卓越研究生英語(yǔ)（人文篇）綜合教程1 課件 B1U1 Minds woven in ords

Afterstudyingthisunit,youwillbeableto:illustratehowlanguagereflectsthoughtandculture,andhowhumanperceptionisshapedbylanguage;inferthemeaningofacademicconceptswhilelistening;analyzethe3-stepargumentinacademicresearch;makeanengagingpresentationontheuniquenessoftheChineselanguage.ViewingWatchavideoabouttherelationshipbetweenlanguageandmindUnderstand:1.

twocontrastinginterpretations;

2.

whythoughtcomesfirstandlanguagecomesafterReadingAReadanarticleaboutlanguage-thoughtexperimentsUnderstand:1.

whytheyaredone;2.

theirresults;3.

howlanguageshapesthewaywethinkReadingBReadanarticleabouttheChineselanguageandtheChinesethoughtUnderstand:1.

theirfeatures;2.

thecorrelationbetweentheirfeaturesProducing

Givea10-minuteEnglishpresentationinaninternationalyouthforumabouttheuniquenessoftheChineselanguageanditsinfluencesonhumanthoughtandsocietaladvancement.Whatinfluencesdoeslanguageexertonusandoursociety?Brainstormandcompletethediagram.Influencesexertedonindividuals:EnrichingworldviewandperspectiveShapingthoughtpatternsFacilitatingexpressionProvidingaccesstoknowledgeWinningcareeropportunitiesInfluencesexertedonsociety:PreservingcultureandheritagePromotinginternationaltradeCommunicatingculturalvaluesandcustomsAffectingpowerdynamicswithinsocietyFunctioninginvariousformsofmediaHowlanguageshapesthewaywethinkCanwethinkcomplexthoughtswithoutlanguage?ChineselanguageandChinesethoughtLanguageisthemeansbywhichweexpressourthoughts.Buthaveyouevernoticedinwhatlanguageyouthink?Areyoueventhinkinginanyparticularlanguageatall?Canwethinkcomplexthoughtswithoutlanguage?Watchthevideoandcompletethefollowingexercises.scripts1Whatistherelationshipbetweenlanguageandthought?Findtheanswerbycompletingtheoutline.Concept12)_____________________providesanegativeanswertothequestion.EvidenceTheDanipeoplecanmakedistinctionsbetweendifferentcolorsdespitealimitedcolorvocabulary,showingthatthere’sa(n)3)________________________relationshipbetween4)_____________________________.Flagsfromtwoculturesshowthatpeopledon’tnecessarilyseetheworlddifferently,buttheyvaluedifferentthings.Question:

Canwe1)______________________________________?thinkcomplexthoughtwithoutlanguageLinguisticdeterminismcomplexandinterdependentlanguage,thought,andcultureConcept25)_____________gives

a

positive

answer

to

the

question.Answer:6)___________________________________________________________________________________.MentaleseWhatistherelationshipbetweenlanguageandthought?Findtheanswerbycompletingtheoutline.

Languageisareflectionofvaluesandthoughts/Thoughtcomesfirstandlanguagecomesafter2Checkthecorrectinterpretationsofthegivenacademicconcepts.YoucanrefertotheAcademiclisteningskill.1linguisticdeterminismThenotionthatlanguagedeterminesthought.Theconceptthatlanguagedeterminespersonality.Thebeliefthatlanguageisdeterminedbythought.Theassumptionthatwecannotthinkcomplexthoughtwithoutlanguage.2mentaleseThelanguageofmind.Thecharacteristicsofmind.Thetheorythatsuggeststhoughthasaninnatelanguage.Thetheoryofmindthatadvocatesthoughtshapeslanguage.ADAC3

