心愿作文-初三毕业班工作总结

大学英语精读第5册和第6册全文课文翻译

A Kind of Sermon
It is probably easier for teachers than
一番说教


for students to appreciate the reasons why

一旦在掌握了英语基本结
learning English seems to become
构和句型之后，再往下学习似乎
这其中的原
increasingly difficult once the basic
变得越来越困难了；
因，也许老师比学生更容易理
structures and patterns of the language
解。当学生们发现一个本该变得
越来越容易的学习过程似乎并
have been understood. Students are
未变的简单时，他们自然会感到
naturally surprised and disappointed to
惊讶并失望。

discover that a process which ought to


become simpler does not appear to do so.


It may not seem much consolation to

point out that the teacher, too,

在知道老师在其努力所产生
becomes frustrated when his efforts
的效果似乎不及一开始明显时
appear to produce less obvious results.
也会灰心丧气， 学生们并不感
到多少安慰。他发现那些学生很
He finds that students who were easy to
容易去教，因为他们能把所学的
teach, because they succeeded in putting
知识很快的用于实践；而现在，
他们面对大量未曾接触过的英
everything they had been taught into
语词汇和惯用法时会显得踌躇
不前，因为这些词汇和惯用法都
practice, hesitate when confronted with the
是基础教科书上所没有涉及的
vast untouched area of English vocabulary
内容。他看到学生们在挣扎，因
为他们本以为已经认识的语言
and usage which falls outside the scope of
现在看上去似乎是由种种令人
困惑不解的、在不同上下文中有
basic textbooks. He sees them struggling
不同含义的习语，陈词滥调和成
because the language they thought they
语组成的。很难让他们相信，他
们仍朝着流利的方向发展，并且
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knew now appears to consist of a
只要肯花时间和持之以恒，
他们英语一定会有所提高。
bewildering variety of idioms, clichéd and


accepted phrases with different meanings


in different contexts. It is hard to

convince them that they are still making


progress towards fluency and that their


English is certain to improve, given

time and dedication.


In such circumstances it is hardly
在此情况下，有些学生厌恶
而
surprising that some give up in disgust,
地放弃了学习并不出人意外；
另外一些学生则仍然满怀希望
while others still wait hopefully for the
地等待着老师像最初那样给他
们以满怀信心的指导。就教师来
teacher to give them the same confident
说，由于经常不得不去解释一些
他们就可能对
guidance he was able to offer them at first.
无法解释的东西，
同事们引用一些谚语来聊以自
The teacher, for his part, frequently reduced
慰，比如：“引马河边易，逼马
to trying to explain the inexplicable, may
饮水难” 或者引用一句虽语法
不严谨但比较尊重对方的话：
take refuge in quoting proverbs to his
“重要的不在于你说什么，而在
于你怎么说。”对这些话，他的
colleagues such as:
学生也许会反唇相讥道：我学的
water but you can't make him drink ” or,
越多，懂得越少。

more respectfully if less grammatically :”It


ain’t what you say, It's the way that you say


students might feel inclined to
事实当然并非如此。不管是
counter these with:
学生还是老师，他们都在经历着
这样一个认识过程，即我们在某
less I know.
种语言中所遇到的较复杂的语
言结构，在表达自己的意思来说
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因此它们的直接
Of course this is not true. What both
并非至关重要，
students and teachers are experiencing is
the recognition that the more complex
structures one encounters in a language are
not as vital to making oneself understood
and so have a less immediate field of
application. For the same reason, from the
teacher's point of view, selecting what
should be taught becomes a more difficult
task. It is much easier to get food of any
kind than to choose the dish you would most
like to eat on a given day from a vast menu.

Defining the problem is easier than
providing the solution. One can suggest that
students should spend two or three years in
an English-speaking country, which
amounts to washing one's hands of them.
Few students have the time or the money to
do that. It is often said that wide reading is
the time or the money to do that. It is often
said that wide reading is the best alternative
course of action but even here it is
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应用范围很少。出于同样的理
由，以教师的观点来看，选择适
当的教材就成了一项更为困难
的任务。比起在某个特定日子从
一份丰盛的菜单中选出你最想< br>吃的菜来，随便准备点吃的东西
要容易的多。












界 定问题比找出答案容易。
有人可能会建议学生去讲英语
的国家住两三年，这等于撒手不
管他们。没有几个学生有时间或
者有钱出国。人们常说：广泛阅
读是最佳选择方法，但即使在 这
一方面，读书也需要进行某些选
择。让学生走进图书馆随便拿起
他们遇到的第一本书 就读，这是
无用的。我的建议是：要读无需
查字典就能看懂的书（但并非一
看即懂的书 ）；读你感兴趣的书；
读有时间读的书（杂志和报纸而
不是长篇小说，除非你能在一周
左右的时间里读完它）；读当代
写的英文，而不是二百年前的；
要尽量多读并设法记住写作方
法，而不要拘泥于令你困惑的个
别单词。并且，除了读文章，我

nec essary to make some kind of selection. It
也可以说听。
is no use telling students to go to the library

and pick up the first book they come across.
My own advice to them would be:
what you can understand without having to
look up words in a dictionary (but not what
you can understand at a glance); read what
interests you; read what you have time for
(magazines and newspapers rather than
novels unless you can read the whole novel
in a week or so); read the English written
today, not 200 years ago; read as much as
you can and try to remember the way it was
written rather than individual words that
puzzled you.
just as well say

My advice to teachers would be similar
in a way. I would say
that anything will do, or that all language is
useful. It's no good relying on students to
express themselves without the right tools
for expression. It's still your duty to choose
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从某种意义上说，我对教
师的劝告也是相同的。我会说：
认为 什么教材都可以或任何语
言都有用，这种想法是没有好处
的。让学生没有掌握表达方法就
依靠自己去表达他们的思想是
无益的。在接近山顶时为学生们
选择最佳的攀登路线仍然是你< br>的责任，正像在山麓小丘处为他
们建议一条离开众人踏平的山
路而又走的通的捷径曾是你 的
责任一样。如果你所选的路线荆
棘丛生而难以举步，全队则需返

th e best path to follow near the top of the
回，而你就得另择佳途。你仍是
花钱雇用的向导和专家，而在某
mountain just as it was to propose a
个地方总能找到一条登顶之路。

practicable short-cut away from the beaten

track in the foothills. And if the path you
choose is too overgrown to make further
progress, the whole party will have to go
back and you will have to choose another
route. You are still the paid guide and expert
and there is a way to the top somewhere.


The Fifth Freedom
More than three centuries ago a handful
of pioneers crossed the ocean t Jamestown
and Plymouth in search of freedoms they
were unable to find in their own countries,
the freedoms of we still cherish today:
freedom from want, freedom from fear,
freedom of speech, freedom of religion.
Today the descendants of the early settlers,
and those who have joined them since, are
fighting to protect these freedoms at home
and throughout the world.
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第五种自由

三百多年前，少数早期拓荒
者为了寻求在他们自己的祖国
无法找到的自由，横渡大洋来到
詹姆斯敦和普列茅斯。也是我们< br>今天仍然格外珍惜的自由：免于
匮乏的自由，免于恐惧的自由，
言论自由以及宗教信仰的 自由。
如今这些拓荒者的后代以及后
来加入其行列的人们仍然在美
国国内和全世界为捍 卫这些自
由而战斗。









然而还有一个我们正面临
着丧失危险的第五种自由：达到自己最佳水平的自由，而这一自
由正是上述四种自由的基础。法
国作家圣 埃克休帕里把一个破

And yet there is a fifth freedom - basic
to those four - that we are in danger of
losing: the freedom to be one's best. St.
Exupery describes a ragged, sensitive-faced
Arab child, haunting the streets of a North
African town, as a lost Mozart: he would
never be trained or developed. Was he free?

there was still time; and nought will awaken
in you the sleeping poet or musician or
astronomer that possibly inhabited you
from the freedom to be
one's best is the chance for the
development of each person to his highest
power.

How is it that we in America have
begun to lose this freedom, and how can we
regain it for our nation's youth? I believe it
has started slipping away from us because
of three misunderstandings.
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衣烂衫但长相聪明伶俐，经常在
北非某市街头闲逛的阿拉伯少
年描写成一个被埋没的莫扎特：
他不可能受到训练或培养。这个
孩子自由吗？“也许你有着与 生
俱来的成为诗人、音乐家或天文
学家的潜能，但在时间还来得及
的时候，没有人拉你 一把，时机
一过，就再也无法唤醒在你身上
沉睡着的这些才能了。”达到自
己最佳水平 的自由是让每个人
把自己的能力发展到最高水平
的机会。









为什么我们在美国会开始
失去这一自由呢？我们怎样才
能为我国的青年人重新获得这
一自由呢？我认为它之所以 开
始从我们身边悄然离去，是因为
存在着以下三种误解。





第一种误解是对民主含义
的误解。费城的一所名牌中学的
校长被 迫大声疾呼，号召人们反
对一种观点，即为一些出类拔萃
的学生实施一份特殊的教学大
纲是不民主的。再如，当孟菲斯
的一所教学质量好的私立学校
在不久前停办时，一些有识之士< /p>

First, the misunderstanding of the
极力主张将其纳入公立学校系
meaning of democracy. The principal of a
great Philadelphia high school is driven to
cry for help in combating the notion that it is
undemocratic to run a special program of
studies for outstanding boys and girls.
Again, when a good independent school in
Memphis recently closed, some thoughtful
citizens urged that it be taken over by the
public school system and used for boys and
girls of high ability, what it have entrance
requirements and give an advanced
program of studies to superior students who
were interested and able to take it. The
proposal was rejected because it was
undemocratic! Thus, courses are geared to
the middle of the class. The good student is
unchallenged, bored. The loafer receives his
passing grade. And the lack of an
outstanding course for the outstanding
student, the lack of a standard which a boy
or girl must meet, passes for democracy.

