综合教程3 unit8 knowledge and wisdom 电子教案（基础教育）

1、Unit4Watch 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 think independently.The new syllabu

2、s 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?Pre-reading Activities - Audiovisual supplement 2Audiovisual SupplementCultural InformationBetty Warren: What is that?Katherine Watson: You tell me. Carcass by Soutine.

3、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 fact, I wouldnt even call it art. Its gro

4、tesque.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 SmileVideo Script2Audiovisual SupplementCultural InformationBetty: To you, everything is erotic.

5、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 those clones.Betty: There are standards, techni

6、que, 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?Video Script3Audiovisual SupplementCultural InformationKatherine: Just that. You have outlined our new syllabus, Betty. Thank you. What is art? What mak

7、es 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 anonymous student: It is a snapshot.Katherine: If I told

8、you Ansel Adams had taken it, would that make a difference?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 Warren. We are so lucky we have one of them right here.Bett

9、y: Screw you.Katherine: Could you go back to the Soutine please?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 other means for developing cognitive skills.Critical thinking t

10、he 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 fosters reflectiveness in students by asking questions that stimula

11、te thinking essential to the construction of knowledge.Cultural information 1Audiovisual SupplementCultural InformationCritical ThinkingGlobal Reading - Main idea 1Text AnalysisStructural AnalysisFor all the things we may learn from the world we are living in, there are three major categories.The fi

12、rst 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 hardest to define. We are quite clear about its superiority to the

13、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 FeaturesGlobal Reading - Main idea 2Text AnalysisStructural AnalysisIn a very logical order, he gives four features of wisdom, fr

14、om which we learn that wisdom is a clever use of knowledge for noble purposes.Rhetorical FeaturesStructural analysis 1Text AnalysisStructural AnalysisThe text is neatly structured, with the first paragraph introducing the topic and the other four paragraphs elaborating on it. Each of the four paragr

15、aphs 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 sentence of Paragraphs 2-5:Paragraph 2:Rhetorical FeaturesStructural analysis

16、 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 4:I think the essence of wisdom is emancipation, as far as possible, from the tyrann

17、y of the here and now.Paragraph 5:Rhetorical FeaturesStructural analysis 3Text AnalysisStructural AnalysisFactors that constitute wisdom: comprehensiveness mixed with a sense of proportion; a full awareness of the goals of human life; understanding; impartiality.Rhetorical FeaturesRhetorical Feature

18、s 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 towards impartiality, on the one hand, by knowing things somewhat remote in time or space, and on the

19、 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. Parallelism can also be used to convey ones ideas more clearly and create a sense of order and

20、 proportion.Rhetorical Features 2Text AnalysisStructural AnalysisRhetorical Features Other examples of parallelism in the essay: enormously lowering the infant death-rate, not only in Europe and America, but also in Asia and Africa. (Paragraph 2)This has the entirely unintended result of making the

21、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 only intellect but also feeling. (Paragraph 3)Rhetorical Features 3Text AnalysisStructural AnalysisRhe

22、torical 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 wisdom is needed. (Paragraph 4) Most people would agree that, although our age far surpasses all previous ages i

23、n 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 wisdom is, and then what can be done to teach it. Bertrand RussellKnowledge and Wisdom(abridged)Detailed reading1D

24、etailed Reading1Detailed 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 take account of all the important factors in a problem and to attach to each its due weight. This has become more diffic

25、ult 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 scientific medicine. The work is difficult and is likely to absorb the whole of your intellectual energy. You hav

26、e not time to consider the effect which your discoveries or inventions2Detailed reading3Detailed Readingmay have outside the field of medicine. You succeed (let us say), as modern medicine has succeeded, in enormously lowering the infant death-rate, not only in Europe and America, but also in Asia a

27、nd 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 spectacular example, which is in everybodys mind at the present time: You study the composition of the atom from a d

28、isinterested desire for knowledge, and incidentallyDetailed reading4Detailed Readingplace in the hands of powerful lunatics the means of destroying the human race. In such ways the pursuit of knowledge may become harmful unless it is combined with wisdom; and wisdom in the sense of comprehensive vis

