单选题：Questions are based on the following passage．When we talk ab

Questions are based on the following passage．
When we talk about intelligence, we do not mean the ability to get a good scoreon a certain kind of test, or even the ability to do well in school. These are at best onlyindications of something larger, deeper, and far more important. By intelligence we meana style of life, a way of behaving in various situations. The true test of intelligence is nothow much we know how to do, but how we behave when we don't know what to do.
The intelligent person, young or old, meeting a new situation or problem, openshimself up to it. He tries to take in with mind and senses everything he can about it. Hethinks about it, instead of about himself or what it might cause to happen to him. Hegrapples ( 搏斗 ) with it boldly, imaginatively, resourcefully (机智地 ) , and if notconfidently, at least hopefully; if he fails to master it, he looks without fear or shame at hismistakes and learns what he can from them. This is intelligence. Clearly its roots lie in acertain feeling about life, and one's self with respect to life. Just as clearly, unintelligenceis not what most psychologists seem to suppose, the same thing as intelligence only lessof it. It is an entirely different style of behavior, arising out of an entirely different set ofattitudes.
Years of watching and comparing bright children with the not-bright, or less bright,have shown that they are very different kinds of people. The bright child is curious aboutlife and reality, eager to get in touch with it, embrace it, unite himself with it. There isno wall, no barrier, between himself and life. On the other hand, the dull child is far lesscurious, far less interested in what goes on and what is real, more inclined to live in aworld of fantasy. The bright child likes to experiment, to try things out. He lives by themaxim ( 语言) that there is more than one way to skin a cat. If he can't do somethingone way, he'll try another. The dull child is usually afraid to try at all. It takes a great dealof urging to get him to try even once: if that try fails, he is through.
Nobody starts off stupid. Hardly an adult in a thousand, or ten thousand, could inany three years of his life learn as much, grow as much in his understanding of the worldaround him, as every infant learns and grows in his first three years. But what happens, aswe grow older, to this extraordinary capacity for learning and intellectual growth? Whathappens is that it is destroyed, and more than by any other one thing, by the process thatwe misname ( 误称 ) education--a process that goes on in most homes and schools.
According to the passage, what does intelligence mean? A．It is endowed with a traditional definition.
B．It becomes a way to measure one's academic ability.
C．It turns into a measurement of living standard.
D．It refers to how a person looks at life and acts upon it.