1、Passage 11 2023年Is it true that the American intellectual is rejected and considered of no account in his society? I am going to suggest that it is not true. Father Bruckberger told part of the story when he observed that it is the intellectuals who have rejected Americans. But they have done more t
2、han that. They have grown dissatisfied with the role of intellectual. It is they, not Americans, who have become anti-intellectual.First, the object of our study pleads for definition. What is an intellectual? 46) I shall define him as an individual who has elected as his primary duty and pleasure i
3、n life the activity of thinking in Socratic (苏格拉底) way about moral problems. He explores such problem consciously, articulately, and frankly, first by asking factual questions, then by asking moral questions, finally by suggesting action which seems appropriate in the light of the factual and moral
4、information which he has obtained. 47) His function is analogous to that of a judge, who must accept the obligation of revealing in as obvious a matter as possible the course of reasoning which led him to his decision.This definition excludes many individuals usually referred to as intellectuals - t
5、he average scientist, for one. 48) I have excluded him because, while his accomplishments may contribute to the solution of moral problems, he has not been charged with the task of approaching any but the factual aspects of those problems. Like other human beings, he encounters moral issues even in
6、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 expl
7、oration of rules of conduct in business. During most of his waking life he will take his code for granted, as the businessman takes his ethics.The definition also excludes the majority of teachers, despite the fact that teaching has traditionally been the method whereby many intellectuals earn their
8、 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 of eminent scholars. “Being learned in some branch of human knowledge is one thi
9、ng, living in public and illustrious thoughts,” as Emerson would say, “is something else.”Passage 12 2023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 C
10、anadian 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 i
11、n 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
12、 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 n
13、ews. 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 journalists intellectual preparation f
14、or his or her career.(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 subj
15、ect 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.Furth
16、ermore, 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 m
17、ay 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.Passage 13 2023年In his autobiography, Darwin himself speaks of his intellectual powers with extra
18、ordinary modesty. He points out that he always experienced much difficulty in expressing himself clearly and concisely, but (46) he 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 dete
19、ct 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 asserted, also, that his power to follow a long and purely abstract train of thought was very limited, for which reason he felt certai
20、n 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
21、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 “Origin of Species” is one long argument from the beginning to the end, and has convinced many able men. No one, he submits, could have written it without possess
22、ing some power of reasoning. He was willing to assert that “I have a fair share of invention, and of common sense or judgment, such 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 “superior to the common run of
23、 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 k
24、inds gave him great pleasure. Formerly, too, pictures had given him considerable, and music very great, delight. In 1881, however, he said: “Now for many 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 o
25、f these tastes was not only a loss of happiness, but might possibly be injurious to the intellect, and more probably to the moral character.Passage 14 2023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 t
26、he 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
27、 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) On
28、ly 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 reac
29、tion of the forms of human association under which the worlds 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 w
30、ith 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 wi
31、th 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
32、 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 li
33、ttle 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. Passage 15 2023年One basic weakness in a conservation system based wholly on economic motives is that most membe
34、rs of the land community have no economic value. Yet these creatures are members of the biotic community and, if its stability depends on its integrity, they are entitled to continuance.When one of these noneconomic categories is threatened and, if we happen to love it .We invert excuses to give it
35、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 if birds failed to control them. the evidence had to be economic in order to be valid.It is
36、 painful to read these round about accounts today. We have no land ethic yet, (47) but we have at least drawn near 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 respec
37、t of predatory mammals and fish-eating birds. (48) Time was when biologists somewhat over worded 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 tree have been read out of the party by economics
38、-minded foresters because they grow too slowly, or have too low a sale vale 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
39、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. It assumes, falsely, I think, that the economic parts of the biotic clock will function without the uneconomic parts.