Answerthefollowingquestions.1WhatevidencefromtheDanipeople’slanguageandculturechallengesthetheoryoflinguisticdeterminismanddemonstratesthecomplexrelationshipbetweenlanguage,thought,andculture?2AccordingtoStevenPinker’sconceptof“mentalese,”howdoeslanguagefunctionasatranslationtoolforourinnate“l(fā)anguageofthought”?Howdoesthisperspectivecontributetotheunderstandingthatlanguagedoesnotsolelydetermineourabilitytothinkcomplexthoughts?Inacademiclectures,lecturerstendtorefertoconceptsortheoriesthatlistenersmightnotbefamiliarwithbutarepertinenttothepointsbeingmade.Toproperlyunderstandthemwhilelistening,youneedtotakecareoftwothings.UnderstandingacademicconceptsFirst,understandthemorphology(thewayinwhichwordsareformed)ofthetermsthatrepresenttheconcepts.Thesetermseitherhavecommonsuffixes,suchas“-ism”(e.g.socialism)whichrepresentsasystem,ideology,orbelief;ortheyhavecommonprefixes,suchas“meta-”(e.g.meta-narrative)whichindicatesahigher-levelanalysisoforreflectiononasubject.UnderstandingacademicconceptsSecond,understandthecontextoftheterms.Theyusuallyappearaftersomeintroductoryremarksfromwhichtheirmeaningcanbeinferred,asinthecaseoftheterm“l(fā)inguisticdeterminism”inthevideo.Otherwise,theconceptsmaybefollowedimmediatelybyashortexplanation,asinthecaseof“mentalese.”Completethesentenceswiththecorrectformofthewordsorphrases.Wordsandphrases

linguistichypotheticalpsychologistviceversainterdependentphenomenon1The________analyzedthesyntaxandgrammarofthelanguagetobetterunderstanditsstructure.2Recently,researchersfromMIThaveconductedexperimentstotesta__________regardingcognitivedevelopment.3Inbilingualindividuals,the______________oflanguageandthinkingishighlightedbytheirabilitytoswitchbetweendifferentcognitiveframeworksbasedonlinguisticcontext.linguist(s)hypothesisinterdependenceCompletethesentenceswiththecorrectformofthewordsorphrases.Wordsandphrases

4Thestudyoflanguageand__________isaninvaluabletoolinunderstandinghowlanguageaffectsourthoughtsandbehaviors.5Theemergenceofnewlanguagetrendsandshiftsincommunicationpatternsare__________thatreflectthedynamicnatureoflinguisticevolution.6Therelationshipbetweenlanguageandcognitionisatwo-waystreet;howweprocessthoughtscanshapelinguisticstructures,and__________.psychologyphenomenaviceversalinguistichypotheticalpsychologistviceversainterdependentphenomenonHowlanguageshapesthewaywethinkStevenPinker’s“mentalese”theoryindicatesthatlanguageandthoughtareseparateentities,andthatthoughtcanexistwithoutlanguage.Doyouagreewithhim?Doeslanguageshapethewaywethink?Backgroundinformation

Alsoknownasthetheoryoflinguisticrelativity,linguisticrelativism,linguisticdeterminism,Whorfianhypothesis,orWhorfianism,itpositsthatthegrammaticalandverbalstructureofaperson’slanguageinfluenceshowtheyperceivetheworld,thatlanguageeitherdeterminesorinfluencesone’sthoughts.ThisideaisrootedintheworkofAmericanlinguists,EdwardSapirandhisstudentBenjaminLeeWhorf,whosecombinedeffortshavesignificantlyshapedourunderstandingoftherelationshipbetweenlanguageandthought.Itsessentialtenetsincludethatpeopleexperiencetheworldbasedonthestructureoftheirlanguage;thatlinguisticcategoriesshapeandlimitcognitiveprocesses;andthatdifferencesinlanguageaffectthought,perception,andbehavior,andthereforespeakersofdifferentlanguagesthinkandactdifferently.Sapir-WhorfhypothesisBackgroundinformation

Itwastaughtincoursesthroughtheearly1970sandhadbecomewidelyacceptedastruth,butthenitfelloutoffavorwithscientistswhenNoamChomsky'stheoriesoflanguagegainedpopularityinthe1960sand'70s.Dr.Chomskyproposedthatthereisauniversalgrammarforallhumanlanguages—essentially,thatlanguagesdon'treallydifferfromoneanotherinsignificantways.StevenPinker,theCanadian-bornAmericanlinguist,mentionedinthevideoclip,alsoarguesagainstlinguisticrelativity,providingastrongcaseforitsimplausibilityinmanyofhisworkspublishedintheearly1990s.Bythen,theSapir-Whorfhypothesiswasessentiallyleftfordead.Inthenewcentury,Sapir-WhorfhypothesishasbeenreconsideredandrestoredthroughapositivistapproachandanempiricalanalysisbysuchcognitivescientistslikeLeraBoroditsky,asyouwillencounterinReadingA.Thequestiontouchesonamajorcontroversyinthestudyofmind,engagingscoresofphilosophers,anthropologists,linguists,andpsychologists.(Para.1)Meaning:Thequestionconcernsanimportantdebateinthestudyofmind.Itattractstheattentionofphilosophers,anthropologists,linguists,andpsychologists.touchon:torefertoordiscussbriefly涉及Inhisspeechhewasonlyabletotouchonafewaspectsoftheproblem.engage:

vt.(fml.)tosucceedinattractingandkeepingsb.’sattentionandinterest吸引?。ㄗ⒁饬Α⑴d趣）Itisamoviethatengagesboththemindandtheeye.2.Datahavebeencollectedaroundtheworldsothatwehaveactualscientificevidencetoweighinonthisquestion.(Para.1)Meaning:Wehavegatheredinformationfromallovertheworld.Throughitwehaveacquiredsoundandsolidevidencetogiveouropinionsonthisissue.weighinon:togiveone’sopinionorviewpointonaparticularsubjectorissue參與討論；（對(duì)…）發(fā)表意見ThePresident’spoliticaladvisersalsoweighedinontheplan.3.Simplyput,speakersoflanguageslikeKuukThaayorrearemuchbetterthanEnglishspeakersatstayingorientedandkeepingtrackofwheretheyare,eveninunfamiliarlandscapesorinsideunfamiliarbuildings.(Para.3)Meaning:Insimpleterms,speakersoflanguageslikeKuukThaayorrearereallygoodatmaintainingdirectionsandspatialawarenesseveninnewplaces.TheyarebetteratthisthanEnglishspeakers.oriented:

a.beingawareofsb.’sdirectionalposition,esp.concerningthecardinaldirections有方向感的Shewasalwayswell-oriented,neverlosinghersenseofdirectioneveninunfamiliarsurroundings.keep

track

of:tohaveinformationaboutwhatishappeningorwheresb./sth.is了解…的動(dòng)態(tài)Asadoctor,Mr.Blackneedstokeeptrackofthelatestdevelopmentinthefieldofmedicine.4.Totestthisidea,peopleweregivensetsofpicturesthatshowedsomekindoftemporalprogression(e.g.picturesofamanaging,acrocodilegrowing,orabananabeingeaten).Theirjobwastoarrangetheshuffledphotosonthegroundtoshowthecorrecttemporalorder.(Para.4)temporal

progression:thesequentialadvancementordevelopmentofeventsorphenomenaovertime時(shí)間發(fā)展順序Thestudyanalyzedthetemporalprogressionofsocietalnormsthroughanexaminationofhistoricaltextsandculturalartifacts.shuffle:

vt.tomovepaperorthingsintodifferentpositionsoradifferentorder把（紙張等）變換位置，打亂次序Afterreviewingtheinitialdraft,theeditorsuggestedthattheparagraphsneededtobeshuffledtoimprovetheflowofthewriting.5.Beyondabstractorcomplexdomainsofthoughtlikespaceandtime,languagesalsomeddleinbasicaspectsofvisualperception–ourabilitytodistinguishcolors,forexample.(Para.6)Meaning:Languagesaffectsuchabstractorintricateareasofthoughtasspaceandtime.Besides,theyalsoinfluencebasicskillslikeidentifyingcolors.meddle

in:tobecomeinvolvedinsth.thatdoesnotconcernyou管閑事；干涉；干預(yù)It’snotagoodideatomeddleinotherpeople’spersonalmatterswithouttheirconsent.6.Differentlanguagesdivideupthecolorcontinuumdifferently:Somemakemanymoredistinctionsbetweencolorsthanothers,andtheboundariesoftendon’tlineupacrosslanguages.(Para.6)Meaning:Variouslanguagescategorizecolorsdifferentlyalongaspectrum.Somelanguageshavemorecolordistinctionsthanothers.Thesedistinctionsmaynotalignconsistentlyacrossdifferentlanguages.color

continuum:theentirerangeofcolors,oftendepictedinalinearorcircularformattorepresenttheirrelationshipandtransitionsfromonehuetoanother色譜Artistsoftenexplorethesubtleshiftswithinthecolorcontinuumtocreatecaptivatingandharmoniouspalettesintheirpaintings.lineup:tobeinthecorrectpositioninrelationtosth.else對(duì)齊；一致Thebooksontheshelfdonotlineupneatlybecauseoftheirdifferentsizes.7.Evenwhatmightbedeemedfrivolousaspectsoflanguage,orflukesofgrammar,canhavefar-reachingsubconsciouseffectsonhowweseetheworld.(Para.8)Meaning:Someelementsoflanguagemayseeminsignificantoraccidental.Buttheycandeeplyinfluenceoursubconsciousperceptionsoftheworld.deem:vt.tohaveaparticularopinionaboutsth.認(rèn)為；視為；相信Thenewpolicywasdeemedbythemanagementteamagreatsuccessinimprovingworkplaceproductivity.fluke:n.[C](infml.)sth.luckyorunusualthathappensbyaccident,notbecauseofplanningorskill偶然；僥幸；意外Thediscoveryoftheoldfamilyrecipebookintheatticwasasheerfluke.StructureofthetextConclusion

