Unit1-Who-Are-You-and-What-You-Are-Doing-Here

Unit 1 Who Are You and What You Are Doing Here Mark Edmundson Structure of the Text Part I (Paras. 1-2) The speaker begins his speech by congratulating the students because their successful entry into the university has been achieved in spite of the mess the country is in. Thus he sets the tone of his speech: critical of the society in general, and its education in particular. Part II (Paras. 3-4) In these two paragraphs the speaker advises the students what they must do to get a real education. He calls on them to get ready to fight the institution. Part III (Paras. 5-7) The speaker recalls how his father helped him make up his mind about what he should do at university. Part IV (Paras. 8-18) In this part the speaker indicates what he considers to be the problems existing within the various groups making up the university: students, professors, and administrators. Part V (Paras. 19-23) The speaker describes how university authorities define the aims of education so that they do not include the substantial content of the courses and the soul-making of students. Part VI (Paras. 24-29) In this section, the speaker warns students against the influence of their parents and friends, teachers and counselors, religious leaders and conservative thinkers. They may all be useful, but they may all be wrong about who you are. Part VII (Paras. 30-34) In this section, the speaker tells students how to find out who they really are and what they really want to do with their lives. He believes that the place to do that is at university, the time to start is now, and the best method is to read great authors. Then he goes on to describe his own experience to show how he has benefited from reading. Part VIII (Paras. 35-38) In this part, the speaker sums up his suggestions as how students can get a real education. Part IX (Paras. 39-40) In this last part, the author ends with the idea that education is about each student’s finding out what form of work is close to being play—work he does so easily that it restores him as he goes. It will bring out his best qualities, his imagination, devotion, passion, and determination. Detailed Analysis of the Text 1. It’s been said that raising a child effectively takes a village: Well, as you may have noticed, our American village is not in very good shape. (Para. 2) There is an old saying that it takes the collective effort of a whole village to raise a child properly, that is, the whole village is responsible for the healthy upbringing of a child. our American village is not in very good shape: Note that the speaker is talking about any traditional American village? He is using the word village in a metaphorical sense, taking it to mean the country. 2. We’ve got guns, drugs, two wars, fanatical religions, a slime-based popular culture, and some politicians who—a little restraint here—aren’t what they might be. (Para. 2) Some of the problems of the United States the author mentioned in the sentence: Guns: meaning the lack of gun control and the atrocious crimes due to easy access to firearms Drugs: referring to drug abuse and drug-related crimes two wars: the war in Afghanistan and the war in Iraq fanatical religions: referring to extreme fundamentalist sects and cult religions. a slime-based popular culture: culture that employs sex and violence to appeal to people's basest instincts some politicians: The speaker probably wants to say “some politicians who are loathsome and disgusting”, but he checks himself and decides to use understatement; “who… aren't what they might be” is less offensive and more effective than blunt accusation. a little restraint here: 我这里也许应该说得稍稍克制一点（不要太刻薄） The speaker says this to show that he is making a conscious effort not to be too outspoken. Note that an understatement can not only have a humorous effect when used properly, it can also very often be stronger than a plain matter-of-fact statement. Compare: I don’t know how to describe him. Let me put it this way: honesty is not his strong point. Before long, she discovered that the man she married was not what she thought he was. Note: We can sense that the author is deeply concerned about social problems and the situation the country is in; politically his attitude is very critical on many issues. He can be classified as a liberal, knows it and is proud of it. He is also witty and his lecture will not be pompous. 3. To merely survive in this American village and to win a place in the entering class has taken a lot of grit on your part. So, yes, congratulations to all. (Para. 2) You need to have a lot of courage and determination to survive in this country and manage to enter college. You have done both. Therefore I congratulate you. 4. Questions on Paragraphs 3-4: 1) Is the author disappointed with all American universities? No, he says that one can get a terrific education in the United States, and the university the students have entered has all the essential ingredients for success students could hope for. But having obtained the opportunity to get a good education does not mean they are sure to get it. 2) So why can’t the students just go on as before, work hard, listen to the teachers, and so on? The speaker emphasizes the idea that true education is not something that will be presented to you on a platter. You must strive for it. You must fight. 