2021年06月六级第3套仔细阅读 Passage 1 原文翻译及答案解析

You can't see it, smell it, or hear it, and people disagree on how precisely to define it, or where exactly it comes from. It isn't a school subject or an academic discipline, but it can be learned. It is a quality that is required of artists, but it is also present in the lives of scientists and entrepreneurs. All of us benefit from it and we thrive mentally and spiritually when we are able to wield it. It is a delicate thing, easily stamped out; in fact, it flourishes most fully when people are playful and childlike. Meanwhile, it works best in conjunction with deep knowledge and expertise.

你无法看见、闻到或听见它，人们对其确切定义或来源也意见不一。它不是一门学校科目或学术学科，但可以被学习。它是艺术家所必需的品质，但也存在于科学家和企业家的生活中。我们所有人都从中受益，当我们能够运用它时，会在精神和灵性上茁壮成长。它是一种微妙的东西，很容易被扼杀；事实上，当人们具有玩乐和孩童般的心态时，它才能最充分地绽放。同时，它与深厚的知识和专业知识结合时效果最佳。

This mysterious-but teachable-quality is creativity, the subject of a recently-published report by Durham Commission on Creativity and Education; The report concludes that creativity-should not inhabit the school curriculum only as it relates to drama, music, art and other obviously creative subjects, but that creative thinking ought to run through all of school life, infusing (充满) the way humanities and natural sciences are learned.

这种神秘但可教的品质是创造力，它是达勒姆创造力与教育委员会最近发布的一份报告的主题。该报告总结道，创造力不应仅作为与戏剧、音乐、艺术和其他明显创造性科目相关的内容存在于学校课程中，而创造性思维应贯穿整个学校生活，融入人文和自然科学的学习方式中。

The authors, who focus on education in England, offer a number of sensible recommendations, some of which are an attempt to alleviate the uninspiring and fact-based approach to education that has crept into policy in recent years. When children are regarded as vessels to be filled with facts, creativity does not prosper; nor does it when teachers' sole objective is coaching children towards exams. One suggestion from the commission is a network of teacher-led "creativity collaboratives", along the lines of existing maths hubs.(中心), with the aim of supporting teaching for creativity through the school curriculum.

作者们专注于英国的教育，提出了许多合理的建议，其中一些旨在缓解近年来渗入政策的那种缺乏启发性的、以事实为基础的教育方法。当孩子们被视为需要填满事实的容器时，创造力不会繁荣；同样，当教师的唯一目标是指导孩子应试时，创造力也不会繁荣。委员会的一个建议是建立由教师主导的“创造力协作网络”，类似于现有的数学中心，目的是通过学校课程支持创造力教学。

Nevertheless, it is arts subjects through which creativity can most obviously be fostered. The value placed on them by the independent education sector is clear. One only has to look at the remarkable arts facilities at Britain's top private schools to comprehend this. But in the state sector the excessive focus on English, maths and science threatens to crush arts subjects; meanwhile, reduced school budgets mean diminishing extracurricular activities. There has been a 28.1% decline in students taking creative subjects at high schools since 2014, though happily, art and design have seen a recent increase.

然而，通过艺术科目可以最明显地培养创造力。独立教育部门对它们的重视是显而易见的。只需看看英国顶尖私立学校的卓越艺术设施就能理解这一点。但在公立部门，过度关注英语、数学和科学威胁到艺术科目的生存；同时，学校预算减少意味着课外活动减少。自2014年以来，高中生选修创造性科目的学生人数下降了28.1%，但令人高兴的是，艺术和设计最近有所增加。

This discrepancy between state and private education is a matter of social justice. It is simply wrong and unfair that most children have a fraction of the access to choirs, orchestras, art studios and drama that their more privileged peers enjoy. As lives are affected by any number of looming challenges-climate crisis, automation in the workplace-humans are going to need creative thinking more than ever. For all of our sakes, creativity in education, and for all, must become a priority.

公立和私立教育之间的这种差异是一个社会正义问题。大多数孩子只有他们更有特权的同龄人所享有的合唱团、管弦乐队、艺术工作室和戏剧的少量机会，这简直是错误和不公平的。随着生活受到众多迫近的挑战——气候危机、工作场所自动化——的影响，人类将比以往任何时候都更需要创造性思维。为了我们所有人，教育中的创造力，并为所有人，必须成为优先事项。