新概念英语第四册内容【Lesson31、32、33】_环球观点

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Lesson 31

The sculptor speaks

雕塑家的语言

First listen and then answer the following question.

听录音，然后回答以下问题。

What do you have to be able to do to appreciate sculpture?

Appreciation of sculpture depends upon the ability to respond to form in there dimension. That is perhaps why sculpture has been described as the most difficult of all arts; certainly it is more difficult than the arts which involve appreciation of flat forms, shape in only two dimensions. Many more people are "form-blind" than colour-blind. The child learning to see, first distinguishes only two-dimensional shape; it cannot judge distances, depths. Later, for its personal safety and practical needs, it has to develop (partly by means of touch) the ability to judge roughly three-dimensonal distances. But having satisfied the requirements of practical necessity, most people go no further. Though they may attain considerable accuracy in the perception of flat from, they do no make the further. Though they may attain considerable accuracy in the perception of flat form, they do not make the further intellectual and emotional effort needed to comprehend form in its full spatial existence.

This is what the sculptor must do. He must strive continually to think of, and use, form in its full spatial completeness. He gets the solid shape, as it were, inside his head-he thinks of it, whatever its size, as if he were holding it completely enclosed in the hollow of his hand. He mentally visualizes a complex form from all round itself; he knows while he looks at one side what the other side is like, he identifies himself with its centre of gravity, its mass, its weight; he realizes its volume, as the space that the shape displaces in the air.

And the sensitive observer of sculpture must also learn to feel shape simply as shape, not as description or reminiscence. He must, for example, perceive an egg as a simple single solid shape, quite apart from its significance as food, or from the literary idea that it will become a bird. And so with solids such as a shell, a nut, a plum, a pear, a tadpole, a mushroom, a mountain peak, a kidney, a carrot, a tree-trunk, a bird, a bud, a lark, a ladybird, a bulrush, a bone. From these he can go on to appreciate more complex forms of combinations of several forms.

HENRY MOORE The Sculptor Speaks from The Listener

New words and expressions 生词和短语

colour-blind

adj. 色盲的

perception

n. 知觉

comprehend

v. 理解

spatial

adj. 空间

visualize

v. 使具形象，设想

reminiscence

n. 回忆，联想

tadpole

n. 蝌蚪

mushroom

n. 蘑菇

carrot

n. 胡萝卜

bud

n. 花蕾

lark

n. 云雀

ladybird

n. 瓢虫

bulrush

n. 芦苇

参考译文

对雕塑的鉴赏力取决于对立体的反应能力。雕塑被说成是所有艺术中最难的艺术，可能就是这个道理。欣赏雕塑品当然比欣赏平面的艺术品要难。“形盲”的人数比“色盲”的人数要多得多。正在学看东西的儿童起初只会分辨二维形态，不会判断距离和深度。慢慢地，由于自身安全和实际需要，儿童必须发展(部分通过触觉)粗略判断三维空间距离的能力。但是。大部分人在满足了实际需要后，就不再继续发展这种能力了。虽然他们对平面形的感觉能达到相当准确的程度，但他们没有在智力和感情上进一步努力去理解存在于空间的整个形态。

而雕塑家就必须做到这一点。他必须勤于想像并且利用形体在空间中的完整性。可以说，当他想像一个物体时，不管其大小如何，他脑子里得到的是一个立体的概念，就好像完全握在自己手心里一样。他的大脑能从物体周围的各个角度勾画出其复杂的形象，他看物体的一边时，便知道另一边是个什么样子。他把自身和物体重心、质量、重量融为一体。他能意识到物体的体积，那就是它的形状有空气中所占的空间。

因此，敏锐的雕塑观赏者也必须学会把形体作为形体来感觉，不要靠描述和印象去想象。以鸟蛋为例。观赏者必须感觉到它是一个单一的实体形态，而完全不靠它的食用意义或它会变成鸟这样的文字概念来感觉。对于其他实体，如，贝壳、核桃、李子、梨子、蝌蚪、蘑菇、山峰、肾脏、胡萝卜、树干、鸟儿、花蕾、云雀、瓢虫、芦苇以及骨头也应这样来感觉。从这些形体出发，观赏者可进一步观察更为复杂的形体或若干形体的组合。

Lesson 32

Galileo reborn

伽利略的复生

What has modified out traditional view of Galileo in recent times?

In his own lifetime Galileo was the centre of violent controversy; but the scientific dust has long since settled, and today we can see even his famous clash with the Inquisition in something like its proper perspective. But, in contrast, it is only in modern times that Galileo has become a problem child for historians of science.

