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1、會計學1綜合教程綜合教程 unit knowledge and wisdom 電子電子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 InformationShe wants to teach her students how to think independently.The new syllabus will be a
2、bout what art is, what makes it good or bad, and who decides.2. What is the new syllabus for their art of history class?第1頁/共160頁Audiovisual SupplementCultural Information第2頁/共160頁Betty Warren: What is that?Katherine Watson: You tell me. Carcass by Soutine. 1925.An anonymous student: It is not on th
3、e 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 not good. In fact, I wouldnt even call it art. Its grotesque.Connie Baker: Is there a rule again
4、st being grotesque?Giselle Levy: I think there is something aggressive about it. And erotic.Audiovisual SupplementCultural InformationFrom Mona Lisa Smile第3頁/共160頁Audiovisual SupplementCultural InformationBetty: To you, everything is erotic.Giselle: And everything is erotic.Katherine: Girls.The anon
5、ymous 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 velvet paintings. He loves those clones.Betty: There are standards, technique, composition, color, even subjects. So if youre suggest
6、ing that rotted side of meat is art, much less good art. Then what are we going to learn?第4頁/共160頁Audiovisual SupplementCultural InformationKatherine: 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-
7、five years ago, someone thought this was brilliant.Connie: I can see that.Betty: Who?Katherine: My mother, I painted it for her birthday. 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?第5頁/
8、共160頁Audiovisual SupplementCultural InformationBetty: Art isnt art until someone says it is.Katherine: 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?第6頁
9、/共160頁lNumerous studies of college classrooms reveal that, rather than 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 qualit
10、y of evidence and detect error, hypocrisy, manipulation, dissembling, 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.
11、Audiovisual SupplementCultural InformationCritical Thinking第7頁/共160頁Text AnalysisStructural AnalysisFor 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 seco
12、nd category is commonly deemed as “knowledge”, 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. Howeve
13、r, in this excerpt, Russell has shown us a way to approach wisdom. Rhetorical Features第8頁/共160頁Text AnalysisStructural AnalysisIn 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第9頁/共160頁Text A
14、nalysisStructural AnalysisThe 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 proportion: the capacity to tak
15、e 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第10頁/共160頁Text AnalysisStructural AnalysisThere must be, also, a certain awareness of the ends of human life.Paragraph 3:It is needed in the ch
16、oice 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第11頁/共160頁Text AnalysisStructural AnalysisFactors that constitute wisdom:l compreh
17、ensiveness mixed with a sense of proportion; l a full awareness of the goals of human life; l understanding; l impartiality.Rhetorical Features第12頁/共160頁Text AnalysisStructural AnalysisRhetorical Features In this essay, parallelism is employed, apart from other rhetoric devices. Here is an example:
18、“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 things their due weight in our feelings.” The underlined parts in the quoted sentence constitute equivalent syntactic c
19、onstructions, 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.第13頁/共160頁Text AnalysisStructural AnalysisRhetorical Features Other examples of parallelism in the essay: enormously lowering the infant d
20、eath-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 inadequate and lowering the standard of life in the most populous parts of the world. (Paragraph 2)Perhaps one could stretch the comprehensiveness th
21、at constitutes wisdom to include not only intellect but also feeling. (Paragraph 3)第14頁/共160頁Text AnalysisStructural AnalysisRhetorical FeaturesIt 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 lif
22、e equally, that wisdom is needed. (Paragraph 4)第15頁/共160頁 Most people would agree that, although our 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
23、 want to ask first what wisdom is, and then what can be done to teach it. Bertrand RussellKnowledge and Wisdom(abridged)Detailed Reading1第16頁/共160頁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 a
24、ccount of all the important factors in a problem and to attach to each 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
25、 scientific medicine. The work is difficult and is likely to absorb the whole of your intellectual energy. You have not time to consider the effect which your discoveries or inventions2第17頁/共160頁Detailed Readingmay have outside the field of medicine. You succeed (let us say), as modern medicine has