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统，从而培养才智高的学生；他
们还主张要设入学条件并为有
兴趣、又有接受能力的优秀学生
提供高级研修课程。这项建议竟
遭反对，理由是这样做不民主 ！
据此，课程均被定位在中等难
度。好学生未受到挑战，对学习
感到厌倦，差生也能及 格。没有
为优等生开设的高水平课程，没
有一个所有学生都必须达到的
标准，反而被认 为是民主。


















第二种误解是对什么能够带
来幸福的误解。我们公开宣称我
们当今文化的目标是追求安 逸
和物质享受：每天工作的时间越
来越短，每周工作的天数越来越
少，成绩越来越少， 报酬却要越
来越多；姑息的借口越来越多，
实实在在的要求越来越少。反映
到我们的学 校里便是教鞭的消
失和精神病专家的出现。过去的
教鞭自然有它的缺点，如今的精

但是趋
The second misunderstanding concerns
神病专家自有他的优点。
what makes for happiness. The aims of our
present-day culture are avowedly ease and
material well-being: shorter hours; a
shorter week; more return for less
accomplishment; more softsoap excuses
and fewer honest, realistic demands. In our
schools this is reflected by the vanishing
hickory stick and the emerging psychiatrist.
The hickory stick had its faults, and the
psychiatrist has his strengths. But hickory
stick had its faults, and the psychiatrist has
his strengths. But the trend is clear. Tout
comprendre
understand
c'est tout pardoner
is to
(To
everything excuse
everything). Do we really believe that our
softening standards bring happiness? Is it
our sound and considered judgment that
the tougher subjects of the classics and
mathematics should be thrown aside, as
suggested by some educators, for
doll- playing? Small wonder that Charles
Malik, Lebanese delegate at the U.N.,
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势是显而易见的。Ｔｏｕｒ ｃ
ｏｍｐｒｅｎｄ ｃ’ｅｓｔ
ｐａｒｄｏｎｅｒ（理 解一切即
原谅一切）。难道我们真的相信
我们降低了标准就能带来幸
福？难道像某些教 育专家建议
的那样，把古典文学和数学这些
难学的科目弃之一边，而代之以
像耍玩偶一 样轻松的课程，是我
们经过深思熟虑作出的判断？
难怪黎巴嫩驻联合国代表查尔
斯·马 立克会这样写道： “在西
方”（美国）“道德品质正在削
弱”。（我们的）领导面对时代提< br>出的种种前所未有的挑战似乎
显得无能为力。”


















最后一种误解是对价值观的误
解。这 里列举的是过去五十年里
在师范教育界最具影响的几项
信仰：没有永恒的真理；没有绝
对的道德准则；上帝是不存在
的。然而人类全部的历史告诉我

writes:
们：否定这些基本原则，把个人
States) .
(Our) leadership does not seem to be
adequate to the unprecedented challenges
of the age.
The last misunderstanding is in the
area of values. Here are some of the most
influential tenets of teacher education over
the past fifty years: there is no eternal
truth; there is no absolute moral law; there
is no God. Yet all of history has taught us
that the denial of these ultimates, the
placement of man or state at the core of the
universe, results in a paralyzing mass
selfishness; and the first signs of it are
already frighteningly evident.
Arnold Toynbee has said that all
progress, all development come from
challenge and a consequent response.
Without challenge there is no response, no
development, no freedom. So first we owe
to our children the most demanding,
challenging curriculum that is within their
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或国家置于宇宙的中心，将导致
整个世界陷于瘫痪的、无处不在的自私自利；这方面最先表现出
来的迹象已经十分明显，达到了
令人吃惊的地步。






阿诺德 汤因比曾经说，一 切
进步，一切发展均来自挑战以及
由此引起的相应反应。没有挑战
就没有反应，没有进 步，没有自
由。因此，首先我们在我们的孩
子能力所允许的范围内，为他们
提供最需要 ，最具挑战性的的课
程。米开朗基罗不是靠心不在焉
的乱画学会绘画的，莫扎特要是
整 天在电视机前消磨时光，就不
可能在八岁就成为造诣颇深的
钢琴家。正像伊芙·居里和海
伦·凯勒一样，他们都是以严格
的训练来面对生活中挑战，从而
获得了一种新的自由。













我们可以给我们的男孩女孩

capabilities. Michelangelo did not learn to
们提供的第二个机会是有失败
paint by spending his time doodling. Mozart
was not an accomplished pianist at the age
of eight as the result or spending his days in
front of a television set. Like Eve Curie, like
Helen Keller, they responded to the
challenge of their lives by a disciplined
training: and they gained a new freedom.

The second opportunity we can give our
boys and girls is the right to failure.

writes De Nouy. What kind of a test is it,
what kind of freedom where no one can fail?
The day is past when the United States can
afford to give high school diplomas to all
who sit through four years of instruction,
regardless of whether any visible results can
be discerned. We live in a narrowed world
where we must be alert, awake to realism;
and realism demands a standard which
either must be met or result in failure. These
are hard words, but they are brutally true. If
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的权利。 “自由不仅仅是一种
特权，而且也是 一种考验，”
德·纽伊写道。一个不允许失败
的考验是一种什么样的考验，什
么样的自 由呢？美国可以向所
有在高中读完四年而不管其是
否取得任何明显结果的学生发
放毕业 证书的日子已经一去不
复返了。我们生活在一个变得越
来越小的世界里，我们必须对现
实主义保持警觉，有所认识；而
现实主义所要求树立一个或必
须达到货导致失败的标准。这种< br>说法过于严酷，但却是严峻的事
实。如果剥夺了我们的孩子失败
的权力，也就是剥夺了他 们认识
真实世界的权力。












最后，我们应让孩子们全面
了解一下我们已经发现的最好
的价值观。把我们的生活与各个
时代的事实联系起来，以历史所< br>证实的最正确的价值观来评价
我们的人生观，也许这样我们就
能够使他们得到那种“时时 在耳
边回响的启示，这启示内容丰
富，闪烁着真理的光辉，令人心
悦诚服，感人至深而 又激发斗
志，让人终生受用不尽。”这就

力量和领
we deprive our children of the right to fail we
是那种可以带来欢乐、
deprive them of their knowledge of the
world as it is.

Finally, we can expose our children to
the best values we have found. By relating
our lives to the evidences of the ages, by
judging our philosophy in the light of values
that history has proven truest, perhaps we
shall be able to produce that
message, full of content and truth,
satisfying the mind, appealing to the heart,
firing the will, a message on which one can
stake his whole is the message
that could mean joy and strength and
leadership -- freedom as opposed to
serfdom.


Your Key to a Better Life
The most important psychological of
this century is the discovery of the

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导能力，也就是自由而不是被奴
役的启示。










美好生活的秘决

这个世纪最重要的心理学
发现就 是“自我意象”。无论我
们意识到与否，我们每个人大脑
中都有一幅关于自己的蓝图或
画像。在我们有意识地凝视之
下，它也许是模糊不清的。事实
上，我们也许根本无法有意识地< br>去认识它。但它确实是存在的，
每一个细节都完整无缺。这个自
我意象就是“我是怎样一 种人”
的自我概念。它建立在我们的自
己信念之上。但是，这些自我信
念大部分是根据 我们过去的经
历、特别是根据童年时期的种种
经历在不知不觉中形成的。我们
自己的信 念是在无意识中通过
我们过去的经验、我们的成功和
失败、我们遭受的屈辱、我们的
胜 利以及别人对我们所作出的
反应，尤其是在儿童时期对我们
的反应等等形成的。根据所有这些以往的经历，我们在大脑中建
立了一个“自我”（或一幅自我画
像）。就我们自己而言， 一旦关
于我们自己的某种想法和信念
进入到这幅图象当中，，它就变

e ach of us carries about with us a mental
成了“真实的”。我们从不怀疑它
blueprint or picture of ourselves. It may be
vague and ill-defined to our conscious gaze.
In fact, it may not be consciously
recognizable at all. But it is there, complete
down to the last detail. This self-image is
our own conception of the
has been built up from our own
beliefs about ourselves. But most of these
beliefs about ourselves have unconsciously
been formed our past experiences, our
successes and failures, our humiliations, our
triumphs, and the way other people have
reacted to us, especially in early childhood.
From all these we mentally construct a

or a belief about ourselves goes into this
picture it becomes as far as we
personally are concerned. We do not
question its validity, but proceed to act upon
it just as if it were true.
This self- image becomes a golden key
to living a better life because of two
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是否可信，而是按此行事，就好
像它是真的一样。










