畫家早期藝術(shù)風(fēng)格的典型
15. contemplative（沉思的） a contemplative person 深思熟慮的人
16. manipulate （[熟練地]操作，[巧妙地]處理）main=hand手。 Primitive man quickly learned how to manipulate tools.原始人很快學(xué)會了使用工具 She uses her charm to manipulate people. 她利用其魅力左右他人
17. ponder ???沉思，考慮） pondering on the meaning of life. 深深地思考人生的意義
18. theorize（建立理論，理論化） It’s a capital mistake to theorize before one has data.還未掌握數(shù)據(jù)就空談理論是個大錯
19. militantly（好戰(zhàn)的） 即milit=fight戰(zhàn)斗+ly。
20. hostility（敵意，敵對） 即host=guest+il+ity。 feelings of hostility敵對情緒 He needs an outlet for his frustration and hostilities. 他需要把心中的沮喪和怨恨發(fā)泄出來
難句分析：
① Razitch'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.
句子的主干是Razitch's latest book…traces the roots…。Left Back: A Century of Failed School Reforms是書的同位語，concluding引導(dǎo)的是狀語。
其中they指前面的schools;anything but 此處的意思是“決不，遠非”，counterbalance 的意思是“抗衡”,distaste的意思是“討厭”。注意concluding…后面的賓語從句中各個詞之間的肯定和否定關(guān)系。
② Encouraging kids to reject the life of the mind leaves them vulnerable to exploitation and control. Without the ability to think critically, to defend their ideas and understand the ideas of others, they cannot fully Participate in our democracy.
第一句話的謂語動詞是have，動名詞短語充當(dāng)了句子的主語。第二句話中的三個平行的動詞不定式to think, to defend, to understand 作ability 的后置定語。
③Intellect is resented as a form of power or privilege," writes historian and professor Richard Hofstadter in Anti-Intellectualism in American life, a Pulitzer Prize winning book on the roots of anti-intellectualism in US politics, religion, and education.
句子主干為一個直接引語，Intellect is resented as a form of power or privilege," writes historian and professor Richard Hofstadter后面連接的in Anti-Intellectualism in American life作狀語，斜體部分為書名，和Pulitzer Prize winning book為同位語。
④Hofstadter says our country's educational system is in the grips of people who "joyfully and militantly proclaim their hostility to intellect and their eagerness to identify with children who show the least intellectual promise."
本句的主干是Hofstadter says…，后面是says的賓語從句 our country's educational system is in the grips of people …其中people后面的who引導(dǎo)一個定語從句who "joyfully and militantly proclaim their hostility to intellect and their eagerness to identify with children…而children后面又有一個 who引導(dǎo)的定語從句。