The old view of Galileo was delightfully uncomplicated. He was, above all, a man who experimented: who despised the prejudices and book learning of the Aristotelians, who put his questions to nature instead of to the ancients, and who drew his conclusions fearlessly. He had been the first to turn a telescope to the sky, and he had seen there evidence enough to overthrow Aristotle and Ptolemy together. He was the man who climbed the Leaning Tower of Pisa and dropped various weights from the top, who rolled balls down inclined planes, and then generalized the results of his many experiments into the famous law of free fall.

But a closer study of the evidence, supported by a deeper sense of the period, and particularly by a new consciousness of the philosophical undercurrents in the scientific revolution, has profoundly modified this view of Galileo. Today, although the old Galileo lives on in many popular writings, among historians of science a new and more sophisticated picture has emerged. At the same time our sympathy fro Galileo"s opponents ahs grown somewhat. His telescopic observations are justly immortal; they aroused great interest at the time, they had important theoretical consequences, and they provided a striking demonstration of the potentialities hidden in instruments and apparatus. But can we blame those who looked and failed to see what Galileo saw, if we remember that to use a telescope at the limit of its powers calls for long experience and intimate familiarity with one"s instrument? Was the philosopher who refused to look through Galileo"s telescope more culpable than those who alleged that the spiral nebulae observed with Lord Rosse"s great telescope in the eighteen-forties were scratches left by the grinder? We can perhaps forgive those who said the moons of Jupiter were produced by Galileo"s spyglass if we recall that in his day, as for centuries before, curved glass was the popular contrivance for producing not truth but illusion, untruth; and if a single curved glass would distort nature, how much more would a pair of them?

MICHAEL HOSKIN Galileo Reborn from The Listener

New words and expressions 生词和短语

controversy

n. 争议，争论

dust

n. 纠纷，骚动

clash

n. 冲突

Inquisition

n. (罗马天主教的)宗教法庭

perspective

n. 观点，看法

despise

v. 蔑视

generalize

v. 归纳

undercurrent

n. 潜流

theoretical

adj. 理论上的

potentiality

n. 潜能

intimate

adj. 详尽的

familiarity

n. 熟悉的

culpable

adj. 应受遣责的

Aristotelian

n. 亚里士多德学派的人

Aristotle

n. 亚里士多德(公元前384-322，古希腊哲学家)

Ptolemy

n. 托勒密(公元90-168，古希腊天文学家)

Leaning Tower of Pisa

比萨斜塔

spiral

adj. 螺旋状的

nebula

n. 星云

scratch

n. 擦痕

contrivance

n. 器械

distort

v. 歪曲

参考译文

伽利略在世时是激烈论战的中心。但是，自他逝世以来，那场科学上的纷争早已平息了下来，甚至他和宗教法庭的冲突，我们今天也能正确如实地看待。但是相比之下，对于科学史家来说，伽利略只是在现代才变成了一个新的难题。

令人高兴的是，过去对伽利略的看法并不复杂。他首先是个实验工作者，他蔑视亚里士多德学派的偏见和空洞的书本知识。他向自然界而不是向古人提出问题，并大胆地得出结论。他是第一个把望远镜对准天空的人，观察到的论据足以把亚里士多德和托勒密一起*。他就是那个曾经爬上比萨斜塔，从塔顶向下抛掷积各种重物的人;他是那个使地球体沿斜面向下滚动，然后将多次实验结果概括成的自由落体定律的人。

但是，对那个时代的深化了解，尤其是以科学家革命中哲学潜流的新意识为依据，进一步仔细研究，就会极大地改变对伽利略的看法。今天，虽然已故的伽利略继续活在许多通俗读物中，但在科学史家中间，一个新的更加复杂的伽利略形象出现了。与此同时，我们对伽利略的反对派的同情也有所增加。伽利略用望远镜所作的观察确实是不朽的，这些观察当时引起人们极大的兴趣，具有重要的理论意义，并充分显示出了仪表和仪器的潜在力量。但是，如果我们想到，便用一架倍数有限的望远镜需要长期的经验和对自己仪器的熟悉程度，那么我们怎么能去责备观察了天空但没有看到伽利略所看到的东西的那些人呢?某位哲学家曾拒绝使用伽利略的望远镜去观察天空;到了19世纪40年代，有人硬把罗斯勋爵高倍望远镜观测到的螺旋状星云说成是磨镜工留下的磨痕。难道反对伽利略的哲学家比诋毁罗斯勋爵造谣者应受到更大的谴责吗?如果我们回想一下伽利略之前几个世纪期间，曲面镜一直是一种用于产生幻影而不是产生真象的把戏装置，那么我们就会原谅那些当时把伽利略观察到的木星卫生说成是伽利略用他的小望远镜变出来的人们，何况一片曲面镜就可歪曲自然，那么伽利略的两片曲面镜对自然的歪曲又该多大呢?

