最新Unit 8 Knowledge and Wisdom綜合教程三

1、最新Unit 8 Knowledge and Wisdom 綜合教程三 最新Unit 8 Knowledge and Wisdom 綜合教程三 Watch the video clip and answer the following questions. 1. Why does the teacher include a painting which is not on their syllabus? Audiovisual SupplementCultural Information She wants to teach her students how to think independ

2、ently. The new syllabus will be about what art is, what makes it good or bad, and who decides. 2. What is the new syllabus for their art of history class? 最新Unit 8 Knowledge and Wisdom 綜合教程三 Audiovisual SupplementCultural Information 最新Unit 8 Knowledge and Wisdom 綜合教程三 Betty Warren: What is that? Ka

3、therine Watson: You tell me. Carcass by Soutine. 1925. An anonymous student: It is not on the syllabus. Katherine: No, its not. Is it any good? En? Come on, ladies! There is no wrong answer. There is also no textbook telling you what to think. Its not that easy, is it? Betty: All right. No, it is no

4、t good. In fact, I wouldnt even call it art. Its grotesque. Connie Baker: Is there a rule against being grotesque? Giselle Levy: I think there is something aggressive about it. And erotic. Audiovisual SupplementCultural Information From Mona Lisa Smile 最新Unit 8 Knowledge and Wisdom 綜合教程三 Audiovisual

5、 SupplementCultural Information Betty: To you, everything is erotic. Giselle: And everything is erotic. Katherine: Girls. The anonymous student: Arent there standards? Betty: Of course there are. Otherwise a tacky velvet painting could be equated to Rembrandt. Connie: My uncle Firdie has two tacky v

6、elvet paintings. He loves those clones. Betty: There are standards, technique, composition, color, even subjects. So if youre suggesting that rotted side of meat is art, much less good art. Then what are we going to learn? 最新Unit 8 Knowledge and Wisdom 綜合教程三 Audiovisual SupplementCultural Informatio

7、n Katherine: Just that. You have outlined our new syllabus, Betty. Thank you. What is art? What makes it good or bad? And who decides? Next slide, please. Twenty- five years ago, someone thought this was brilliant. Connie: I can see that. Betty: Who? Katherine: My mother, I painted it for her birthd

8、ay. Next slide. This is my Mum. Is it art? The anonymous student: It is a snapshot. Katherine: If I told you Ansel Adams had taken it, would that make a difference? 最新Unit 8 Knowledge and Wisdom 綜合教程三 Audiovisual SupplementCultural Information Betty: Art isnt art until someone says it is. Katherine:

9、 Its art! Betty: The right people. Katherine: Who are they? Giselle: Betty Warren. We are so lucky we have one of them right here. Betty: Screw you. Katherine: Could you go back to the Soutine please? 最新Unit 8 Knowledge and Wisdom 綜合教程三 lNumerous studies of college classrooms reveal that, rather tha

10、n actively involving our students in learning, we lecture, even though lectures are not nearly as effective as other means for developing cognitive skills. lCritical thinking the capacity to evaluate skillfully and fairly the quality of evidence and detect error, hypocrisy, manipulation, dissembling

11、, and bias is central to both personal success and national needs. lThe teacher who fosters critical thinking fosters reflectiveness in students by asking questions that stimulate thinking essential to the construction of knowledge. Audiovisual SupplementCultural Information Critical Thinking 最新Unit

12、 8 Knowledge and Wisdom 綜合教程三 Text AnalysisStructural Analysis For all the things we may learn from the world we are living in, there are three major categories. lThe first category is “information”, which consists of simple facts and direct impressions. lThe second category is commonly deemed as “k

13、nowledge”, which is information processed and systemized. lThe third category is “wisdom”, which is the hardest to define. We are quite clear about its superiority to the previous two categories, yet for the realm of wisdom there has never been a sure path. However, in this excerpt, Russell has show

14、n us a way to approach wisdom. Rhetorical Features 最新Unit 8 Knowledge and Wisdom 綜合教程三 Text AnalysisStructural Analysis In a very logical order, he gives four features of wisdom, from which we learn that wisdom is a clever use of knowledge for noble purposes. Rhetorical Features 最新Unit 8 Knowledge a