IntroductionPara.1Para.9Body

Paras.2-8IntroductiontothehistoricaldebateEvidenceonhowlanguageshapesourperceptionofspace,time,colorsandobjectsConclusionontheroleoflanguageinthoughtReadingandunderstanding1.Readthetextandfillintheblankstocompletetheresearchoutline.YoucanrefertotheAcademicreadingskill.QUESTION:Does

the

language

we

speakshapethewaywethink?Experiment1TheKuukThaayorreusecardinaldirectiontermstodefinespace,allowingthemtostayorientedandaffectingtheirdailycommunication.Thereisdifferenceinnavigationalabilityandspatialknowledgebetweenspeakersofdifferentlanguages.Languageenablespeopletothinkdifferentlyabout1)_______.spaceEVIDENCE:ReadingandunderstandingExperiment2Peoplespeakingdifferentlanguagesarrangesetsofpicturesrepresenting2)____________________,eachtimefacingadifferentcardinaldirection.Englishspeakersalwaysarrangethepicturesfromlefttoright;Hebrewspeakersalwaysfromrighttoleft;KuukThaayorrespeakers3)_________________________.TheKuukThaayorreusetheirspatialorientationtoconstructtheirrepresentationsoftime.temporalprogression(arrange)fromeasttowestReadingandunderstandingExperiment3RussianspeakersandEnglishspeakersarerequiredtodiscriminatedifferentshadesofblue.Russiansarequickertodistinguishtwoshadesofbluethat4)___________________________.Languagecanaffectspeakers’5)_________________.arecalledbydifferentnamesvisualperceptionReadingandunderstandingExperiment4Speakersofdifferentlanguagesarerequiredtodescribeobjectsofdifferent6)________________.Germanspeakersusemale-associatedwordstodescribeakeywhileSpanishspeakersuse7)_____________________________________todescribeit.Languagecanaffectspeakers’perceptionofobjects.grammaticalgenderConclusion:8)____________________________________________________________________________________________.Linguisticprocessesarepervasiveinmostfundamentaldomainsofthoughtandconstructourmentallivesadjectivesassociatedwithfemalequalities2.Decidewhetherthefollowingstatementsaretrue(T)orfalse(F)accordingtothetext.1Differencesinlinguisticcategorizationsofcolorscanleadtovariationsincolorperceptionbetweendifferentlanguagespeakers.2Linguisticprocesseshavenoimpactonourunderstandingofgrammar-relatedconcepts.3Speakersoflanguagesrelyingprimarilyonabsolutereferenceframes,likeKuukThaayorre,havebetternavigationalabilityandspatialknowledgethanthoserelyingonrelativereferenceframes,likeEnglish.TFT2.Decidewhetherthefollowingstatementsaretrue(T)orfalse(F)accordingtothetext.4

Hebrewspeakersarrangepicturesshowingtemporalprogressionfromrighttoleftduetothewritingdirectionintheirlanguage.5

