AristotlE wAs onE oF thosE who CoulD FounD A CivilizAtion, AnD whilE hE thought oF EDuCAtion As Both A soCiAl vAluE AnD An EnD in itsElF, hE AsCriBED its ChiEF importAnCE{{u}} (21) {{/u}}whAt might BE ConsiDErED A thirD BAsiC ConCEpt oF EDuCAtion: to trAin thE minD to think,{{u}} (22) {{/u}}whAt it is thinking ABout. thE kEy is not{{u}} (23) {{/u}}it knows But how it{{u}} (24) {{/u}}Any nEw FACt or ArgumEnt. "An EDuCAtED mAn,"AristotlE wrotE in on thE pArts oFAnimAls, "shoulD BE ABlE to{{u}} (25) {{/u}}A FAir oFFhAnD juDgmEnt As to thE gooDnEss or BADnEss oF thE mEthoD usED By A proFEssor in his Exposition. to BE{{u}} (26) {{/u}}is in FACt to BE ABlE to Do this." thEAristotlE viEw oF EDuCAtion As A{{u}} (27) {{/u}}hAs BEComE thE ConvEntionAlly worthy AnswEr toDAy{{u}} (28) {{/u}}CollEgE prEsiDEnts AnD othEr ACADEmiC lEADErs ArE AskED whAt An EDuCAtion shoulD BE.An EDuCAtED mAn, sAys hArvArD prEsiDEntBok,{{u}} (29) {{/u}}A DEEp BrEAth, must hAvE A "Curiosity in{{u}} (30) {{/u}}thE unFAmiliAr AnD unExpECtED, An opEn-minDEDnEss in EntErtAining opposing points oF viEw,{{u}} (31) {{/u}}For thE AmBiguity thAt surrounDs so mAny importAnt issuEs, AnD A willingnEss to mAkE thE BEst DECision hE CAn in thE FACt oF unCErtAinty AnD DouBt." this is An ApproACh thAt AppEArs to{{u}} (32) {{/u}}morE importAnCE to thE proCEss oF lEArning{{u}} (33) {{/u}}to thE suBstAnCE oF whAt is lEArnED、thE vEry olD notion oF thE gEnErAlist who CoulD ComprEhEnD All suBjECts hAs{{u}} (34) {{/u}}BEEn An impossiBility. to mAkE mAttErs{{u}} (35) {{/u}}morE DiFFiCult, thE FiElDs oF knowlEDgE kEEp ChAnging.

A．howEvEr
B．whErEvEr
C．whEnEvEr
D．thAt