这一自我意象由于有了两
个重要的发现而变成了打开通
往更美好生活之门的金钥匙：



１、你所有的行动、情感、
举止—甚至你的能力—都始终
与这一自我意象保持一致。


简而言之，你把自己想象成
怎样一种人，你就会怎样行动。
不仅如 此，无论你有多大的意志
力或作出怎样有意识的努力，你
都不可能有其他的行为模式。不
管一个人有多么良好的愿望或
坚强的意志力，如果他把自己想
象成一个’失败型的人”,他就 会
找到某种办法失败，即使机会已
经来临他也不会抓住。一位认定
自己是不公正行为的 受害者的
人，一位“注定要吃苦的人”，总
会找到各种环境来证实他的观
点。

important discoveries:
1. All your actions, feelings, behavior --
even your abilities -- are always consistent
with this self-image.
In short, you will the sort of
person you conceive yourself to be. Not only
this, but you literally cannot act otherwise,
in spite of all your conscious efforts or will
power. The man who conceives himself to be
a
fail, in spite of all his good intentions, or his
will power, even if opportunity is literally
dumped in his lap. The person who
conceives himself to be a victim of injustice,
one was meant to sufferwill
invariably find circumstances to verify his
opinions.
The self-image is a a
base, or a foundation upon which your
entire personality, your behavior, and even
your circumstances are built. Because of
this our experiences seem to verify, and
thereby strengthen our self-images, and a
编辑版word






自我意象 是一个“前提”，一
个根据，或者一种基础，在此之
上建立起你全部个性、你的行为
甚 至你的生活环境。由此，我们
的种种经历似乎证实并因此而
加强了我们的自我意象。于是，一种恶性-或者良性-循环便就
此形成了。



例 如，一位把自己看作“F”
型学生的男孩，或者“数学上
很笨”的学生，总会发现他的
成绩单往往证明他判断是正确
的。于是他便有了“证据”。一位
自认为没人喜欢的女孩会发现< br>自己在学校的舞会上的确没有
人理睬。但这种冷遇完全是她
自己造成的。她那一副愁眉苦
脸的表情、她那种总像是做了
错事似得态度，她那种想讨好
别人的焦急的样子，或者也 许
是她对于那些她以为会当面羞
辱她的人的无意识的敌意，这
一切把她本应能够吸引过 来的
人都赶走了。同样地，一位推
销员或一位商人也会发现他实
际经历趋向于“证明” 他的自我
意象是正确无误的。

vicious or a beneficent cycle, as the case
may be, is set up.


For example, a schoolboy who sees
himself as an

that his report card bears him out. He then
has
of herself as the sort of person nobody likes,
will find indeed that she is avoided at the
school dance. She literally invites rejection.
Her woebegone expression, her hang-dog
manner, her over-anxiousness to please, or
perhaps her unconscious hostility towards
those she anticipates will affront her - all act
to drive away those whom she would
attract. In the same manner, a salesman or
a businessman will also find that his actual
experiences tend to
is correct.
Because of this objective
seldom occurs to a person that his trouble
编辑版word




由于有这个客观“证剧”，一
个人就很难想到他的问题在于
他的自我意象或 者他对自己的
评价。告诉那位男生他只是“认
为”自己无法学会代数，他就会
怀疑你神 志是否正常。他已经
尝试过很多次，可成绩单依然
是不及格。告诉那位推销员，
他挣的 钱不会超过某个数额只
是他的一种想法，他就会拿出
他的订单证明你错了。他非常
清楚 的知道他曾经多么艰苦的
努力尝试但却遭到了失败。然
而，就象我们将要看到的那样，
在他们被说服并改变了他们的
自我意象之后，学生的成绩和
推销员的业务能力便都发生了
几乎是奇迹般地变化。









２、自我意象能被改变。
无数例子表明，任何人，无论
年龄大小 ，都可改变自我意象
并由此开始一种新的生活。
一个似乎很难以改变自己
的习惯、个 性或生活方式，原因
之一是：到目前为止，几乎所有
试图改变的努力可以说都是对
准了 自我的外围，而不是中心进
行的。无数病人对我说过诸如此

lies in his self-image or his own evaluation of
类的话： “如果你谈的是‘积极
himself. Tell the schoolboy that he only

will doubt your sanity. He has tried and
tried, and still his report card tells the story.
Tell the salesman that it is only an idea that
he cannot earn more than a certain figure,
and he can prove you wrong by his order
book. He knows only too well how hard he
has tried and failed. Yet, as we shall see
later, almost miraculous changes have
occurred both in grades of students, and in
the earning capacity of salesmen - when
they were prevailed upon to change their
self-images.
2. The self-image can be changed.
Numerous case histories have shown that
one is never too young nor too old to change
his self-image and thereby start to live a
new life.
One of the reasons it has seemed so
difficult for a person to change his habits,
his personality, or his way of life, has been
编辑版word
思维’那我以前已经尝试过了，它
对我无效。”然而，只需稍加询
问就会发现，这些人要么把所用
的“积极思维”或他们想要用的
“积极思维”，只是针对某些特定
的外部环境，或是用于某一特定
的习惯或性格缺陷（ “我要得到
那份工作”“以后我要更加冷静、
放松” “这次商业冒险会对我有
利”等 等）。但是他们从未想过要
改变将要去完成这些事情的“自
我”的看法。





















耶稣曾警告我们，把新布补
在旧衣上或是把新酒倒入旧瓶
中都是愚蠢的。 “积极思维 ”当
做一块补丁或一根拐杖，加在原
来那个旧的自我意象上是不会
有作用的。事实上， 只要你对自
我持否定态度，你就不可能会真

而
that heretofore nearly all efforts at change
正的积极思考某个具体问题。
have been directed to the circumference of
the self, so to speak, rather than to the
center. Numerous patients have said to me
something like the following: you are
talking about 'positive thinking', I've tried
that before, and it just doesn't work for me.
However, a little questioning invariably
brings out that these individuals have
employed
to employ it, either upon particular external
circumstances, or upon some particular
habit or character defect (will get that
job.
future.
right for me,etc.) But they had never
thought to change their thinking of the

Jesus warned us about the folly of
putting a patch of new material upon an old
garment, or of putting new wine into old
bottles.
effectively as a patch or a crutch to the
编辑版word
且，无数实验证 明：自我概念一
旦改变，与这一新的自我概念相
一致的其他事情就可以轻而易
举、毫不 费力的完成。











已故普斯科特?莱基是自我
意象心理学的先驱之一，他在这< br>方面曾作过最早的也是最具说
服力的一系列实验。他把个性看
做是一个”思想体系”，其 中所有
的思想看上去必须是相互一致、
相互协调的。与该体系不一致的
思想一律受到排 斥，“不被相信”
并且不被用作行动的指南。看上
去与该系统相一致的思想则被
接受。 在这个思想体系中最中心
的—核心的思想是个人的“自我
理想”，他的“自我意象”或者
自我概念，其他的一切均建立在
这一基石货基础之上。莱基生前
是一位学校教师，因此，他有 机
会在几千名学生身上检验他的
理论。

same old self-image. In fact, it is literally
impossible to really think positively about a
particular situation, as long as you hold a
negative concept of self. And, numerous
experiments have shown that once the
concept of self is changed, other things
consistent with the new concept of self, are
accomplished easily and without strain.
One of the earliest and most
convincing experiments along this line was
conducted by the late Prescott Lecky, one of
the pioneers in self-image psychology.
Lecky conceived of the personality as a

be consistent with each other. Ideas which
are inconsistent with the system are
rejected, believed,and not acted
upon. Ideas which seem to be consistent
with the system are accepted. At the very
center of this system of ideas -- the
keystone -- the base upon which all else is
built, is the individual's ideal,his
or his conception of himself.
编辑版word





根据莱基的理论，如果一位
学生在学习某门功课有困难，这
可能是因为（从那个学生的角度看）他认为自己不合适于那门
课。然而莱基相信，如果你能够
改变使这个学生产生这种观点
的自我概念，那他对这门课的态
度就会随之改变。如果能说服这
个学生改变他的自我定 义，他的
学习能力也会随之发生改变。这
一点已经被证实。有个学生在
100个单词中 拼错55个，而且
由于多门功课不及格而失去了
一年学分的学生，但在第二年里
他的每 门平均成绩达到９１分，
并成为学校拼写最好者之一；一
位由于成绩不佳而从学院退学
的男生，进了哥伦比亚大学并成
为一名全优生。一位４次都没通
过拉丁文考试的女生，在与学校
顾问谈了三次话后，拉丁语课程
以８４分通过。，一位被一个测
试管理处断定为没有学 英语的
天赋的男生，第二年获得了文学
荣誉奖。

Lecky was a school teacher and had an
opportunity to test his theory upon
thousands of students.