TheKuukThaayorrearrangepicturesshowingtemporalprogressionfromwesttoeast,basedontheirspatialorientation,regardlessofthedirectiontheyarefacing.TF3.Answerthefollowingquestions.Inwhatwaydoeslanguageinfluenceourperceptionandrepresentationoftime?Provideexamplesfromoroutsidethetexttosupportyouranswer.Theauthorhasdiscussedhowlanguagesshapethewaywethinkaboutspace,time,color,andobjects.Whichpartofdiscussionimpressesyoumost?Why?Accordingtotheauthor,“Beyondabstractorcomplexdomainsofthoughtlikespaceandtime,languagesalsomeddleinbasicaspectsofvisualperception.”(para.6)Inwhatotherdomainsoraspectsdoyouthinklanguageshapesourthinking?Academicargumentsarecraftedthroughamethodical3-stepprocess:formulatingaresearchquestion,citingempiricalevidence,andsynthesizingtheevidencetoreachaconclusion.3-stepargumentinacademicresearchFormulatingaresearchquestionThisisoftenthefirststepinacademicinvestigation.Thisquestionistheproblemorissuethattheauthorseekstoaddressandshouldbeclear,concise,anddirectlyrelatedtothefieldofstudy.Forexample,ReadingAbeginsbyintroducingthequestionofwhetherthelanguagewespeakshapesthewaywethink.Itreferstotheuseofdatacollectedthroughobservationorexperimentation.Forinstance,ReadingAcitesexperimentsdoneinlabsatStanfordUniversityandMIT.Theseexperimentsprovidescientificevidencetoillustratehowlanguageinfluencesvariousaspectsofhumanperceptionandthinking,lendingcredibilitytotheauthor’sarguments.GatheringandcitingempiricalevidenceThisisthefinalstepintheprocess,wheretheauthorsynthesizesallthepresentedevidencetoanswertheinitialresearchquestion.Theconclusionshouldbelogical,coherent,anddirectlytiedtotheevidenceprovided.Itmayalsosuggestfurtherareasforfutureinquiry.ReachingaconclusionThinkoftheinfluencesthatlanguageexertsonsocietyandshareyourideas.ThinkingbeyondWehavelearnedthatlanguageinfluencesourthinkingbyshapingourperceptionofspace,time,color,andobjects.WilliamLabov,anAmericansociolinguist,pointsoutthatlanguageshapesnotonlyhowwethinkbutalsohowwebehaveandinteractwithothers.Labovpositsthatlanguageandsocietyareintertwined,andthatlanguagesimultaneouslyreflectsandshapesoursocialrealities.DoyouagreewithLabov’sviewpointontherelationshipbetweenlanguageandsociety?Whyorwhynot?1.Fillintheblanksbyselectingsuitablewordsfromthewordbank.Youmaynotuseanyofthewordsmorethanonce.Makechangeswherenecessary.Bankedcloze

Languageandmindareintricatelyconnected,operatingwithinthe1)__________ofhumancognition.Language,oneoftheremarkable2)_____________ofhumaningenuity,enablesustocommunicate,expressthoughts,andexploretheworldofideas.Itisanessentialtoolforourcognitiveprocesses,shapingourviewandunderstandingoftheworld.domainarray

subconscious

orientation

discriminate

intricateperception

possessive

proceed

feat

flukerandomcontinuumcontroversydomainresidefeats1.Fillintheblanksbyselectingsuitablewordsfromthewordbank.Youmaynotuseanyofthewordsmorethanonce.Makechangeswherenecessary.Languageisnota(n)3)_____________assemblageofwords;itisorganizedandstructured,allowingustoconveymeaningeffectively.Ourmindsarestrongly4)________towardlanguage,capableofcomprehendingandproducingcomplexlinguisticstructures.Throughlanguage,wecan(5)_____________betweenvariousconcepts,categorizeinformation,andmakesenseofthevast6)___________ofexperiences.randomorienteddiscriminatearrayarray

subconscious

orientation

discriminate

intricateperception

possessive

proceed

feat

flukerandomcontinuumcontroversydomainresideBankedcloze

1.Fillintheblanksbyselectingsuitablewordsfromthewordbank.Youmaynotuseanyofthewordsmorethanonce.Makechangeswherenecessary.The7)_________surroundinglanguageandmindcentersontheextenttowhichlanguageshapesourthoughtsandviceversa.Somearguethatlanguagedeterminesourcognitiveprocesses,influencinghowwe8)_____________andinterprettheworld.Otherscontendthatlanguageisareflectionofourthoughts,merelyameansofexternalizingourmentalstates.controversyperceivearray

subconscious

orientation

discriminate

intricateperception

possessive

proceed

feat

flukerandomcontinuumcontroversydomainresideBankedcloze

1.Fillintheblanksbyselectingsuitablewordsfromthewordbank.Youmaynotuseanyofthewordsmorethanonce.Makechangeswherenecessary.Regardlessofallthefurorofthisdebate,itisclearthatlanguageandmindinfluenceeachotherina(n)9)______________complexrelationship.Ourcognitiveprocessesshapethewayweuselanguage,whilelanguage10)_________toshapeandinfluenceourthinkingpatterns.intricatelyproceedsarray

subconscious

orientation

discriminate

intricateperception

possessive

proceed

feat

flukerandomcontinuumcontroversydomainresideBankedcloze

2.TranslatethesentencesintoEnglishusinginfinitives.Structure1學(xué)習(xí)一門新語(yǔ)言，便打開了通往不同文化和思維方式的大門。

