Some people believe that our ever-increasing use of technology significantly reduces our opportunities for human interaction. Other people believe that technology provides us with new and better ways to communicate and connect with one another

可供参考老题库88. "Technologies not only influence but actually determine social customs and ethics."

技术不仅仅影响而且实际上是决定了社会传统和道德规范。

1. Technologies have radically changed the way we spend holidays.

2. The new ways of communication brought about by electronic technology have transformed the way we associate with each other in our daily lives.

3. However, we should not let technologies determine our ethics.

技术进步之社会影响

Begin：I agree with the speaker's assertio that technologies influence social ethics and customs. However, the speaker extends this influence factor to a determination factor, 是不正确的。

1． 技术可以影响社会传统。比如：工业革命是女性的地位提高了，可以走出家门工作；电脑、网络、手机的普及彻底改变了人们的生活方式和相处方式（贺年卡à短信祝福；书信à邮件，聊天工具）；先进的交通工具可以使人们不再需要必须住在城市。（transportation, communication, automation）

2． 技术可以影响道德规范。遗传学的研究使人们认识到近亲结婚的坏处(intermarriage, genetics); 医学发展à被动吸烟的危害à公共场合禁止吸烟。

3． 因为技术是为人类服务的，而社会传统和道德规范正是人的一种体现。相反，技术要受到社会传统和道德规范的影响。比如克隆人的研究一直被大多数国家禁止。Although we could benefit from the power of the atom which provides us with an inexhaustible source of energy, we should be aware of the fact it may also result in devastating disaster. So we should concertrate on 发电功能 rather than 核武器试验。

End:In sum, Technology 是为人类服务的，它可以影响social customs and ethics, by which it should also be determined.

可供参考老题库107. "Instant communication systems encourage people to form hasty opinions and give quick replies rather than take the time to develop thoughtful, well-reasoned points of view."

即时通讯系统促使人们匆忙的做出判断并很快的给出回答，而不是花时间去形成深思熟虑和理由充分的观点。

Instant communication systems tend to discourage thoughtful and well-reasoned points of view.

1. Instant communication systems usually require quick replies.

2. The pressure of time and space—a key feature of instant communication—forces people to form hasty opinions rather than thoughtful and well-reasoned points of view.

3. On the contrary, traditional ways of communication such as hand-written letters or face-to-face discussion are more likely to induce in-depth thinking.

技术进步之即时判断

可供参考老题库151. "High-speed electronic communications media, such as electronic mail and television, tend to prevent meaningful and thoughtful communication."

高速电子通讯媒体，例如电子邮件和电视，在逐渐地抑制有意义的和有思想性的交流。

  Agree with concession

Although ample empirical evidence suggests so with respect to television, the answer is far less clear when it comes to communication via computers.

1. Few would argue that since its inception broadcast television has greatly enhanced communication to the masses.

2. Media such as email and the Web are interactive by design, yet email is often used to avoid face-to-face encounters, and in practice is used as a means of distributing quick memos.

3. With respect to Web-based communication, the myriad of educational sites, interactive and otherwise, is strong evidence that the Web tends to enhance, rather than prevent, meaningful communication.

技术进步对人类社会的影响之交流

Begin:

1. 承认，高速的电子通信媒体不能取代人们面对面的交流。In traditional face-to-face communications each person gets a vivid impression of the other, and understands and thoroughly appreciates the other's opinion and mode of expression. We see each other, we hear each other, we can acknowledge what the other is really thinking about with only the hint of gesture. On the other hand, people are getting used to the lack of truthfulness on the internet; who knows what kind of person you are chatting with and who knows what on earth the person you are chatting with is thinking about? In this respect, electronic communications have is inferior to traditional ways of communicating.

2. 但是说他们阻止了人们有思想、有意义的交流不合适。高速的电子通信媒体只是缩短了通信的之间的过程，并没有缩短人们的思维时间
However, it is unfair to conclude that these high-speed electronic communications media prevent meaningful communication.
First of all, the fact that high-speed electronic communications media shorted the time spend in transforming information does not means that they are also depriving the time that cost for people to make a deliberate thinking. 以前阻碍人们交流的最大瓶颈是通讯的时间…… （eliminating some unnecessary time needed in transportation or somthing else which was indispensable in traditional communiction systems.）

3. 高速媒体一方面缩短了人们做出选择的时间，另一方面也为人们快速的做出决策提供了条件。如今社会是一个高速发展的社会，瞬息万变。我们要想在其中生存，只能适应，高速媒体帮助我们适应……With the help of instant systems, people can focus on those central problems in tasks, after all, communication system is just a conciliary tool to solving problems.

4. 高速媒体开阔了人们的视野，因此做出更有意义和思维能力的判断.
Thanks to the high-speed electronic communications, people's spectrum has been greatly broaden and the definition of the item "common sense" has also been expanded, so that modern people could obtain a much more comprehensive understanding of certain issues, which results in more thoughtful and meaningful communication.

End: To summarize the issue, high-speed electronic communication media as a whole are contributes to activating people's thought, and also make the meaningful and thoughtful communication possible for the people around the world.

Do high-speed means of communication, particularly television and computers, tend to prevent meaningful and thoughtful communication, as the speaker suggests? Although ample empirical evidence suggests so with respect to television, the answer is far less dear when it comes to communication via computers.

Few would argue that since its inception broadcast television has greatly enhanced communication to the masses. The circulation of even the most widely read newspapers pales compared to the number of viewers of popular television news programs. Yet traditional television is a one-way communications medium, affording viewers no opportunity to engage those so-called "talking heads" in dialogue or respond. Of course, there is nothing inherent about television that prevents us from meaningful and thoughtful communication with each other. In fact, in television's early days it was a fairly common occurrence for a family to gather around the television together for their favorite show, then afterwards discuss among themselves what they had seen and heard. Yet over time television has proven itself to serve primarily as a baby-sitter for busy parents, and as an means of escape for those who wish to avoid communicating with the people around them. Moreover, in the pursuit of profit, network executives have determined over time that the most effective uses of the medium are for fast-paced entertainment and advertising--whose messages are neither thoughtful nor meaningful.

Do computers offer greater promise for thoughtful and reflective communication than television? Emphatically, yes. After all, media such as email and the Web are interactive by design. And the opportunity for two-way communication enhances the chances of meaningful and thoughtful communication. Yet their potential begs the question: Do these media in fact serve those ends? It is tempting to hasten that the answer is "yes" with respect to email; after are, we've all heard stories about how email has facilitated reunions of families and old friends, and new long-distance friendships and romances. Moreover, it would seem that two-way written communication requires far more thought and reflection than verbal conversation. Nevertheless, email is often used to avoid face-to-face encounters, and in practice is used as a means of distributing quick memos. Thus on balance it appears that email serves as an impediment, not an aide, to thoughtful and reflective communication.

With respect to Web-based communication, the myriad of educational sites, interactive and otherwise, is strong evidence that the Web tends to enhance, rather than prevent, meaningful communication. Distance learning courses made possible by the Web lend further credence to this assertion. Nonetheless, by all accounts it appears that the Web will ultimately devolve into a mass medium for entertainment and for e-commerce, just like traditional television. Meaningful personal interactivity is already yielding to advertising, requests for product information, buy-seU orders, and titillating adult-oriented content.

Thus, on balance these high-speed electronic media do indeed tend to prevent rather than facilitate meaningful and thoughtful communication. In the final analysis, any mass medium carries the potential for uplifting us, enlightening us, and helping us to communicate with and understand one another. However, by all accounts, television has not fulfilled that potential; and whether the Web will serve us any better is ultimately up to us as a society.

---

Orignal From: Some people believe that our ever-increasing use of technology significantly reduces our opportunities for human interaction. Other people believe that technology provides us with new and better ways to communicate and connect with one another

Although innovations such as video, computers, and the Internet seem to offer schools improved methods for instructing students, these technologies all too often distract from real learning.

Computer Assisted Instruction has several advantages over traditional ways of teaching.

1. First of all, the computer has the ability to accommodate individual differences in learning speed.

2. In addition, the computer provides students with a stress-free learning environment.

3. A third advantage of CAI is that the computer can give a student immediate feedback.

4. The possibility of students being distracted from learning by new teaching equipment should not be used as an excuse to prevent teachers and students from benefiting from technological progress.

技术对人类的影响之多媒体教育

观点：社会发展，技术创新，在很大成度上改善了学校的教学方式。但是正如题目所说，有时也会给学生带来不好的影响，如果使用不当。

1． 技术的创新，录像机、电脑以及互联网的使用使教学更直观、深刻impressive、生动vivid，因而也就更有效。比如：学习如何使用计算机，看录像比从书本上学要更有效

2． 同时，这些高科技的应用使学习不受时间、空间、年龄的限制，更灵活。比如：远程教学，晚上学、在家学、进度自己控制

3． 不得不承认的是，as it is said, every coin has two sides; Addicting to videos, computers games and the Internet, or the abuse of such things as computer games, porn and violent programs to the Internet will not only distract students form learning but also endanger their psychological health. 一旦学生对这些东西着迷，他们就会对学习失去兴趣，更严重的可能是，这些没有经济来源学生为了可以去play computer games而去干一些违法的事情。因此，高科技在教学中的使用也为学校教学带了了一些负面影响。

4． 所以，学校在改善教学方式的同时，还应该注意到computer、Internet 等对students学习的影响。比如，学校应该加强对学生的教育和管理，通过引导的方式是学生正确的利用这些工具帮助学习，而不是偏离学习；同时，还可以加强与家长的联系，共同对学生进行监督。

总之：科技创新增加了学校的教学有效性和灵活性，改善了教学方式。虽然会给学生带来些负面影响，但只要加强监督和教育，合理引导，就会促进学生更好的学习。

The speaker asserts that innovations such as videos, computers, and the Internet too often distract from "real" learning in the dassroom. I strongly agree that these tools can be counterproductive in some instances, and ineffectual for certain types of learning. Nevertheless, the speaker's assertion places too little value on the ways in which these innovations can facilitate the learning process.

In several respects, I find the statement compelling. First of all, in my observation and experience, computers and videos are misused most often for education when teachers rely on them as surrogates, or baby-sitters. Teachers must use the time during which students are watching videos or are at their computer stations productively--helping other students, preparing lesson plans, and so forth. Otherwise, these tools can indeed impede the learning process.

Secondly, passive viewing of videos or of Web pages is no indication that any significant learning is taking place. Thus teachers must carefully select Internet resources that provide a true interactive learning experience, or are highly informative otherwise. And, in selecting videos teachers must be sure to follow up with lively class discussions. Otherwise, the comparatively passive nature of these media can render them ineffectual in the learning process.

Thirdly, some types of learning occur best during face-to-face encounters between teacher and student, and between students. Only by way of a live encounter can a language teacher recognize and immediately correct subtle problems in pronunciauon and inflection. And, there is no suitable substitute for a live encounter when it comes to teaching techniques in painting, sculpture, music performance, and acting. Moreover, certain types of learning are facilitated when students interact as a group. Many grade school teachers, for example, find that reading together aloud is the most effective way for students to learn this skill.

Fourth, with technology-based learning tools, especially computers and the Intemet, learning how to use the technology can rob the teacher of valuable time that could be spent accomplishing the teacher's ultimate educational objectives. Besides, any technology-based learning tool carries the risk of technical problems. Students whose teachers fail to plan for productive use of unexpected down-time can lose opportunities for real learning.

Finally, we must not overlook the non-quantifiable benefit that personal attention can afford. A human teacher can provide meaningful personal encouragement and support, and can identify and help to solve a student's social or psychological problems that might be impeding the learning process. No video, computer program, or Web site can begin to serve these invaluable functions.