試題解析：
本文的中心是關(guān)于美國人反對智慧，對孩子智慧的不夠重視。作者開宗明義地提出中心，接著通過舉例的寫作方法，列舉了教育學(xué)作家Doses Ravitch、歷史學(xué)家和教授Richard Hofstadter、作家Earl Shorris以及Ralph Waldo Emerson和其他的先驗主義哲學(xué)家對智慧的看法，從而論證智慧對孩子的教育重要性。
16. 【正確答案】 [C]
題干問：“美國父母希望們孩子在學(xué)校獲得的是什么？” 顯然作者在第1自然段就提出了孩子上學(xué)的目的是為了獲得實用的教育，之后在第2自然段第1句又重申了這一觀點，所以選項［C］“將來職業(yè)的實用能力”表達了此含義。而選項［A］“獨立思考的習(xí)慣”，［B］“世界的深奧知識”，［D］“對智能追求的自信”都與題意不符合。
17. 【正確答案】[A]
題干問：“我們從本文獲悉，美國人長期 ……” 顯然作者在第1自然段就提出了美國人不注重智慧，整篇文章在展開提供論據(jù)的過程中多次反復(fù)說明了這一觀念，所以選項［A］“不重視智慧”表達了此含義。而選項［B］“喜歡智力和知識”與［C］“支持學(xué)校的改革” 與原文信息相反，而［D］“壓抑先天的智能”與原文觀點不符合。
18. 【正確答案】 [D]
題干問：“Ravitch和Emerson對學(xué)校教育的觀點是 ……” 顯然作者在第2、3、4段提出了自己贊成的觀點來支持自己的觀點，而Ravitch屬于這類觀點。而在第5自然段提出了反方的觀點，即對智慧的反對觀點。所以選項［D］“相反的”表達了此含義。而選項［A］“相同的”，［B］“相似的，［C］“互補的”顯然不正確。
19. 【正確答案】[B]
題干問：“根據(jù)本文，Emerson可能是 ……” 顯然作者提倡學(xué)校改革，認為應(yīng)該把更多的精力放在智慧的追求中，反對學(xué)校注重實用能力的一般教育。Emerson作為作者反對的觀點的實例。所以選項［B］“智慧的反對者”表達了此含義。而選項［A］“教育改革的驅(qū)”，［C］“支持智能的學(xué)者，［D］“正規(guī)教育的倡導(dǎo)”都與題意不合。
20. 【正確答案】 [C]
題干問：“本文作者對智慧的觀念是什么？” 顯然作者在第1自然段就提出與大眾相反的觀點，即應(yīng)該追求智慧。在第2自然段最后一句又重申了這一思想。所以選項［C］“它應(yīng)該被追求”表達了此含義。而選項［A］“它的重要性次于智能”，［B］“它起源于常識”，［D］“它是權(quán)利的基礎(chǔ)”這些選項雖然使用了原文出現(xiàn)的某些支離破碎的表達，但是都與題意不符。
全文翻譯：
今天的美國人不很看重才學(xué)。我們的英雄不是學(xué)者而是運動員、演藝圈名星和企業(yè)家。即使是我們的學(xué)校也只是我們送孩子去接受實用教育的地方，而不是讓他們?yōu)榱酥R而去追求學(xué)問。學(xué)校里不難發(fā)現(xiàn)反智主義的普遍表現(xiàn)。
教育學(xué)作家戴安?萊維西說：“學(xué)校始終處于實用重于才學(xué)的社會之中?！薄皩W(xué)校本來可能是一種抵消的力量?！比R維西最新著作《落后：一個世紀的失敗學(xué)校改革》探索學(xué)校里反智主義傾向的根源，書中的結(jié)論是：美國學(xué)校絕沒有抵制美國人對才學(xué)追求的厭惡。
但學(xué)校是能夠并應(yīng)該做到這一點的。鼓勵孩子們排斥精神生活使得他們極易被利用和控制。如果不能批判地思考、不能捍衛(wèi)自己的思想、不能理解他人的思想，他們就不能充分地參與我們的民主。作家厄爾?紹利斯說，沿著這條路線發(fā)展下去，“我們將變?yōu)槎鲊摇Ｎ覀兊纳鐣⒉辉倌敲次拿?。?BR> 歷史學(xué)家兼教授理查德?霍夫斯塔特在《美國生活中的反智主義》中寫道：“才學(xué)被看作一種權(quán)利或特權(quán)而遭厭惡。”該書探討美國政治、宗教和教育中的反智主義的根源，曾獲普利策獎?；舴蛩顾卣f：自我們的歷史之初，我們對民主化和大眾化的渴望就驅(qū)使我們排斥任何帶有精英優(yōu)越論味道的東西。實用性、常識以及與生俱有的智力這些素質(zhì)一直被視作比可以從書本里學(xué)得的任何東西都高貴。
拉爾夫?瓦爾多?愛默生和其他一些先驗主義哲學(xué)家認為學(xué)校教育和嚴格的書本學(xué)習(xí)限制了孩子們的天性。“我們被關(guān)在中小學(xué)和大學(xué)的朗誦室里十年或十五年，最后出來滿肚子墨水，卻啥都不懂?！瘪R克?吐溫的小說《哈克貝利?芬》即是美國反智主義的例證。該書的主人公逃避教化——不上學(xué)和不學(xué)習(xí)讀書寫字——因此他才得以保住善良的天性。
按照霍夫斯塔特的觀點，才學(xué)不同于天生的智力，它是一種我們不太情愿去贊賞的品質(zhì)。才學(xué)是精神世界中的批評、創(chuàng)造和沉思的一面。智力尋求的是理解、運用、整合和調(diào)節(jié)，而才學(xué)是審視、思考、探究、形成理論、批判和想象。