3) The speaker asks the students to fight, but fight what? Fight who? Fight those problems he mentioned just now? Yes. But there’s more. More importantly he asks them to fight the “institution”, because all institutions have rules, traditions, systems, and principles that might impede students’ creative thinking. He will develop his ideas in the following paragraphs. 5. …and occasionally even to piss off some admirable people. (Para. 4) … and occasionally even to offend some admirable people, like learned professors and fine school leaders because you do not agree and feel you must defy their authority and stick to your views. to piss off: (impolite) to annoy sb. very much 使人发火；使生气 Notice the speaker’s choice of words. He is sometimes deliberately using words and expressions that will bring him closer to the students. 6. I came to college with few resources, but one of them was an understanding, however crude, of how I might use my opportunities there. (Para. 5) I came to college without much money (financial resources) or abilities and qualities that would help me succeed in college. to hatch plans: to make plans, usually in a secret way秘密炮制 (Remember that hatch’s primary meaning refers to hatching eggs.) 7. I was about to go off to college, a feat no one in my family had accomplished in living memory. (Para. 5) As far as I or other living members of my family are aware, no one else in our family had ever been admitted to a university (I am the first college student in our family) feat: an act or achievement that shows courage, strength , or skill功夫；绝技；成就；业绩 8. My father compressed his brow and blew twin streams of smoke, dragonlike, from his magnificent nose. (Para. 5) compressed his brow: to knit his brow or frown blew two streams of smoke, dragonlike, from his magnificent nose: The speaker’s father blew smoke through his nose, thus “two streams”. Smokers sometimes also blow rings of smoke from their mouth. dragonlike: like a dragon. Dragon is an imaginary fire-spitting animal. magnificent nose: Magnificent most likely in size. The speaker is joking about his father’s big nose. 9. My father had some experience with lawyers, and with policemen, too; he was not well-disposed toward either. (Para. 5) The speaker’s father was not well-disposed to lawyers and policemen. because he must have had some unpleasant experience with them before. The speaker does not say what kind of experience that is, but we can assume that his father had most likely violated some rule or regulation punishable by law. 10. That was not uncommon. My father detonated a lot. (Para. 6) My father had a pretty hot temper. He blew up often. 11. We were rich kids minus the money. (Para. 6) The speaker’s father reminds his son that he and his brother are poor, but he chooses to use the humorous expression “rich minus the money” to protect his dignity, implying that his sons are just as rich as the rich children in many ways, and money is the only thing they lack. 12. Then I had better study literature, unless I had inside information to the effect that reincarnation wasn't just hype, and I'd be able to attend college thirty or forty times. (Para. 6) Everybody knows there is no such nonsense as reincarnation unless I have some secret information that there is. (The speaker’s father of course is being sarcastic.) 13. What my father told me that evening was true in itself, and it also contains the germ of an idea about what a university education should be. (Para. 7) What my father told me that evening was quite true， and it could develop into a full understanding of the meaning of a university education. 14. They have it wrong. (Para. 7) They have all got it wrong. / They have all failed to grasp the essence of a university education. 15. Education has one salient enemy in present-day America, and that enemy is education. (Para. 8) This sentence does not seem to make sense, but we know that when the speaker says that education’s obvious (noticeable) enemy in the US today is education, he is using the second ‘education’ to refer to the way universities are currently run which in his opinion is based on the wrong understanding of the proper aims of education. 16. … university education is a means to an end. For students, that end is a good job. Students want the credentials …. They want the certificate that will give them access to Wall Street, or entrance into law or medical or business school. (Para. 8) We often hear that education is a means to an end. But the question is to what end? The speaker’s answer is: for students, that end is a good job, and a good job means a job that will bring power and money, and to get a good job, you must have good credentials or certificate or diploma. This is one of the most serious problems of education in the speaker’s opinion. We probably must redefine education not as a means to an end, but an end itself. 