研究生英語翻譯段落

、Undergraduatesaresearchingforidentityandmeaningand,liketherestofus,theyaretornbyidealismofserviceontheonehand,andonthehand,thetemptationtoretreatintoaworldthatneverrisesaboveself-interests.(2)Isittoomuchtoexpectthat,eveninthishard-edged,competitiveage,acollegegraduatewilllivewithintegrity,civility-evencompassion??(3)Evenwhatonceseemedtobereasonablylocalmatters---zoningregulations,schooldesegregation,drainageproblemspublictransportationissues,licensingrequestsfromcompetingcabletelevisioncompanies-callforspecialistswhodebatetechnicalitiesandfrequentlyconfuseratherthanclarifytheissues.(4)Unlesswefindbetterwaystoeducateourselvesascitizens,unlesshardquestionsareaskedandsatisfactoryanswersareoffered,werunriskofmakingcriticaldecisions,notonthebasisofwhatweknow,butonthebasisofblindfaithinoneoranothersetofprofessedexperts.(5)Weneedconcernedpeoplewhoareparticipantsininquiry,whoknowhowtoasktherightquestions,whounderstandtheprocessbywhichpublicpolicyisshaped,andarepreparedtomakeinformeddiscriminatingjudgmentsonquestionsthateffectthefuture.(6)Ifstudentsdonotseebeyondthemselvesandbetterunderstandtheirplaceinourcomplexworld,theircapacitytoloveresponsiblywillbedangerouslydiminished.(7)Whilesomestudentshaveaglobalperspective,thevastmajority,althoughvaguelyconcerned,areinadequatelyinformedabouttheinterdependentworldinwhichtheylive.(8)Iftheundergraduatecollegecannothelpstudentsseebeyondthemselvesandbetterunderstandtheinterdependentnatureofourworld,eachnewgenerationwillremainignorant,anditscapacitytoliveconfidentlyandresponsiblywillbedangerouslydiminished.(9)Atatimeinlifewhenvaluesshouldbeshapedandpersonalprioritiessharplyprobed,whatatragedyitwouldbeifthemostdeeplyfeltissues,themosthauntingquestionsthemostcreativemomentswerepushedtothefringesofourinstitutionallife.（10）Theoutcomesofcollegiateeducationshouldbemeasuredbythestudent'sperformanceintheclassroomasheorshebecomesproficientintheuseofknowledge,acquiresasolidbasiceducation,andbecomescompetentinaspecificfield.(11)Theundergraduateexperienceatitsbest(=atone'shighestlevelofskill)willmovethestudentfromcompetencetocommitment.(12)Thegoalisnottoindoctrinatestudents,buttosetthemfreeintheworldofideasandprovideaclimateinwhichethicalandmoralchoicescanbethoughtfullyexamined,andconvictionsformed.(13)Butourabidinghopeisthat,withdeterminationandeffort,theundergraduatecollegecanmakeadifferenceintheintellectualandpersonallivesofitsgraduates,inthesocialandcivicresponsibilitiestheyarewillingtoassume,andultimatelyintheirworldperspective.2TheRoleoftheAcademyinTimesofCrisis(1)ThatfaithisbasedonaconvictionthatthevitalityoftheUnitedStates,itscreativeanddiverseculturallife,itsstaggeringlyinventiveeconomy,itsnationalsecurityandtherobustnessofitsdemocraticinstitutionsowemuchtothequalityofitsinstitutionsofhighereducation.(2)Inreturnforthisbroadsupport,societyrightfullyexpectscertainthingsfromus.Itexpectsthegenerationofnewideasandthediscoveryofnewknowledge,theexplorationofcomplexissuesinanopenandcollegialmannerandthepreparationofthenextgenerationofcitizensandleaders.(3)Themedievalimageoftheuniversityasanivorytower,withscholarsturnedinwardinsolitarycontemplation,immunizedfromthecaresoftheday,isanimagethathasbeensupersededbythemodernuniversityconstructednotofivory,butofahighlyporousmaterial,onethatallowsfreediffusioninbothdirections.(4)Thesearchfornewideasandknowledgeisnotandcannotbemotivatedbyutilitarianconcerns.Ratheritdependsontheabilitytothinkinnewandcreativeways,tochallengeprevailingorthodoxies,todepartfromthestatusquo.(5)Thesearchfornewideasandknowledgeisnotandcannotbemotivatedbyutilitarianconcerns.Ratheritdependsontheabilitytothinkinnewandcreativeways,tochallengeprevailingorthodoxies,todepartfromthestatusquo.(6)Whatweshouldseektoimpartinourcolleges,isnotsomuchlearningitselfasthespiritoflearning.Itconsistsinthepowertodistinguishgoodreasoningfrombad,inthepowertodigestandinterpretevidence,inthehabitofcatholicobservationandapreferenceforthenon-partisanpointofview,inanaddictiontoclearandlogicalprocessesofthoughtandyetaninstinctivedesiretointerpretratherthantosticktotheletterofreasoning,inatasteforknowledgeandadeeprespectfortheintegrityofthehumanmind.”