单选题 .  Students of economics are in revolt (造反) again. This year, 65 groups of students from 30 countries established an International Student Initiative for Pluralism (多元化) in Economics. In no other subject do students express such organized dissatisfaction with their teaching. It seems, however, to little lasting effect. Temporality is inherent in student life: they don suits, collect their first salary and leave their complaints behind until the same complaints 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. Modem 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 bit role in university hiring and promotion decisions. Many academic staff regard teaching as a trouble 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. Their professors reject the introduction of these alternative schemes.
    Yet teachers are mistaken in their conformity, to a single methodological approach—concluded 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 setting. 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.1.  Judging from the context, what does the word "don" (Para. 1) mean? ______
【正确答案】 B
【答案解析】[参考译文] 经济学专业的学生们又一次造反了。今年,来自30个国家的65个学生团体倡导了“国际学生经济学多元化倡议行动”。任何其他学科的学生们都没有如此有组织地表达过对教学的不满。然而,这种运动似乎没什么持久影响。学生生活本质上就是暂时的:他们穿上西服,拿到自己的第一份薪水,就将过去的抱怨抛之脑后,直到新一批同样怀抱改变世界的天真愿望的19岁的年轻人再次生出同样的牢骚为止。不过,学生和雇主们的抱怨周期性爆发,表明他们的抱怨有一定道理。
   导致这种问题的原因之一并非经济学所特有。现代大学对研究的重视程度高于教学,甚至到了让外人吃惊的地步——人们本以为大学的主要目的就是教育年轻人。但在现实中,教学能力在大学招聘和晋升决定中,仅扮演微不足道的角色。许多教职员工将教学视为影响“本职”工作的麻烦事。如果不是大多数学生在课堂外过得挺开心,他们原本会比现在更加愤怒。他们理应如此。
   学生们让经济学课程更加多元化的要求提得非常好。然而曼彻斯特大学的学生们提议引入的“非主流经济学”课程有许多内容非常古怪,是有着自身政治议程的人想出来的。他们的教授拒绝引入这些非传统课程。
   然而,教授们全都遵从单一的方法论是错误的,这种方法论可用一条过去40年来一直占据主流的结论概括为:不以理性选择为基础的方法都是不科学的,或者说“不是经济学”。与其说需要向学生们教授其他的经济学范式,还不如说需要教会他们,理解经济学的关键在于实用主义而非范式。
   这种折中主义反映在课程设置上。经济学的研究对象不是分析方法,而是一系列能让学生们首先对该学科产生兴趣的问题。经济学的合理范畴,是所有对这些问题有用的想法,正如医学的合理范畴是所有有助于治愈病人的疗法一样。
词汇题。根据短文第一段倒数第二句可知,don与collect、leave并列,并且具有逻辑关系,即学生先穿戴整齐去工作,拿薪水,然后不去抱怨。所以wear“穿(衣服等);戴(首饰等)”符合文意,故选项B正确。