17. And how can we blame them? America values power and money, big players with big bucks. (Para. 8) The speaker is right that a nation’s education reflects the basic values of the whole society. The American society values money and power. Thorstein Veblen, a well-known American economist once said bitterly that America is a country in which half of the population are busy making money, while the other half are busy breeding money-makers. player: A "player" is contemporary slang and means someone who is highly successful in the area being discussed - or just in general. 玩家 18. Students come to college with the goal of a diploma in mind—what happens in between,… is often of no deep and determining interest to them. (Para. 8) what happens in between: What happens between the time they enter college and the time they graduate, that is, the time they spend in school 19. … they live with their prospects for success. (Para. 9) … they live with their hopes of success in the future. They do not live in the present. 20. If universities stopped issuing credentials, half of the clients would be gone by tomorrow morning, with the remainder following fast behind. (Para. 9) the clients: the students the remainder: the other half 21. The idea that the courses you take should be the primary objective of going to college is tacitly considered absurd. (Para. 9) tacitly: expressed or understood without being said directly暗中地；不明言地；默示地 22. The work they are compelled to do to advance…is, broadly speaking, scholarly work… this work has precious little to do with the fundamentals of teaching. (Para. 10) The professors are busy with their own business too. They have no choice. If they want to get on, they must get tenure, promotion, raises, outside offers. They call them scholarly work, but it actually has very little to do with the real purpose of teaching. 23. The public senses this disparity and so thinks of the professors' work as being silly or beside the point. (Para. 10) The public is well aware of the difference between the professors’ so-called scholarly work and the fundamentals of teaching. Therefore the public thinks that professor’s scholarly work is either silly or irrelevant. 24. But the public also senses that because professors don't pay full-bore attention to teaching they don't have to work very hard—they've created a massive feather bed for themselves and called it a university. (Para. 10) Because professors do not give much attention to teaching, the public therefore thinks that they do not have to work hard. The university is therefore a big comfortable feather bed professors have created for themselves. full-bore: a. (informal) moving or operating with the greatest power attention: 全神贯注 25. This is radically false. (Para. 11) radically: fundamentally, completely 26. Scholarship, even if pretentious and almost unreadable, is nonetheless labor-intensive. (Para. 11) Professors are not lazy. They work hard. Their scholarly work may be hard to read because they want to make readers feel they are more learned and successful than they really are. But it has taken them a lot of effort. labor-intensive: 需要耗费大量劳力的；劳动密集型的 27. These essays are honest: their footnotes reflect real reading, real assimilation, and real dedication. (Para. 11) 他们的 论文 政研论文下载论文大学下载论文大学下载关于长拳的论文浙大论文封面下载 都是实实在在的：它们的注释都反映出他们的确认真阅读了大量的材料，吸收掌握了大量的东西，真正体现了对学术研究的献身精神。 28. Shoddy work—in which the author cheats, cuts corners, copies from others—is quickly detected. (Para. 11) shoddy work： 粗制滥造的作品 cut corners: to not do a job as thoroughly as you should so as to finish it quickly or save money 偷工减料 29. … that the results have almost no practical relevance to the students,… is a central element in the tragicomedy that is often academia. (Para. 11) The speaker thinks that the academia (高等学府的学术界) is a tragicomedy (悲喜剧) mainly because of this. On the one hand its scholarship reflects real dedication, serious research, and tremendous effort; on the other hand, it is really of very little use to students…. have no practical relevance to: have no practical use to; does not have much connection with sb.’s needs or interests. 30. The students and the professors have made a deal: neither of them has to throw himself heart and soul into what happens in the classroom. (Para. 12) throw oneself into: to devote one’s energy to heart and soul: whole-heartedly 31. The students write their abstract, over-intellectualized essays; the professors grade the students for their capacity to be abstract and over-intellectual—and often genuinely smart. (Para. 12) We can see here that the speaker thinks that students’ papers are too abstract and pretentious. 