15、nd Wisdom 綜合教程三 Text AnalysisStructural Analysis The text is neatly structured, with the first paragraph introducing the topic and the other four paragraphs elaborating on it. Each of the four paragraphs discusses one factor that contributes to wisdom. Of these I should put first a sense of proporti

16、on: the capacity to take account of all the important factors in a problem and to attach to each its due weight. The topic sentence of Paragraphs 2-5: Paragraph 2: Rhetorical Features 最新Unit 8 Knowledge and Wisdom 綜合教程三 Text AnalysisStructural Analysis There must be, also, a certain awareness of the

17、 ends of human life. Paragraph 3: It is needed in the choice of ends to be pursued and in emancipation from personal prejudice. Paragraph 4: I think the essence of wisdom is emancipation, as far as possible, from the tyranny of the here and now. Paragraph 5: Rhetorical Features 最新Unit 8 Knowledge an

18、d Wisdom 綜合教程三 Text AnalysisStructural Analysis Factors that constitute wisdom: l comprehensiveness mixed with a sense of proportion; l a full awareness of the goals of human life; l understanding; l impartiality. Rhetorical Features 最新Unit 8 Knowledge and Wisdom 綜合教程三 Text AnalysisStructural Analys

19、isRhetorical Features In this essay, parallelism is employed, apart from other rhetoric devices. Here is an example: “But it is possible to make a continual approach towards impartiality, on the one hand, by knowing things somewhat remote in time or space, and on the other hand, by giving to such th

20、ings their due weight in our feelings.” The underlined parts in the quoted sentence constitute equivalent syntactic constructions, thus making the expression more forceful. Parallelism can also be used to convey ones ideas more clearly and create a sense of order and proportion. 最新Unit 8 Knowledge a

21、nd Wisdom 綜合教程三 Text AnalysisStructural AnalysisRhetorical Features Other examples of parallelism in the essay: enormously lowering the infant death-rate, not only in Europe and America, but also in Asia and Africa. (Paragraph 2) This has the entirely unintended result of making the food supply inad

22、equate and lowering the standard of life in the most populous parts of the world. (Paragraph 2) Perhaps one could stretch the comprehensiveness that constitutes wisdom to include not only intellect but also feeling. (Paragraph 3) 最新Unit 8 Knowledge and Wisdom 綜合教程三 Text AnalysisStructural AnalysisRh

23、etorical Features It is by no means uncommon to find men whose knowledge is wide but whose feelings are narrow. (Paragraph 3) It is not only in public ways, but in private life equally, that wisdom is needed. (Paragraph 4) 最新Unit 8 Knowledge and Wisdom 綜合教程三 Most people would agree that, although ou

24、r age far surpasses all previous ages in knowledge, there has been no correlative increase in wisdom. But agreement ceases as soon as we attempt to define “wisdom” and consider means of promoting it. I want to ask first what wisdom is, and then what can be done to teach it. Bertrand Russell Knowledg

25、e and Wisdom (abridged) Detailed Reading 1 最新Unit 8 Knowledge and Wisdom 綜合教程三 Detailed Reading There are, I think, several factors that contribute to wisdom. Of these I should put first a sense of proportion: the capacity to take account of all the important factors in a problem and to attach to ea

26、ch its due weight. This has become more difficult than it used to be owing to the extent and complexity of the specialized knowledge required of various kinds of technicians. Suppose, for example, that you are engaged in research in scientific medicine. The work is difficult and is likely to absorb

27、the whole of your intellectual energy. You have not time to consider the effect which your discoveries or inventions 2 最新Unit 8 Knowledge and Wisdom 綜合教程三 Detailed Reading may have outside the field of medicine. You succeed (let us say), as modern medicine has succeeded, in enormously lowering the i

28、nfant death-rate, not only in Europe and America, but also in Asia and Africa. This has the entirely unintended result of making the food supply inadequate and lowering the standard of life in the most populous parts of the world. To take an even more spectacular example, which is in everybodys mind

29、 at the present time: You study the composition of the atom from a disinterested desire for knowledge, and incidentally 最新Unit 8 Knowledge and Wisdom 綜合教程三 Detailed Reading place in the hands of powerful lunatics the means of destroying the human race. In such ways the pursuit of knowledge may becom

