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Passage 3

Opinion poll surveys show that the public see scientists in a rather unflattering

light.

Commonly, the scientist is also seen as being male. It is true that most scientists

are

male,

but

the

picture

of

science

as

a

male

activity

may

be

a

major

reason

why

fewer girls than boys opt for science, except when it comes to biology, which is seen

as

“

female.

”

The

image

most

people

have

of

science

and

scientists

comes

from

their

own

experience of school science, and from the mass media. Science teachers themselves

see

it

as

a

problem

that

so

many

school

pupils

find

school

science

an

unsatisfying

experience, though over the last few years more and more pupils, including girls, have

opted for science subjects.

In spite of excellent documentaries, and some good popular science magazines,

scientific

stories

in

the

media

still

usually

alternate

between

miracle

and

scientific

threat.

The

popular

stereotype

of

science

is

like

the

magic

of

fairy

tales:

it

has

potential

for

enormous

good

or

awful

harm.

Popular

fiction

is

full

of

“

good

”

scientists saving the world, and

“

mad

”

scientists trying to destroy it.

From all the many scientific stories which might be given media treatment, those

which are chosen are usually those which can be framed in terms of the usual news

angles: novelty, threat, conflict or the bizarre. The routine and often tedious work of

the

scientist

slips

from

view,

to

be

replaced

with

a

picture

of

scientists

forever

offending public moral sensibilities (as in embryo research), threatening public health

(as

in

weapons

research),

or

fighting

it

out

with

each

other

(in

giving

evidence

at

public enquiries such as those held on the issues connected with nuclear power).

The mass media also tends to over-personalize scientific work, depicting it as the

product

of

individual

genius,

while

neglecting

the

social

organization

which

makes

scientific work possible. A further effect of this is that science comes to be seen as a

thing in itself: a kind of unpredictable force; a tide of scientific progress.

It is no such thing, of course. Science is what scientists do; what they do is what

a particular kind of society facilitates, and what is done with their work depends very

much on who has the power to turn their discoveries into technology, and what their

interests are.

31. According to the passage, ordinary people have a poor opinion of science and

scientists partly because ______.

A) of the misleading of the media

B) opinion polls are unflattering

C) scientists are shown negatively in the media

D) science is considered to be dangerous

32.. Fewer girls than boys study science because ______.

A) they think that science is too difficult

B) they are often unsuccessful in science at school

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C) science is seen as a man

’

s job

D) science is considered to be tedious

33. Media treatment of science tends to concentrate on _____.

A) the routine, everyday work of scientists

B) discoveries that the public will understand

C) the more sensational aspects of science

D) the satisfactions of scientific work

34.

According

to

the

author,

over-personalization

of

scientific

work

will

lead

science

A) isolation from the rest of the world

B) improvements on school system

C) association with

“

femaleness

”

D) trouble in recruiting young talent

ing to the author, what a scientist does _______.

A) should be attributed to his individual genius

B) depends on the coordination of the society

C) shows his independent power

D) is unpredictable

The

tendency

to

look

for

some

outside

group

to

blame

for

our

misfortunes

is

certainly common and it is often sustained by social prejudice. There seems to be little

doubt that one of the principal causes of prejudice is fear: in particular the fear that the

interests of our own group are going to be endangered by the actions of another. This

is

less

likely

to

be

the

case

in

a

stable,

relatively

unchanging

society

in

which

the

members

of

different

social

and

occupational

groups

know

what

to

expect

of

each

other, and know what to expect for themselves. In times of rapid racial and economic

change,

however,

new

occupations

and

new

social

roles

appear,

and

people

start

looking jealously at each other to see whether their own group is being left behind.

Once prejudice develops, it is hard to stop, because there are often social forces

at

work

which

actively

encourage

unfounded

attitudes

of

hostility

and

fear

towards

other groups. One such force is education: We all know that children can be taught

history in

such a way as to

perpetuate old

hatred and old

prejudices between racial

and

political

groups.

Another

social

influence

that

has

to

be

reckoned

with

is

the

pressure of public opinion. People often think and act differently in groups from the

way they would do as individuals. It takes a considerable effort of will, and often calls

for great courage, to stand out against one

’

s fellows and insist that they are wrong.

Why is it that we hear so much more about the failures of relationships between

communities

than

we

do

about

the

successes?

I

am

afraid

it

is

partly

due

to

the

increase in communication which radio, television and the popular press have brought

about.

In

those

countries

where

the

media

of

mass

communication

are

commercial

enterprises, they tend to measure success by the size of their audience; and people are

more likely to buy a newspaper, for instance, if their attention is caught by something

dramatic, something sensational, or something that arouses their anxiety. The popular

press

flourishes

on

“

scare

headlines

”

,

and

popular

orators,

especially

if

they

are

politicians addressing a relatively unsophisticated audience, know that the best way to