32. For their essays can be brilliant, in a chilly way; they can also be clipped off the Internet, and often are. (Para. 12) It does not mean that the students’ papers are usually stupid. No, the speaker says they can actually often be smart or even brilliant, but he hastens to add, only in a chilly way, meaning in a cold, aloof, passionless way. Notice how he likes to impress young students with the importance of being passionate. 33. … no one wants to invest too much in them—for life is elsewhere. The professor saves his energies for the profession, while the student saves his for friends, social life, volunteer work, making connections, and getting in position to clasp hands on the true grail, the first job. (Para. 13) The professor saves his energies for the profession. Here the word profession refers to his scholarly work, not to his teaching. clasp one’s hands on sth.: to hold sth. tightly Note: The speaker knows that we can’t say either the professor or the student is evil or has committed any crime, but he feels sorry that like all smart people, they are prone to (likely to) look into matters to see how they might go about buttering their toast (improve their living standard, make more money, enjoy a better life materially). 34. … when I suggested that this behavior might be grounds for sending the student on a brief vacation. I was, you might say, discomfited, and showed up to class for a while with my cell phone jiggered to dial 911 with one touch. (Para. 14) send sb. on a brief vacation: 让某人去度个假（这里指罚他停学一段时间） The speaker is continuing his joke here. 35. Throwing a student out of college… is almost impossible. The student will sue your eyes out. (Para. 14) We might ask the speaker here whether he thinks it would be a good thing if it were easy for the school to throw a student out. 36. One kid I knew (and rather liked) threatened on his blog to mince his dear and esteemed professor (me) with a samurai sword for the crime of having taught a boring class. (The class was a little boring—I had a damned cold—but the punishment seemed a bit severe.) (Para. 14) The story the speaker tells the audience here is hilarious, but not to be taken seriously. In the United States，university students do write about their professors on their blogs—and write evaluations of their courses, critiquing their professors' teaching skills. So a student could have criticized the speaker for teaching a boring class and the speaker might defend himself by saying that he had a cold. But the story is basically all fantasy. The speaker's serious point may be that students expect professors to entertain them; the professors who are good entertainers receive high evaluations, but the criterion is superficial. Less flashy teachers who think deeply can be the ones from whom the students learn the most. 37. I was, you might say, discomfited, and showed up to class for a while with my cell phone jiggered to dial 911 with one touch. (Para. 14) The speaker is continuing his joke here. For “discomfited” and “jiggered to dial 911,” see the Notes to the Text and the Vocabulary List. 38. You'll find that cheating is common as well. As far as I can discern, the student ethos goes like this: … it's okay to go ahead and take advantage. (Para. 15) The fact that cheating is rampant bothers the speaker and he is analyzing the reasons why it is so. It is interesting to note that liberals often tend to emphasize social factors rather than individual responsibility, the responsibility of the individual involved. discern: to recognize or find out after studying sth. and thinking about it觉察 ethos: a set of attitudes and beliefs typical of a group of people 信条；精神特质 8. The Internet is amok with services selling term papers and those services exist, capitalism being what it is, because people purchase the papers—lots of them. (Para. 15) amok with: running amok with sth., running wild, uncontrollable capitalism being what it is: as it is natural under capitalism 这就是资本主义；资本主义就是资本主义（Under capitalism, people strive/struggle to meet market demands in order to obtain profit） 40. One of the reasons professors sometimes look the other way when they sense cheating is that it sends them into a world of sorrow. (Para.16) look the other way: pretend not to see 41. A friend of mine had the temerity to detect cheating on the part of a kid who was the nephew of a well-placed official in an Arab government complexly aligned with the U.S. (Para.16) temerity: excessive confidence and boldness; confidence and courage to do sth. dangerous and risky鲁莽 The student the professor caught cheating turned out to be the nephew of a foreign dignitary, a “princeling” you might say, and he comes from a country that is very closely related to the US. 42. Black limousines pulled up in front of his office and disgorged decorously suited negotiators. (Para.16) These were obviously officials from that country’s embassy sent to negotiate with the professor about this case. The whole thing had become a tough diplomatic issue. 