Acknowledging the many ways that technological innovations can impede "real" learning, these innovations nevertheless can facilitate "real" learning, if employed judicially and for appropriate purposes. Specifically, when it comes to learning rote facts and figures, personal interaction with a teacher is unnecessary, and can even result in fatigue and burnout for the teacher. Computers are an ideal tool for the sorts of learning that occur only through repetition--typing skills, basic arithmetical calculations, and so forth. Computers also make possible visual effects that aid uniquely in the learning of spatial concepts. Finally, computers, videos and the Internet are ideal for imparting basic text-book information to students, thereby freeing up the teacher's time to give students individualized attention.

In sum, computers and videos can indeed distract from learning--when teachers misuse them as substitutes for personal attention, or when the technology itself becomes the focus of attention. Nevertheless, if judicially used as primers, as supplements, and where repetition and rote learning are appropriate, these tools can serve to liberate teachers to focus on individual needs of students--needs that only "real" teachers can recognize and meet.

---

Orignal From: Although innovations such as video, computers, and the Internet seem to offer schools improved methods for instructing students, these technologies all too often distract from real learning.

Scientists and other researchers should focus their research on areas that are likely to benefit the greatest number of people

可供老题库119 When research priorities are being set for science, education, or any other area, the most important question to consider is: How many people's lives will be improved if the results are successful （24+2）当研究的重点被置于科学、教育或者其他领域中时，最重要的问题就是要考虑如果研究获得成功会有多少人的生活得以改善。（同上）

I agree insofar as areas of research certain to result in immediate and significant benefits for society should continue to be a priority. Yet, strictly followed, the speaker's recommendation would have a harmful chilling effect on research and new knowledge.

1. Admittedly, scientific research whose societal benefits are immediate, predictable, and profound should continue to be a high priority.

2. However, this is not to say that research whose benefits are less immediate or clear should be given lower priority. First of all, if we strictly follow the speaker's suggestion, who would decide which areas of research are more worthwhile than others? Researchers cannot be left to decide.

3. Secondly, to compel all researchers to focus only on certain areas would be to force many to waste their true talents.

4. Thirdly, it is difficult to predict which research avenues will ultimately lead to the greatest contributions to society.

技术进步之改善人民生活

可供参考老题库40 Scholars and researchers should not be concerned with whether their work makes a contribution to the larger society. It is more important that they pursue their individual interests, however unusual or idiosyncratic those interests may seem. （

我们不应该仅仅关注学者和研究者的著作能否对社会做出贡献。更重要的是关注他们如何追求实现自己的兴趣，无论那些兴趣显得是多么的非同寻常。 From 194&重点（有译文）

//许多人认为科学和研究应当为整个社会服务，并根据这个原因得出研究者和学者都应当尽可能的从事相对来说更有利于社会的研究。尽管这个观点表面上看似乎正确，但是争论却因为对于contribute的这个词的不同看法而引起了，因为在人类社会中并没有统一的标准用来衡量什么学科要比另一些学科contributes more to the human society. 因此，让科学家们根据自己的兴趣进行研究最最好的解决上述问题的方法。

1、 首先，不可否认，确实有一些学科能够对当时社会发展起显著的推动作用。甚至一些学科就是为了解决社会问题而出现的，这些学科能够在短期内让整个社会受益，因此许多的政府和国际机构都投入了足够的资源和政策帮助科学家们从事这类的科学研究。比如，许多科学家们正在研究解决大气污染问题的方法，为了尽可能的减少大气污染对于人类生活的影响

2、 但在一段很长的时间里，判断什么样的研究最有利于社会的长远发展几乎不可能。正如经常被提到的，科学研究的主要目的是帮助人类认识他们所未知的事物，从这个观点出发，几乎所有的研究都是有利于社会的人们认识世界并能够帮助人们利用探索得到的知识改造世界的。比如，当年伽利略的自由落体定律，似乎并没有解决当时社会的任何问题，但是却成为后人发展物理学的基础并对人类社会的发展发挥了重要的作用。

3、 对于许多的科学家们来说，兴趣可能是他们选择研究课题的重要因素。首先，个人兴趣能够让科学家们更热衷于所从事的研究，相比之下，如果他们被迫选择一些他们并不感兴趣的fields研究不光会在短期内耗尽他们的积极性，而且还会很容易造成研究中的失误和疏忽。其次，科学家们很据自己兴趣选择研究领域能够让富有创新性和远见的科学家从事有利于人类社会长远发展的课题，并能够保持社会长期稳定的发展。相反，如果让所有的科学家从事几个有限数量的学科，虽然可能很快的解决社会问题，但是对未来的发展是有不利影响的。

//总之，任何科学家和学者都有选择喜欢研究的领域的权力，就像任何人都有选择穿自己喜欢衣服的权力一样。所有的科学研究从长远看都是有用的，不光包括那些新兴的用于解决短期社会问题的学科，同样也包含unusual or idiosyncratic fields of research.

可供参考老题库31（文中有，可搜索）

可供参考老题库119（文中有，可搜索）

可供参考老题库44 Government should not fund any scientific research whose consequences, either medical or ethical, are unclear.

政府不应该资助任何后果不明的科学研究，无论是医学方面还是伦理方面的。

可供参考老题库69 Government should place few, if any, restrictions on scientific research and development"

政府应该对科学研究和发展尽量少地加以限制。

Should researchers focus on areas that are likely to result in the greatest benefit to the most people, as the speaker suggests? I agree insofar as areas of research certain to result in immediate and significant benefits for society should continue to be a priority. Yet, strictly followed, the speaker's recommendation would have a harmful chilling effect on research and new knowledge. This is particularly true in the physical sciences, as discussed below.

Admittedly, scientific research whose societal benefits are immediate, predictable, and profound should continue to be a high priority. For example, biotechnology research is proven to help cure and prevent diseases; advances in medical technology allow for safer, less invasive diagnosis and treatment; advances in genetics help prevent birth defects; advances in engineering and chemistry improve the structural integrity of our buildings, roads, bridges, and vehicles; information technology enables education; and communication technology facilitates global peace and participation in the democratic process. To demote any of these research areas to a lower priority would be patently foolhardy, considering their proven benefits to so many people. However, this is not to say that research whose benefits are less immediate or clear should be given lower priority. For three reasons, all avenues of scientific research should be afforded equal priority.

First of all, ifwe strictly follow the speaker's suggestion, who would decide which areas of research are more worthwhile than others? Researchers cannot be left to decide. Given a choice, they will pursue their own special areas of interest, and it is highly unlikely that all researchers could reach a fully informed consensus as to what areas are most likely to help the most people. Nor can these decisions be left to regulators and legislators, who would bring to bear their own quirky notions about what is worthwhile, and whose susceptibility to influence-peddlers renders them untrustworthy in any event.

A telling example of the inherent danger of setting "official" research priorities involves the Soviet government's attempts during the 1920s to not only control the direction and the goals of its scientists' research but also to distort the outcome of that research--ostensibly for the greatest good of the greatest number of people. During the 1920s the Soviet government quashed certain areas of scientific inquiry, destroyed entire research facilities and libraries, and caused the sudden disappearance of many scientists who were viewed as threats the state's authority. Not surprisingly, during this time period no significant scientific advances occurred under the auspices of the Soviet government.

Secondly, to compel all researchers to focus only on certain areas would be to force many to waste their true talents. For example, imagine relegating today's preeminent astrophysicist Stephen Hawking to research the effectiveness of behavioral modification techniques in the reform of violent criminals. Admittedly, this example borders on hyperbole. Yet the aggregate effect of realistic cases would be to waste the intellectual talents of our world's researchers. Moreover, lacking genuine interest or motivation a researcher would be unlikely to contribute meaningfully to his or her "assigned" field.

Thirdly, it is difficult to predict which research avenues will ultimately lead to the greatest contributions to society. Research areas whose benefits are certain often break little new ground, and in the long term so-called "cutting-edge" research whose potential benefits are unknown often prove most useful to society. One current example involves terraforrning---creating biological life and a habitable atmosphere where none existed before. This unusual research area does not immediately address society's pressing social problems. Yet in the longer term it might be necessary to colonize other planets in order to ensure the survival of the human race; and after all, what could be a more significant contribution to society than preventing its extinction?

In sum, when it comes to setting priorities for research, at least in the sciences, the speaker goes too far by implying that research whose benefits are unknown are not worth pursuing. After all, any research worth doing delves into the unknown. In the final analysis, the only objective of research should be to discover truths, whatever they might be-- not to implement social policy.

Should academic scholars and researchers be free to pursue whatever avenues of inquiry and research that interest them, no matter how unusual or idiosyncratic, as the speaker asserts? Or should they strive instead to focus on those areas that are most likely to benefit society? l strongly agree with the speaker, for three reasons.

First of all, who is to decide which areas of academic inquiry are worthwhile? Scholars cannot be left to decide. Given a choice they will pursue their own idiosyncratic areas of interest, and it is highly unlikely that all scholars could reach a fully informed consensus as to what research areas would be most worthwhile. Nor can these decisions be left to regulators and legislators, who would bring to bear their own quirky notions about what would be worthwhile, and whose susceptibility to influence renders them untrustworthy in any event.

Secondly, by human nature we are motivated to pursue those activities in which we excel. To compel scholars to focus only on certain areas would be to force many to waste their true talents. For example, imagine relegating today's preeminent astrophysicist Stephen Hawking to research the effectiveness of affirmative-action legislation in reducing workplace discrimination. Admittedly, this example borders on hyperbole. Yet the aggregate effect of realistic cases would be to waste the intellectual talents of our world's scholars and researchers. Moreover, lacking genuine interest or motivation, a scholar would be unlikely to contribute meaningfully to his or her "assigned" field of study.

Thirdly, it is "idiosyncratic" and "unusual" avenues of inquiry that lead to the greatest contributions to society. Avenues of intellectual and scientific inquiry that break no new ground amount to wasted time, talent, and other resources. History is laden with unusual claims by scholars and researchers that turned out stunningly significant--that the sun lies at the center of our universe, that time and space are relative concepts, that matter consists of discrete particles, that humans evolved from other life forms, to name a few. One current area of unusual research is terraforming---creating biological life and a habitable atmosphere where none existed before. This unusual research area does not immediately address society's pressing social problems. Yet in the longer term it might be necessary to colonize other planets in order to ensure the survival of the human race; and after all, what could be a more significant contribution to society than preventing its extinction?

Those who would oppose the speaker's assertion might point out that public universities should not allow their faculty to indulge their personal intellectual fantasies at taxpayer expense. Yet as long as our universities maintain strict procedures for peer review, pure quackery cannot persist for very long. Other detractors might argue that in certain academic areas, particularly the arts and humanities, research and intellectually inquiry amount to little more than a personal quest for happiness or pleasure. This specious argument overlooks the societal benefits afforded by appreciating and cultivating the arts. And, earnest study in the humanities affords us wisdom to know what is best for society, and helps us understand and approach societal problems more critically, creatively, and effectively. Thus despite the lack of a tangible nexus between certain areas of intellectual inquiry and societal benefit, the nexus is there nonetheless.

In sum, I agree that we should allow academic scholars nearly unfettered freedom of intellectual inquiry and research within reasonable limits as determined by peer review. Engaging one's individual talents in one's particular area of fascination is most likely to yield advances, discoveries, and innovations that serve to make the world a better and more interesting place in which to live.