Lecky theorized that if a student had
trouble learning a certain subject, it could
be because (from the student's point of
view) it would be inconsistent for him to
learn it. Lecky believed, however, that if you
could change the student's self-conception,
which underlies this viewpoint, his attitude
toward the subject would change
accordingly. If the student could be induced
to change his selfdefinition, his learning
ability should also change. This proved to be
the case. One student who misspelled 55
words out of a hundred and flunked so many
subjects that he lost credit for a year, made
a general average of 91 the next year and
became one of the best spellers in school. A
boy who was dropped from one college
because of poor grades, entered Columbia
and became a straight student. A girl
编辑版word








这些学生的问题并不是他
们笨或缺乏基本能力，而在于一
个他们有一个不正 确的自我意
象（“我没有学数学的头脑”，
“我天生不会拼写单词”）。他们
把自己 同他们的错误和失败“等
同”起来。他们不是说：“我那
次考试失败了”（这种说法是对
事实的描述），而是下结论的说：
“我是个失败者”。他们不是说：
“我那门功课不及格”， 而是说：
“我是个不及格的学生。”对于那
些有兴趣进一步了解莱基的工
作的人，我推 荐他们买一本他的
书：《自我一致，关于个性的一
种理论》，纽约岛屿出版社出版。














科学与科学态度

who had flunked Latin four times, after
three talks with the school counselor,
finished with a grade of 84. A boy who was
told by a testing bureau that he had no
aptitude for English, won honorable mention
the next year for a literary prize.
The trouble with these students was not
that they were dumb, or lacking in basic
aptitudes. The trouble was an inadequate
self-image (don't have a mathematical
mind
They with their mistakes and
failures. Instead of saying
(factual and descriptive) they concluded
am a failure.
that subjectthey said am a failure.
Instead of saying flunked that subject
they said
are interested in leaning more of Lecky's
work, I recommend securing a copy of his
book: self consistency, a Theory of
Personality. The Island Press, Now York, N.Y.

编辑版word
科学是关于自然的知识主
体，代表了人类集体 的努力，洞
察力，研究成果和智慧。科学并
不是什么新的事物，在有文字记
载的历史以 前，当人类最初发现
其周围反复出现的事物之间的
各种关系时，就有了科学的开
端。 通过对这些相互关系的仔
细观察，人们开始认识自然，而
由于自然的可靠性，他们发现自
己可以预测未来，从而有可能在
某种程度上控制他们的周围环
境。







在十六世纪，科学取得了最
大的进步， 那时的人们已经开始
就自然现象提出一些可以回答
的问题，开始用对秩序的规律系
统的 研究来代替迷信；那时，人
们除了使用逻辑外，还运用实验
来验证各种观点。 过去人们曾
试图用魔术和超自然的力量来
影响自然现象， 而现在他们用
科学来作指导 ，然而由于对科学
方法与思想的强烈的反对，进步
是缓慢的。

Science
Attitude
Science is the body of knowledge about
nature that represents the collective efforts,
insights, findings, and wisdom of the human
race. Science is not something new but had
its beginnings before recorded history when
humans first discovered reoccurring
and the Scientific
relationships around them. Through careful
observations of these relationships, they
began to know nature and, because of
nature's dependability, found they could
make predictions to enable some control
over their surroundings.
Science made its greatest headway
in the sixteenth century when people began
asking answerable questions about nature
-- when they began replacing superstition
by a systematic search for order -- when
experiment in addition to logic was used to
test ideas. Where people once tried to
influence natural events with magic and
编辑版word





大约在1510年 ，哥白尼
提出了太阳静止不动，地球绕太
阳旋转的观点。他驳斥了地球是
宇宙中心的观 点。经过几年的犹
豫，他发表了自己研究成果，但
还没等到他的书广泛流传，哥白
尼就 逝世了。他的书被认为是异
端的、危险的，并被教会禁锢了
二百年。在哥白尼之后一个世
纪，数学家布鲁诺被烧死在火刑
柱上——主要原因是他支持哥
白尼，认为太阳是一颗恒星，空
间是无限的。伽俐略因为普及哥
白尼的理论以及他对科学思想
的其它贡献而被关进监狱 。然
而，几两个世纪之后，哥白尼
的拥护者们似乎就无害了。













这种事情一个时代接一个
时代发生。在十九世纪初，地质
学家们因与《创世 纪》中所叙述
的有关创世观点相左而遭到强
烈遣责。可就在同一世纪稍晚些
时候，地质 学就安全了，但是有

并
supernatural forces, they now had science
关进化的理论依然遭到谴责，
to guide them. Advance was slow, however,
because of the powerful opposition to
scientific methods and ideas.
In about 1510 Copernicus
suggested that the sun was stationary and
that the earth revolved about the sun. He
refuted the idea that the earth was the
center of the universe. After years of
hesitation, he published his findings but
died before his book was circulated. His
book was considered heretical and
dangerous and was banned by the Church
for 200 years. A century after Copernicus,
the mathematician Bruno was burned at the
stake -- largely for supporting Copernicus,
suggesting the sun to be a star, and
suggesting that space was infinite. Galileo
was imprisoned for popularizing the
Copernican theory and for his other
contributions to scientific thought. Yet a
couple of centuries later, Copernican
advocates seemed harmless.
编辑版word
被禁止 教授。这种情况很可能继
续下去，因为“在通往未来大道
上的每一个十字路口，各种进步
精神都会遭到上千名受命维护
过去的卫道士们的反对”。每一
个时代都会有一批或更多叛逆< br>的知识分子在当时遭到迫害、谴
责，甚至是镇压；但在后来的岁
月，他们似乎无害，并且 在提高
人类条件上起着重要作用









科学的巨大成功导致人们
普遍产生了这样的一种信念，即科学家们已经制定出并且运用
了一种方法——一种在获得、组
织和运用新知识方面极为有效
的方法。十七世纪的著名科学家
伽俐略，通常被认为是“科学方
法之父。” 他的方法主要如下：





１、确认一个问题。

２、猜想一个答案。

３、预测猜想的结果
。
４、进行实验证明预测。

This happens age after age. In the
５、用公式表述能概括猜
early 1800s geologists met with violent
condemnation because they differed with
the Genesis account of creation. Later in the
same century, geology was safe, but
theories of evolution were condemned and
the teaching of them forbidden. This most
likely continues.
road that leads to the future, each
progressive spirit is opposed by a thousand
men appointed to guard the
age has one or more groups of intellectual
rebels who are persecuted, condemned, or
suppressed at the time; but to a later age,
they seem harmless and often essential to
the elevation of human conditions.
The enormous success of science has
led to the general belief that scientists have
developed and are employing a
a method that is extremely effective in
gaining, organizing, and applying new
knowledge. Galileo, famous scientist of the
1600s, is usually credited with being the
编辑版word
想、预测及实验结果这三大要素
的最简明的理论。







尽管这菜谱式的方法有一
点 的吸引力，但它并不是大多数
科学突破和发现的关键。反复试
验、事先不作猜测的实验、偶然< br>的发现以及其它的方法才是科
学上许多进步的原因所在。科学
的成功与其说取决于某种特 殊
的方法，不如说与科学家们所共
有的一种态度更有关系。这种态
度的实质就是探究、 实验和尊重
事实。如果一位科学家认为某种
观点是正确的，而随后又发现了
任何相反的 证据，他就会修改或
放弃这一观点。依照科学的精
神，不管提出这一观点的人有多
高的 声望，这个观点都必须修正
或放弃， 例如，深受人们尊重
的希腊哲学家亚里士多德说过，落体的降落速度与其重量成正
比。因为亚里士多德的巨大权
威，这一错的观点在２０００多
年的时间里一直被认为是正确
的。然而，依照科学的精神，单
单一次证实相反结论的实 验就
可胜过任何权威，不管该权威有
多高的声望，也不管他的追随者
和拥护者有多少。

of the Scientific
method is essentially as follows:
1. Recognize a problem.
2. Guess an answer.
3. Predict the consequences of the
guess.
4. Perform experiments to test
predictions.
5. Formulate the simplest theory
organizes the three main
ingredients:guess,prediction,experimental
outcome.
Although this cookbook method has a
certain appeal, to has not been the key to
most of the breakthroughs and discoveries
in science. Trial and error, experimentation
without guessing, accidental discovery, and
other methods account for much of the
progress in science. Rather than a particular
method, the success of science has more to
do with an attitude common to scientists.
This attitude is essentially one of inquiry,
experimentation, and humility before the
编辑版word





















科学家必须接受事实，即使
他们希望事实 不是如此。他们必
须竭尽全力把他们所看到的同
他们所希望看到的区分开来
——因为人 类具有很强的自欺
能力。人们往往倾向于未经彻底
询问它们正确与否，便采纳一般
的规 则、信仰、信念、理论和观
点，而且在它们被证明是毫无意
义的、错误的、或至少是可疑的之后，仍长久地保留不改。流传
最广的假定是最少受到怀疑的。
通常，当一种观点被接受之 后，
人们往往会特别注意那些似乎
是证实这一观点的事例，而那些
似乎是反驳它的事例 却被歪曲、
贬低或忽视。我们都深深地感
到，改变看法是一种虚弱的表
现。然而，有能 力的科学家必须
善于改变看法。这是因为科学所

facts. If a scientist holds an idea to be true
追求的不是保护我们的信念而
and finds any counterevidence whatever,
the idea is either modified or abandoned. In
the scientific spirit, the idea must be
modified or abandoned in spite of the
reputation of the person advocating it. As an
example, the greatly respected Greek
philosopher Aristotle said that falling bodies
fall at a speed proportional to their weight.
This false idea was held to be true for more
than 2,000 years because of Aristotle's
immense authority. In the scientific spirit,
however, a single verifiable experiment to
the contrary outweighs any authority,
regardless of reputation or the number of
followers and advocates.