43. Did my pal fold? Nope, he's not the type. But he did not enjoy the process. (Para.16) Did my friend back down? No, he is not the type of person who will easily give up his principles under pressure. But he did not like the experience he had to endure. This again is an interesting anecdote, but not a very good example, because the student involved is too special. 44. What colleges generally want are… so they may rise and enhance the rankings of the university. (Para. 17) well-rounded students: 全面发展的学生 Notice that the speaker is not using the expression approvingly. He thinks that students should do their utmost to pursue their interests rather than try to meet all of the university’s demands civic leaders: 公众领导人；政府官员 people who know what the system demands: 那些知道这个社会体制需要的人 （people who know）how to keep matters light (那种知道）如何让天下太平（不给教授们和学校领导制造麻烦）的人 so they may rise and enhance the rankings of the university: 以便他们能不断提升，让学校排名提前。 Notice that the speaker uses the word ‘brilliant’ sarcastically. He obviously does not share the view that the chief responsibility of professors is to enhance the rankings of the university. 45. In a culture where the major and determining values are monetary, what else could you do? How else would you live if not by getting all you can, succeeding all you can, making all you can? (Para. 18) In this paragraph, the speaker argues that all of these problems in education are caused by the fact that the dominant culture makes money its chief value. The second sentence is a parallel structure that shows the speaker’s strong disapproval of this situation. The three phrases really mean the same thing. The repetition is for emphasis. 46. The idea that a university education really should have no substantial content, should not be about what John Keats was disposed to call Soul-making, is one that you might think professors and university presidents would be discreet about. (Para. 19) Professors and presidents do not think the content of the courses really matters much, because they are soon forgotten anyway. It shouldn’t be about soul-making either. The speaker is surprised that professors and presidents are actually by and large quite frank about what they think are the aims of education. They do not hide their views because they do not feel embarrassed. soul-making: moral cultivation, character-building, and intellectual development discreet: careful about keeping/preventing something from being known or noticed by many people 言语谨慎的，说话小心不让人抓辫子的 47. This view informed an address that Richard Brodhead gave to the senior class at Yale before he departed to become president of Duke. (Para. 19) to inform an address: to influence a speech, to run through a speech 他的报告里可以看到这种观点的影响。 48. Brodhead… seems to take as his educational touchstone the Duke of Wellington’s precept that the Battle of Waterloo was won on the playing fields of Eton. (Para. 19) touchstone: a standard that is used for testing or judging other things 试金石 49. Brodhead suggests that… and will only hazily recollect… Paradise Lost. (Para. 19) how to do the problem sets: how to do the sets of problems 怎么做那几套题 will only hazily recollect: will only vaguely remember 50. All right, there's nothing wrong with this as far as it goes—after all, the student who writes a brilliant forty-page thesis in a hard week has learned more than a little about her inner resources. (Para. 20) The speaker says that for Brodhead the legacy of students’ college years will be a legacy of difficulties overcome. The speaker agrees that there is some truth in that. Students who have handled tough tasks will have learned how to deal with difficulties and therefore will also have more confidence. But he cannot accept the view that the content of courses does not matter at all. inner resources: This refers to such qualities as courage, confidence, and determination as opposed to knowledge and concrete skills. 51. On the evidence of this talk, no. (Para. 21) The speaker is referring to the talk he is giving. The speaker believes that it is utterly necessary to help students figure out whether the stuff they're reading is true or false and make them open to having their lives changed, but he is fully aware that this is a fraught, controversial activity. 52. This kind of perspective-altering teaching and learning can cause the things which administrators fear above all else: trouble, arguments, bad press, etc. (Para. 21) The speaker believes that true education should aim at giving students new perspectives. This is very much in line with our emphasis on creative and critical thinking. 