26、succeeded, in enormously lowering the infant 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 spectacul
27、ar example, which is in everybodys mind at the present time: You study the composition of the atom from a disinterested desire for knowledge, and incidentally第18頁/共160頁Detailed Readingplace in the hands of powerful lunatics the means of destroying the human race. In such ways the pursuit of knowledg
28、e may become 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. 第19頁/共160頁Detailed Reading Comprehensiveness alone, however, is not enough to constitute wisdom. There must be, also, a certa
29、in 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 lack of compre
30、hensiveness, 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 400AD3第20頁/共160頁Detailed Readingdown to his own time Germany had been the most important nation and the standard-bearer o
31、f 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 what I call wisdom. 第21頁/共160頁Detailed Reading
32、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 were attainable may be pursued unwisely if it is inherently impossible
33、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 their lives were wasted. 4第22頁/共160頁Detailed ReadingTo descend to les
34、s 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?” He will no doubt give you an appalling list of Mr. Bs vices, partly true, partly false. And now
35、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 learn that Mr. B says the same things about you as you say about him”, and you go to Mr. B and make
36、a similar speech. 第23頁/共160頁Detailed ReadingThe first effect, no doubt, will be to increase their mutual hatred, since each will be so horrified by the others injustice. But perhaps, if you have sufficient patience and sufficient persuasiveness, you may succeed in convincing each that the other has
37、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. 第24頁/共160頁Detailed Reading I think the essence of wisdom is emancipation, as far as possible, from the tyranny of the here and now. We cannot hel
38、p 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 ourselves. An infant feels hunger or discomfort, and is unaffected except by his own physical condition. Gradually with the years, his horizon widens, an
39、d, in proportion as his thoughts and feelings become less personal and less concerned with his own physical states, 5第25頁/共160頁Detailed Readinghe 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
40、be able to remain alive. 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 things their due weight in our feelings. It is this approach towards impartiality that constitu
41、tes growth in wisdom. 第26頁/共160頁Is there any orthodox definition of wisdom? Detailed reading1-No. There is disagreement over what wisdom is.Detailed Reading第27頁/共160頁Detailed reading1-What does the writer try to illustrate by the examples of research in medicine and study of the atom respectively? I
42、n the first place, they are examples of the proposition raised at the very beginning of the text: although 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 diffic
43、ult to acquire a sense of proportion, or the ability to assign different weights to various factors respectively, thus achieving balance. In consequence, breakthroughs in science are likely to bring about corresponding harms to the human race. Detailed Reading第28頁/共160頁Detailed reading1-According to
44、 the writer, how are feelings related to wisdom? If one harbours narrow feelings, his research 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
45、wisdom, one is required to make efforts to restrain the narrow personal feelings and have a more 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第29頁/共160頁Detailed readin
46、g1-Why is wisdom a necessary quality in people and culture? According to Russell, the 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
47、an imbalance in the growth of knowledge and wisdom, which is very likely to make things even worse. So, wisdom is necessary for both personal and cultural developments. Detailed Reading第30頁/共160頁Detailed reading1-What, according to Russell, is the essence of wisdom? And how does that explain the pro
48、cess to attain wisdom? According to Russell, the essence of wisdom is impartiality, 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
49、widens, his concerns get beyond from the limits of time and space, and his feelings become more impersonal, thus the growth of impartiality and wisdom.Detailed Reading第31頁/共160頁surpass v. exceed, be greater thanDetailed reading1 e.g. The student was surpassing himself in mathematics.Toms performance
50、 surpassed all expectations. Detailed Reading第32頁/共160頁The amount of petrol a car uses is relative to its speed.e.g.Detailed reading1 correlative a.having or showing a relation to sth. elsee.g. Rights, whether moral or legal, can involve correlative duties.Detailed ReadingDerivation:correlate (v.) c
