1. (2020高二下·宁波期末) 阅读理解

    We are surrounded by people trying to make the world a better place. Peace activists bring enemies together so they can get to know one another and feel each other's pain. School leaders try to attract a diverse set of students so each can understand what it's like to walk in the others' shoes.

    It is true that people who are empathetic (共情的) are more sensitive to the perspectives and sufferings of others. They are more likely to make sympathetic moral judgments. The problem comes when we try to turn feeling into action. Empathy makes you more aware of other people's sufferings, but it's not clear whether it actually motivates you to take moral action or prevents you from taking immoral action. For example, in the early days of the Holocaust, Nazi prison guards sometimes wept as they killed Jewish women and children, but they still did it.

Empathy directs you toward moral action, but it doesn't seem to help much when that action comes at a personal cost. You may feel painful for the homeless guy on the other side of the street, but the chances are that you are not going to cross the street to give him a dollar. Studies investigating the link between empathy and moral action suggest that empathy is not a major player when it comes to moral motivation. Its contribution is slight in children, modest in adults, and nonexistent when costs are significant.

    Nobody is against empathy. However, it's not enough. These days empathy has become a shortcut. It has become a way to experience delicious moral emotions without confronting the weaknesses in our nature that prevent us from actually acting upon them. It has become a way to experience the illusion (幻觉) of moral progress without having to do the nasty work of making moral judgments. Teaching empathy is a safe way for schools and other institutions to seem blameless without risking dispute or hurting anybody's feelings.

    People who actually perform pro-social action don't only feel for those who are suffering, they feel it necessary to act by a sense of duty. Empathy is less important. If you want to make the world a better place, help people debate, understand, reform, revere and enact their moral principles. Accept that principles conflict.

1. （1） Why does the author mention the Holocaust in paragraph 2?

   A . To show that empathy is limited in preventing people from wrongdoings. B . To prove that empathic people are more likely to make compassionate moral judgments. C . To explain that empathy is helpful for moral teaching. D . To criticize the immoral actions of Nazis.
3. （2） What will empathetic people probably do when they see the homeless?

   A . Reach out to them. B . Ignore them. C . Feel sorry for them. D . Raise money for them.
5. （3） According to paragraph 4, which of the following statements is NOT TRUE?

   A . People are enthusiastic about empathy. B . Teaching empathy is a quicker way to achieve moral education. C . Empathy alone is not sufficient. D . People are unwilling to take actual actions.
7. （4） According to the author, what's the best way to make the world a better place?

   A . Try to understand what it's like to walk in the others' shoes. B . Be more sensitive to the perspectives and sufferings of others. C . Stop teaching empathy since it is only a sideshow in moral education. D . Take on the duty to act and make real moral progress.