53. So, if you want an education, the odds aren't with you: … (Para. 22) Therefore if you want an education, that is, what the speaker thinks is a true education, the odds are not in your favor. (你成功的机会不大) odds: possibilities of something happening 54. … the other students, who've doped out the way the place runs,… (Para. 22) to dope out: (phrasal v. US) to figure out the way the place runs: the way a university runs 55. … the student-services people are trying to keep everyone content… (Para. 22) the student-services people: people employed to provide services for students (These include academic advising, career and life development, health and wellness, financial aid, psychological counseling, etc.) 56. The development office is already scanning you for future donations. (Para. 22) development office: The university office in charge of the growth of the university. To make the school grow, money is needed, therefore the office is already scanning (carefully examining) the student for possible future donations. 57. So why make trouble… delights for you. (Para. 23) In this paragraph, the speaker points out to the audience that，as students, they have two alternatives. One is to go along, to follow the crowd. In this way everybody will be happy. Professors can pursue pure thought, students can enjoy their impure pleasures, and student-services people can impose fewer prohibitions and provide newer delights. to assert : to demand that other people accept and respect (one’s authority) Notice the antithesis (pure and impure) and the rhythm (fewer and newer). 58. …You'll have a driveway of your own. (Para. 23) …You’ll have your own house and a private car. 59. You'll also, if my father and I are right, be truly and righteously screwed. (Para. 24) Truly and righteously screwed: truly cheated and ruined，and yet you can’t blame anybody. 60. The quest at the center of a liberal arts education is not a luxury quest; it's a necessity quest. (Para. 24) The most important thing of a liberal arts education is the quest for self fulfillment or self-realization. This quest is a must, not a luxury. Otherwise, the speaker says, “you risk leading a life of desperation. For you risk trying to be someone other than who you are,” and this, he says, is killing in the long run. 61. Your parents and friends, your teachers, your counselors, your priests and rabbis and ministers and imams have all had their say. (Para. 25) In this paragraph the speaker tells students that by the time they come to college, they have already been heavily influenced by their parents and friends, teachers and counselors. He especially stresses the influence of religion and family traditions as well as what is called common sense. counselor: (US) a person whose job is to give students advice or guidance at school size sb. up: to consider sb. in order to form an opinion or conclusion. 62. They've given you a sharp and protracted taste of what they feel is good and bad, right and wrong. (Para. 25) They have also through all these years taught you their views of what is right and wrong, and what is good and bad. 63. Much is on their side. (Para. 25) The speaker agrees that the influences on the young students are very strong and in the next three paragraphs, he admits that these influences are not necessarily bad. All major religions contain profound truths, family traditions and parental advice should not be ignored or thrown away, and common sense also deserves our respect. 64. … their hopes for your fulfillment—or their fulfillment in you… (Para. 27) 他们期望着你能实现你的理想—或者在你身上实现他们（自己没有实现）的理想 65. The major conservative thinkers have always been very serious about what goes by the name of common sense. (Para. 28) The leading conservative thinkers have always treasured what is known as common sense. The speaker thinks Edmund Burke is a good example. Burke regards common sense as the profound, hard-earned collective wisdom of humanity. the precipitate (of joy and tears): a solid substance separated from the fluid it was in (欢乐和眼泪)的沉淀物 66. …and common sense is something to respect, though not quite—peace unto the formidable Burke—to revere. (Para. 28) 常识是应该尊重的东西，但不一定崇拜希望令人钦佩的伯克先生别生气。 67. You may be all that… But then again, you may not be. (Para. 29) This paragraph serves as a transition. The speaker is now going to consider the question what if s student is not the person he is taken to be. 68. The reason to read Blake and Dickinson and Freud and Dickens is… embarrassed (or who can embarrass others). (Para. 30) Notice that the names mentioned here are names of poets, a novelist, and a thinker because the speaker is focusing on the importance of a liberal arts education. People often do not know the true value of reading. They just want to be considered cultured and articulate, and be able to show off, to impress others, to carry on intelligent conversations on social occasions. But these are not good reasons. According to the speaker, the best reason is to see if these writers may know you better than you know yourself. 69. You may find your own suppressed and rejected thoughts flowing back to you with an “alienated majesty.” (Para. 30) 你在阅读中会发现你自己过去有些遭到压制和拒绝的思想现在有点像遭贬的又庄严回来了。 