Scientists must accept facts even when
they would like them to be different. They
must strive to distinguish between what
they see and what they wish to see -- for
humanity's capacity for self-deception is
编辑版word
是要改进我们的信念。只有那些
不迷恋流行观点的人才能创造
出更好的理论。




















在他们的职业之外，科学家
们并不比其他人生来就更诚实
或更讲道德。但在 他们职业范围
内，他们却是在一个极为重视诚
实的活动场所内工作。科学的基
本原则是 所有的断言都必须是
可检验的——它们至少在原则
上必须都能够被证明是错误的。
例如 ，若有人声称某种程序会有
某种结果，那么在原则上，就必
须能施行一种程序来证明或者
反驳这一断言。若被证实，那么
这一断言就被看作是有用的，并
且可作为一块垫脚石去获取更
多的知识。我们谁也没有时间、
精力和财力去验证每一个断言，
所以在大多数情况下， 我们必须

vast. People have traditionally tended to
相信某人的观点。不过，在判断
adopt general rules, beliefs, creeds,
theories, and ideas without thoroughly
questioning their validity and to retain them
long after they have been shown to be
meaningless, false, or at least questionable.
The most widespread assumptions are the
least questioned. Most often, when an idea
is adopted, particular attention is given to
cases that seem to support it, while cases
that seem to refute it are distorted,
belittled, or ignored. We feel deeply that it is
a sign of weakness to
Competent scientists, however, must be
expert at changing their minds. This is
because science seeks not to defend our
beliefs but to improve them. Better theories
are made by those who are not hung up on
prevailing ones.
Away from their
某人的话是否与另外一个的话
同样可靠，某个断言是否跟另 一
个断言一样正确的时候，我们必
须有一个标准，这个标准同样
是：断言必须能够被检 验的。为
了减少犯错误的可能性，科学家
们只接受那些观点、理论和研究
成果——即使 不能在实践中至
少也要在原则上——可以得到
检验。那些无法检验的推测则被
认为是不 科学的。这种做法具有
迫使科学家保持诚实的长远效
果——在科学家同行中广为宣
扬的 研究成果通常都会受到进
一步的检验。错误（和谎言）迟
早都会被发现， 如意算盘注定
要被揭穿。因此，对科学的发展
极为重要的诚实就成为与科学
家的自身利益密切相关的事情。









profession,

scientists are inherently no more honest or
ethical than other people. But in their
profession they work in an arena that puts a
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high premium on honesty. The cardinal rule
in science is that all claims must be testable
-- they must be capable, at least in
principle, of being proved wrong. For
example, if someone claims that a certain
procedure has a certain result, it must in
principle be possible to perform a procedure
that will either confirm or contradict the
claim. If confirmed, then the claim is
regarded as useful and a stepping- stone to
further knowledge. None of us has the time
or energy or resources to test every claim,
so most of the time we must take
somebody's word. However, we must have
some criterion for deciding whether one
person's word is as good as another's and
whether one claim is as good as another.
The criterion, again, is that the claim must
be testable. To reduce the likelihood of error,
scientists accept the word only of those
whose ideas, theories, and findings are
testable -- if not in practice then at least in
principle. Speculations that cannot be
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tested are regarded as This
has the long-run effect of compelling
honesty - findings widely publicized among
fellow scientists are generally subjected to
further testing. Sooner or later, mistake
(and lies) are bound to be found out; wishful
thinking is bound to be exposed. The
honesty so important to the progress of
science thus becomes a matter of
self- interest to scientists.












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大学英语精读第5册和第6册全文课文翻译

A Kind of Sermon
It is probably easier for teachers than
一番说教


for students to appreciate the reasons why

一旦在掌握了英语基本结
learning English seems to become
构和句型之后，再往下学习似乎
这其中的原
increasingly difficult once the basic
变得越来越困难了；
因，也许老师比学生更容易理
structures and patterns of the language
解。当学生们发现一个本该变得
越来越容易的学习过程似乎并
have been understood. Students are
未变的简单时，他们自然会感到
naturally surprised and disappointed to
惊讶并失望。

discover that a process which ought to


become simpler does not appear to do so.


It may not seem much consolation to

point out that the teacher, too,

在知道老师在其努力所产生
becomes frustrated when his efforts
的效果似乎不及一开始明显时
appear to produce less obvious results.
也会灰心丧气， 学生们并不感
到多少安慰。他发现那些学生很
He finds that students who were easy to
容易去教，因为他们能把所学的
teach, because they succeeded in putting
知识很快的用于实践；而现在，
他们面对大量未曾接触过的英
everything they had been taught into
语词汇和惯用法时会显得踌躇
不前，因为这些词汇和惯用法都
practice, hesitate when confronted with the
是基础教科书上所没有涉及的
vast untouched area of English vocabulary
内容。他看到学生们在挣扎，因
为他们本以为已经认识的语言
and usage which falls outside the scope of
现在看上去似乎是由种种令人
困惑不解的、在不同上下文中有
basic textbooks. He sees them struggling
不同含义的习语，陈词滥调和成
because the language they thought they
语组成的。很难让他们相信，他
们仍朝着流利的方向发展，并且
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knew now appears to consist of a
只要肯花时间和持之以恒，
他们英语一定会有所提高。
bewildering variety of idioms, clichéd and


accepted phrases with different meanings


in different contexts. It is hard to

convince them that they are still making


progress towards fluency and that their


English is certain to improve, given

time and dedication.


In such circumstances it is hardly
在此情况下，有些学生厌恶
而
surprising that some give up in disgust,
地放弃了学习并不出人意外；
另外一些学生则仍然满怀希望
while others still wait hopefully for the
地等待着老师像最初那样给他
们以满怀信心的指导。就教师来
teacher to give them the same confident
说，由于经常不得不去解释一些
他们就可能对
guidance he was able to offer them at first.
无法解释的东西，
同事们引用一些谚语来聊以自
The teacher, for his part, frequently reduced
慰，比如：“引马河边易，逼马
to trying to explain the inexplicable, may
饮水难” 或者引用一句虽语法
不严谨但比较尊重对方的话：
take refuge in quoting proverbs to his
“重要的不在于你说什么，而在
于你怎么说。”对这些话，他的
colleagues such as:
学生也许会反唇相讥道：我学的
water but you can't make him drink ” or,
越多，懂得越少。

more respectfully if less grammatically :”It


ain’t what you say, It's the way that you say


students might feel inclined to
事实当然并非如此。不管是
counter these with:
学生还是老师，他们都在经历着
这样一个认识过程，即我们在某
less I know.
种语言中所遇到的较复杂的语
言结构，在表达自己的意思来说
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因此它们的直接
Of course this is not true. What both
并非至关重要，
students and teachers are experiencing is
the recognition that the more complex
structures one encounters in a language are
not as vital to making oneself understood
and so have a less immediate field of
application. For the same reason, from the
teacher's point of view, selecting what
should be taught becomes a more difficult
task. It is much easier to get food of any
kind than to choose the dish you would most
like to eat on a given day from a vast menu.

Defining the problem is easier than
providing the solution. One can suggest that
students should spend two or three years in
an English-speaking country, which
amounts to washing one's hands of them.
Few students have the time or the money to
do that. It is often said that wide reading is
the time or the money to do that. It is often
said that wide reading is the best alternative
course of action but even here it is
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应用范围很少。出于同样的理
由，以教师的观点来看，选择适
当的教材就成了一项更为困难
的任务。比起在某个特定日子从
一份丰盛的菜单中选出你最想< br>吃的菜来，随便准备点吃的东西
要容易的多。












界 定问题比找出答案容易。
有人可能会建议学生去讲英语
的国家住两三年，这等于撒手不
管他们。没有几个学生有时间或
者有钱出国。人们常说：广泛阅
读是最佳选择方法，但即使在 这
一方面，读书也需要进行某些选
择。让学生走进图书馆随便拿起
他们遇到的第一本书 就读，这是
无用的。我的建议是：要读无需
查字典就能看懂的书（但并非一
看即懂的书 ）；读你感兴趣的书；
读有时间读的书（杂志和报纸而
不是长篇小说，除非你能在一周
左右的时间里读完它）；读当代
写的英文，而不是二百年前的；
要尽量多读并设法记住写作方
法，而不要拘泥于令你困惑的个
别单词。并且，除了读文章，我

nec essary to make some kind of selection. It
也可以说听。
is no use telling students to go to the library

and pick up the first book they come across.
My own advice to them would be:
what you can understand without having to
look up words in a dictionary (but not what
you can understand at a glance); read what
interests you; read what you have time for
(magazines and newspapers rather than
novels unless you can read the whole novel
in a week or so); read the English written
today, not 200 years ago; read as much as
you can and try to remember the way it was
written rather than individual words that
puzzled you.
just as well say