29、ion is not necessarily present in specialists in the pursuit of knowledge. Detailed reading5Detailed Reading Comprehensiveness alone, however, is not enough to constitute wisdom. There must be, also, a certain awareness of the ends of human life. This may be illustrated by the study of history. Many

30、 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 comprehensiveness, since it started from the earliest times and continued into an indefinite future

31、. But the chief lesson of history which he sought to inculcate was that from the year 400AD3Detailed reading6Detailed Readingdown to his own time Germany had been the most important nation and the standard-bearer of progress in the world. Perhaps one could stretch the comprehensiveness that constitu

32、tes 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. Detailed reading7Detailed Reading It is not only in public ways, but in private life equally, that wisdom is need

33、ed. 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 of achievement. Many men in past ages devoted their lives to a search for the p

34、hilosophers 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. 4Detailed reading8Detailed ReadingTo descend to less heroic matters, consider the case of two men, Mr. A and Mr. B, who hat

35、e 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 suppose you go to Mr. B. He will give you an exactly similar list of Mr.

36、 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 a similar speech. Detailed reading9Detailed ReadingThe first effect, no

37、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 only the normal share of human wickedness, and that their enmity

38、is harmful to both. If you can do this, you will have instilled some fragments of wisdom. Detailed reading10Detailed Reading I think 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

39、 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, and, in proportion as his thoughts and feelings become less

40、 personal and less concerned with his own physical states, 5Detailed reading11Detailed 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 be able to remain alive. But it is possible to ma

41、ke 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 constitutes growth in wisdom. Is there any orthodox defin

42、ition of wisdom? Detailed reading1-Quesion 1No. There is disagreement over what wisdom is.Detailed ReadingDetailed 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 proposi

43、tion 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 difficult to acquire a sense of proportion, or the abilit

44、y 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 ReadingDetailed reading1-Quesion 3According to the writer, how are feelings related to wisdom? If

45、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 wisdom, one is required to make efforts to restrain

46、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 ReadingDetailed reading1-Quesion 4Why is wisdom a necessary quality in people and cu

47、lture? 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 an imbalance in the growth of knowledge and wisdom, w

48、hich is very likely to make things even worse. So, wisdom is necessary for both personal and cultural developments. Detailed ReadingDetailed 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 essen

49、ce 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 widens, his concerns get beyond from the limits of tim

50、e and space, and his feelings become more impersonal, thus the growth of impartiality and wisdom.Detailed Readingsurpass v. exceed, be greater thanDetailed reading1 surpass e.g.The student was surpassing himself in mathematics.Toms performance surpassed all expectations. Detailed ReadingThe amount o

51、f petrol a car uses is relative to its speed.e.g.Detailed reading1 correlative 1correlative 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 r

52、elative to sth. else, it varies according to the speed or level of the other thing. 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. Detailed reading1- proportion 1propor

53、tion 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 coursework.Your legs are very much in proportion to

54、 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 ReadingDetailed reading1 proportion 2Detailed Readinga sense of proportionthe ability to understand what is important and what is notDetailed reading1 duedue per

55、, adequatee.g.They will surely meet with due punishment.Due care must be taken while one is driving.Detailed ReadingDetailed reading1 disinteresteddisinterested a.having no personal involvement or receiving no personal advantage, and therefore able to judge a situation fairly e.g.a disinterested obs

56、erver/judgmenta piece of disinterested adviceDetailed ReadingDerivation:interest (v.) interested (a.) interesting (a.)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 th

57、e product.Detailed ReadingDetailed reading1 lunaticlunatic n.a person who is mad, foolish, or wilde.g.He drives like a lunatic.Detailed ReadingDetailed 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

58、to this end he ran literature classes at his home on Sunday afternoons.Detailed ReadingDetailed 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 in

59、culcate you with a respect for culture.Detailed ReadingDetailed 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 ser

60、fsDetailed ReadingSynonym: freeing, liberation, unyoking Detailed reading1 inherentlyinherently 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 inherently inefficient.Detailed Rea