70. Reading the great writers, you… more yourself than you are. (Para. 30) the sublime: the most beautiful and wonderful for somehow your predecessors are more yourself than you are: Because somehow these writers seem to know you better than you do yourself. 71. They gave words to thoughts and feelings that I had never been able to render myself. (Para. 31) to render: to put into words, to translate 72. From Emerson I learned to trust my own thoughts, to trust them even when every voice seems to be on the other side. (Para. 31) The idea is that if one loves the truth, he should not be afraid to be alone. Emerson once said that to be great is to be misunderstood. 73. I need the wherewithal, as Emerson did, to say what's on my mind and to take the inevitable hits. (Para. 31) wherewithal: the ability/inner resources (in other contexts may mean money) to do something 资金和能力 to take the inevitable hits: to take the inevitable criticisms 74. Much more I learned from the sage… (Para. 31) The sage refers to Emerson, a man who is wise and shows good judgment. 75. … but Emerson most centrally preaches the gospel of self-reliance… (Para. 31) Notice that for Emerson, self-reliance is not an economic concept. It mainly refers to man’s relationship with God, the State, and society. 76. “Society is a…, but names and customs.” (Para. 31) Emerson compares society to a joint-stock company, and the members of society to shareholders. The company is organized for the better securing of bread (bread here means "livelihood") for the members. And for this purpose the members agree to give up their liberty and culture. The most important virtue in this society therefore is conformity. 77. Emerson's greatness lies not only in… for decades. (Para. 32) Emerson regards self-reliance as the force opposing conformity. Therefore he says that Emerson's greatness lies in showing how exhilarating it is to buck (to oppose, resist) them (names, customs, conformity). A good example was a talk Emerson gave at Harvard in which his revolutionary religious views shocked both professors and students. As a result Harvard did not dare to invite him to speak again for decades after that. 78. Freud was a speculative essayist and interpreter of the human condition. He challenges nearly every significant human ideal. (Para. 33) According to the speaker, Freud bases his views about the human conditions on guesses (speculation) rather than facts. The speaker gives four examples to illustrate that Freud challenges nearly every significant human ideal: Our need for religion: Freud says that this is only our longing for a father (a fatherly figure who will assume all of our worries and look after all of our needs) Our passion for love: He calls it “the overestimation of the erotic object.” (the worship of a person for whom we feel sexual passion) Our desire for charismatic leaders: He says that this comes from our hunger for absolute authority. Our dreams: He declares that these are nothing but disguised fulfillments of our repressed wishes. 79. I learned that if I wanted to affirm any consequential ideal, I had to talk my way past Freud. (Para. 34) to affirm any consequential ideal: to declare my firm belief in any important ideal to talk my way past Freud: to deal with Freud’s views and successfully argue with/refute him before (I can declare my belief in that ideal) 80. He was—and is—a perpetual challenge and goad. (Para. 34) Freud has something challenging and provoking to say about virtually every human aspiration (desire or ideal). Therefore his writing is always a challenge and goad (stimulus, spur). 81. We need to see where they fall short and where they exceed the mark, and then to develop them a little... (Para. 35) fall short: to fail to reach a standard or the required level 不够水平 exceed the mark：to be better than required or expected 82. In reading, I continue to look for one thing—to be influenced, to learn something new, to be thrown off my course and onto another, better way. (Para. 35) to be thrown off my course and onto another, better way: 使我摆脱老路。This is why the speaker said earlier that true education should aim at perspective-changing. 83. Right now, if you’re going to get a real education, you may have to be aggressive and assertive. (Para. 36) The speaker tells the students that they may have to be aggressive and assertive instead of being shy, bashful, submissive. aggressive: 有冲劲的；积极地；有进取精神的 （注意，这里是褒义，不宜翻译成“富有侵略性的”或“咄咄逼人的”。） assertive: 自信的（注意，此词可以有贬义，作过分自信、近乎狂傲解） 84. Occasionally… “just one fuckin’thing after another.” (Para. 38) to pester: to keep annoying especially by asking sb for something or to do sth. whether there is a design to our history: whether history follows a fixed pattern or the planning of God whether we’re progressing or declining: whether we are progressing toward paradise/a better world or whether we are declining toward final self-destruction. Key to Exercises I 1. tied with a ribbon for decoration 2. did not have a favorable or friendly feeling toward somebody 3. H:\fanwen caiji