________________________________________________________________________Tolearnanewlanguageistoopenagatewaytodifferentculturesandwaysofthinking.Model:Charlemagneisreputedtohavesaidthattospeakanotherlanguageistopossessasecondsoul.2.TranslatethesentencesintoEnglishusinginfinitives.Structure2參與有意義的對(duì)話，意味著要交換思想并拓寬思維。______________________________________________________________________Toengageinmeaningfulconversationsistoexchangeideasandbroadenthemind.2.TranslatethesentencesintoEnglishusinginfinitives.Structure3教授語(yǔ)言技能，是為了賦予個(gè)人以表達(dá)思想、與不同人群溝通的能力。____________________________________________________________________Toteachlanguageskillsistoempowerindividualstoexpressthoughtsandconnectwithdiversecommunities.2.TranslatethesentencesintoEnglishusinginfinitives.Structure4翻譯文學(xué)作品，就是要彌合文化差異，保留思想的豐富性。______________________________________________________________________Totranslateliteratureistobridgegapsbetweenculturesandpreservetherichnessofthought.2.TranslatethesentencesintoEnglishusinginfinitives.Structure5創(chuàng)意寫作旨在探索心靈深處，表達(dá)獨(dú)特觀點(diǎn)。__________________________________________________________________Towritecreativelyistoexplorethedepthsofthemindandexpressuniqueperspectives.ChineseLanguageandChineseThoughtWiththelargestnumberofnativespeakers,theChineselanguageisalsowidelyusedglobally.Itswritingsystem,pronunciationrules,andgrammaticalstructurearesignificantlydifferentfromotherlanguages.WhataretheuniquecharacteristicsoftheChineselanguagethatsetitapartfromotherlanguages?Givespecificexamplestoillustrateyourpoint.Backgroundinformation

ChineseispartoftheSino-Tibetanlanguagefamily.Itincludesvarious

dialects.Putonghuaistheofficiallanguageof

China.TheChinesewritingsystemislogographic,meaningitusescharacterstorepresentwordsormorphemesratherthansoundsorletters.Eachcharacterisauniquesymbol,oftencomposedofradicalsthatgivecluestomeaningandpronunciation.Therearethousandsofcharacters,butliteracyrequiresknowledgeofaround3,000to4,000.Chinesepronunciationisnotablycharacterizedbyitsuseoftones.Putonghuahasfourmaintones,whichcanchangethemeaningofaword.Forexample,“ma”

canmean“mother,”

“hemp,”

“horse,”

or“scold”

dependingonthetoneused.Grammatically,Chineseisanalytic,meaningitreliesonwordorderandparticlesratherthaninflectiontoconveymeaning.Therearenoconjugationsforverbs,nopluralsfornouns,andnoarticles.Thebasicsentencestructureissubject-verb-object(SVO),likeEnglish.However,Chineseplacesastrongemphasisoncontextandusesatopic-commentstructurefrequently.

TheChineselanguageMoresophisticated,thistypeconstitutesover90percentoftheChinesevocabulary.(Para.1)Meaning:ThistypeofChinesecharactersismorecomplicated.Theymakeupover90%oftheChinesevocabulary.constitute:vt.tobethepartsthattogetherformsth.組成；構(gòu)成

Femaleemployeesconstitutethemajorityofthestaffinthiscompany.2.ItisdemonstrablefromhistoricaltextswrittenbeforethetimeofConfuciusthatquiteanumberofabstractconceptswerediscussed,buttheyarenotuniversalsinthesenseofbeingself-sufficientinthemselves;theyareexpressedthroughtangibleobjects.(Para.6)Meaning:HistoricaltextswrittenbeforeConfuciusshowthatmanyabstractconceptswerealreadydiscussed.However,theseconceptsarenotinherentlyself-evidentandgeneral.Theyrelyontangibleobjectsorexternalreferencestobefullyunderstoodorexpressed.demonstrable:a.clearlyapparentorcapableofbeinglogicallyproved明顯的；可論證的Mustknowledgebedemonstrabletobevaluable?universal:

n.[C]aprinciplethatappliesinallcasesoracharacteristicthatispresentinallmembersofaparticularclass普遍原則；普遍概念I(lǐng)nthefieldofethics,debatesoftenrevolvearoundwhetheramoraluniversalexistsacrossallculturesandsocieties.3.Inthefieldofeducation,Confuciusreachedtheculminationofsimplicitybyputtingforthhiseducationalideaofteachingthroughsilence.Andthenthere’stheDaoistbeliefintheconceptof無(wú)為(wúwéi),meaninginactionwhichseesmaximaleffectwithminimaleffortasanideal.(Para.7)Meaning:Con