30、e harmful unless it is combined with wisdom; and wisdom in the sense of comprehensive vision is not necessarily present in specialists in the pursuit of knowledge. 最新Unit 8 Knowledge and Wisdom 綜合教程三 Detailed Reading Comprehensiveness alone, however, is not enough to constitute wisdom. There must be

31、, also, a certain awareness of the ends of human life. This may be illustrated by the study of history. Many eminent historians have done more harm than good because they viewed facts through the distorting medium of their own passions. Hegel had a philosophy of history which did not suffer from any

32、 lack of comprehensiveness, since it started from the earliest times and continued into an indefinite future. But the chief lesson of history which he sought to inculcate was that from the year 400AD 3 最新Unit 8 Knowledge and Wisdom 綜合教程三 Detailed Reading down to his own time Germany had been the mos

33、t important nation and the standard-bearer of progress in the world. Perhaps one could stretch the comprehensiveness that constitutes wisdom to include not only intellect but also feeling. It is by no means uncommon to find men whose knowledge is wide but whose feelings are narrow. Such men lack wha

34、t I call wisdom. 最新Unit 8 Knowledge and Wisdom 綜合教程三 Detailed Reading It is not only in public ways, but in private life equally, that wisdom is needed. It is needed in the choice of ends to be pursued and in emancipation from personal prejudice. Even an end which it would be noble to pursue if it w

35、ere attainable may be pursued unwisely if it is inherently impossible of achievement. Many men in past ages devoted their lives to a search for the philosophers stone and the elixir of life. No doubt, if they could have found them, they would have conferred great benefits upon mankind, but as it was

36、 their lives were wasted. 4 最新Unit 8 Knowledge and Wisdom 綜合教程三 Detailed Reading To descend to less heroic matters, consider the case of two men, Mr. A and Mr. B, who hate each other and, through mutual hatred, bring each other to destruction. Suppose you go to Mr. A and say, “Why do you hate Mr. B?

37、” He will no doubt give you an appalling list of Mr. Bs vices, partly true, partly false. And now suppose you go to Mr. B. He will give you an exactly similar list of Mr. As vices with an equal admixture of truth and falsehood. Suppose you now come back to Mr. A and say, “You will be surprised to le

38、arn that Mr. B says the same things about you as you say about him”, and you go to Mr. B and make a similar speech. 最新Unit 8 Knowledge and Wisdom 綜合教程三 Detailed Reading The first effect, no doubt, will be to increase their mutual hatred, since each will be so horrified by the others injustice. But p

39、erhaps, if you have sufficient patience and sufficient persuasiveness, you may succeed in convincing each that the other has only the normal share of human wickedness, and that their enmity is harmful to both. If you can do this, you will have instilled some fragments of wisdom. 最新Unit 8 Knowledge a

40、nd Wisdom 綜合教程三 Detailed Reading I think the essence of wisdom is emancipation, as far as possible, from the tyranny of the here and now. We cannot help the egoism of our senses. Sight and sound and touch are bound up with our own bodies and cannot be impersonal. Our emotions start similarly from ou

41、rselves. An infant feels hunger or discomfort, and is unaffected except by his own physical condition. Gradually with the years, his horizon widens, and, in proportion as his thoughts and feelings become less personal and less concerned with his own physical states, 5 最新Unit 8 Knowledge and Wisdom 綜

42、合教程三 Detailed Reading he achieves growing wisdom. This is of course a matter of degree. No one can view the world with complete impartiality; and if anyone could, he would hardly be able to remain alive. But it is possible to make a continual approach towards impartiality, on the one hand, by knowin

43、g things somewhat remote in time or space, and on the other hand, by giving to such things their due weight in our feelings. It is this approach towards impartiality that constitutes growth in wisdom. 最新Unit 8 Knowledge and Wisdom 綜合教程三 Is there any orthodox definition of wisdom? No. There is disagr

44、eement over what wisdom is. Detailed Reading 最新Unit 8 Knowledge and Wisdom 綜合教程三 What does the writer try to illustrate by the examples of research in medicine and study of the atom respectively? In the first place, they are examples of the proposition raised at the very beginning of the text: altho

45、ugh our age far surpasses all previous ages in knowledge, there has been no correlative increase in wisdom. The problem, according to the essay, is partly due to the fact that it is now more difficult to acquire a sense of proportion, or the ability to assign different weights to various factors res