two\党支部书记兼纪检监察员个人情况工作汇报.docsomething that could develop into a greater idea 4. to be successful in life or at work 5. an increase in the amount you are paid for work 6. used for emphasizing how little (there is of something) 7. serious formal study or research of a subject 8. being in a position that gives you an advantage or opportunity 9. to yield/give in (The metaphor is a card game where a player is said to “fold” when he puts down his cards, realizing that he has a weak hand.) 10. to keep matters enjoyable and not very serious 11. earning (money) 12. to be willing/inclined to do something 13. to be the essential quality of a formal speech 14. publicity (used to talk about how often or how well or badly someone or something is described in newspapers or magazines) 15. the chances of something happening; the likelihood of being successful 16. the newest and the most advanced 17. facility for physical exercise 18. (AmE. informal) to have fun eating, drinking, and dancing, etc. with other people 19. (very informal) to be justifiably cheated 20. to be forced to give up 21. to oppose or resist stubbornly and obstinately 22. to attack, to pursue in order to oppose/argue against 23. to have something as the most important part; to boil down to 24. planned direction in which a vehicle is moving 25. to add more details to make something more complete 26. for all involved or affected V 1. My father had some unhappy experiences with lawyers and policemen (implying that he got into some trouble and was punished in some way) and therefore did not like lawyers and policemen. The speaker’s use of this unashamed admission about his father’s trouble with the law is humorous. 2. My father advised me to study literature since that was what I really liked. I had only one life, unless I had secret knowledge that we can all be reborn again and again (that reincarnation is not just nonsense) and therefore I can go to college many times. My father of course was totally contemptuous of the whole idea of reincarnation. 3. They want the diploma/credentials which will enable them to get well-paid jobs on Wall Street or go to law schools, medical schools, or business schools to become lawyers, doctors, and business executives. 4. In order to be successful, they have to work hard. They must earn the right to keep their job as a professor for as long as they like, keep publishing if they do not want to perish, get higher and higher salaries, and get offers from outside their universities to add to their prestige. And all this can be broadly called scholarly work. 5. The professor saves his energies for his own scholarly work while the student saves his energies for his friends, socializing, volunteer work, building a network of people who might be useful for his career, and trying in every possible way to obtain an ideal job upon graduation, which is really the most important goal for him. The speaker is implying that neither the professor nor the student is giving his/her main attention to teaching and learning. 6. Eton, as we know is a “public” (that is, private) school for the British aristocracy. It educates the men who become Britain’s leaders; the ties formed there are all-important as are the unspoken rules you learn. So what Wellington is saying here is that it was this small and cohesive class and its values that defeated Napoleon. 7. What students are looking for from a liberal arts education is not a luxury, but a necessity. It is not something you could do with, but something you absolutely can’t do without. 8. You may be… someone who is never embarrassed in social gatherings because you are so well-read and so knowledgeable (or who can embarrass others by making them appear ignorant). 9. For some reason, you find that these writers who lived a long time ago seem to know more about you than you do yourself. 10. In reading, I continue to look for one thing. I hope that I can find new ideas and new perspectives that will make me change the course of my life and put me on a new and better road. VI. Phrases 1. 炮制 计划 项目进度计划表范例计划下载计划下载计划下载课程教学计划下载 2. 取得一种成就；获得一种技能/本领/功夫 3. 不太喜欢，没有好感 4. 内部消息 5. 课程目录 6. 拥有大量资金的大玩家 7. 首要的目标 8. 成功的前景 9. 印发证书 10. 教学的基本原则 11. 学术出版物 12. 与这问题无关 13. （他）全身心投入 14. 社交生活 15. 建立关系网 16. 为他们谋生计 17. 视而不见 18. 与美国结盟 19. 德才兼备/全面发展的学生 20. 艰苦的任务 21. 挖掘他们的资源 22. 报界的恶评 23. 最新、最先进的健身设施 24. 得来不易的智慧 Sentences 1. 只是，聪明的人都习惯于琢磨如何才能顺利谋生的问题。 2. 我当时提出，这种行为完全可以勒令他休学一段时间。 3. 黑色的豪华轿车开来停在他的办公室前面，从车里涌出来大批衣着得体的谈判人。 4. 我那位哥们吓得腿发软了吗？没有，他不是那种人，不过他实在不喜欢这个过程。 5. 你们可能会以为，对于大学教育不该有什么实质性的内容、不该以约翰·济慈喜欢称之为“心灵培养”为目的的这种观念，教授们和大学校长们一定会十分谨慎，不去张扬。 6. ……那些抱着热切期望的父母们，希望你们能实现自己的理想，或者希望你们能为他们实现当初没能实现的理想…… 7. 常识是一种应该尊重的东西，不过不该向它顶礼膜拜（我不是想和令人钦佩的伯克抬杠）。 8. 他追逐宗教。他说这归根结底是对父亲的热切企盼。 9. 我每次讲话都必须在弗洛伊德有关观点的基础上再努力往前探索。 10. 假如那位教授嘲弄你，因为你问了一个严肃的问题而不让有关的人都太平，那你就必须要坚强，保持你超然的 分析 定性数据统计分析pdf销售业绩分析模板建筑结构震害分析销售进度分析表京东商城竞争战略分析 的态度。 VII. 1. understatement 2. metaphor 3. simile 4. oxymoron 5. alliteration 6. hyperbole 7. euphemism 8. parallel structure 9. antithesis 10. rhyme