综合英语5(第三版)练习与复习

ConsolidatingComprehensionSubjectOneUnit2Unit2UnderstandDifferentPositions(p33-35)IfthenapracticalendmustbeassignedtoaUniversitycourse,Isayitisthatoftraininggoodmembersofsociety.Itsartistheartofsociallife,anditsendisfitnessfortheworld.Itneitherconfinesitsviewstoparticularprofessionsontheonehand,norcreatesheroesorinspiresgeniusontheother.那么，如果必须要给大学课程确定一个实际的目标的话，我认为是培养对社会有用的人。它的艺术是社会生活的艺术，它的目标是适应世界。一方面它既不将自己的视野局限在特定的几个专业，另一个方面也不创造英雄或激发天才。Worksindeedofgeniusfallundernoart;heroicmindscomeundernorule;aUniversityisnotabirthplaceofpoetsorofimmortalauthors,offoundersofschools,leadersofcolonies,orconquerorsofnations.ItdoesnotpromiseagenerationofAristotlesorNewtons,ofNapoleonsorWashingtons,ofRaphaelsorShakespeares,thoughsuchmiraclesofnatureithasbeforenowcontainedwithinitsprecincts…其实，天才的作品并无技术可循；英雄的精神并无规则可依；大学并不是诗人或不朽的作家、学派的创始人、殖民地的领导者、或国家的征服者的诞生地。它不能保证培养出一代亚里斯多德或牛顿，拿破仑或华盛顿，拉斐尔或莎士比亚，尽管它曾经所拥有的这样的自然奇迹现在包含在其校园之内。Educationmakesapeopleeasytolead,butdifficulttodrive;easytogovern,butimpossibletoenslave.教育使得民众易于领导，但难以驱使；易于管理，但难以奴役。Ineducationthereshouldbenoclassdistinction.（子曰：）有教无类。（教育无阶级之分）Interpretations(p36)1.Alltheirteacherslookedforweremistakes,andtherearesomanykindsofmistakesinwritingthattheirstudentsdespairofeverlearningtoavoidthem.Whenteacherreadtheirstudents’writing,theywouldfocusmoreonproblemsormistakes.Toomuchemphasisontheproblemsinthewritingmayresultinstudent’slossofconfidenceindespair.Interpretations(p36)2.Ifeelunequippedbyeducationforproblemsthatlieoutsidethecloistered,literarydomaininwhichIamcompetentandathome.Theauthorfeltthathedidn’thavethechancetodevelopthoseskillsoracquiretheabilitytosolvepracticalproblemsatuniversity.Whathelearnedwasliteraturethatwashisfield.3.Actually,themainthingleftoutofmyeducationwasaproperloveformyownbody,becauseonefearedtocherishanythingsoobviouslymortalandpronetosickness.AlanWattsbelievedthathehadmissedanimportantpartinhisuniversityeducation,i.e.theloveforhisownbody.Inhisopinion,thiswasaverycommonproblemineducationbecausepeopledidnotdaretoloveitasitwassoeasytogetsick,andsoshort-lived.4.Worksindeedofgeniusfallundernoart;heroicmindscomeundernorule…Bothgeniusandheroesarecreativepeople.Creativitycannotbeduplicatedorcopiedthroughlearningrulesorteachinginuniversityeducation.5.Butuniversitytrainingisthegreatordinarymeanstoagreatbutordinaryend;itaimsatraisingtheintellectualtoneofsociety,atcultivatingthepublicmind,atpurifyingthenationaltaste,atsupplyingtrueprinciplestopopularenthusiasmandfixedaimstopopularaspiration,atgivingenlargementandsobrietytotheideasoftheage,atfacilitatingtheexerciseofpoliticalpower,andrefiningtheintercourseofprivatelife.Itistheeducationwhichgivesamanaclearconsciousviewofhisownopinionsandjudgments,atruthindevelopingthem,aneloquenceinexpressingthem,andaforceinurgingthem.Itteacheshimtoseethingsastheyare,togorighttothepoint,todisentangleaskeinofthought,todetectwhatissophistical,andtodiscardwhatisirrelevant.Itprepareshimtofillanypostwithcredit,andtomasteranysubjectwithfacility.Itshowshimhowtoaccommodatehimselftoothers,howtothrowhimselfintotheirstateofmind,howtobringbeforethemhisown,howtoinfluencethem,howtocometoanunderstandingwiththem,howtobearwiththem.Universityeducationisbothgreatandordinary.Itsgreatnessliesinitspowertochangepeople,anditsordinarinessliesinitsbasicwaysofeducatingpeople.Itsaimsareraisingintellectuallevelofsociety,cultivatingcivilizationinthepublic,improvinganation’staste,establishingasoundvaluesystemforanation’speopleregardingwhatisthegoaloflife,preservingvaluableelementsofanation’sculturaltradition,promotingdemocracyinpoliticallife,andimprovingpeople’sprivatelife.Educationcanhelppeoplerecognizeandunderstandthemselvesintheiropinionsandjudgments,givepeoplechancestodiscovertruthoflife,improvetheirpowerofexpressingtheirthoughtsandideas,raisetheirabilitytopursuetruth.Educationcanteachpeopletobegood,true,andpursuebeautyoflifesothattheywillhavepowertoexecutetheirgoalsindependently,todistinguishthetruthformfalsity,andthepossiblefromtheimpossible.Awelleducatedpersonissomeonewhoiscableofconfidentlyhandlingchallengesinlife,andsolvingproblemseffectively.Heiswillingtochangehisownideatomakecompromisewithothers;heisabletoputhimselfintoother’sshoes,heisabletoinfluenceotherpeople,andabletounderstandthem,andaccepttheirshortcomings.OnEducationLiberalismInterpretations(p41)1.Theliberalattitudetowardseducationisthatwithwhichwearethemostfamiliar.Itisapttomaintaintheapparentlyunobjectionableviewthateducationisnotamereacquisitionoffact,butatrainingofthemindasaninstrument,todealwithanyclassoffacts,toreason,andtoapplythetrainingobtainedinonedepartmentindealingwithnewones.T.S.Eliotarguedthatliberaleducationwasaveryfamiliarideatomanyofhiscontemporariesbecauseitwaswellestablisheduniversallythateducationshouldfocusonthetrainingoftheabilitiesratherthancrammingfacts.Hethoughtthatthisunobjectionableideawasmistakenlyinterpretedbymanypeopleasifaperson’smindcouldbetrainedequallywellinanysubjectwithanyfactsforanyoccasions,oldornewalike.2.(If)…theybothhavemadethe