大学英语精读第5册15课文全文翻译Word文件下载.docx
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大学英语精读第5册15课文全文翻译Word文件下载.docx
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"
Youcanleadahorsetowaterbutyoucan'
tmakehimdrink”or,morerespectfullyiflessgrammatically:
”Itain’twhatyousay,It'
sthewaythatyousayit."
Hisstudentsmightfeelinclinedtocounterthesewith:
ThemoreIlearn,thelessIknow."
Ofcoursethisisnottrue.Whatbothstudentsandteachersareexperiencingistherecognitionthatthemorecomplexstructuresoneencountersinalanguagearenotasvitaltomakingoneselfunderstoodandsohavealessimmediatefieldofapplication.Forthesamereason,fromtheteacher'
spointofview,selectingwhatshouldbetaughtbecomesamoredifficulttask.Itismucheasiertogetfoodofanykindthantochoosethedishyouwouldmostliketoeatonagivendayfromavastmenu.
Definingtheproblemiseasierthanprovidingthesolution.OnecansuggestthatstudentsshouldspendtwoorthreeyearsinanEnglish-speakingcountry,whichamountstowashingone'
shandsofthem.Fewstudentshavethetimeorthemoneytodothat.Itisoftensaidthatwidereadingisthetimeorthemoneytodothat.Itisoftensaidthatwidereadingisthebestalternativecourseofactionbutevenhereitisnecessarytomakesomekindofselection.Itisnousetellingstudentstogotothelibraryandpickupthefirstbooktheycomeacross.Myownadvicetothemwouldbe:
readwhatyoucanunderstandwithouthavingtolookupwordsinadictionary(butnotwhatyoucanunderstandataglance);
readwhatinterestsyou;
readwhatyouhavetimefor(magazinesandnewspapersratherthannovelsunlessyoucanreadthewholenovelinaweekorso);
readtheEnglishwrittentoday,not200yearsago;
readasmuchasyoucanandtrytorememberthewayitwaswrittenratherthanindividualwordsthatpuzzledyou."
Andinsteadof"
read"
Icouldjustaswellsay"
listento."
Myadvicetoteacherswouldbesimilarinaway.Iwouldsay"
It'
snogoodthinkingthatanythingwilldo,orthatalllanguageisuseful.It'
snogoodrelyingonstudentstoexpressthemselveswithouttherighttoolsforexpression.It'
sstillyourdutytochoosethebestpathtofollownearthetopofthemountainjustasitwastoproposeapracticableshort-cutawayfromthebeatentrackinthefoothills.Andifthepathyouchooseistooovergrowntomakefurtherprogress,thewholepartywillhavetogobackandyouwillhavetochooseanotherroute.Youarestillthepaidguideandexpertandthereisawaytothetopsomewhere."
TheFifthFreedom
MorethanthreecenturiesagoahandfulofpioneerscrossedtheoceantJamestownandPlymouthinsearchoffreedomstheywereunabletofindintheirowncountries,thefreedomsofwestillcherishtoday:
freedomfromwant,freedomfromfear,freedomofspeech,freedomofreligion.Todaythedescendantsoftheearlysettlers,andthosewhohavejoinedthemsince,arefightingtoprotectthesefreedomsathomeandthroughouttheworld.
Andyetthereisafifthfreedom-basictothosefour-thatweareindangeroflosing:
thefreedomtobeone'
sbest.St.Exuperydescribesaragged,sensitive-facedArabchild,hauntingthestreetsofaNorthAfricantown,asalostMozart:
hewouldneverbetrainedordeveloped.Washefree?
Noonegraspedyoubytheshoulderwhiletherewasstilltime;
andnoughtwillawakeninyouthesleepingpoetormusicianorastronomerthatpossiblyinhabitedyoufromthebeginning."
Thefreedomtobeone'
sbestisthechanceforthedevelopmentofeachpersontohishighestpower.
HowisitthatweinAmericahavebeguntolosethisfreedom,andhowcanweregainitforournation'
syouth?
Ibelieveithasstartedslippingawayfromusbecauseofthreemisunderstandings.
First,themisunderstandingofthemeaningofdemocracy.TheprincipalofagreatPhiladelphiahighschoolisdriventocryforhelpincombatingthenotionthatitisundemocratictorunaspecialprogramofstudiesforoutstandingboysandgirls.Again,whenagoodindependentschoolinMemphisrecentlyclosed,somethoughtfulcitizensurgedthatitbetakenoverbythepublicschoolsystemandusedforboysandgirlsofhighability,whatithaveentrancerequirementsandgiveanadvancedprogramofstudiestosuperiorstudentswhowereinterestedandabletotakeit.Theproposalwasrejectedbecauseitwasundemocratic!
