李霄虹考研英语
charged with the task of approaching any but the factual aspects of those problems. Like other human beings, he encounters moral issues even in everyday performance of his routine duties.--- he is not supposed to cook his experiments, manufacture evidence, or doctor his reports. (49) But his primary task is not to think about the moral code, which governs his activity, any more than a businessman is expected to dedicate his energies to an exploration of rules of conduct in business. During most of his walking life he will take his code for granted, as the businessman takes his ethics.
The definition also excludes the majority of factors, despite the fact that teaching has traditionally been the method whereby many intellectuals earn their living (50) They may teach very well and more than earn their salaries, but most of them make little or no independent reflections on human problems which involve moral judgment .This description even fits the majority eminent scholars .―Being learned in some branch of human knowledge in one thing, living in public and industrious thoughts,‖ as Emerson would say ,―is something else.‖
Unit 14 (2007年)
The study of law has been recognized for centuries as a basic intellectual discipline in European university. However, only in recent years has it become a feature of undergraduate programs in Canadian universities. (46) Traditionally, legal learning has been viewed in such institutions as the special preserve of lawyers, rather than a necessary part of the intellectual equipment of an educated person. Happily, the older and more continental view of legal education is establishing itself in a number of Canadian universities and some have even begun to offer undergraduate degrees in law.
If the study of law is beginning to establish itself as part and parcel of a general education, its aims and methods should appeal directly to journalism educators. Law is a discipline which encourages responsible judgment. On the one hand, it provides opportunities to analyze such ideas as justice, democracy and freedom. (47) On the other, it links these concepts to everyday realities in a manner which is parallel to the links journalists forge on a daily basis as they cover and comment on the news. For example, notions of evidence and fact, of basic rights and public interest are at work in the process of journalistic judgment and production just as in courts of law. Sharpening judgment by absorbing and reflecting on law is a desirable component of a journalist‘s intellectual preparation for his or her career.
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李霄虹考研英语
(48) But the idea that the journalist must understand the law more profoundly than an ordinary citizen rests on an understanding of the established conventions and special responsibilities of the news media. Politics or more broadly, the functioning of the state, is a major subject for journalists. The better informed they are about the way the state works, the better their reporting will be. (49) In fact, it is difficult to see how journalists who do not have a clear grasp of the basic features of the Canadian Constitution can do a competent job on political stories. Furthermore, the legal system and the events which occur within it are primary subjects for journalists. While the quality of legal journalism varies greatly, there is an undue reliance amongst many journalists on interpretations supplied to them by lawyers. (50) While comment and reaction from lawyers may enhance stories, it is preferable for journalists to rely on their own notions of significance and make their own judgments. These can only come from a well-grounded understanding of the legal system.
Unit 15 (2008年)
In his autobiography, Darwin himself speaks of his intellectual powers with extraordinary modesty. He points out that he always experienced much difficulty in expressing himself clearly and concisely, but(46) he opines believes that this very difficulty may have had the compensating advantage of forcing him to think long and intently about every sentence, and thus enabling him to detect errors in reasoning and in his own observations, He disclaimed the possession of any great quickness of apprehension or wit such as distinguished Huxley.(47) He asserts, also, that his power to follow a long and purely abstract train of thought was very limited, for which reason he felt certain that he never could have succeeded with mathematics. His memory, too, he described as extensive, but hazy. So poor in one sense was it that he never could remember for more than a few days a single date or a line of poetry. (48)On the other hand, he did not accept as well founded the charge made by some of his critics that, while he was a good observer, he had no power of reasoning. This, he thought, could not be true, because the \the beginning to the end, and has convinced many able men. No one, he submits, could have written it without possessing some power of reasoning. He was willing to assert that \as every fairly successful lawyer or doctor must have, but not, I believe, in any higher degree.\(49)He adds humbly that perhaps he was \to the common run of men in noticing things which easily escape attention, and in observing them carefully.\ Writing in the last year of his life, he expressed the opinion that in two or three respects his mind had changed during the preceding twenty or thirty years. Up to the age of thirty or beyond it poetry of many kinds gave him great pleasure. Formerly, too,
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李霄虹考研英语
pictures had given him considerable, and music very great, delight. In 1881, however, he said: \years I cannot endure to read a line of poetry. I have also almost lost my taste for pictures or music‖. (50)Darwin was convinced that the loss of these tastes was not only a loss of happiness, but might possibly be injurious to the intellect, and more probably to the moral character.