Lesson 33

Education

教育

Why is education democratic in bookless, tribal societies?

Education is one of the key words of our time. A man without an education, many of us believe, is an unfortunate victim of adverse circumstances, deprived of one of the greatest twentieth-century opportunities. Convinced of the importance of education, modern states "invest" in institutions of learning to get back "interest" in the form of a large group of enlightened young men and women who are potential leaders. Education, with its cycles of instruction so carefully worked out, punctuated by textbooks -- those purchasable wells of wisdom-what would civilization be like without its benefits?

So much is certain: that we would have doctors and preachers, lawyers and defendants, marriages and births -- but our spiritual outlook would be different. We would lay less stress on "facts and figures" and more on a good memory, on applied psychology, and on the capacity of a man to get along with his fellow-citizens. If our educational system were fashioned after its bookless past we would have the most democratic form of "college" imaginable. Among tribal people all knowledge inherited by tradition is shared by all; it is taught to every member of the tribe so that in this respect everybody is equally equipped for life.

It is the ideal condition of the "equal start" which only our most progressive forms of modern education try to regain. In primitive cultures the obligation to seek and to receive the traditional instruction is binding to all. There are no "illiterates" -- if the term can be applied to peoples without a script -- while our own compulsory school attendance became law in Germany in 1642, in France in 1806, and in England in 1876, and is still non-existent in a number of "civilized" nations. This shows how long it was before we deemed it necessary to make sure that all our children could share in the knowledge accumulated by the "happy few" during the past centuries.

Education in the wilderness is not a matter of monetary means. All are entitled to an equal start. There is none of the hurry which, in our society, often hampers the full development of a growing personality. There, a child grows up under the ever-present attention of his parent; therefore the jungles and the savannahs know of no "juvenile delinquency". No necessity of making a living away from home results in neglect of children, and no father is confronted with his inability to "buy" an education for his child.

JULIUS E. LIPS The Origin of Things

New words and expressions 生词和短语

adverse

adj.

purchasable

adj.可买到的

preacher

n. 传教士

defendant

n. 被告

outlook

n. 视野

capacity

n. 能力

democratic

adj. 民主的

tribal

n. 部落的

tribe

n. 部落

illiterate

n. 文盲

compulsory

adj. 义务的

deem

v. 认为

means

n. 方法，手段，财产，资力

hamper

v. 妨碍

savannah

n. 大草原

juvenile

adj. 青少年

delinquency

n. 犯罪

参考译文

教育是我们这个时代的关键词之一。我们许多人都相信，一个没有受过教育的人，是逆境的牺牲品，被剥夺了20世纪的越的机会之一。现代国家深深懂得教育的重要性，对教育机构投资，收回的‘利息’便是培养出大批有知识的男女青年，这些人可能成为未来的栋梁。教育，以其教学周期如此精心地安排，并以教科书 -- 那些可以买到的智慧源泉 -- 予以强化，如果不受其惠，文明将会是个什么样子呢?

至少，这些是可以肯定的：虽然我们还会有医生和牧师、律师和被告、婚姻和生育，但人们的精神面貌将是另一个样子。人们不会重视‘资料和数据’，而靠好记性、实用心理学与同伴相处的能力。如果我们的教育制度仿效没有书籍的古代教育，我们的学院将具有可以想象得出的最民主的形式了。在部落中，通过传统继承的知识为所有人共享，并传授给部落中的每一个成员。从这个意义上讲，人人受到的有关生活本领的教育是相等的。

这就是我们最进步的现代教育试图恢复的“平等起步”的理想状况。在原始文化中，寻求和接受传统教育的义务对全民都有约束力。因而没有“文盲”(如果这个字眼儿可以用于没有文字的民族的话)。而我们的义务教育成为法律在德国是在1642年，在法国是在1806年，在英国是在1876年。今天，在许多“文明”国家里，义务教育迄今尚未实行。这说明，经过了多么漫长的时间之后，我们才认识到，有必要确保我们的孩子享有多少个世纪以来由‘少数幸运者’所积累起来的知识。

荒凉地区的教育不是钱的问题，所有的人都享有平等起步的权利。那里没有我们今天社会中的匆忙生活，而匆忙的生活常常妨碍个性的全面发展。荒凉地区的孩子无时无刻不在父母关怀下成长。因此，丛林和荒凉地区不知道什么叫“青少年犯罪”。人们没有必要离家谋生，所以不会产生孩子无人管的问题，也不存在父亲无力为孩子支付教育费用而犯难的问题。

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