Thus,coursesaregearedtothemiddleoftheclass.Thegoodstudentisunchallenged,bored.Theloaferreceiveshispassinggrade.Andthelackofanoutstandingcoursefortheoutstandingstudent,thelackofastandardwhichaboyorgirlmustmeet,passesfordemocracy.
Thesecondmisunderstandingconcernswhatmakesforhappiness.Theaimsofourpresent-daycultureareavowedlyeaseandmaterialwell-being:
shorterhours;
ashorterweek;
morereturnforlessaccomplishment;
moresoftsoapexcusesandfewerhonest,realisticdemands.Inourschoolsthisisreflectedbythevanishinghickorystickandtheemergingpsychiatrist.Thehickorystickhaditsfaults,andthepsychiatristhashisstrengths.Buthickorystickhaditsfaults,andthepsychiatristhashisstrengths.Butthetrendisclear.Toutcomprendrec'
esttoutpardoner(Tounderstandeverythingistoexcuseeverything).Dowereallybelievethatoursofteningstandardsbringhappiness?
Isitoursoundandconsideredjudgmentthatthetoughersubjectsoftheclassicsandmathematicsshouldbethrownaside,assuggestedbysomeeducators,fordoll-playing?
SmallwonderthatCharlesMalik,LebanesedelegateattheU.N.,writes:
ThereisintheWest"
(intheUnitedStates)"
ageneralweakeningofmoralfiber.(Our)leadershipdoesnotseemtobeadequatetotheunprecedentedchallengesoftheage."
Thelastmisunderstandingisintheareaofvalues.Herearesomeofthemostinfluentialtenetsofteachereducationoverthepastfiftyyears:
thereisnoeternaltruth;
thereisnoabsolutemorallaw;
thereisnoGod.Yetallofhistoryhastaughtusthatthedenialoftheseultimates,theplacementofmanorstateatthecoreoftheuniverse,resultsinaparalyzingmassselfishness;
andthefirstsignsofitarealreadyfrighteninglyevident.
ArnoldToynbeehassaidthatallprogress,alldevelopmentcomefromchallengeandaconsequentresponse.Withoutchallengethereisnoresponse,nodevelopment,nofreedom.Sofirstweowetoourchildrenthemostdemanding,challengingcurriculumthatiswithintheircapabilities.Michelangelodidnotlearntopaintbyspendinghistimedoodling.Mozartwasnotanaccomplishedpianistattheageofeightastheresultorspendinghisdaysinfrontofatelevisionset.LikeEveCurie,likeHelenKeller,theyrespondedtothechallengeoftheirlivesbyadisciplinedtraining:
andtheygainedanewfreedom.
Thesecondopportunitywecangiveourboysandgirlsistherighttofailure."
Freedomisnotonlyaprivilege,itisatest,"
writesDeNouy.Whatkindofatestisit,whatkindoffreedomwherenoonecanfail?
ThedayispastwhentheUnitedStatescanaffordtogivehighschooldiplomastoallwhositthroughfouryearsofinstruction,regardlessofwhetheranyvisibleresultscanbediscerned.Weliveinanarrowedworldwherewemustbealert,awaketorealism;
andrealismdemandsastandardwhicheithermustbemetorresultinfailure.Thesearehardwords,buttheyarebrutallytrue.Ifwedepriveourchildrenoftherighttofailwedeprivethemoftheirknowledgeoftheworldasitis.
Finally,wecanexposeourchildrentothebestvalueswehavefound.Byrelatingourlivestotheevidencesoftheages,byjudgingourphilosophyinthelightofvaluesthathistoryhasproventruest,perhapsweshallbeabletoproducethat"
ringingmessage,fullofcontentandtruth,satisfyingthemind,appealingtotheheart,firingthewill,amessageonwhichonecanstakehiswholelife."
Thisisthemessagethatcouldmeanjoyandstrengthandleadership--freedomasopposedtoserfdom.
YourKeytoaBetterLife
Themostimportantpsychologicalofthiscenturyisthediscoveryofthe"
self-image."
Whetherwerealizeitornot,eachofuscarriesaboutwithusamentalblueprintorpictureofourselves.Itmaybevagueandill-definedtoourconsciousgaze.Infact,itmaynotbeconsciouslyrecognizableatall.Butitisthere,completedowntothelastdetail.Thi
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