51、orrelation (n.)Comparison:relative (to) a. If sth. is relative to sth. else, it varies according to the speed or level of the other thing. 第33頁/共160頁Are these documents relative to the discussion?e.g.Detailed reading1 Detailed ReadingComparison:If sth. is relative to a particular subject, it is conn
52、ected with it. 第34頁/共160頁Detailed reading1- 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 c
53、oursework.Your legs are 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第35頁/共160頁Detailed reading1 Detailed Readinga sense of proportionthe ability to understand what is important
54、and what is not第36頁/共160頁due a.proper, adequatee.g. They will surely meet with due punishment.Due care must be taken while one is driving.Detailed Reading第37頁/共160頁Detailed reading1 disinterested a.having no personal involvement or receiving no personal advantage, and therefore able to judge a situa
55、tion fairly e.g.a disinterested observer/judgmenta piece of disinterested adviceDetailed ReadingDerivation:interest (v.) interested (a.) interesting (a.)第38頁/共160頁Detailed reading1 spectacular a.attracting excited notice, gradually unusual e.g. The party suffered a spectacular loss in the election.W
56、eve had spectacular success with the product.Detailed Reading第39頁/共160頁Detailed reading1 lunatic n.a person who is mad, foolish, or wilde.g. He drives like a lunatic.Detailed Reading第40頁/共160頁end n.a goal or desired result e.g. Do you have a particular end in mind?He wanted science students to take
57、an interest in the arts, and to this end he ran literature classes at his home on Sunday afternoons.Detailed Reading第41頁/共160頁Detailed reading1 inculcate v.fix beliefs or ideas in sb.s mind, especially by repeating them oftene.g. Our football coach has worked hard to inculcate a team spirit in/into
58、the players.They will try to inculcate you with a respect for culture.Detailed Reading第42頁/共160頁Detailed reading1 emancipation n.freedom from political, moral, intellectual or social restraints offensive to reason or justice e.g. womens / female emancipationblack emancipationthe emancipation of mank
59、indthe emancipation of the serfsDetailed ReadingSynonym: freeing, liberation, unyoking 第43頁/共160頁Detailed reading1 inherently ad. existing as a natural or basic part of sth. e.g.Theres nothing inherently wrong with his ideas. Mountaineering is inherently dangerous.Power stations are themselves inher
60、ently inefficient.Detailed ReadingSynonym: intrinsically, essentially, innately 第44頁/共160頁Detailed reading1 the the philosophers stone and the elixir of life These are two of the major preoccupations of alchemy. The philosophers stone could convert all metal into what was considered its most refined
61、 form, the element gold. The elixir of life would instill perpetual youth.Detailed Reading第45頁/共160頁Detailed reading1 confer on / upon give or grant (an official title, degree, honour, right or advantage to someone)e.g. The minister may have exceeded the powers conferred on him by Parliament.An hono
62、rary doctorate was conferred on him by Peking University.Detailed Reading第46頁/共160頁Detailed reading1 appalling a. horrifying, shockinge.g. When will this appalling war end?Prisoners were kept in the most appalling conditions.The plight of the starving refugees is appalling.Detailed ReadingDerivation
63、: appal (v.) appalled (a.)第47頁/共160頁vice n.evil or unprincipled conduct, criminal or immoral behavioure.g. Greed, pride, envy, dishonesty and lust are considered to be vices.The chief of police said that he was committed to wiping out vice in the city.Detailed Reading第48頁/共160頁Detailed reading1 admi
64、xture n.a thing added, esp. as a minor ingredient e.g. green with an admixture of blackDetailed Reading第49頁/共160頁Detailed reading1 enmity n.a feeling of hatee.g. enmity between Protestants and Catholicsfamily feuds and enmitiesDetailed ReadingSynonym:hostility, animosity, opposition, resentment第50頁/
65、共160頁Detailed reading1 instill v.gradually but firmly establish (an idea or attitude, especially a desirable one) in a persons minde.g. It is part of a teachers job to instill self-confidence into his/her students.Detailed ReadingSynonym:inculcate第51頁/共160頁fairness, justice, objectivity, neutrality,
66、 open-mindednessDetailed reading1 impartiality n.the condition of treating all rivals or disputants equallye.g.The state must ensure the independence and impartiality of the justice system.His impartiality was highly suspect.Detailed ReadingDerivation: partial (a.), partiality (n.), partially (ad.), impartial (a.), impartially (ad.)Synonym:第52頁/共160頁Detailed reading1 Most people would agree that, although our age far surpasses all previous ages in knowledge, there has been no correlative increas
綜合教程 unit knowledge and wisdom 電子PPT學習教案
