Unit 8 Knowledge and Wisdom综合教程三（基础教育）

1、Unit1Unit 8 Knowledge and Wisdom1课堂上课Watch the video clip and answer the following questions.1. Why does the teacher include a painting which is not on their syllabus?Pre-reading Activities - Audiovisual supplement 1Audiovisual SupplementCultural InformationShe wants to teach her students how to thi

2、nk independently.The new syllabus will be about what art is, what makes it good or bad, and who decides.2. What is the new syllabus for their art of history class?2课堂上课Pre-reading Activities - Audiovisual supplement 2Audiovisual SupplementCultural Information3课堂上课Betty Warren: What is that?Katherine

3、 Watson: You tell me. Carcass by Soutine. 1925.An anonymous student: It is not on the 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

4、 fact, I wouldnt even call it art. Its grotesque.Connie Baker: Is there a rule against being grotesque?Giselle Levy: I think there is something aggressive about it. And erotic.Video Script1Audiovisual SupplementCultural InformationFrom Mona Lisa Smile4课堂上课Video Script2Audiovisual SupplementCultural

5、InformationBetty: To you, everything is erotic.Giselle: And everything is erotic.Katherine: Girls.The anonymous 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

6、those clones.Betty: There are standards, technique, composition, color, even subjects. So if youre suggesting that rotted side of meat is art, much less good art. Then what are we going to learn?5课堂上课Video Script3Audiovisual SupplementCultural InformationKatherine: Just that. You have outlined our n

7、ew syllabus, Betty. Thank you. What is art? What makes it good or bad? And who decides? Next slide, please. Twenty-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 anony

8、mous student: It is a snapshot.Katherine: If I told you Ansel Adams had taken it, would that make a difference?6课堂上课Video Script4Audiovisual SupplementCultural InformationBetty: Art isnt art until someone says it is.Katherine: Its art!Betty: The right people.Katherine: Who are they?Giselle: Betty Wa

9、rren. We are so lucky we have one of them right here.Betty: Screw you.Katherine: Could you go back to the Soutine please?7课堂上课Numerous 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 o

10、ther means for developing cognitive skills.Critical thinking the capacity to evaluate skillfully and fairly the quality of evidence and detect error, hypocrisy, manipulation, dissembling, and bias is central to both personal success and national needs. The teacher who fosters critical thinking foste

11、rs reflectiveness in students by asking questions that stimulate thinking essential to the construction of knowledge.Cultural information 1Audiovisual SupplementCultural InformationCritical Thinking8课堂上课Global Reading - Main idea 1Text AnalysisStructural AnalysisFor all the things we may learn from

12、the world we are living in, there are three major categories.The first category is “information”, which consists of simple facts and direct impressions. The second category is commonly deemed as “knowledge”, which is information processed and systemized. The third category is “wisdom”, which is the

13、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. However, in this excerpt, Russell has shown us a way to approach wisdom. Rhetorical Features9课堂上课Global Reading - Main idea 2Text AnalysisStructur

14、al 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 Features10课堂上课Structural analysis 1Text AnalysisStructural AnalysisThe text is neatly structured, with the first paragraph introducing the

15、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 take account of all the important factors in a problem and to attach to each its due weight.The topic

16、 sentence of Paragraphs 2-5:Paragraph 2:Rhetorical Features11课堂上课Structural analysis 2Text AnalysisStructural AnalysisThere must be, also, a certain awareness of the ends of human life.Paragraph 3:It is needed in the choice of ends to be pursued and in emancipation from personal prejudice.Paragraph

17、4:I think the essence of wisdom is emancipation, as far as possible, from the tyranny of the here and now.Paragraph 5:Rhetorical Features12课堂上课Structural analysis 3Text AnalysisStructural AnalysisFactors that constitute wisdom: comprehensiveness mixed with a sense of proportion; a full awareness of

18、the goals of human life; understanding; impartiality.Rhetorical Features13课堂上课Rhetorical Features 1Text AnalysisStructural AnalysisRhetorical Features In this essay, parallelism is employed, apart from other rhetoric devices. Here is an example: “But it is possible to make a continual approach towar

19、ds 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 constructions, thus making the expression more forceful

20、. Parallelism can also be used to convey ones ideas more clearly and create a sense of order and proportion.14课堂上课Rhetorical Features 2Text AnalysisStructural AnalysisRhetorical Features Other examples of parallelism in the essay: enormously lowering the infant death-rate, not only in Europe and Ame

21、rica, 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 that constitutes wisdom to include not

22、only intellect but also feeling. (Paragraph 3)15课堂上课Rhetorical Features 3Text 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 life equally, that wisd

23、om is needed. (Paragraph 4)16课堂上课 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 want to ask first what

24、wisdom is, and then what can be done to teach it. Bertrand RussellKnowledge and Wisdom(abridged)Detailed reading1Detailed Reading117课堂上课Detailed reading2Detailed Reading There are, I think, several factors that contribute to wisdom. Of these I should put first a sense of proportion: the capacity to

25、take account 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 resea

26、rch in 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 inventions218课堂上课Detailed reading3Detailed Readingmay have outside the field of medicine. You succeed (let us say), as m

27、odern medicine has 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

28、even more spectacular example, which is in everybodys mind at the present time: You study the composition of the atom from a disinterested desire for knowledge, and incidentally19课堂上课Detailed reading4Detailed Readingplace in the hands of powerful lunatics the means of destroying the human race. In s

