教案ConfessionsofaMiseducatedMan

1、Unit 9 Confessions of a Miseducated ManTeaching Aims:Students will be able to: 1) Knowledge and Skills Develop reading skills-understand the main idea，structure of the text， and the skills of reading for specific information-scanning; all but, not thatbut that, rise to, wipe out, instruct sb. in, ac

2、t on, respond to, etc. 2) Culture Learn about relationship and globalization and education; tribalism, regionalism, racism; cultural differences and similarities; common concerns and issues of human being3) Emotion Be well aware of the similarities and differences in all kinds of cultures; Have a cr

3、itical view of the ideas posed by the author towards “mis-educated”Warming-up Questions: -Understanding of the title1. What is a confession? -Its a formal statement that youve done sth. wrong or illegal;Its a private statement to a priest about the bad things youve done;2. Whats the difference betwe

4、en being Miseducated and Uneducated?-A miseducated person is one who has received formal education but is educated in a wrong way. An uneducated person is one who has received no formal school education. 3. How do you predict the topic of the essay? 4. How would you relate the issue of this essay to

5、 that of Another School YearWhat For? and The Green Banana?About the AuthorNorman Cousins (1915-1990)Some of his life history possibly related to the essay Born in New Jersey, educated in and graduated from Columbia University Teachers College; Editor of Saturday Review for 35 yrs; Lifelong concerns

6、 include world peace, world governance, justice, human freedom, health, etc.; Proponent of world federalism and world government;What is world federalism? World Federalism means having democratically accountable political institutions to deal with issues at the most appropriate level, according to t

7、he principle of subsidiary. In the book, Cousins expanded his arguments for world federalism and for a world no longer based on the supremacy of nationalism and other superficial differences as follows: “The new education must be less concerned with sophistication than compassion. It must recognize

8、the hazards of tribalism. It must teach man the most difficult lesson of allto look at someone anywhere in the world and be able to see the image of himself. The old emphasis upon superficial differences that separate peoples must give way to education for citizenship in the human community. ” Cf. P

9、ara. 7And he continued, “With such an education and with such self-understanding, it is possible that some nation or people may come forward with the vital inspiration that men need no less than food. Leadership on this higher level does not require mountains of gold or thundering propaganda. It is

10、concerned with human destiny. Human destiny is the issue. People will respond.”Cf. Para. 11He concluded the book with: “War is an invention of the human mind. The human mind can invent peace with justice.”Background information: 1. Globalization and education (全球化與教育)Generally speaking, globalizatio

11、n is the rapid increase in cross-border economic, social, and technological exchange. It is also defined as a process leading to greater interdependence and mutual awareness among economic, political and social units in the world. According to Rosenau, globalization can be described as the emergence

12、 of altered global structures and driven by a skill revolution, an organization explosion, and a continuous flow of ideas, money, goods, and people that is rendering long-standing territorial boundaries increasingly obsolete and fostering an extensive decentralization of authority.Education systems

13、can also be seen as the core of the globalization process. At present, governments are trying to compete on the global markets by placing the focus of policy on education to produce the “human capital” most appealing to global competition. Rinne(瑞尼) emphasized that educational policy has become an e

14、ver more important part than economic, trade, labor and social policy in western countries.Genre: Argumentation The authors view: 1) To prepare oneself for this new world, we must all be re-educated because so far the education weve received only tells us the differences among peoples, which are sup

15、erficial, one-sided, and misleading. Education about differences may be useful for tourists, but it is useless if we really want to understand other people.2) A proper education should tell us that there are more similarities than differences among peoples. The differences are insignificant whereas

16、the similarities are essential and fundamental. These similarities mean that we have the same needs, face the same problems and poses the same potentialities to solve these problems. We can be equal members of the international community and learn to live happily together with mutual respect. 3) Ove

17、r-emphasis on differences can easily lead to racism, colonialism, and imperialism-all tribalism in its varied forms. Critical View:Para 4 “ that the principal significance of such differences was that they were largely without significance”. -Proper understanding of the differences is extremely impo