Unit 16 (2009年)
There is a marked difference between the education which every one gets from living with others, and the deliberate educating of the young. In the former case the education is incidental; it is natural and important, but it is not the express reason of the association. (46)It may be said that the measure of the worth of any social institution is its effect in enlarging and improving experience; but this effect is not a part of its original motive. Religious associations began, for example, in the desire to secure the favor of overruling powers and to ward off evil influences; family life in the desire to gratify appetites and secure family perpetuity; systematic labor, for the most part, because of enslavement to others, etc. (47)Only gradually was the by-product of the institution noted, and only more gradually still was this effect considered as a directive factor in the conduct of the institution. Even today, in our industrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of the forms of human association under which the world's work is carried on receives little attention as compared with physical output.
But in dealing with the young, the fact of association itself as an immediate human fact, gains in importance(48)While it is easy to ignore in our contact with them the effect of our acts upon their disposition, it is not so easy as in dealing with adults. The need of training is too evident; the pressure to accomplish a change in their attitude and habits is too urgent to leave these consequences wholly out of account. (49)Since our chief business with them is to enable them to share in a common life we cannot help considering whether or no we are forming the powers which will secure this ability. If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect we may well believe that this lesson has been learned largely through dealings with the young.
(50) We are thus led to distinguish, within the broad educational process which we have been so far considering, a more formal kind of education -- that of direct tuition or schooling. In undeveloped social groups, we find very little formal teaching and training. These groups mainly rely for instilling needed dispositions into the young upon the same sort of association which keeps the adults loyal to their group.
Unit 17 (2010年)
One basic weakness in a conservation system based wholly on economic motives is that most members of the land community have no economic value. Yet these
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李霄虹考研英语
creatures are members of the biotic community and, if its stability depends on its integrity, they are entitled to continuance.
When one of these non-economic categories is threatened, and, if we happen to love it .We invent excuses to give it economic importance. At the beginning of century songbirds were supposed to be disappearing.(46) Scientists jumped to the rescue with some distinctly shaky evidence to the effect that insects would eat us up of birds failed to control them, the evidence had to be economic in order to be valid. It is painful to read these roundabout accounts today .We have no land ethic yet, (47) but we have at least drawn nearer the point of admitting that birds should continue as a matter of intrinsic right, regardless of the presence or absence of economic advantage to us. A parallel situation exists in respect of predatory mammals and fish-eating birds .(48) Time was when biologists somewhat overworked the evidence that these creatures preserve the health of game by killing the physically weak, or that they prey only on ―worthless species. Some species of trees have been rid out of the party by economics-minded foresters because they grow too slowly, or have too low a sale value to pay as timber crops. (49)In Europe, where forestry is ecologically more advanced, the non-commercial tree species are recognized as members of native forest community, to be preserved as such ,within reason. To sum up: a system of conservation based solely on economic self-interest is hopelessly lopsided. (50) It tends to ignore, and thus eventually to eliminate, many elements in the land community that lack commercial value, but that are essential to its healthy functioning without the uneconomic parts.
Unit 18 (2011年)
With its theme that ―Mind is the master weaver‖,creating our inner character and outer circumstances,the book AS a man Thinketh by James Allen is an in-depth exploration of the central idea of self-help writing.
46)Allen's contribution was to take an assumption we all share－that because we are not robots we therefore control our thoughts －and reveal its erroneous nature .Because most of us believe that mind is separate from matter ,we think that thoughts can be hidden and made powerless;this allows us to think one way and act another .However,Allen believed that the unconscious mind generates as much action as the conscious mind,and 47）while we may be able to sustain the illusion of control through the conscious mind alone ,in reality we are continually faced with a question :―Why cannot I make myself do this or achieve that? ‖
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