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  3. Students of economics are in revolt again. This year, 65 groups of students from 30 countries established an International Stude

Students of economics are in revolt again. This year, 65 groups of students from 30 countries established an International Stude

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问题     Students of economics are in revolt again. This year, 65 groups of students from 30 countries established an International Student Initiative for Pluralism in Economics. In no other subject do students express such organised dissatisfaction with their teaching. It seems, however, to little lasting effect. Impermanence is inherent in student life: they don suits, collect their first salary and leave their complaints behind until the same gripes are rediscovered by a new group of 19-year-olds with similar naive hopes of changing the world. Still, recurrent dissatisfaction among both students and employers suggests they have a point.
    One cause of the problem is not specific to economics. Modern universities prize research above teaching, to a degree that would astonish people outside the system, who imagine its primary purpose is to educate the young. In reality, teaching ability plays a negligible role in university hiring, tenure and promotion decisions. Many academic staff regard teaching as a nuisance that gets in the way of their "own" work. If most students were not having such a good time outside the classroom, they would be angrier than they are. They should be.
    Students demand for more pluralism in the economics curriculum is well made. Yet much of the "heterodox economics" the Manchester students suggest including is flaky, the creation of people with their own political agenda, whether Marxist or neoliberal; or of those who cannot do the mathematics the dominant rational choice paradigm requires. Their professors reject the introduction of these alternative schemes for the same good reasons their science colleagues would reject phlogiston theory or creationism.     Yet teachers are mistaken in their conformity, to a single methodological approach—encapsulated in the claim that has taken hold in the past four decades that approaches not based on rational choice foundations are unscientific or "not economics". The need is not so much to teach alternative paradigms of economics as to teach that pragmatism, not paradigm, is the key to economic understanding.
    This eclecticism is reflected in the curriculum proposals. The subject of economics is not a method of analysis but a set of problems—the problems that drew students to the subject in the first place. The proper scope of economics is any and all ideas that bear usefully on these topics: just as the proper scope of medicine is any and all therapies that help the patient.
The last sentence of the third paragraph most probably implies that______.
选项 A、the students’ proposal is meaningless
B、the students’ proposal is impracticable
C、the professors are conservative
D、the professors are opposed to these alternative schemes
答案D
解析 根据题干关键词定位到第三段最后一句：Their professors reject the introductionof these alternative schemes for the same good reasons their science colleagues would rejectphlogiston theory or creationism。此句意为“他们的教授拒绝引入这些非传统课程，理由与理科教授会拒绝教授燃素论或神创论一样”。故D项“教授们反对这些备选方案”，符合题意，为正确答案。A项“学生们的提议是无意义的”和B项“学生们的提议没有可操作性”是对第三段第二句的误解。C项“教授们是保守的”属于推断过度，故排除。
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