18、rtant too. Without this, mutual respect is impossible. Differences dont divide us. It is the wrong attitude toward our differences that turn us into bitter enemies. 4) People can learn not only to accept, but also to treasure diversities. They can gradually realize that people can be different but e

19、qual. They can learn from each other and benefit from these differences. Without these differences, there would be no point of international communication. Critical view: Mis-educated- Half-educatedStructure Analysis: Part I (paras.1-4) In what way was I miseducated? The education I received concent

20、rated on differences and ignored similarities.Part II (paras.5-7) Why was this education inadequate? An education in differences cannot meet the needs of the age we are living in.Part III (paras.8-10) What kind of education do we need? We need an education with emphasis on the common needs of humani

21、ty.Part IV (para. 11) What will this new education possibly bring about?A nation may come forward to play a leading role in humanitys efforts to solve its problems. Text Analysis What marks the differences between the world in 1850 and the world now? Why is “Asia and Africa” the best place to apply

22、the test? What does the authors education teach him? Give examples. Why does he say that his education “protected me against surprise”? What does the education fail to teach him? Do you agree with him? Part I (1-4) In what way was I miseducated? Para 2 Question: 1) What kind of test does the author

23、suggest? 2) Why is “Asia and Africa” the best place to apply the test? Language Focus1. Distinguish between “enough, sufficient, adequate.”adequate 表示足夠的程度比enough, sufficient低，表示“剛夠，剛好（only just enough）”。 溫飽問題 （ the problem of adequate food and clothing） He was not tall _ to carry a rifle. (enough)

24、We lacked_ funds to finish the project. ( sufficient) I dont think she is _ as the team leader. (adequate) Para. 3 1. Not that -used before a sentence or phrase to express the opposite of what follows. e.g. Weve been happy together for half a centurynot that we never quarreled. I stopped and picked

25、you upnot that I was not afraid.She did not buy the coatnot that she did not like it. She just felt that it was too expensive.2. Anthropology-the science that deals with the origins, physical and cultural development, biological characteristics, and social customs and beliefs of humankind. 3. Paraph

26、rasing: In short, my education protected me against surprise. In a word, the education I had had taught me enough about the differences among people so that I wouldnt feel surprised at what I saw, no matter how different they might be.Para.41.Question: How do you understand the sentence1) But what m

27、y education failed to do was to teach me that the principal significance of such differences was that they were largely without significance.-The education I had did not teach me to see the fact that the main meaning of recognizing such differences was that they were not meaningful in a great measur

28、e (if compared with the meaning of understanding the similarities).2) The differences were all but wiped out by the similarities.-The differences became so insignificant compared with the similarities that they were almost completely pushed aside and forgotten. 3) My education had by-passed the simi

29、larities. - The education I had had (did not teach me/)avoided dealing with the similarities among peoples. 4) And the simplest reality of all was that.- Today the world is divided into nations that force the world to become separate parts. But no single nation is more important than the whole commu

30、nity, and differences in their religious faiths, political or national loyalties, or their cultures should not be allowed to blind us to the basic things they all share. 2. Parallelism-“greater than”3. all but -almost completelye.g. Their screams all but drowned out the music. I all but got attacked

31、 by the two timber wolves when Maheegun came to my rescue. We all but lost the game. 4.wipe out : Half the population was wiped out by plague. e.g. The heat has wiped me out. (informal, to make sb. feel extremely tired/exhausted)Compare: e.g. The price will wipe the smile off his face. In a few year

32、s this species could be wiped off the face of the earth. Part II Why was this education inadequate?Para. 5 1. How do you understand the sentence “ but to stop there was like clearing the ground without any idea of what was to be built on it.” ? but just respecting the differences is not enough; we m

33、ust go further and realize our common concerns.-clear the ground: to get the land ready for construction by removing irrelevant things from it. 2. to act on : - to do sth. because of e.g. the one making no distinctions of good and evil, acting on no principlesHe acted on his own initiative all the t

34、ime. 他凡事都憑自愿。She is acting on the advice of her lawyers.Para 6 1. How do you understand the sentence: It was the mark of a rounded man to be well traveled- Being widely traveled in foreign countries used to be regarded as the indication of a man with a fully developed personality. -rounded: well-rou