My advice to teachers would be similar
in a way. I would say
that anything will do, or that all language is
useful. It's no good relying on students to
express themselves without the right tools
for expression. It's still your duty to choose
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从某种意义上说，我对教
师的劝告也是相同的。我会说：
认为 什么教材都可以或任何语
言都有用，这种想法是没有好处
的。让学生没有掌握表达方法就
依靠自己去表达他们的思想是
无益的。在接近山顶时为学生们
选择最佳的攀登路线仍然是你< br>的责任，正像在山麓小丘处为他
们建议一条离开众人踏平的山
路而又走的通的捷径曾是你 的
责任一样。如果你所选的路线荆
棘丛生而难以举步，全队则需返

th e best path to follow near the top of the
回，而你就得另择佳途。你仍是
花钱雇用的向导和专家，而在某
mountain just as it was to propose a
个地方总能找到一条登顶之路。

practicable short-cut away from the beaten

track in the foothills. And if the path you
choose is too overgrown to make further
progress, the whole party will have to go
back and you will have to choose another
route. You are still the paid guide and expert
and there is a way to the top somewhere.


The Fifth Freedom
More than three centuries ago a handful
of pioneers crossed the ocean t Jamestown
and Plymouth in search of freedoms they
were unable to find in their own countries,
the freedoms of we still cherish today:
freedom from want, freedom from fear,
freedom of speech, freedom of religion.
Today the descendants of the early settlers,
and those who have joined them since, are
fighting to protect these freedoms at home
and throughout the world.
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第五种自由

三百多年前，少数早期拓荒
者为了寻求在他们自己的祖国
无法找到的自由，横渡大洋来到
詹姆斯敦和普列茅斯。也是我们< br>今天仍然格外珍惜的自由：免于
匮乏的自由，免于恐惧的自由，
言论自由以及宗教信仰的 自由。
如今这些拓荒者的后代以及后
来加入其行列的人们仍然在美
国国内和全世界为捍 卫这些自
由而战斗。









然而还有一个我们正面临
着丧失危险的第五种自由：达到自己最佳水平的自由，而这一自
由正是上述四种自由的基础。法
国作家圣 埃克休帕里把一个破

And yet there is a fifth freedom - basic
to those four - that we are in danger of
losing: the freedom to be one's best. St.
Exupery describes a ragged, sensitive-faced
Arab child, haunting the streets of a North
African town, as a lost Mozart: he would
never be trained or developed. Was he free?

there was still time; and nought will awaken
in you the sleeping poet or musician or
astronomer that possibly inhabited you
from the freedom to be
one's best is the chance for the
development of each person to his highest
power.

How is it that we in America have
begun to lose this freedom, and how can we
regain it for our nation's youth? I believe it
has started slipping away from us because
of three misunderstandings.
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衣烂衫但长相聪明伶俐，经常在
北非某市街头闲逛的阿拉伯少
年描写成一个被埋没的莫扎特：
他不可能受到训练或培养。这个
孩子自由吗？“也许你有着与 生
俱来的成为诗人、音乐家或天文
学家的潜能，但在时间还来得及
的时候，没有人拉你 一把，时机
一过，就再也无法唤醒在你身上
沉睡着的这些才能了。”达到自
己最佳水平 的自由是让每个人
把自己的能力发展到最高水平
的机会。









为什么我们在美国会开始
失去这一自由呢？我们怎样才
能为我国的青年人重新获得这
一自由呢？我认为它之所以 开
始从我们身边悄然离去，是因为
存在着以下三种误解。





第一种误解是对民主含义
的误解。费城的一所名牌中学的
校长被 迫大声疾呼，号召人们反
对一种观点，即为一些出类拔萃
的学生实施一份特殊的教学大
纲是不民主的。再如，当孟菲斯
的一所教学质量好的私立学校
在不久前停办时，一些有识之士< /p>

First, the misunderstanding of the
极力主张将其纳入公立学校系
meaning of democracy. The principal of a
great Philadelphia high school is driven to
cry for help in combating the notion that it is
undemocratic to run a special program of
studies for outstanding boys and girls.
Again, when a good independent school in
Memphis recently closed, some thoughtful
citizens urged that it be taken over by the
public school system and used for boys and
girls of high ability, what it have entrance
requirements and give an advanced
program of studies to superior students who
were interested and able to take it. The
proposal was rejected because it was
undemocratic! Thus, courses are geared to
the middle of the class. The good student is
unchallenged, bored. The loafer receives his
passing grade. And the lack of an
outstanding course for the outstanding
student, the lack of a standard which a boy
or girl must meet, passes for democracy.

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统，从而培养才智高的学生；他
们还主张要设入学条件并为有
兴趣、又有接受能力的优秀学生
提供高级研修课程。这项建议竟
遭反对，理由是这样做不民主 ！
据此，课程均被定位在中等难
度。好学生未受到挑战，对学习
感到厌倦，差生也能及 格。没有
为优等生开设的高水平课程，没
有一个所有学生都必须达到的
标准，反而被认 为是民主。


















第二种误解是对什么能够带
来幸福的误解。我们公开宣称我
们当今文化的目标是追求安 逸
和物质享受：每天工作的时间越
来越短，每周工作的天数越来越
少，成绩越来越少， 报酬却要越
来越多；姑息的借口越来越多，
实实在在的要求越来越少。反映
到我们的学 校里便是教鞭的消
失和精神病专家的出现。过去的
教鞭自然有它的缺点，如今的精

但是趋
The second misunderstanding concerns
神病专家自有他的优点。
what makes for happiness. The aims of our
present-day culture are avowedly ease and
material well-being: shorter hours; a
shorter week; more return for less
accomplishment; more softsoap excuses
and fewer honest, realistic demands. In our
schools this is reflected by the vanishing
hickory stick and the emerging psychiatrist.
The hickory stick had its faults, and the
psychiatrist has his strengths. But hickory
stick had its faults, and the psychiatrist has
his strengths. But the trend is clear. Tout
comprendre
understand
c'est tout pardoner
is to
(To
everything excuse
everything). Do we really believe that our
softening standards bring happiness? Is it
our sound and considered judgment that
the tougher subjects of the classics and
mathematics should be thrown aside, as
suggested by some educators, for
doll- playing? Small wonder that Charles
Malik, Lebanese delegate at the U.N.,
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势是显而易见的。Ｔｏｕｒ ｃ
ｏｍｐｒｅｎｄ ｃ’ｅｓｔ
ｐａｒｄｏｎｅｒ（理 解一切即
原谅一切）。难道我们真的相信
我们降低了标准就能带来幸
福？难道像某些教 育专家建议
的那样，把古典文学和数学这些
难学的科目弃之一边，而代之以
像耍玩偶一 样轻松的课程，是我
们经过深思熟虑作出的判断？
难怪黎巴嫩驻联合国代表查尔
斯·马 立克会这样写道： “在西
方”（美国）“道德品质正在削
弱”。（我们的）领导面对时代提< br>出的种种前所未有的挑战似乎
显得无能为力。”


















最后一种误解是对价值观的误
解。这 里列举的是过去五十年里
在师范教育界最具影响的几项
信仰：没有永恒的真理；没有绝
对的道德准则；上帝是不存在
的。然而人类全部的历史告诉我

writes:
们：否定这些基本原则，把个人
States) .
(Our) leadership does not seem to be
adequate to the unprecedented challenges
of the age.
The last misunderstanding is in the
area of values. Here are some of the most
influential tenets of teacher education over
the past fifty years: there is no eternal
truth; there is no absolute moral law; there
is no God. Yet all of history has taught us
that the denial of these ultimates, the
placement of man or state at the core of the
universe, results in a paralyzing mass
selfishness; and the first signs of it are
already frighteningly evident.
Arnold Toynbee has said that all
progress, all development come from
challenge and a consequent response.
Without challenge there is no response, no
development, no freedom. So first we owe
to our children the most demanding,
challenging curriculum that is within their
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或国家置于宇宙的中心，将导致
整个世界陷于瘫痪的、无处不在的自私自利；这方面最先表现出
来的迹象已经十分明显，达到了
令人吃惊的地步。






阿诺德 汤因比曾经说，一 切
进步，一切发展均来自挑战以及
由此引起的相应反应。没有挑战
就没有反应，没有进 步，没有自
由。因此，首先我们在我们的孩
子能力所允许的范围内，为他们
提供最需要 ，最具挑战性的的课
程。米开朗基罗不是靠心不在焉
的乱画学会绘画的，莫扎特要是
整 天在电视机前消磨时光，就不
可能在八岁就成为造诣颇深的
钢琴家。正像伊芙·居里和海
伦·凯勒一样，他们都是以严格
的训练来面对生活中挑战，从而
获得了一种新的自由。













我们可以给我们的男孩女孩

capabilities. Michelangelo did not learn to
们提供的第二个机会是有失败
paint by spending his time doodling. Mozart
was not an accomplished pianist at the age
of eight as the result or spending his days in
front of a television set. Like Eve Curie, like
Helen Keller, they responded to the
challenge of their lives by a disciplined
training: and they gained a new freedom.