---

Orignal From: Scientists and other researchers should focus their research on areas that are likely to benefit the greatest number of people

No field of study can advance significantly unless it incorporates knowledge and experience from outside that field

Outsider: a person does not belong to a particular group

There is no doubt that different disciplines are interrelated and that the knowledge of one field can shed light on the studies of other fields.

1. Knowledge of statistics was introduced into the fields of sociology and history, contributing to the researchers in those fields.

2. Literary critics borrow new ideas formulated by philosophers to further their studies.

3. When biology and chemistry met, biochemistry came into being.

闭门造车，旁观者清

.可供参考老题库4"No field of study can advance significantly unless outsiders bring their knowledge and experience to that field of study." 几乎没有任何领域能够取得具有重要意义的进步，除非结合其他行业的知识和经验到该领域中来。

Begin: 赞成.其实很多学科不是孤立的，很多学科都是相关的，相互借鉴帮助才会有重大进步，但是进步又不能完全依靠这些。

1. Isolation results in staganation. 很多领域的成功都是需要引进其他的知识，比如最基本的物理，化学知识都是以一定的数学做基础才有的进步的，一些统计学，社会科学，不仅要运用历史学科的收集资料的方法，也要用数学的方法做数据分析，还会用到电脑. 而电脑更是很多学科的共同努力而发明的。市场营销不仅需要经济学的原理，也要社会学内的交流，心理学等等。John Nash 的数学经济学理论。The inclusion of varied fields to the study of any problem provides greater insight and comprehension to make progress.

2. 需要指出的是，并不是引入了外界的知识就可以进步的。If one wants to make great contributions to a certain field, the first and most important thing is to master all its founcational knowledge. 然后通过对其他学科知识的涉猎，综合这些知识，通过自己的归纳总结，才会取得进步。如John Nash对数学知识的掌握非常好，结合了经济学的知识后，归纳总结出了数学经济学理论。

3. Furthermore, 确实有很多领域非常的细小，已经发展到一定阶段跟其他领域的联系不是很大，比如宗教研究里面，再多的物理知识也没用，这两个领域甚至是相斥的。而且没有研究者的付出，任何再多的知识也是没用的。再比如纯数学的研究。,

End：所以我们要看到其他领域的知识对本学科的影响，多角度，视野开阔，但是我们不能依赖于这些知识发展，必须要付出一定的 努力，以及一定的外界支持。

大正小负：

1. 科技发展的趋势是越来越趋向团对化，多领域化。

如：制作一个应用软件需要有业务分析员，系统分析师，程序设计员，测试人员，维护人员，管理人员的。

又如：一个飞机的设计，牵扯到的专业就多了，包括机械，推进器研究，气体力学，室内设计，航空驾驶，逃生系统，等等

2. 有些村学术领域不需要其他领域知识和经验

如：理论数学，理论物理

3但趋势是越来越综合性。

.可供参考老题库132 "The university community consists of three different worlds—the sciences, the humanities, and the social sciences. Because each world operates on its own assumptions and has its own special habits of thinking, rarely is there meaningful interaction among the sciences, the humanities, and the social sciences." 大学包括了三个不同的领域——科学、人文学科以及社会学科。因为每一个领域都根据自己的前提运转，每一个领域都有自己独特的思维习惯，所以在自然科学、人文科学和社会科学之间几乎是不存在有意义的交互的。

Disagree

1. Admittedly, the university community regards the three different academic endeavors as separate realms.

2. Actually, the three fields are intrinsically interrelated to each other.

3. Combining the relevant methods used respectively in the three fields will be of great help to our study and learning.

学科之间的关系

.可供参考老题库220 "The increase in knowledge is forcing people to specialize. As a result, the distance between fields of specialization has become so vast that specialists in different areas are rarely able to influence each other." 知识的增加促使了人们的专业化。其结果是不同的专业化领域之间的差异变得越来越大以至于各个领域中的专业人员很少能够互相影响了。

Overspecialization in the academic world is liable to exert negative impacts on academic research in various fields, which makes it necessary for education to encourage interdisciplinary studies.

1. The dramatic increase in knowledge today has made it impossible for any one to keep pace with the latest developments in all academic fields.

2. As a result, specialists in different areas tend to focus only on their own area of study.

3. However, this overspecialization is harmful not only academically but also socially.

4. Schools should aim at cultivating not only specialists but also generalists.

少数和多数的关系之专业化

1. 不可否认，许多基础学科的发展主要的成果都是源自内在的创造，伦琴roentgen发现了X射线，魏格纳提出了板块学说和漂移学说。

2. 但是，一个领域的研究可以借签其它领域的成果而取得巨大的进步，当数学家mathematician John Nash把数学的思想用来解释经济现象后，当代的经济领域发生巨大的变化，很多Nobel经济学奖得主是数学家；

3. 随着现代科学和社会的发展各个不同领域之间常常互相影响，新的交叉学科应运而生，不但促进了原有领域的发展还具有很高的新起点。（化学和生物的交叉产生了生化biochemistry，促进了近代临床科学clinic medicine的发展，如人造骨骼artificial bones的应用）随着社会的发展，越来越多的交叉学科出现，各个学科的发展需要多方面的知识。如计算机学科需要多种数学啊，艺术的知识；

4. 尽管很少，仍有一些学科相对独立。例：数学有自己的理论体系(system info)，基本依靠计算(calculation)、逻辑推理(logic ratiocinate)，哲学(philosophy)依赖思考

总之，其它领域的成果对该领域进步的促进远大于其带来的不利影响，应该鼓励各个领域之间的相互交流。

I strongly agree with the assertion that significant advances in knowledge require expertise from various fields. The world around us presents a seamless web of physical and anthropogenic forces, which interact in ways that can be understood only in the context of a variety of disciplines. Two examples that aptly illustrate this point involve the fields of cultural anthropology and astronomy.

Consider how a cultural anthropologist's knowledge about an ancient civilization is enhanced not only by the expertise of the archeologist--who unearths the evidence--but ultimately by the expertise of biochemists, geologists, linguists, and even astronomers. By analyzing the hair, nails, blood and bones of mummified bodies, biochemists and forensic scientists can determine the life expectancy, general well-being, and common causes of death of the population. These experts can also ensure the proper preservation of evidence found at the archeological site. A geologist can help identify the source and age of the materials used for tools, weapons, and structures--thereby enabling the anthropologist to extrapolate about the civilization's economy, trades and work habits, life styles, extent of travel and mobility, and so forth. Linguists are needed to interpret hieroglyphics and extrapolate from found fragments of writings. And an astronomer can help explain the layout of an ancient city as well as the design, structure and position of monuments, tombs, and temples--since ancients often looked to the stars for guidance in building cities and structures.

An even more striking example of how expertise in diverse fields is needed to advance knowledge involves the area of astronomy and space exploration. Significant advancements in our knowledge of the solar system and the universe require increasingly keen tools for observation and measurement. Telescope technology and the measurement of celestial distances, masses, volumes, and so forth, are the domain of astrophysicists.

These advances also require increasingly sophisticated means of exploration. Manned and unmanned exploratory probes are designed by mechanical, electrical, and computer engineers. And to build and enable these technologies requires the acumen and savvy of business leaders, managers, and politicians. Even diplomats might play a role--insofar as major space projects require intemafional cooperative efforts among the world's scientists and governments. And ultimately it is our philosophers whose expertise helps provide meaning to what we learn about our universe.

In sum, no area ofinteUectual inquiry operates in a vacuum. Because the sciences are inextricably related, to advance our knowledge in any one area we must understand the interplay among them all. Moreover, it is our non-scienfists who make possible the science, and who bring meaning to what we learn from it.

---

Orignal From: No field of study can advance significantly unless it incorporates knowledge and experience from outside that field

Educators should teach facts only after their students have studied the ideas, trends , and concepts that help explain those facts.

1. If we learn only facts, we learn very little.

2. Postponing the memorization of facts until after one learns ideas and concepts holds certain advantages.

3. Conceding that students must learn ideas and concepts, as well as facts relating to them, in order to learning anything meaningful, I nevertheless disagree that the former should always precede the latter.

4. The speaker misunderstands the process by which we learn ideas and concepts, and by which we develop new ones.

5. Strict adherence to the speaker's advice would surely lead to ill-conceived ideas, concepts and theories.

局部和整体之触类旁通

观点：教育的首要目的并不是向学生灌输一些他们并不理解的知识，而是帮助学生们形成自己的性格并为未来的竞争社会做准备。从这个意义上说通过让学生们了解事实的背景、趋势以及概念从而让学生们欣赏知识，远比让他们单纯的记忆知识要重要的多。

1. 多数的事实背后都隐藏有比事实本身更有价值的原理。尽管各种事件每天都会发生，但是引起这些事件的原理却是有限的，教会学生事件背后的原理不光能够让他们具备深入分析事实的能力，还可以帮助他们在未来碰到他们从未遇到的问题时，能够使用学到的基本原理进行解决。比如，当需要学生了解一个他们从未接触过的文化时，让他们了解这个文化的起源、历史以及背景，比起让他们背诵包含在这个文化里的各种复杂的名词重要的多，因为前者不光能够让学生们更深入的理解这个文化中的各种概念，更重要的是，学生们在以后碰到其他的文化时，也能够运用所学到的原理进行分析和理解。此外，许多事实相对乏味，而这些事实背后的故事和轶事则更能激发学生的学习积极性。

2. 在教育中强调理解，并不意味着学生不需要记忆任何名词和概念，而是通过让学生们了解概念的背景帮助他们记忆。对于需要在未来的世界里运用他们所学的知识来谋生的大部分学生来说，只有记住许多事实和概念，他们才能够更熟练的运用和操纵他们学到的知识。比如说，如果学生们记不住乘法表（multiplication table），即便是他们理解了乘法的基本原理，他们仍旧无法熟练的进行乘法计算（multiplicative calculation）。此外，许多的传统和道德观念是需要在早期教育中需要学生不断记忆的，因为那时的学生还很小，他们不可能理解过深的道理，但是道德观念却需要在很小的时候就灌输给学生，这时候就需要让学生记忆这些准则，以便于克服人类本质上的不良方面。

3. 先理解在记忆的方式是目前最佳的教育方法之一。一方面，过度强调理解会导致学生忽视概念和事实的重要性，并可能最终导致当他们未来无法熟练的运用他们所学的知识；另一方面，过分注重记忆，又会让学生对学习失去兴趣，并失去解决未知问题的能力。所以，通过理解让学生进行记忆，之后通过记忆来加深学生的理解，是最佳的教育方法之一。

The speaker makes a threshold claim that students who learn only facts learn very little, then condudes that students should always learn about concepts, ideas, and trends before they memorize facts. While I wholeheartedly agree with the threshold claim, the condusion unfairly generalizes about the learning process. In fact, following the speaker's advice would actually impede the learning of concepts and ideas, as well as impeding the development of insightful and useful new ones.

Turning first to the speaker's threshold daim, I strongly agree that ifwe learn only facts we learn very little. Consider the task of memorizing the periodic table of dements, which any student can memorize without any knowledge of chemistry, or that the table relates to chemistry. Rote memorization of the table amounts to a bit of mental exercise-an opportunity to practice memorization techniques and perhaps learn some new ones. Otherwise, the student has learned very little about chemical dements, or about anything for that matter.

As for the speaker's ultimate claim, I concede that postponing the memorization of facts until after one leams ideas and concepts holds certain advantages. With a conceptual framework already in place a student is better able to understand the meaning of a fact, and to appreciate its significance. As a result, the student is more likely to memorize the fact to begin with, and less likely to forget it as time passes. Moreover, in my observation students whose first goal is to memorize facts tend to stop there--for whatever reason. It seems that by focusing on facts first students risk equating the learning process with the assimilation of trivia; in turn, students risk learning nothing of much use in solving real world problems.