46、pectively, thus achieving balance. In consequence, breakthroughs in science are likely to bring about corresponding harms to the human race. Detailed Reading 最新Unit 8 Knowledge and Wisdom 綜合教程三 According to the writer, how are feelings related to wisdom? If one harbours narrow feelings, his research

47、 and study could be harmful to the society. The research could be done in the interest of a small group; the result of his study could be biased. So knowledgeable as he is, he is not a wise man. To implant wisdom, one is required to make efforts to restrain the narrow personal feelings and have a mo

48、re extensive passion for human life. Wisdom consists not only of the ability to judge what is most important but also of a full awareness of the goals of human life. Detailed Reading 最新Unit 8 Knowledge and Wisdom 綜合教程三 Why is wisdom a necessary quality in people and culture? According to Russell, th

49、e vices of the lack of wisdom are obvious and palpable, ranging from disturbance to public life, including most notably the upset of world peace, to unpleasant incidents in private life. Meanwhile, there seems to be an imbalance in the growth of knowledge and wisdom, which is very likely to make thi

50、ngs even worse. So, wisdom is necessary for both personal and cultural developments. Detailed Reading 最新Unit 8 Knowledge and Wisdom 綜合教程三 What, according to Russell, is the essence of wisdom? And how does that explain the process to attain wisdom? According to Russell, the essence of wisdom is impar

51、tiality, or emancipation from egoistic or temporal concerns. It is naturally difficult for man to attain impartiality, as man is naturally bound up by his own physical states from his birth. As he grows, however, his horizon widens, his concerns get beyond from the limits of time and space, and his

52、feelings become more impersonal, thus the growth of impartiality and wisdom. Detailed Reading 最新Unit 8 Knowledge and Wisdom 綜合教程三 surpass v. exceed, be greater than e.g. The student was surpassing himself in mathematics. Toms performance surpassed all expectations. Detailed Reading 最新Unit 8 Knowledg

53、e and Wisdom 綜合教程三 The amount of petrol a car uses is relative to its speed. e.g. correlative a. having or showing a relation to sth. else e.g. Rights, whether moral or legal, can involve correlative duties. Detailed Reading Derivation: correlate (v.) correlation (n.) Comparison: relative (to) a. If

54、 sth. is relative to sth. else, it varies according to the speed or level of the other thing. 最新Unit 8 Knowledge and Wisdom 綜合教程三 Are these documents relative to the discussion?e.g. Detailed Reading Comparison: If sth. is relative to a particular subject, it is connected with it. 最新Unit 8 Knowledge

55、and Wisdom 綜合教程三 proportion n. the correct relation in size, degree, etc. between one thing and another or between the parts of a whole e.g. When a teacher decides upon his students comprehensive score for a course taken, he has to consider the proportion of examination to coursework. Your legs are

56、very much in proportion to the rest of your body. I think a certain amount of worry about work is very natural, but youve got to keep it in proportion. Detailed Reading 最新Unit 8 Knowledge and Wisdom 綜合教程三 Detailed Reading a sense of proportion the ability to understand what is important and what is

57、not 最新Unit 8 Knowledge and Wisdom 綜合教程三 due a. proper, adequate e.g. They will surely meet with due punishment. Due care must be taken while one is driving. Detailed Reading 最新Unit 8 Knowledge and Wisdom 綜合教程三 disinterested a. having no personal involvement or receiving no personal advantage, and th

58、erefore able to judge a situation fairly e.g. a disinterested observer/judgment a piece of disinterested advice Detailed Reading Derivation: interest (v.) interested (a.) interesting (a.) 最新Unit 8 Knowledge and Wisdom 綜合教程三 spectacular a. attracting excited notice, gradually unusual e.g. The party s

59、uffered a spectacular loss in the election. Weve had spectacular success with the product. Detailed Reading 最新Unit 8 Knowledge and Wisdom 綜合教程三 lunatic n. a person who is mad, foolish, or wild e.g. He drives like a lunatic. Detailed Reading 最新Unit 8 Knowledge and Wisdom 綜合教程三 end n. a goal or desire

60、d result e.g. Do you have a particular end in mind? He wanted science students to take an interest in the arts, and to this end he ran literature classes at his home on Sunday afternoons. Detailed Reading 最新Unit 8 Knowledge and Wisdom 綜合教程三 inculcate v. fix beliefs or ideas in sb.s mind, especially