单项选择题

It is hard to predict how science is going to turn out, and if it is really good science it is impossible to predict. If the things to be found are actually new, they are by definition unknown in advance. You cannot make choices in this matter. You either have science or you don’t, and if you have it you are obliged to accept the surprising and disturbing pieces of information, along with the neat and promptly useful bits.
The only solid piece of scientific truth about which I feel totally confident is that we are profoundly ignorant about nature. I regard this as the major discovery of the past hundred years of biology. It is, in its way, an illuminating piece of news. It would have amazed the brightest minds of the 18th century Enlightenment to be told by any of us how little we know and how bewildering seems the way ahead. It is this sudden confrontation with the depth and scope of ignorance that represents the most significant contribution of the 20th century science to the human intellect. In earlier times, we either pretended to understand how things worked or ignored the problem, or simply made up stories to fill the gaps. Now that we have begun exploring in earnest, we are getting glimpses of how huge the questions are, and how far they are from being answered. Because of this, we are depressed. It is not so bad being ignorant if you are totally ignorant; the hard thing is knowing in some detail the reality of ignorance, the worst spots and here and there the not-so-bad spots, but no true light at the end of the tunnel nor even any tunnels that can yet be trusted.
But we are making a beginning, and there ought to be some satisfaction. There are probably no questions we can think up that can’t be answered, sooner or later, including even the matter of consciousness; to be sure, there may well be questions we can’t think up, ever, and therefore limits to the reach of human intellect, but that is another matter. Within our limits, we should be able to work our way through to all our answers, if we keep at it long enough, and pay attention.
The author claims that good science ______.

A. defies prediction
B. should study the unknown
C. should discover scientific truth
D. should offer choices rather than prescribe
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Even as the carnage at Lehman Brothers left thousands of employees stranded, the next generation of Wall Street hopefuls began filing back to class this month at business schools across the country. The storied banking giant’s demise was an illustrative lesson for the industry and for academics--one that may lead to lasting changes in business-school curriculums. I predict that people will spend a lot more time than they used to learning about risk management and understanding the subtleties, says Awi Federgruen, chair of the Decision, Risk and Operations Division at Columbia Business School. For more than half a century, business schools have taught the fundamentals of risk management—the study of policies and procedures to analyze and control risk —but the availability of more comprehensive electives is a relatively recent development, a direct response to the faltering U.S. financial markets. Enrollment in the University of Mississippi’s risk-management-and-insurance program, one of the oldest in the country, jumped to 130 students in 2007, up from just 19 in 1995. And the number of U.S. business schools offering a concentration in risk management nearly doubled between 2005 and 2007, according to the Association to Advance Collegiate Schools of Business, while degrees in risk management are increasingly being offered at business schools around the globe. Maybe this [crisis] will force a number of the business schools, including our own, to rethink whether we should make this part of the complete requirements, says Federgruen, referring to in-depth risk-management coursework, rather than just counting on the students themselves to understand that this is material that they’d better learn.