Conceding that students must learn ideas and concepts, as well as facts relating to them, in order to learning anything meaningful, I nevertheless disagree that the former should always precede the latter--for three reasons. In the first place, I see know reason why memorizing a fact cannot precede learning about its meaning and significance--as long as the student does not stop at rote memorization. Consider once again our hypothetical chemistry student. The speaker might advise this student to first learn about the historical trends leading to the discovery of the elements, or to learn about the concepts of altering chemical compounds to achieve certain reactions--before studying the periodic table. Having no familiarity with the basic vocabulary of chemistry, which includes the informarion in the periodic table, this student would come away from the first two lessons bewildered and confused in other words, having learned little.

In the second place, the speaker misunderstands the process by which we learn ideas and concepts, and by which we develop new ones. Consider, for example, how economics students learn about the relationship between supply and demand, and the resulting concept of market equilibrium, and of surplus and shortage. Learning about the dynamics of supply and demand involves (1) entertaining a theory, and perhaps even formulating a new one, (2) testing hypothetical scenarios against the theory, and (3) examining real-world facts for the purpose of confirming, refuting, modifying, or qualifying the theory. But which step should come first? The speaker would have us follow steps 1 through 3 in that order. Yet, theories, concepts, and ideas rarely materialize out of thin air; they generally emerge from empirical observations--i.e., facts. Thus the speaker's notion about how we should learn concepts and ideas gets the learning process backwards.

In the third place, strict adherence to the speaker's advice would surely lead to illconceived ideas, concepts, and theories. Why? An idea or concept conjured up without the benefit of data amounts to little more than the conjurer's hopes and desires. Accordingly, conjurers will tend to seek out facts that support their prejudices and opinions, and overlook or avoid facts that refute them. One telling example involves theories about the center of the universe. Understandably, we ego-driven humans would prefer that the universe revolve around us. Early theories presumed so for this reason, and facts that ran contrary to this ego-driven theory were ignored, while observers of these facts were scorned and even vilified. In short, students who strictly follow the speaker's prescription are unlikely to contribute significantly to the advancement of knowledge.

To sum up, in a vacuum facts are meaningless, and only by filling that vacuum with ideas and concepts can students learn, by gaining useful perspectives and insights about facts. Yet, since facts are the very stuff from which ideas, concepts, and trends spring, without some facts students cannot learn much of anything. In the final analysis, then, students should learn facts right along with concepts, ideas, and trends.

---

Orignal From: Educators should teach facts only after their students have studied the ideas, trends , and concepts that help explain those facts.

We can learn much more from people whose views we share than from people whose views contradict our own

1. Admittedly, under some circumstances disagreement with others can be counterproductive to learning.

2. Disagreement can also inhibit learning when two opponents disagree on fundamental assumptions needed for meaningful discourse and debate.

3. However, it is through debate that human knowledge advances whether at the personal, community or global level.

观点：两个claim，分别阐述

1． 对于第一个论断"…"，admittedly，意见一致可以学到许多东西。A）意见一致可以很好的谈到一起，交流顺畅，达成共识，共同进步；持有相同观点的人，可以给我们精神上的鼓励、技术性的合作。恩格斯、马克思有着共同的追求、立场，他们伟大的友谊，相互帮助； B）即使意见一致，但知识丰富程度、教育水平、理解问题的深度也会不同，比如教授和学生，可以相互学习。

2． However，从意见相悖者那里可以学到更多的东西。A）补充自己的观点（也许从未考虑过的角度），是自己的认识更全面； B）找到自身的缺点flaws and foibles； C）例：社会主义借鉴资本主义的市场经济，找到计划经济的问题所在。

3． 对于第二个论断，虽然意见分歧会产生压力，但并不代表会阻碍学习，反而会起到促进作用。A）分歧促使一个人对自身的认识进行深入的分析与研究，使其对某一事物的认识更全面和清晰； B）正是这种压力促进了人类的进步，社会的发展，促使我们学习更多的东西，无论是我们能支持的还是反对的。

Do we learn more from people whose ideas we share in common than from those whose ideas contradict ours? The speaker daims so, for the reason that disagreement can cause stress and inhibit learning. I concede that undue discord can impede learning. Otherwise, in my view we learn far more from discourse and debate with those whose ideas we oppose than from people whose ideas are in accord with our own.

Admittedly, under some circumstances disagreement with others can be counterproductive to learning. For supporting examples one need look no further than a television set. On today's typical television or radio talk show, disagreement usually manifests itself in meaningless rhetorical bouts and shouting matches, during which opponents vie to have their own message heard, but have little interest either in finding common ground with or in acknowledging the merits of the opponent's viewpoint. Understandably, neither the combatants nor the viewers learn anything meaningful. In fact, these battles only serve to reinforce the predispositions and biases of all concerned. The end result is that learning is impeded.

Disagreement can also inhibit learning when two opponents disagree on fundamental assumptions needed for meaningful discourse and debate. For example, a student of paleontology learns little about the evolution of an animal species under current study by debating with an individual whose religious belief system precludes the possibility of evolution to begin with. And, economics and finance students learn little about the dynamics of a laissez-faire system by debating with a socialist whose view is that a centrv2ized power should control all economic activity.

Aside from the foregoing two provisos, however, I fundamentally disagree with the speaker's claim. Assuming common ground between two rational and reasonable opponents willing to debate on intellectual merits, both opponents stand to gain much from that debate. Indeed it is primarily through such debate that human knowledge advances, whether at the personal, community, or global level.

At the personal level, by listening to their parents' rationale for their seemingly oppressive rules and policies teenagers can learn how certain behaviors naturally carry certain undesirable consequences. At the same time, by listening to their teenagers concerns about autonomy and about peer pressures parents can learn the valuable lesson that effective parenting and control are two different things. At the community level, through dispassionate dialogue an environmental activist can come to understand the legitimate economic concerns of those whose jobs depend on the continued profitable operation of a factory. Conversely, the latter might stand to learn much about the potential public health price to be paid by ensuring job growth and a low unemployment rate. Finally, at the global level, two nations with opposing political or economic interests can reach mutually beneficial agreements by striving to understand the other's legitimate concerns for its national security, its political sovereignty, the stability of its economy and currency, and so forth.

In sum, unless two opponents in a debate are each willing to play on the same field and by the same rules, I concede that disagreement can impede learning. Otherwise, reasoned discourse and debate between people with opposing viewpoints is the very foundation upon which human knowledge advances. Accordingly, on balance the speaker is fundamentally correct.

---

Orignal From: We can learn much more from people whose views we share than from people whose views contradict our own

In most professions and academic fields, imagination is more important than knowledge

Without imagination, one can hardly succeed in any field.

1. Imagination in business is the ability to perceive opportunity.

2. In science, imagination leads to invention and discoveries.

3. Without imagination, there would be no art.

想象力和知识

The speaker asserts that imagination is "sometimes" more valuable than experience because individuals who lack experience can more freely imagine possibilities for approaching tasks than those entrenched in established habits and attitudes. I fundamentally agree; however, as the speaker implies, it is important not to overstate the comparative value of imagination. Examples from the arts and the sciences aptly illustrate both the speaker's point and my caveat.

One need only observe young children as they go about their daily lives to appreciate the role that pure imagination can play as an aid to accomplishing tasks. Young children, by virtue of their lack of experience, can provide insights and valuable approaches to adult problems.

Recall the movie Big, in which a young boy magically transformed into an adult found himself in a high-power job as a marketing executive. His inexperience in the adult world of business allowed his youthful imagination free reign to contribute creative--and successful ideas that none of his adult colleagues, set in their ways of thinking about how businesses go about maximizing profits, ever would have considered. Admittedly, Big was a fictional account; yet, I think it accurately portrays the extent to which adults lack the kind of imagination that only inexperience can bring to solving many adult problems.

The speaker's contention also finds ample empirical support in certain forms of artistic accomplishment and scientific invention. History is replete with evidence that our most gifted musical composers are young, relatively inexperienced, individuals. Notables ranging from Mozart to McCartney come immediately to mind. Similarly, the wide-eyed wonder of inexperience seems to spur scientific innovation. Consider the science fiction writer Jules Veme, who through pure imagination devised highly specific methods and means for transporting humans to outer space. What makes his imaginings so remarkable is that the actual methods and means for space flight, which engineers settled on through the experience of extensive research and trial-and-error, turned out to be essentially the same ones Verne had imagined nearly a century earlier!

Of course, there are many notable exceptions to the rule that imagination unfettered by experience breeds remarkable insights and accomplishments. Duke EUington, perhaps jazz music's most prolific composers, continued to create new compositions until late in life. Thomas Edition, who registered far more patents with the U.S. patent office than any other person, continued to invent until a very old age. Yet, these are exceptions to the general pattern. Moreover, the later accomplishments of individuals such as these tend to build on earlier ones, and therefore are not as truly inspired as the earlier ones, which sprung from imagination less fettered by life experience.

On the other hand, it is important not to take this assertion about artistic and scientific accomplishment too far. Students of the arts, for instance, must learn theories and techniques, which they then apply to their craft whether music performance, dance, or acting. And, creative writing requires the cognitive ability to understand how language is used and how to communicate ideas. Besides, creative ability is itself partly a function of intellect; that is, creative expression is a marriage of one's cognitive abilities and the expression of one's feelings and emotions. In literature, for example, a rich life experience from which to draw ideas is just as crucial to great achievement as imagination. For example, many critics laud Mark Twam's autobiography, which he wrote on his death bed, as his most inspired work. And, while the direction and goals of scientific research rely on the imaginations of key individuals, most scientific discoveries and inventions come about not by sudden epiphanies of youthful star-gazers but rather by years and years of trial-and-error in corporate research laboratories.

In sum, imagination can serve as an important catalyst for artistic creativity and scientific invention. Yet, experience can also play a key role; in fact, in literature and in science it can play just as key a role as the sort of imagination that inexperience breeds.

---

Orignal From: In most professions and academic fields, imagination is more important than knowledge

Some people believe that scientific discoveries have given us a much better understanding of the world around us. Others believe that science has revealed to us that the world is infinitely more complex than we ever realized

可供参考老题库183. As our knowledge of the world accumulates, we arrive at a higher stage of civilization although the world may appear more complex and more mysterious.

1. The world in the eyes of primitive tribes was much simpler and thus more "comprehensible" in a sense and certainly more backward.

2. If we compare the known part of the world to the space within a circle, the unknown part of the world around the circle grows as the circle of our knowledge expands.

3. There is no need to feel frustrated about the increasingly more complex and more mysterious world that we confront because our knowledge in total keeps growing and correspondingly we are becoming better equipped to cope with the problems that emerge.

观点:基本同意

①获得知识越来越多，科技不断的发展，在很多方面方便了人们，简化了事情。几个世纪以来，人们对于自然的认识越来越多，远古时代，人们不知道日食的真正原因，总是提出各种鬼神的解释，而人们现在已经了解到这是地球月亮太阳相对运动造成的。

②然而，另一方面对于自然界的每一个认识又会引发新的问题，让人们感觉好像问题没有变简单，而是越来越复杂。比如：上段所提出的，是由行星的运动产生的。于是科学家又在思考，是什么驱使行星的运动的，他们为什么会运动，由此引发了牛顿万有引力的产生，而牛顿万有引力的发现，又引发了开普勒三大定律的发现，由此看来，似乎科学并没有把人们带向简单，而是引入神秘。

③人类历史也证明了这一点，人类必将是越来越复杂，远古的时候，我们的祖先只知道捕鱼、耕种，过着简单的生活，而现在的我们面临众多的问题：宇宙起源、外星人、核问题等等。

结尾：人类是一种奇怪的生物，勇于探索的人类将会走向一个又一个科学的高峰，相信会揭开所有谜团。

可供参考老题库226"People are mistaken when they assume that the problems they confront are more complex and challenging than the problems faced by their predecessors. This illusion is eventually dispelled with increased knowledge and experience."