29、uch ways the pursuit of knowledge 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. 20课堂上课Detailed reading5Detailed Reading Comprehensiveness alone, however, is not enough to co

30、nstitute wisdom. There must be, also, a certain 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

31、 which did not suffer from any lack of comprehensiveness, 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 400AD321课堂上课Detailed reading6Detailed Readingdown to his own time Germany ha

32、d been the most important nation and the standard-bearer of 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. Suc

33、h men lack what I call wisdom. 22课堂上课Detailed reading7Detailed Reading 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

34、were attainable may be pursued unwisely if it is inherently impossible 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 wa

35、s their lives were wasted. 423课堂上课Detailed reading8Detailed ReadingTo descend to less 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 d

36、oubt give you an appalling list of Mr. Bs vices, partly true, partly false. And now 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

37、 says the same things about you as you say about him”, and you go to Mr. B and make a similar speech. 24课堂上课Detailed reading9Detailed 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 sufficie

38、nt patience and sufficient persuasiveness, you may succeed in convincing each that the other has 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. 25课堂上课Detailed reading10Detailed Reading I think

39、 the essence of wisdom is emancipation, as far as possible, from the tyranny of the here and now. We cannot help 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 disco

40、mfort, and is unaffected except by his own physical condition. Gradually with the years, his horizon widens, and, in proportion as his thoughts and feelings become less personal and less concerned with his own physical states, 526课堂上课Detailed reading11Detailed Readinghe achieves growing wisdom. This

41、 is of course a matter of degree. No one can view the world with complete impartiality; and if anyone could, he would hardly 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

42、other hand, by giving to such things their due weight in our feelings. It is this approach towards impartiality that constitutes growth in wisdom. 27课堂上课Is there any orthodox definition of wisdom? Detailed reading1-Quesion 1No. There is disagreement over what wisdom is.Detailed Reading28课堂上课Detailed

43、 reading1-Quesion 2What does the writer try to illustrate by the examples of research in medicine and study of the atom respectively? In 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, ther

44、e has been no correlative increase in wisdom. The problem, according to the essay, is partly due to the fact that it is now more difficult to acquire a sense of proportion, or the ability to assign different weights to various factors respectively, thus achieving balance. In consequence, breakthroug

45、hs in science are likely to bring about corresponding harms to the human race. Detailed Reading29课堂上课Detailed reading1-Quesion 3According to 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

46、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 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 t

47、he ability to judge what is most important but also of a full awareness of the goals of human life.Detailed Reading30课堂上课Detailed reading1-Quesion 4Why 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 di

48、sturbance to public life, including most notably the upset of world peace, to unpleasant incidents in private life. Meanwhile, there seems to be 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

49、developments. Detailed Reading31课堂上课Detailed reading1-Quesion 5What, according to Russell, is the essence of wisdom? And how does that explain the process to attain wisdom? According to Russell, the essence of wisdom is impartiality, or emancipation from egoistic or temporal concerns. It is naturall

50、y 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 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

51、.Detailed Reading32课堂上课surpass v. exceed, be greater thanDetailed reading1 surpass e.g.The student was surpassing himself in mathematics.Toms performance surpassed all expectations. Detailed Reading33课堂上课The amount of petrol a car uses is relative to its speed.e.g.Detailed reading1 correlative 1corr

52、elative a.having or showing a relation to sth. elsee.g.Rights, whether moral or legal, can involve correlative duties.Detailed ReadingDerivation:correlate (v.) correlation (n.)Comparison:relative (to) a. If sth. is relative to sth. else, it varies according to the speed or level of the other thing.

53、34课堂上课Are these documents relative to the discussion?e.g.Detailed reading1 correlative 2Detailed ReadingComparison:If sth. is relative to a particular subject, it is connected with it. 35课堂上课Detailed reading1- proportion 1proportion n.the correct relation in size, degree, etc. between one thing and

54、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 coursework.Your legs are very much in proportion to the rest of your body.I think a certain amount of worry about work is v

55、ery natural, but youve got to keep it in proportion. Detailed Reading36课堂上课Detailed reading1 proportion 2Detailed Readinga sense of proportionthe ability to understand what is important and what is not37课堂上课Detailed reading1 duedue per, adequatee.g.They will surely meet with due punishment.Due

56、care must be taken while one is driving.Detailed Reading38课堂上课Detailed reading1 disinteresteddisinterested a.having no personal involvement or receiving no personal advantage, and therefore able to judge a situation fairly e.g.a disinterested observer/judgmenta piece of disinterested adviceDetailed

57、ReadingDerivation:interest (v.) interested (a.) interesting (a.)39课堂上课Detailed reading1 spectacularspectacular a.attracting excited notice, gradually unusual e.g.The party suffered a spectacular loss in the election.Weve had spectacular success with the product.Detailed Reading40课堂上课Detailed reading

58、1 lunaticlunatic n.a person who is mad, foolish, or wilde.g.He drives like a lunatic.Detailed Reading41课堂上课Detailed reading1 endend n.a goal or desired result e.g.Do you have a particular end in mind?He wanted science students to take an interest in the arts, and to this end he ran literature classe

59、s at his home on Sunday afternoons.Detailed Reading42课堂上课Detailed reading1 inculcateinculcate 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 the players.They will try to inculcate you with a respect for

60、 culture.Detailed Reading43课堂上课Detailed reading1 emancipationemancipation n.freedom from political, moral, intellectual or social restraints offensive to reason or justice e.g.womens / female emancipationblack emancipationthe emancipation of mankindthe emancipation of the serfsDetailed ReadingSynony