The second opportunity we can give our
boys and girls is the right to failure.

writes De Nouy. What kind of a test is it,
what kind of freedom where no one can fail?
The day is past when the United States can
afford to give high school diplomas to all
who sit through four years of instruction,
regardless of whether any visible results can
be discerned. We live in a narrowed world
where we must be alert, awake to realism;
and realism demands a standard which
either must be met or result in failure. These
are hard words, but they are brutally true. If
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的权利。 “自由不仅仅是一种
特权，而且也是 一种考验，”
德·纽伊写道。一个不允许失败
的考验是一种什么样的考验，什
么样的自 由呢？美国可以向所
有在高中读完四年而不管其是
否取得任何明显结果的学生发
放毕业 证书的日子已经一去不
复返了。我们生活在一个变得越
来越小的世界里，我们必须对现
实主义保持警觉，有所认识；而
现实主义所要求树立一个或必
须达到货导致失败的标准。这种< br>说法过于严酷，但却是严峻的事
实。如果剥夺了我们的孩子失败
的权力，也就是剥夺了他 们认识
真实世界的权力。












最后，我们应让孩子们全面
了解一下我们已经发现的最好
的价值观。把我们的生活与各个
时代的事实联系起来，以历史所< br>证实的最正确的价值观来评价
我们的人生观，也许这样我们就
能够使他们得到那种“时时 在耳
边回响的启示，这启示内容丰
富，闪烁着真理的光辉，令人心
悦诚服，感人至深而 又激发斗
志，让人终生受用不尽。”这就

力量和领
we deprive our children of the right to fail we
是那种可以带来欢乐、
deprive them of their knowledge of the
world as it is.

Finally, we can expose our children to
the best values we have found. By relating
our lives to the evidences of the ages, by
judging our philosophy in the light of values
that history has proven truest, perhaps we
shall be able to produce that
message, full of content and truth,
satisfying the mind, appealing to the heart,
firing the will, a message on which one can
stake his whole is the message
that could mean joy and strength and
leadership -- freedom as opposed to
serfdom.


Your Key to a Better Life
The most important psychological of
this century is the discovery of the

编辑版word
导能力，也就是自由而不是被奴
役的启示。










美好生活的秘决

这个世纪最重要的心理学
发现就 是“自我意象”。无论我
们意识到与否，我们每个人大脑
中都有一幅关于自己的蓝图或
画像。在我们有意识地凝视之
下，它也许是模糊不清的。事实
上，我们也许根本无法有意识地< br>去认识它。但它确实是存在的，
每一个细节都完整无缺。这个自
我意象就是“我是怎样一 种人”
的自我概念。它建立在我们的自
己信念之上。但是，这些自我信
念大部分是根据 我们过去的经
历、特别是根据童年时期的种种
经历在不知不觉中形成的。我们
自己的信 念是在无意识中通过
我们过去的经验、我们的成功和
失败、我们遭受的屈辱、我们的
胜 利以及别人对我们所作出的
反应，尤其是在儿童时期对我们
的反应等等形成的。根据所有这些以往的经历，我们在大脑中建
立了一个“自我”（或一幅自我画
像）。就我们自己而言， 一旦关
于我们自己的某种想法和信念
进入到这幅图象当中，，它就变

e ach of us carries about with us a mental
成了“真实的”。我们从不怀疑它
blueprint or picture of ourselves. It may be
vague and ill-defined to our conscious gaze.
In fact, it may not be consciously
recognizable at all. But it is there, complete
down to the last detail. This self-image is
our own conception of the
has been built up from our own
beliefs about ourselves. But most of these
beliefs about ourselves have unconsciously
been formed our past experiences, our
successes and failures, our humiliations, our
triumphs, and the way other people have
reacted to us, especially in early childhood.
From all these we mentally construct a

or a belief about ourselves goes into this
picture it becomes as far as we
personally are concerned. We do not
question its validity, but proceed to act upon
it just as if it were true.
This self- image becomes a golden key
to living a better life because of two
编辑版word
是否可信，而是按此行事，就好
像它是真的一样。










这一自我意象由于有了两
个重要的发现而变成了打开通
往更美好生活之门的金钥匙：



１、你所有的行动、情感、
举止—甚至你的能力—都始终
与这一自我意象保持一致。


简而言之，你把自己想象成
怎样一种人，你就会怎样行动。
不仅如 此，无论你有多大的意志
力或作出怎样有意识的努力，你
都不可能有其他的行为模式。不
管一个人有多么良好的愿望或
坚强的意志力，如果他把自己想
象成一个’失败型的人”,他就 会
找到某种办法失败，即使机会已
经来临他也不会抓住。一位认定
自己是不公正行为的 受害者的
人，一位“注定要吃苦的人”，总
会找到各种环境来证实他的观
点。

important discoveries:
1. All your actions, feelings, behavior --
even your abilities -- are always consistent
with this self-image.
In short, you will the sort of
person you conceive yourself to be. Not only
this, but you literally cannot act otherwise,
in spite of all your conscious efforts or will
power. The man who conceives himself to be
a
fail, in spite of all his good intentions, or his
will power, even if opportunity is literally
dumped in his lap. The person who
conceives himself to be a victim of injustice,
one was meant to sufferwill
invariably find circumstances to verify his
opinions.
The self-image is a a
base, or a foundation upon which your
entire personality, your behavior, and even
your circumstances are built. Because of
this our experiences seem to verify, and
thereby strengthen our self-images, and a
编辑版word






自我意象 是一个“前提”，一
个根据，或者一种基础，在此之
上建立起你全部个性、你的行为
甚 至你的生活环境。由此，我们
的种种经历似乎证实并因此而
加强了我们的自我意象。于是，一种恶性-或者良性-循环便就
此形成了。



例 如，一位把自己看作“F”
型学生的男孩，或者“数学上
很笨”的学生，总会发现他的
成绩单往往证明他判断是正确
的。于是他便有了“证据”。一位
自认为没人喜欢的女孩会发现< br>自己在学校的舞会上的确没有
人理睬。但这种冷遇完全是她
自己造成的。她那一副愁眉苦
脸的表情、她那种总像是做了
错事似得态度，她那种想讨好
别人的焦急的样子，或者也 许
是她对于那些她以为会当面羞
辱她的人的无意识的敌意，这
一切把她本应能够吸引过 来的
人都赶走了。同样地，一位推
销员或一位商人也会发现他实
际经历趋向于“证明” 他的自我
意象是正确无误的。

vicious or a beneficent cycle, as the case
may be, is set up.


For example, a schoolboy who sees
himself as an

that his report card bears him out. He then
has
of herself as the sort of person nobody likes,
will find indeed that she is avoided at the
school dance. She literally invites rejection.
Her woebegone expression, her hang-dog
manner, her over-anxiousness to please, or
perhaps her unconscious hostility towards
those she anticipates will affront her - all act
to drive away those whom she would
attract. In the same manner, a salesman or
a businessman will also find that his actual
experiences tend to
is correct.
Because of this objective
seldom occurs to a person that his trouble
编辑版word




由于有这个客观“证剧”，一
个人就很难想到他的问题在于
他的自我意象或 者他对自己的
评价。告诉那位男生他只是“认
为”自己无法学会代数，他就会
怀疑你神 志是否正常。他已经
尝试过很多次，可成绩单依然
是不及格。告诉那位推销员，
他挣的 钱不会超过某个数额只
是他的一种想法，他就会拿出
他的订单证明你错了。他非常
清楚 的知道他曾经多么艰苦的
努力尝试但却遭到了失败。然
而，就象我们将要看到的那样，
在他们被说服并改变了他们的
自我意象之后，学生的成绩和
推销员的业务能力便都发生了
几乎是奇迹般地变化。









２、自我意象能被改变。
无数例子表明，任何人，无论
年龄大小 ，都可改变自我意象
并由此开始一种新的生活。
一个似乎很难以改变自己
的习惯、个 性或生活方式，原因
之一是：到目前为止，几乎所有
试图改变的努力可以说都是对
准了 自我的外围，而不是中心进
行的。无数病人对我说过诸如此

lies in his self-image or his own evaluation of
类的话： “如果你谈的是‘积极
himself. Tell the schoolboy that he only

will doubt your sanity. He has tried and
tried, and still his report card tells the story.
Tell the salesman that it is only an idea that
he cannot earn more than a certain figure,
and he can prove you wrong by his order
book. He knows only too well how hard he
has tried and failed. Yet, as we shall see
later, almost miraculous changes have
occurred both in grades of students, and in
the earning capacity of salesmen - when
they were prevailed upon to change their
self-images.
2. The self-image can be changed.
Numerous case histories have shown that
one is never too young nor too old to change
his self-image and thereby start to live a
new life.
One of the reasons it has seemed so
difficult for a person to change his habits,
his personality, or his way of life, has been
编辑版word
思维’那我以前已经尝试过了，它
对我无效。”然而，只需稍加询
问就会发现，这些人要么把所用
的“积极思维”或他们想要用的
“积极思维”，只是针对某些特定
的外部环境，或是用于某一特定
的习惯或性格缺陷（ “我要得到
那份工作”“以后我要更加冷静、
放松” “这次商业冒险会对我有
利”等 等）。但是他们从未想过要
改变将要去完成这些事情的“自
我”的看法。





