人们总是错误地认为自己面临的问题要比前人来得更复杂和更具有挑战性。不断增加的知识和经验最终消除这种假象。

1. The speaker overlooks certain societal problems unique to today's world, which are complex and challenging in ways unlike any problems that earlier societies ever faced.

2. However, humans face certain universal and timeless problems, which are neither more nor less complex and challenging for any generation than for preceding ones.

观点：disagree，虽然许多问题比过去改善了，但更多的问题出现了且更为复杂；知识和经验帮助我们使其简单化

1．Admittedly，with the development in society and the advances in technology，many problem has been ameliorated today either in our daily life or in the society.

1.1 生存条件的改善（科技进步对人类的益处）

1.2 社会更文明，种族歧视racial discrimination、不同意识形态的冲突conflicts among ideologies、战争的减少

2．However，the author overlooks certain problems unique to today's world, which are more complex or challenging than in the past.

2.1 Advancing technology and increasing globalization creates problems in many fields such as politics, military, economics and environment, which are far more complex than in the past.

2.2 For example, growing scarcity of the world's natural resources自然资源严重匮乏, over population环境污染, over consumption of energy能源危机, nuclear weapons核武器问题, the greenhouse effect 温室效应and other environmental disasters.

3．知识和经验帮助我们解决这些问题

3.1 过去的经验和教训使我们不再重复过去的错误

3.2 科技知识进步帮助我们解决现有问题

Is any sense that the problems we face are more complex and challenging than those which our predecessors faced merely an illusion--one that can be dispelled by way of knowledge and experience? The speaker believes so, although I disagree. In my view, the speaker unfairly generalizes about the nature of contemporary problems, some of which have no analog from earlier times and which in some respects are more complex and challenging than any problems earlier societies ever confronted. Nevertheless, I agree that many of the other problems we humans face are by their nature enduring ones that have changed little in complexity and difficulty over the span of human history; and I agree that through experience and enlightened reflection on human history we grow to realize this fact.

I turn first to my chief point of contention with the statement. The speaker overlooks certain societal problems unique to today's world, which are complex and challenging in ways unlike any problems that earlier societies ever faced. Consider three examples. The first involves the growing scarcity of the world's natural resources. An ever-increasing human population, together with over-consumption on the part of developed nations and with global dependencies on finite natural resources, have created uniquely contemporary environmental problems that are global in impact and therefore pose political and economic challenges previously unrivaled in complexity.

A second uniquely contemporary problem has to do with the fact that the nations of the world are growing increasingly interdependent--politically, militarily, and economically. Interdependency makes for problems that are far more complex than analogous problems for individual nations during times when they were more insular, more self-sustaining, and more autonomous.

A third uniquely contemporary problem is an outgrowth of the inexorable advancement of scientific knowledge, and one that society voluntarily takes up as a challenge. Through scientific advancements we've already solved innumerable health problems, harnessed various forms of physical energy, and so forth. The problems left to address are the ones that are most complex and challenging--for example, slowing the aging process, replacing human limbs and organs, and colonizing other worlds in the event ours becomes inhabitable. In short, as we solve each successive scientific puzzle we move on to more challenging and complex ones.

I turn next to my points of agreement with the statement. Humans face certain universal and timeless problems, which are neither more nor less complex and challenging for any generation than for preceding ones. These sorts of problems are the ones that spring from the failings and foibles that are part-and-parcel of human nature. Our problems involving interpersonal relationships with people of the opposite sex stem from basic differences between the two sexes. The social problems of prejudice and discrimination know no chronological bounds because it is our nature to fear and mistrust people who are different from us. War and crime stem from the male aggressive instinct and innate desire for power. We've never been able to solve social problems such as homelessness and hunger because we are driven by self-interest.

I agree with the statement also in that certain kinds of intellectual struggles-- to deter mine the meaning of life, whether God exists, and so forth are timeless ones whose complexities and mystery know no chronological bounds whatsoever. The fact that we rely on ancient teachings to try to solve these problems underscores the fact that these problems have not grown any more complex over the course of human history. And, with respect to all the timeless problems mentioned above I agree that knowledge and experience hdp us to understand that these problems are not more complex today than before. In the final analysis, by studying history, human psychology, theology, and philosophy we come to realize that, aside from certain uniquely contemporary problems, we face the same fundamental problems as our predecessors because we face the same human condition as our predecessors whenever we look in the mirror.

Does knowledge render things more comprehensible, or more complex and mysterious? In my view the acquisition of knowledge brings about all three at the same time. This paradoxical result is aptly explained and illustrated by a number of advances in our scientific knowledge.

Consider, for example, the sonar system on which blind bats rely to navigate and especially to seek prey. Researchers have learned that this system is startlingly sophisticated. By emitting audible sounds, then processing the returning echoes, a bat can determine in a nanosecond not only how far away its moving prey is but also the prey's speed, direction, size and even specie! This knowledge acquired helps explain, of course, how bats navigate and survive. Yet at the same time this knowledge points out the incredible complexity of the auditory and brain functions of certain animals, even of mere humans, and creates a certain mystery and wonder about how such systems ever evolved organically.

Or consider our knowledge of the universe. Advances in telescope and space-exploration technology seem to corroborate the theory of a continually expanding universe that began at the very beginning of time with a "big bang." On one level this knowledge, assuming it qualifies as such, helps us comprehend our place in the universe and our ultimate destiny. Yet on the other hand it adds yet another chapter to the mystery about what existed before time and the universe.

Or consider the area of atomic physics. The naked human eye perceives very little, of course, of the complexity of matter. To our distant ancestors the physical world appeared simple--seemingly comprehensible by means of sight and touch. Then by way of scientific knowledge we learned that all matter is comprised of atoms, which are further comprised of protons, neutrons, and electrons. Then we discovered an even more basic unit of matter called the quark. And now a new so-called "string" theory posits the existence of an even more fundamental, and universal, unit of matter. On the one hand, these discoveries have rendered things more comprehensible, by explaining and reconciling empirical observations of how matter behaves. The string theory also reconciles the discrepancy between the quantum and wave theories of physics. On the other hand, each discovery has in turn revealed that matter is more complex than previously thought. In fact, the string theory, which is theoretically sound, calls for seven more dimensions---in addition to the three we already know about! I'm hard-pressed to imagine anything more complex or mysterious.

In sum, the statement overlooks a paradox about knowledge acquired, at least when it comes to understanding the physical world. When through knowledge a thing becomes more comprehensible and explainable we realize at the same time that it is more complex and mysterious than previously thought.

---

Orignal From: Some people believe that scientific discoveries have given us a much better understanding of the world around us. Others believe that science has revealed to us that the world is infinitely more complex than we ever realized

The best way to teach—whether as an educator, employer, or parent—is to praise positive actions and ignore negative ones

无论是作为教育者、雇主或者是父母，教育最好的方法就是赞扬积极的行为而无视消极的行为。

The statement overlooks circumstances under which praise might be inappropriate, as well as ignoring the beneficial value of constructive criticism, and sometimes even punishment.

1. The recommendation that parents, teachers and employers praise positive actions is generally good advice.

2. While recommending praise for positive actions is fundamentally sound advice, this advice should carry with it certain caveats.

3. As for ignoring negative actions, I agree that minor peccadilloes can, and in many cases should, be overlooked.

4. At the same time, some measure of constructive criticism and critique, and sometimes even punishment, is appropriate.

赞扬和批评

1． 不可否认表扬好：首先，能够让学生更深刻的认识什么是对的，其次，并产生自豪感和积极性，更愿意学习，教育工作者、雇主、父母

2． 尽管表演有如此多的优点，过分的表扬也有缺点――纵容，例子：可能停止前进，看不到他人的优点，以为自己最好，自负、自大。

3． 批评同样在现代教育中有诸多的优点。 A）能够让学生了解什么是错误的，下次不再犯同样的错误； B）其次，让学生懂得损害别人的利益就会受到谴责； C）能够让学生更早的了解挫折的感觉，建立起正确健康的心理

正确的教育方式是批评和表扬要取得平衡

The speaker suggests that the most effective way to teach others is to praise positive actions while ignoring negative ones. In my view, this statement is too extreme. It overlooks circumstances under which praise might be inappropriate, as well as ignoring the beneficial value of constructive criticism, and sometimes even punishment.

The recommendation that parents, teachers, and employers praise positive actions is generally good advice. For young children positive reinforcement is critical in the development of healthy self-esteem and self-confidence. For students appropriate positive feedback serves as a motivating force, which spurs them on to greater academic achievement. For employees, appropriately administered praise enhances productivity and employee loyalty, and makes for a more congenial and pleasant work environment overall.

While recommending praise for positive actions is fundamentally sound advice, this advice should carry with it certain caveats. First, some employees and older students might fred excessive praise to be patronizing or paternalistic. Secondly, some individuals need and respond more appropriately to praise than others; those administering the praise should be sensitive to the individual's need for positive reinforcement in the fzrst place. Thirdly, praise should be administered fairly and evenhandedly. By issuing more praise to one student than to others, a teacher might cause one recipient to be labeled by classmates as teacher's pet, even if the praise is well deserved or badly needed. If the result is to alienate other students, then the praise might not be justified. Similarly, at the workplace a supervisor must be careful to issue praise fairly and evenhandedly, or risk accusations of undue favoritism, or even discrimination.

As for ignoring negative actions, I agree that minor peccadilloes can, and in many cases should, be overlooked. Mistakes and other negative actions are often part of the natural learning process. Young children are naturally curious, and parents should not scold their children for every broken plate or precocious act. Otherwise, children do not develop a healthy sense of wonder and curiosity, and will not learn what they must in order to make their own way in the world. Teachers should avoid rebuking or punishing students for faulty reasoning,incorrect responses to questions, and so forth. Otherwise, students might stop trying to learn altogether. And employees who know they are being monitored closely for any sign of errant behavior are likely to be less productive, more resentful of their supervisors, and less loyal to their employers.

At the same time, some measure of constructive criticism and critique, and sometimes even punishment, is appropriate. Parents must not turn a blind eye to their child's behavior if it jeopardizes the child's physical safety or the safety of others. Teachers should not ignore behavior that unduly disrupts the learning process; and of course teachers should correct and critique students' class work, homework and tests as needed to help the students learn from their mistakes and avoid repeating them. Finally, employers must not permit employee behavior that amounts to harassment or that otherwise undermines the overall productivity at the workplace. Acquiescence in these sorts of behaviors only serves to sanction them.

To sum up, the speaker's dual recommendation is too extreme. Both praise and criticism serve useful purposes in promoting a child's development, a student's education, and an employee's loyalty and productivity. Yet both must be appropriately and evenhandedly administered; otherwise, they might serve instead to defeat these purposes.

---

Orignal From: The best way to teach—whether as an educator, employer, or parent—is to praise positive actions and ignore negative ones

Society should identify those children who have special talents and provide training for them at an early age to develop their talents

1. At first blush the statement appears compelling. I agree with the statement insofar as any society that values its own future well-being must be attentive to its children's talents.

2. Beyond this concession, however, I disagree with the statement because it seems to recommend that certain children receive special attention at the expense of other children—a recommendation that I find troubling.