(7)Whileunderstandingtheimportanceofprofessionaleducation,theymadeitclearthatatPrincetonweshouldfirstandforemostcultivatethequalitiesofthoughtanddiscernmentinourstudents,inthebeliefthatthiswillbemostconducivetothehealthofoursociety.(8)Ifwedoourjobwellaseducators,eachofourstudentswilltakefromaPrincetoneducationarespectandappreciationforideasandvalues,intellectualopennessandrigor,practiceincivildiscourseandasenseofcivicresponsibility.3TheVirtuesofAmbitionOnecan,afterall,beambitiousforthepublicgood,forthealleviationofsuffering,fortheenlightenmentofmankind,thoughtherearesomewhosaythatthesearepreciselytheambitiouspeoplemosttobedistrusted.(2)Surelyambitionisbehinddreamsofglory,ofwealth,oflove,ofdistinction,ofaccomplishment,ofpleasure,ofgoodness.(3)Tobesure,ambition,thesheerthingunalloyedbysomelargerpurposethanmerelyclamberingup,isneveraprettyprospecttoponder.(4)Tobeginwith,it,ambition,isoftenantisocial,andindeedisnowoutmoded,belongingtoanagewhenindividualismwasmorevaluedandusefulthanitistoday.的年代，確實志向如今已經(jīng)過時了。(5)Ifambitionistobewellregarded,therewardsofambition--wealth,distinction,controloverone'sdestiny--mustbeconsideredworthyofthesacrificesmadeonambition'sbehalf.(6)Whatisoddisthattheyhaveperhapsmostbenefitedfromambition--ifnotalwaystheirownthenthatoftheirparentsandgrandparents.(7)Whathashappenedisthatpeoplecannotownuptotheirdreams,aseasilyandopenlyasoncetheycould,lesttheybethoughtpushing,acquisitive,vulgar.(8)Asaresult,thesupportforambitionasahealthyimpulse,aqualitytobeadmiredandinculcatedintheyoung,isprobablylowerthanithaseverbeenintheUnitedStates.(9)Allmenandwomenareborn,live,suffer,anddie;whatdistinguishesusonefromanotherisourdreams,whethertheybedreamsaboutworldlyorunworldlythings,andwhatwedotomakethemcomeabout.(10)Ambition,asopposedtomerefantasizingaboutdesires,impliesworkanddisciplinetoachievegoals,personalandsocial,ofakindsocietycannotsurvivewithout.(11)Working,saving,planning--these,thedailyaspectsofambition--havealwaysbeenthedistinguishingmarksofarisingmiddleclass.Competitionwouldneverenterin.Conflictwouldbeeliminated,tensionbecomeathingofthepast.Thestressofcreationwouldbeatanend.Artwouldnolongerbetroubling,butpurelycelebratoryinitsfunctions.4FourChoicesforYoungPeople(1)Morethananyothergeneration,"hesaid,"ourgenerationviewstheadultworldwithgreatskepticism..,thereisalsoanincreasedtendencytorejectcompletelythatworld."疑慮......(2)Theseconclusionsstrikemeasreasonable,atleastfromtheirpointofview.Therelevantquestionforthearrivinggenerationisnotwhetheroursocietyisimperfect(wecantakethatforgranted),buthowtodealwithit.而是應(yīng)該如何去應(yīng)付它。(3)Someofusfindthisdistasteful--anundignifiedkindoflife.Butforthepoorinspirit,withlowlevelsofbothenergyandpride,itmaybetheleastintolerablechoiceavailable.(4)Unlikethedropouts,theyarenotparasites.Theyarewillingtosupportthemselvesandtocontributesomethingtothegeneralcommunity,buttheysimplydon'tliketheenvironmentofcivilization;thatis,thecity,withallitsuglinessandtension.(5)Foratbesttheirvictoryneverdawnsontheshiningnewworldtheyhaddreamedof,cleansedofallhumanmeanness.Insteaditdawnsonafamiliar,workadayplace,stillinneedofgroceriesandsewagedisposal.(6)Aboutallthatcanbesaidforitisthatitsometimesworks--thatinthisparticulartimeandplaceitoffersabetterchanceforremedyingsomeoftheworld'soutragesthananyotheravailablestrategy.(7)Asthebigproblemsofthethirtieswerebroughtundersomekindofroughcontrol,newproblemstooktheirplace--theunprecedentedproblemsofanaffluentsociety,ofracialjustice,ofkeepingourcitiesfrombecominguninhabitable,ofcopingwithwarinunfamiliarguises.當Ontheevidenceofthepast,itcanbehandledinthesamewaythathardproblemshavebeencopedwithbefore--piecemeal,pragmatically,bythedoggedeffortsofmanypeople.5CANWEKNOWTHEUNIVERSE?—REFLECTIONSONAGRAINOFSALTItsgoalistofindouthowtheworldworks,toseekwhatregularitiestheremaybe,topenetratetotheconnectionsofthings—fromsubnuclearparticles,whichmaybetheconstituentsofallmatter,tolivingorganisms,thehumansocialcommunity,andthencetothecosmosasawhole.aIfyouspendanytimespinninghypotheses,checkingtoseewhethertheymakesense,whethertheyconformtowhatelseweknow,thinkingoftestsyoucanposetosubstantiateordeflateyourhypotheses,youwillfindyourselfdoingscience.Letusapproachamuchmoremodestquestion:notwhetherwecanknowtheuniver