35、nded, (of a person) having a range of interests and skills and a variety of experienceWell-traveled: much-traveled/widely traveled, having visited a lot of countries. Para. 7 Questions1. What is “the great compression” that “came overnight”?-Suddenly, countries and nations became closely connected a

36、s if the world had become very small. 2. Why does “ far-flung area become crowded together in a single arena”?-Modern transportation and telecommunication had shortened distances. Therefore, no country could be cut off from outside influence. 3. What can we get to know about the evolution of tribali

37、sm in intercultural communication in “tribalism had persisted from earliest times, though it had taken refined forms”? What are those “refined forms”? - Tribalism was outdated, even though it existed in new forms-regionalism, racism, and nationalism, which are equally harmful.4. Compared with the ed

38、ucation mentioned in Para. 6, what can be expected from “an education in self-recognition”? 5. How do you understand the sentence “ The old emphasis upon superficial differences had to give way to education for mutuality and for citizenship in the human community.” -The traditional education with th

39、e emphasis on the superficial differences between different peoples, different cultures, etc. should be replaced by a new type of education focusing on mutual respect, mutual understanding, equality interdependence and how to be a citizen in the whole human community. Para. 8 Questions1. What is the

40、 fact in “we begin with the fact that universe itself does not hold life cheaply”?- So far we havent detected any sign of life in outer space. Some scientists say that we may well be alone in the universe. This tells us how precious life is. And this respect of life is the very basis on which we mus

41、t build the future world community. 2. What sort of faculty or gift is “a creative intelligence”? What does it enable man to do in the authors view? Can you explain “to reflect and foresee, to take in past experience, and also to visualize future needs”?-Of all the faculties humans have, the most im

42、portant is their creative intelligence that makes it possible for them to think and foresee, to understand and remember past experience, and to prepare for future needs. 3. to take in -to understand and remembere.g. I told Grandpa we were going away, but I dont think he took it in. It is hard for ch

43、ildren to take in the full meaning of social responsibility.Para 9 Questions1. Summarize (1st sentence) what all peoples have in common.1) All humans are capable of thinking.2) They are all capable of spiritual belief.3) They are capable of creating print and communicating in print without the restr

44、iction of time and space.4) They are capable of enjoying music and art. 2. respond toe.g Clive responded to my suggestion with a laugh. The US responded to the challenge by sending troops into Iraq. No one has yet responded to our complaints. Her cancer failed to respond to treatment. ( to improve a

45、s a result of a particular kind of treatment) Para. 10 Questions1. How would you understand “Next in order would be instruction in the unity of human needs”?- The next important thing would be to get people to realize that all human needs are a unified whole. The unity of human needs means “ the del

46、icate balance or interdependence of human needs. (人類需要的整體性。)2. Why does the author say “However friendly the universe may be, it has left the conditions of human existence precariously balanced”? What are “the conditions of human existence”?- Human conditions nowadays are very delicate. We must have

47、 water and oxygen for survival. Too much or too little of these things would cause a disaster. These things should be well balanced. 3. How can we use “self-understanding in the cause of human welfare”?4. What are “the engines we have created that threaten to alter the precarious balance on which li

48、fe depends”? Can you give some examples? - “Engines” is used figuratively to stand for all the technological developments human beings have achieved. Human beings have invented a great many things to give us more power and to make our life easier. But these human creations are now threatening the ba

49、lance of our environmental conditions. 5. to concern - If sth. concerns you, it affects/involves you e.g. The price of water will concern many people. (not in passive) to make sb. feel worried/upset;That Bess did not work to save for her old age really concerned Lottie.If a story/book/report concern

50、s sb./sth., it is about them.This essay concerns (is about) how the author thinks of his education in the past years.Para. 11 Questions1. What does “some nation or people” possibly refer to in the text?2. What sort of “l(fā)eadership” is the author talking about? The author is hoping that some nation may take up the responsibility to lead us in solving the present problems, a country which understands the vital human needs and can give the rest of the world important inspiration. It is clear that the author hope