1. 不可否认，有些神童的确是在小时候开始培养的。某些领域需要从小开始积累，联系，以后才可能有所成就，比如音乐，体育。例如莫扎特Mozart和贝多芬Beethoven。比如体操gymnastics，小时候身体条件适合练习和培养，长大了就错过时机了。

2判断一个小孩是否有天赋是很难的事情，仅看IQ或者EQ是不能得出结论的。比如Einstein小时候别人就认为他是个普通的小孩，读大学前人们也没看出什么优点，但是没有人否认他是20世纪最伟大的物理学家。而且有些领域如果小孩没有接触到，是不可能发现他有这方面天赋的，比如音乐。而且小孩子所谓的天赋也许只是一时的兴趣造成的，兴趣是会随着时间改变的，也许天赋在其他方面，比如De Broglie小时候在文学literature方面有天赋，但是后来确是在物理上有更大的成就

3. 成就的原因有多种，比如自身努力；即使对这些小孩重点培养了，他们也不一定能够成为科学家，艺术家。Genetic reason固然重要，但是后天的努力是占很大的比例的，Edison就说过，achievement equals to 1% genius plus 99% diligence。所以自身努力是很重要的。更多的大师和有所成就的人是靠自己成年后的努力才得到的，比如Wegner等

4. 其他相关培养只注重于这些小孩特别技能的培养而忽视其他方面比如心理，文化知识的教育，会对他们的成长有损害。他们很可能因此人格有缺陷，这样反而可能对社会带来危害。如果对某一部分孩子进行特殊的培养，就会使得其它孩子产生自卑self-abasement的心里，也不利于其它孩子的发展，毕竟在某方面有天赋的小孩还是少数。

I agree that we should attempt to identify and cultivate our children's talents. However, in my view the statement goes too far, by suggesting that selected children receive special attention. If followed to the letter, this suggestion carries certain social, psychological, and human-rights implications that might turn out to be more harmful than beneficial not just to children but to the entire society.

At first blush the statement appears compelling. Although I am not a student of developmental psychology, my understanding is that unless certain innate talents are nurtured and cultivated during early childhood those talents can remain forever dormant; and both the child and the society stand to lose as a result. After all, how can a child who is musically gifted ever see those gifts come to fruition without access to a musical instrument? Or, how can a child who has a gift for linguistics ever learn a foreign language without at least some exposure to it? Thus I agree with the statement insofar as any society that values its own future well-being must be attentive to its children's talents.

Beyond this concession, however, I disagree with the statement because it seems to recommend that certain children receive special attention at the expense of other children--a recommendation that I find troubling in three respects. First, this policy would require that a society of parents make choices that they surely will never agree upon to begin with---for example, how and on what basis each child's talents should be deter mined, and what sorts of talents are most worth society's time, attention, and resources. While society's parents would never reach a reasonable consensus on these issues, it would be irresponsible to leave these choices to a handful of legislators and bureaucrats.

After all, they are unlikely to have the best interests of our children in mind, and their choices would be tainted by their own quirky, biased, and otherwise wrongheaded notions of what constitutes worthwhile talent. Thus the unanswerable question becomes: Who is to make these choices to begin with?

Secondly, a public policy whereby some children receive preferential treatment carries dangerous sociological implications. The sort of selectivity that the statement recommends might tend to split society into two factions: talented elitists and all others. In my view any democratic society should abhor a policy that breeds or exacerbates socioeco nomic disparities.

Thirdly, in suggesting that it is in society's best interest to identify especially talented children, the statement assumes that talented children are the ones who are most likely to contribute greatly to the society as adults. I find this assumption somewhat dubious, for I see no reason why a talented child, having received the benefit of special attention, might nevertheless be unmotivated to ply those talents in useful ways as an adult. In fact, in my observation many talented people who misuse their talents--in ways that harm the very society that helped nurture those talents.

Finally, the statement ignores the psychological damage that a preferential policy might inflict on all children. While children selected for special treatment grow to deem themselves superior, those left out feel that they a worth less as a result. I think any astute child psychologist would warn that both types of cases portend psychological trouble later in life. In my view we should favor policies that affirm the self-worth of every child, regardless of his or her talents---or lack thereof. Otherwise, we will quickly devolve into a society of people who cheapen their own humanity.

In the final analysis, when we help our children identify and develop their talents we are all better off. But ifwe help only some children to develop only some talents, I fear that on balance we will all be worse off.

---

Orignal From: Society should identify those children who have special talents and provide training for them at an early age to develop their talents

Students should always question what they are taught instead of accepting it passively

可供参考老题库153. "Students should bring a certain skepticism to whatever they study. They should question what they are taught instead of accepting it passively."

无论学生们学习什么都应该带着一定的疑问。学生们应该质疑老师教授的东西而不只是被动的接受。

1. Skepticism is perhaps most important in the physical science. Passive acceptance of prevailing principles quells innovation, invention and discovery.

2. The value of skepticism is not limited to the physical sciences, of course. (sociology, political science, law) 

3. Even in the arts, students must challenge established styles and forms rather than learn to imitate them; otherwise, no genuinely new art would ever emerge.

4. Admittedly, undue skepticism might be counterproductive in educating young children.

教育问题之学而好问

观点：同意，希望加强学生的独立判断能力

1. 在质疑的过程中，可以加深和完善对某一观点和问题的认识。在解决问题的过程中，学习能力、查资料的能力、思考能力不断提高。如一项政策，在了解其目的后，学生可能质疑其会带来的负效应。在查找资料，询问老师后，可以了解到这些负效应能够以怎样的方式被解决。若不质疑，则可能停留在原地。

2. 我们所学到的东西，并不都是完全正确的，在多年以后也许会被证明是错误的。比如：哥白尼质疑地心说，发现日心说；如伽利略质疑两个铁球同时着地。有怀疑才能有进步

当然，在教育中应当强调的不应当是让学生对任何事都不加思索的批评和质询，而是教会他们对于事物的独立的判断能力。任何一个合格的学生应当会通过仔细的分析和调查之后决定是否应当反对或是支持，更或者是提出自己的观点。相比之下，学生进行判断的过程要比最后他做出的结果尽管结果可能是错误的更重要。

范文：

The speaker contends that students should be skeptical in their studies, and should not accept passively whatever they are taught. In my view, although undue skepticism might be counterproductive for a young child's education, I strongly agree with the speaker otherwise. Ifwe were all to accept on blind faith all that we are taught, our society would never progress or evolve.

Skepticism is perhaps most important in the physical sciences. Passive acceptance of prevailing principles quells innovation, invention, and discovery. In fact, the very notion of scientific progress is predicated on rigorous scientific inquiry--in other words, skepticism. And history is replete with examples of students of science who challenged what they had been taught, thereby paving the way for scientific progress. For example, in challenging the notion that the Earth was in a fixed position at the center of the universe, Copernicus paved the way for the corroborating observations of Galileo a century later, and ultimately for Newton's principles of gravity upon which all modern science is based. The staggering cumulative impact of Copernicus' rejection of what he had been taught is proof enough of the value of skepticism.

The value of skepticism is not limited to the physical sciences, of course. In the fields of sociology and political science, students must think critically about the assumptions underlying the status quo; otherwise, oppression, tyranny and prejudice go unchecked. Similarly, while students of the law must learn to appreciate timeless legal doctrines and principles, they must continually question the fairness and relevance of current laws. Otherwise, our laws would not evolve to reflect changing societal values and to address new legal issues arising from our ever-evolving technologies.

Even in the arts, students must challenge established styles and forms rather than learn to imitate them; otherwise, no genuinely new art would ever emerge. Bee-bop musicians such as Charlie Parker demonstrated through their wildly innovative harmonies and melodies their skepticism about established rules for harmony and melody. In the area of dance BaUanchine showed by way of his improvisational techniques his skepticism about established rules for choreography. And Germany's Bauhaus School of Architecture, to which modern architecture owes its existence, was rooted in skepticism about the proper objective, and resulting design, of public buildings.

Admittedly, undue skepticism might be counterproductive in educating young children. I am not an expert in developmental psychology; yet observation and common sense informs me that youngsters must first develop a foundation of experiential knowledge before they can begin to think critically about what they are learning. Even so, in my view no student, no matter how young, should be discouraged from asking "Why?" and "Why not?"

To sum up, skepticism is the very stuff that progress is made of, whether it be in science, sociology, politics, the law, or the arts. Therefore, skepticism should be encouraged at all but the most basic levels of education.

---

Orignal From: Students should always question what they are taught instead of accepting it passively

Educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed

可供参考老题库31 "Money spent on research is almost always a good investment, even when the results of that research are controversial."花费在研究上的金钱总是很好的投资，即使研究结果是有争论的

Disagree with concession: 

1. I concede that the speaker is on the correct philosophical side of this issue. After all, research is the exploration of the unknown for answers to our questions, and for lasting solutions to our endure problems.

2. While we must invest in research irrespective of whether the results might be controversial, at the same time we should be circumspect about research whose objectives are too vague and whose potential benefits are too speculative.

3. No amount of research can completely solve the enduring problems of war, poverty and violence, for the reason that they stem from the certain aspects of human nature—such as aggression and greed.

观点：花在研究上的资金都是很好的资金，但是我们应该适当的关注它的结果，避免因由之引起的社会问题，使有限的investment得到更合理的利用。

1． 研究在人类的发展中起了不可忽视的作用，研究是对未知领域的探索，发现问题并且解决问题，推动社会进步。它也满足了人们不断的求知欲望，帮助人们认识自己与世界。Research is the exploration of the unknown for true answers to our questions, and for lasting solutions to our enduring problems. Research is also the chief means by which we humans attempt to satisfy our insatiable appetite for knowledge, and our craving to understand ourselves and the world around us.在对基因gene的研究中，人们从根本上认识了自己，从而有助于治疗疾病并可以通过改变基因而改变世界。在对永动机的研究中，人类了解了自然能量守恒的原则principle of energy conservation，从而人类懂得了在自然的框架下实现理想。在对宏观经济macro-economy的研究中，人类摸索出了世界经济运行的规则，从而使人类更从容的面对今天经济的变幻莫测。因此，花在研究上的资金是很值得的。

2． 一些持反对意见的人可能会指出克隆和原子能的研究的例子。的确它们有不好的一面，违背社会伦理道德，造成核战争。但是我们应该看到，在和平时期核战争是可以控制的，克隆也正在受社会伦理道德的约束。并且在当下，这两种技术的确都为社会科学技术的发展做出了巨大的贡献。

3． 然而值得注意的是我们还是应该注意研究的结果的。After all, expensive research always carries significant opportunity costs--in terms of(根据, 按照, 用...的话, 在...方面) how the money might be spent toward addressing society's more immediate problems that do not require research.因为我们知道从经济学的角度讲，凡事都是有机会成本的，与其去做那些有争议的研究，不如把这些钱投入其他更有前途收效更大的研究中，或拿去解决社会当前所面临的社会问题。比如Star Wars。One apt illustration of this point involves the so-called "Star Wars" defense initiative, championed by the Reagan administration during the 1980s. In retrospect, this initiative was ill-conceived and largely a waste of taxpayer dollars; and few would dispute that the exorbitant amount of money devoted to the initiative could have gone a long way toward addressing pressing social problems of the day--by establishing after-school programs for delinquent latchkey kids, by enhancing AIDS awareness and education, and so forth.

结尾：政府应该对研究进行投资，为了促进科技及社会的发展，特别是对人类有益的研究。然而有些研究结果是不确定的或是颇具争议的，此时政府应该作出合理的判断，尽量减少有限资金的浪费，解决实际问题。

Begin: 以认识大自然以及各种奥秘为目的的研究，毫无疑问是有价值的，无论结果是否具有争议性。部分研究中的争议问题不应当成为阻碍研究发展的理由，就好像人类不可能为了逃避污染而放弃工业给我们带来的便利一样。

1. 在人类的演化过程中，科学研究发挥着非常重要的作用。首先，研究向人们揭示自然界的各种现象，将人类有愚昧无知转变为现在的高度发达的文明世界。其次，研究帮助人们解决各种各样的问题，在人类发展初期，研究帮助人类对抗自然的威胁，现在研究推动科技以及知识的发展，并能够用于解决在科技发展的同时产生的各种各样的社会问题。

2. 基于上面的陈述，研究作为人类为名发展的主要动力之一，于其他领域相比较，是值得进行投资的。如果我们投资钱创办制造各种产品的工厂，我们不会得到任何科技领域的回报，除了我们能够拥有更多产品购买，而如果我们把钱投入到研究上，尽管也许大部分人不能够直接获益，但是科技却能够因此得到发展，最终整个社会都会收益。这一点在当今的科技飞速发展的时代尤为明显。

3. 不得不承认，有的研究的确会给社会带来灾难性的后果，尤其是用于研究各种武器的研究。正如许多人所指出的那样，研究的双重性意味着：人们不光能够用研究提高生活的标准，而且还可以用来摧毁人类社会。但是，需要指出，这些研究本身没有错，出发点是好的，Nobel 造 explosive， 是为了让在矿场的工人更加方便；核能—发电，无污染。只是我们错误的使用的它们，用于不正当的手段而已，就研发本身，是无可置疑的。

End：总之，研究能够让我们更清晰的认识我们居住的世界，只要我们正取的利用研究成果，有利于推动科技和文明的进步。因此，投入更多的钱到研究上能够让我们拥有更好的明天。

可供参考老题库44. "Government should not fund any scientific research whose consequences, either medical or ethical, are unclear."

政府不应该资助任何后果不明的科学研究，无论是医学方面还是伦理方面的。

  Disagree

1. Financial support is to the uncertain scientific research what steam is to locomotive.

2. The consequences of uncertain researches may turn out to be as substantial as those with clear perspectives.

3. Admittedly, there are some dangers or wastes when the result of a scientific research is unclear.

政府和科研

可供参考老题库67 "Colleges should require students to engage in public-service activities in order to assure that each student receives a balanced, well-rounded education." 学院应该要求学生们参加公益活动，这样就能保证学生们得到全面平衡的教育。 3

1． 对学生自身的帮助：A）认识、了解社会，将来能更好的适应社会 B）而传统教育往往存在弊端：过多强调专业教育，与社会隔离，缺乏这会能力与责任感的的培养；进入社会后无法面对各种挫折与挑战。

2． 对社会的帮助：A）"中国青年志愿者"：普及卫生、法律等基本知识，去福利院帮助残疾人与老人等。 B）社会由人组成，高素质人推动社会进步、促进人类发展

3． 但过多的强调并不好，毕竟不是教育的重心，以上那些优势都可以从别的活动中获取，教育本身的不可替代性没有显现出来。而且，well-rounded education需要其他更重要的因素来保证。如：系统、全面知识的传授；能力的培养和挖掘

可供参考老题库80 "All students should be required to take courses in the sciences, even if they have no interest in science." 所有的学生都应该被要求学习理科课程，尽管有些人对理科不感兴趣。 26

观点：同意，学些基本的sciences课程无论对生活还是工作都有益处。

1． 科学知识不仅仅服务于研究，也指导人们的日常生活，保护自己。Some knowledge of the sciences is a must for everyone living in an age in which science and technology play a dominant role.如微波炉的使用，好多人不知道如何正确使用微波炉，错误的使用微波炉加热鸡蛋或者烧水，伤及自身。再者，学习简单的医疗知识，可以进行家庭自救。

2． 普及科学知识，也可以引导人们节约用电用水，不乱砍乱伐，学会垃圾分类。一个全社会公民具有基本科学知识的社会必将是一个欣欣向荣，可持续发展的社会。

3． 艺术文学工作者，也需要基本的科学素养，有时候各个领域之间的交叉，往往会产生新的灵感与发现。科学研究的方法，思维往往可以应用于文学艺术领域。往往很多伟人，即是科学家，又是文学家。

4． 当然，尖端的领域，就不要求普通人去学习，这些是科学家的任务，而这些领域的研究，不仅仅是要求研究者，简单的掌握基础知识，更要求他们能够灵活运用，熟练掌握，而且能够有所创新，这不是普通人可以办到的，强迫他们去学习这些尖端的知识也是徒劳。

可供参考老题库90"College students should be encouraged to pursue subjects that interest them rather than seek programs that promise entry into the job market." 应该鼓励大学学生学习他们感兴趣的课程，而不是学习好找工作的课程。 2

观点：兴趣重要，但工作也不能忽略

1． 从教育的目的上讨论，兴趣对教育的重要性；

对个人，爱因斯坦有句至理名言："兴趣是最好的老师"；对社会，教育的目的就是为社会培养各种人才，如果不注重学生兴趣，那么他们到社会不可能尽其所能。有时候可能埋没人才。比如一味的强调分数，那么对发明有兴趣的学生可能会失去动力，eg. 达尔文的父亲要求他学医，但他对自然界有强烈的兴趣，最终写出了"进化论"；爱因斯坦小时候学习并不好，并不表示他笨，而是没有找到自己的兴趣。所以，教育应该因材施教people oriented principle，teach students in accordance of their aptitude and interesting.

2． 然而，学习如何找到好工作的课程也不能忽略，因为学生最终是要走向社会、走向工作岗位的。 A）除了基础理论课，学校还应教授一些贴近实际应用的课程及工作技能，使学生能够找到合适的岗位，同时以满足社会的需要。 B）学会如何与其他人更好的交流、合作，宽容忍让，teamwork spirit，这些都有助于一个人走出校园之后的事业和发展。当每个人都能找到合适自己的工作，并在岗位上尽职尽责时，社会也会更加繁重稳定。

3． 当然，学校毕竟不是职业培训机构，应该着重在教育而不是针对某一行业的培训。学校更看重的应该是对一个学生的全面培养，除了专业知识和技能的传授，从正确的道德观、人生观和价值观，到处理问题的科学方法和能力，都是学校教育的重点。因此，对于学校来说，一个很好的做法是，必修课与选修课的结合。而这样的方法几乎被所有大学验证是一个非常好的措施。

可供参考老题库94"Universities should require every student to take a variety of courses outside the student's field of study because acquiring knowledge of various academic disciplines is the best way to become truly educated." 大学应该要求学生学习本专业以外的课程，因为让学生们了解不同学科的知识才是教育的真谛所在。（文中有，搜索即可）

可供参考老题库106"All students should be required to take at least one course in ethics, even if taking the course means a decreased emphasis on academic subjects." 学生们应该被要求至少学习一种道德规范课程，即使这样会影响学术课程的学习。

观点：同意，应该学习，而且不但不会影响学术课程，反而会促进

1． At the individual level, the goal of the education is to explain nature, teach students how to differentiate between truth and falsehood and probity and chicanery, and cultivate knowledge and well-rounded people. Thus the instruction of academic subjects and ethical courses should be given equal importance. 通过道德教育，使学生懂得如何做一个有责任感的人，并对社会负责，保护环境，节约能源，学会垃圾分类。才会孝敬父母，礼貌待人。才会工作尽职。

2． At the national level，道德教育可以保持社会的稳定，促进社会的发展。A）公民都遵纪守法 B）医生都有医德 C）科技只为人类服务，不会有人利用克隆human cloning、生化武器Chemical and biological weapons、核武器nuclear energy来危害人类 D）商人都讲诚信了。 我们的社会就会更加稳定，生活更加美好。

同时，taking a course in ethics does not necessarily mean a decreased emphasis on academic subjects. Actually, on the contrary, attending a course in ethics will help students do better in their academic subjects道德教育的课程不但不会影响专业课程的教育，反而对学生的主修专业的学习有帮助。Taking a course of ethics can, on one hand, fully develop a students's moral outlook. The development of students' morals and ethics leads students to know what kind of academic subjects should they study in. Students may well understand what "good" and "bad" academic research means to society. Pursuing a course in ethics will do much in helping a student's academic studies

可供参考老题库191"Education should be equally devoted to enriching the personal lives of students and to training students to be productive workers." 教育应该把这两件事看得同等重要－丰富学生的个人生活，把学生培养成生产者。（文中有，搜索即可）

可供参考老题库158 （文中有，搜索即可）"The arts (music, dance, visual arts, etc.) are vitally important to students' education and should therefore receive as much emphasis as mathematics, science, reading and other mainstream subjects." 艺术（音乐、舞蹈、视觉艺术等）对学生的教育非常重要的，因此它们应该得到和数学、科学、阅读以及其他主流课程一样的重视。

范文：

I agree with the speaker's broad assertion that money spent on research is generally money well invested. However, the speaker unnecessarily extends this broad assertion to embrace research whose results are "controversial," while ignoring certain compelling reasons why some types of research might be unjustifiable. My points of contention with the speaker involves the fundamental objectives and nature of research, as discussed below.

I concede that the speaker is on the correct philosophical side of this issue. After all, research is the exploration of the unknown for true answers to our questions, and for lasting solutions to our enduring problems. Research is also the chief means by which we humans attempt to satisfy our insatiable appetite for knowledge, and our craving to understand ourselves and the world around us. Yet, in the very notion of research also lies my first point of contention with the speaker, who illogically presumes that we can know the results of research before we invest in it. To the contrary, if research is to be of any value it must explore uncharted and unpredictable territory. In fact, query whether research whose benefits are immediate and predictable can break any new ground, or whether it can be considered "research" at all.

While we must invest in research irrespective of whether the results might be controversial, at the same time we should be circumspect about research whose objectives are too vague and whose potential benefits are too speculative. After all, expensive research always carries significant opportunity costs--in terms of how the money might be spent toward addressing society's more immediate problems that do not require research. One apt illustration of this point involves the so-called "Star Wars" defense initiative, championed by the Reagan administration during the 1980s. In retrospect, this initiative was ill-conceived and largely a waste of taxpayer dollars; and few would dispute that the exorbitant amount of money devoted to the initiative could have gone a long way toward addressing pressing social problems of the day--by establishing after-school programs for delinquent latchkey kids, by enhancing AIDS awareness and education, and so forth. As it turns out, at the end of the Star Wars debacle we were left with rampant gang violence, an AIDS epidemic, and an unprecedented federal budget deficit.

The speaker's assertion is troubling in two other r~sp,ects as well. First, no amount of research can completely solve the enduring pr~l~rm of war, poverty, and violence, for the reason that they stem from certain aspects of human nature--such as aggression and greed. Although human genome research might eventually enable us to engineer away those undesirable aspects of our nature, in the meantime it is up to our economists, diplomats, social reformers, and jurists--not our research laboratories--to mitigate these problems. Secondly, for every new research breakthrough that helps reduce human suffering is another that serves primarily to add to that suffering. For example, while some might argue that physics researchers who harnessed the power of the atom have provided us with an alternative source of energy and invaluable "peace-keepers," this argument flies in the face of the hundreds of thousands of innocent people murdered and maimed by atomic blasts, and by nuclear meltdowns. And, in fulfilling the promise of "better living through chemistry" research has given us chemical weapons for human slaughter. In short, so-called "advances" that scientific research has brought about often amount to net losses for humanity.

In sum, the speaker's assertion that we should invest in research whose results are "controversial" begs the question, because we cannot know whether research will turn out controversial until we've invested in it. As for the speaker's broader assertion, I agree that money spent on research is generally a sound investment because it is an investment in the advancement of human knowledge and in human imagination and spirit. Nevertheless, when we do research purely for its own sake without aim or clear purpose--we risk squandering resources which could have been applied to relieve the immediate suffering of our dispirited, disadvantaged, and disenfranchised members of society. In the final analysis, given finite economic resources we are forced to strike a balance in how we allocate those resources among competing societal objectives.

---

Orignal From: Educational institutions have a responsibility to dissuade students from pursuing fields of study in which they are unlikely to succeed

Requiring university students to take a variety of courses outside their major fields of study is the best way to ensure that students become truly educated

Agree

1. True education amounts to far more than gaining the knowledge and ability to excel in one's major course of study and in one's professional career.

2. Becoming truly educated also requires sufficient mastery of one academic area to permit a student to contribute meaningfully to society later in life.

3. Nevertheless, the call for a broad educational experience as the path to becoming truly educated comes with one important caveat—in the pursuit of true education students must be careful not to become a dilettante.

观点：基本同意，但对"truly education"的认识不够全面

1． 对学好本学科有帮助，因为知识在逻辑体系上是互通的，各个学科之间的相互交织。Since various disciplines were interrelated, the study of courses outside the students' own field may benefit the study of their own major.如：力学中的理论可用于美术；如：公共行政学生需要了解心理学、管理学、政治学的发展

2． 在全球化进程的今天，只学习某个专业内的知识已经不能满足需要了In today's technologically advanced society it is impossible for those who focus their attention on the concerning fields to satisfy the needs for the future society. 首先，广泛的学习各种知识能够拓宽视野。(broaden our vision | cultivate full-blown market of ideas | a broad spectrum of opinions | get closer to the truth | come to the best judgment.) True education amounts to far more than gaining the knowledge and ability to excel in one's major course of study and in one's professional career.其次，可以让学生发现她真正感兴趣的研究方向。By exploring subjects outside their own major, students may find new academic fields where lie their real interest and potential gift.

然而，truly education并不只是传授知识（无论是本专业还是其他专业），还有其他很重要的方面。培养学生独立学习并思考、创新的能力；与他人交流沟通、合作的能力等。苏格拉底"真正的教育"：Genuine education, as Socrates knew more than two thousand years ago, is not inserting the stuffings of information into a person, but rather eliciting knowledge from him; it is the drawing out of what is in the mind

.可供参考老题库98："Colleges and universities should offer more courses on popular music, film, advertising, and television because contemporary culture has much greater relevance for students than do arts and literature of the past."

大学应该开设更多关于流行音乐、电影、广告和电视的课程，因为当代文化比起过去的文学和艺术与学生们更加息息相关。

Agree with concession

1. Popular culture is a mirror of society's impulses and values.

2. Knowledge of popular films, music, and art enables a person to find common ground to relate to other people, which leads to better communication between different subcultures.

3. Nevertheless, emphasizing the study of popular culture at the expense of studying classical art and literature can carry harmful consequences for students, as well as for society.

1． I concede 学习popular culture is beneficial, A）应当在学习传统文化的基础上学习现代流行文化 B）现代文化更多的讲究交流与融合，有利于不同文化之间的交流/

2． 学习popular at the cost of classic 是要不得的。 A ）传统文化奠定了现代文化的foundation， by studying traditional culture is sufficient for us to learn contemporary culture. B ）传统文化经过了时间的考验，留下的多是精华；而现代文化有很多可能并无excellence

3． 现代文化在课堂外就可以学到。有很多接触机会。

4． 应当在学习传统文化的基础上学习现代流行文化

.可供参考老题库158 "The arts (music, dance, visual arts, etc.) are vitally important to students' education and should therefore receive as much emphasis as mathematics, science, reading and other mainstream subjects." 艺术（音乐、舞蹈、视觉艺术等）对学生的教育非常重要的，因此它们应该得到和数学、科学、阅读以及其他主流课程一样的重视。

1． 学习艺术一个人的学业有帮组：A）学科之间是相互联系、相互依赖的，在一个领域内的学习可以对另一个领域有促进作用。B）开拓视野，激发灵感Arts will ignite the sparks of human minds, and will spur us to quarry the beauty of the nature.爱因斯坦对音乐痴迷

2． 艺术对一个人的生活的影响：A）陶冶情操，丰富课余生活；B）提高审美水平，提高素质，影响感知世界的角度

但是，具体是否应该得到主流课程一样的重视还应该视情况而定。A）对于艺术专业的学生，不止应该重视，有些还要更加重视；B）对于科学专业的学生，主流课程还是应该给与更多的重视，而艺术只是辅助作用。

范文

I fundamentally agree with the proposition that students must take courses outside their major field of study to become "truly educated." A contrary position would reflect a too narrow view of higher education and its proper[Mr.1] objectives. Nevertheless, I would caution that extending the proposition too far might risk undermining those objectives.

The primary reason why I agree with the proposition is that "me" education amounts to far more than gaining the knowledge and ability to excel in one's major course of study and in one's professional career. True education also facilitates[Mr.2] an understanding of oneself, and tolerance and respect for the viewpoints of others. Courses in psychology, sociology, and anthropology all serve these ends. "True" education also provides insight and perspective regarding one's place in society and in the physical and metaphysical[Mr.3] worlds. Courses in political science, philosophy, theology, and even sciences such as astronomy and physics can help a student gain this insight and perspective. Finally, no student can be truly educated without having gained an aesthetic appreciation of the world around us--through course work in literature, the fine arts, and the performing arts.

Becoming truly educated also requires sufficient mastery of one academic area to permit a student to contribute meaningfully to society later in life. Yet, mastery of any specific area requires some knowledge about a variety of others. For example, a political-science student can fully understand that field only by understanding the various psychological, sociological, and historical forces that shape political ideology. An anthropologist cannot excel without understanding the social and political events that shape cultures, and without some knowledge of chemistry and geology for performing field work. Even computer engineering is intrinsically tied to other fields, even non-technical ones such as business, communications, and media. Nevertheless, the call for a broad educational experience as the path to becoming truly educated comes with one important caveat. A student who merely dabbles in a hodgepodge of academic offerings, without special emphasis on any one, becomes a dilettante[Mr.4] lacking enough knowledge or experience in any single area to come away with anything valuable to offer. Thus in the pursuit of true education students must be careful not to overextend themselves----or risk defeating an important objective of education.

In the final analysis, to become truly educated one must strike a proper balance in one's educational pursuits. Certainly, students should strive to excel in the specific requirements of their major course of study. However, they should complement those efforts by pursuing course work in a variety of other areas as well. By earnestly pursuing a broad education one gains the capacity not only to succeed in a career, but also to find purpose and meaning in that career as well as to understand and appreciate the world and its peoples. To gain these capacities is to become "truly educated."

73 Colleges and universities should require all faculty to spend time working outside the academic world in professions relevant to the courses they teach.

学院和大学应该要求所有的教员拿出时间，参与学术界以外与教学科目相关的领域工作。

Whether college faculty should also work outside academia, in professional work related to their academic fields, depends primarily on the specific academic area. With respect to fields in which outside work is appropriate, I strongly agree with the statement; students and faculty all stand to gain in a variety of respects when a professor complements academic duties with real-world experience.

As a threshold matter, the statement requires qualification in two respects. First, in certain academic areas there is no profession to speak of outside academia. This is especially true in the humanities; after all, what work outside academia is there for professors of literature or philosophy? Secondly, the statement fails to consider that in certain other academic areas a professor's academic duties typically involve practical work of the sort that occurs outside academia. This is especially true in the fine and performing arts, where faculty actively engage in the craft by demonstrating techniques and styles for their students.

Aside from these two qualifications, I strongly agree that it is worthwhile for college faculty to work outside academia in professional positions related to their field. There are three dear benefits of doing so. First, in my experience as a student, faculty who are actively engaged in their fields come to class with fresh insights and a contagious excitement about the subject at hand. Moreover, they bring to their students practical, real-world examples of the principles and theories discussed in textbooks, thereby sparking interest, and even motivating some students to pursue the field as a career.

Secondly, by keeping abreast with the changing demands of work as a professional, professors can help students who are serious about pursuing a career in that field to make more informed career decisions. The professor with field experience is better able to impart useful, up-to-date information about what work in the field entails, and even about the current job market. After all, college career-planning staff are neither equipped nor sufficiently experienced to provide such specific advice to students.

A third benefit has to do with faculty research and publication in their areas of specialty. Experience in the field can help a professor ferret out cutting-edge and controversial issues--which might be appropriate subjects for research and publication. Moreover, practical experience can boost a professor's credibility as an expert in the field. For example, each year a certain sociology professor at my college combined teaching with undercover work investigating various cults. Not only did the students benefit from the many interesting stories this professor had to tell about his experiences, the professor's publications about cults catapulted him to international prominence as an expert on the subject, and justifiably so.

In sum, aside from certain academic areas in which outside work is either unavailable or unnecessary, students and faculty alike stand everything to gain when faculty enrich their careers by interspersing field work with academic work.

[Mr.1]proper

形容词

1.适当的，相当的；正当的，应该的；正式的，正常的。

2.有礼貌的；规矩的。

3.固有的，特有的，独特的 (to)。

4.本来的，真正的；严格意义上的〔用于名词后面〕。

5.【语法】专有的；〔古语〕自己的；【天文学】自身的。

6.【纹章】本色的。

7.〔英口〕纯粹的，完全的。

8.〔古语〕漂亮的，优美的。

9.【宗教】仅限节日应用的。

I dislike proper children. 我不喜欢一本正经的孩子。 The book hardly belongs to literature proper. 这本书不好说是纯文学书。 the dictionary proper 辞典正文。 temperature proper to August 八月特有的气温。 Ferosity is proper to tigers. 凶猛是老虎的天性。 a peacock proper 【纹章】天然色彩的孔雀(纹章)。 architecture proper (不包含雕刻、管道等加工工程的)主体纯粹建筑。 There will be a proper row about it. 这个事情要引起一场大乱子来的。 a proper man 〔古语〕漂亮的男子。 quite a proper book 一本极好的书。 as you think proper 你认为怎么合适就…。 at a proper time 在适当的时候。 in the proper sense of the word 按照这个词的本来意义。 in the proper way 用适当方法。 paint sb. in sb.'s proper colours 老老实实批评某人。 proper for the occasion 合时宜。

副词

〔方言〕适当地，好好地；非常，很；完完全全地；彻底地。

名词

〔常 pl. 〕【宗教】特定礼拜仪式，特祷；特赞。

[Mr.2]facilitate

及物动词

1.使容易，使顺当。

2.助长，促进。

The broken lock facilitated my entrance into the empty house. 门锁坏了，使我得以进入这个空屋。 ★此词不以人作主语。

-tation 名词

[Mr.3]metaphysical

形容词

1.形而上学的；玄学的。

2.超自然的；先验的，超感觉的。

3. 玄奥的；抽象的；穿凿入微的，过分细腻的。

-ly 副词

[Mr.4]dilettante

名词

(pl. dilettantes, -ti )

1.文学、艺术的爱好者。

2.(艺术或科学的)业余爱好者，浅薄的涉猎者。

形容词

爱好文艺的；业余的。

-tantish 形容词

业余(性质)的。

---

Orignal From: Requiring university students to take a variety of courses outside their major fields of study is the best way to ensure that students become truly educated