耶稣曾警告我们，把新布补
在旧衣上或是把新酒倒入旧瓶
中都是愚蠢的。 “积极思维 ”当
做一块补丁或一根拐杖，加在原
来那个旧的自我意象上是不会
有作用的。事实上， 只要你对自
我持否定态度，你就不可能会真

而
that heretofore nearly all efforts at change
正的积极思考某个具体问题。
have been directed to the circumference of
the self, so to speak, rather than to the
center. Numerous patients have said to me
something like the following: you are
talking about 'positive thinking', I've tried
that before, and it just doesn't work for me.
However, a little questioning invariably
brings out that these individuals have
employed
to employ it, either upon particular external
circumstances, or upon some particular
habit or character defect (will get that
job.
future.
right for me,etc.) But they had never
thought to change their thinking of the

Jesus warned us about the folly of
putting a patch of new material upon an old
garment, or of putting new wine into old
bottles.
effectively as a patch or a crutch to the
编辑版word
且，无数实验证 明：自我概念一
旦改变，与这一新的自我概念相
一致的其他事情就可以轻而易
举、毫不 费力的完成。











已故普斯科特?莱基是自我
意象心理学的先驱之一，他在这< br>方面曾作过最早的也是最具说
服力的一系列实验。他把个性看
做是一个”思想体系”，其 中所有
的思想看上去必须是相互一致、
相互协调的。与该体系不一致的
思想一律受到排 斥，“不被相信”
并且不被用作行动的指南。看上
去与该系统相一致的思想则被
接受。 在这个思想体系中最中心
的—核心的思想是个人的“自我
理想”，他的“自我意象”或者
自我概念，其他的一切均建立在
这一基石货基础之上。莱基生前
是一位学校教师，因此，他有 机
会在几千名学生身上检验他的
理论。

same old self-image. In fact, it is literally
impossible to really think positively about a
particular situation, as long as you hold a
negative concept of self. And, numerous
experiments have shown that once the
concept of self is changed, other things
consistent with the new concept of self, are
accomplished easily and without strain.
One of the earliest and most
convincing experiments along this line was
conducted by the late Prescott Lecky, one of
the pioneers in self-image psychology.
Lecky conceived of the personality as a

be consistent with each other. Ideas which
are inconsistent with the system are
rejected, believed,and not acted
upon. Ideas which seem to be consistent
with the system are accepted. At the very
center of this system of ideas -- the
keystone -- the base upon which all else is
built, is the individual's ideal,his
or his conception of himself.
编辑版word





根据莱基的理论，如果一位
学生在学习某门功课有困难，这
可能是因为（从那个学生的角度看）他认为自己不合适于那门
课。然而莱基相信，如果你能够
改变使这个学生产生这种观点
的自我概念，那他对这门课的态
度就会随之改变。如果能说服这
个学生改变他的自我定 义，他的
学习能力也会随之发生改变。这
一点已经被证实。有个学生在
100个单词中 拼错55个，而且
由于多门功课不及格而失去了
一年学分的学生，但在第二年里
他的每 门平均成绩达到９１分，
并成为学校拼写最好者之一；一
位由于成绩不佳而从学院退学
的男生，进了哥伦比亚大学并成
为一名全优生。一位４次都没通
过拉丁文考试的女生，在与学校
顾问谈了三次话后，拉丁语课程
以８４分通过。，一位被一个测
试管理处断定为没有学 英语的
天赋的男生，第二年获得了文学
荣誉奖。

Lecky was a school teacher and had an
opportunity to test his theory upon
thousands of students.

Lecky theorized that if a student had
trouble learning a certain subject, it could
be because (from the student's point of
view) it would be inconsistent for him to
learn it. Lecky believed, however, that if you
could change the student's self-conception,
which underlies this viewpoint, his attitude
toward the subject would change
accordingly. If the student could be induced
to change his selfdefinition, his learning
ability should also change. This proved to be
the case. One student who misspelled 55
words out of a hundred and flunked so many
subjects that he lost credit for a year, made
a general average of 91 the next year and
became one of the best spellers in school. A
boy who was dropped from one college
because of poor grades, entered Columbia
and became a straight student. A girl
编辑版word








这些学生的问题并不是他
们笨或缺乏基本能力，而在于一
个他们有一个不正 确的自我意
象（“我没有学数学的头脑”，
“我天生不会拼写单词”）。他们
把自己 同他们的错误和失败“等
同”起来。他们不是说：“我那
次考试失败了”（这种说法是对
事实的描述），而是下结论的说：
“我是个失败者”。他们不是说：
“我那门功课不及格”， 而是说：
“我是个不及格的学生。”对于那
些有兴趣进一步了解莱基的工
作的人，我推 荐他们买一本他的
书：《自我一致，关于个性的一
种理论》，纽约岛屿出版社出版。














科学与科学态度

who had flunked Latin four times, after
three talks with the school counselor,
finished with a grade of 84. A boy who was
told by a testing bureau that he had no
aptitude for English, won honorable mention
the next year for a literary prize.
The trouble with these students was not
that they were dumb, or lacking in basic
aptitudes. The trouble was an inadequate
self-image (don't have a mathematical
mind
They with their mistakes and
failures. Instead of saying
(factual and descriptive) they concluded
am a failure.
that subjectthey said am a failure.
Instead of saying flunked that subject
they said
are interested in leaning more of Lecky's
work, I recommend securing a copy of his
book: self consistency, a Theory of
Personality. The Island Press, Now York, N.Y.

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科学是关于自然的知识主
体，代表了人类集体 的努力，洞
察力，研究成果和智慧。科学并
不是什么新的事物，在有文字记
载的历史以 前，当人类最初发现
其周围反复出现的事物之间的
各种关系时，就有了科学的开
端。 通过对这些相互关系的仔
细观察，人们开始认识自然，而
由于自然的可靠性，他们发现自
己可以预测未来，从而有可能在
某种程度上控制他们的周围环
境。







在十六世纪，科学取得了最
大的进步， 那时的人们已经开始
就自然现象提出一些可以回答
的问题，开始用对秩序的规律系
统的 研究来代替迷信；那时，人
们除了使用逻辑外，还运用实验
来验证各种观点。 过去人们曾
试图用魔术和超自然的力量来
影响自然现象， 而现在他们用
科学来作指导 ，然而由于对科学
方法与思想的强烈的反对，进步
是缓慢的。

Science
Attitude
Science is the body of knowledge about
nature that represents the collective efforts,
insights, findings, and wisdom of the human
race. Science is not something new but had
its beginnings before recorded history when
humans first discovered reoccurring
and the Scientific
relationships around them. Through careful
observations of these relationships, they
began to know nature and, because of
nature's dependability, found they could
make predictions to enable some control
over their surroundings.
Science made its greatest headway
in the sixteenth century when people began
asking answerable questions about nature
-- when they began replacing superstition
by a systematic search for order -- when
experiment in addition to logic was used to
test ideas. Where people once tried to
influence natural events with magic and
编辑版word





大约在1510年 ，哥白尼
提出了太阳静止不动，地球绕太
阳旋转的观点。他驳斥了地球是
宇宙中心的观 点。经过几年的犹
豫，他发表了自己研究成果，但
还没等到他的书广泛流传，哥白
尼就 逝世了。他的书被认为是异
端的、危险的，并被教会禁锢了
二百年。在哥白尼之后一个世
纪，数学家布鲁诺被烧死在火刑
柱上——主要原因是他支持哥
白尼，认为太阳是一颗恒星，空
间是无限的。伽俐略因为普及哥
白尼的理论以及他对科学思想
的其它贡献而被关进监狱 。然
而，几两个世纪之后，哥白尼
的拥护者们似乎就无害了。













这种事情一个时代接一个
时代发生。在十九世纪初，地质
学家们因与《创世 纪》中所叙述
的有关创世观点相左而遭到强
烈遣责。可就在同一世纪稍晚些
时候，地质 学就安全了，但是有

并
supernatural forces, they now had science
关进化的理论依然遭到谴责，
to guide them. Advance was slow, however,
because of the powerful opposition to
scientific methods and ideas.
In about 1510 Copernicus
suggested that the sun was stationary and
that the earth revolved about the sun. He
refuted the idea that the earth was the
center of the universe. After years of
hesitation, he published his findings but
died before his book was circulated. His
book was considered heretical and
dangerous and was banned by the Church
for 200 years. A century after Copernicus,
the mathematician Bruno was burned at the
stake -- largely for supporting Copernicus,
suggesting the sun to be a star, and
suggesting that space was infinite. Galileo
was imprisoned for popularizing the
Copernican theory and for his other
contributions to scientific thought. Yet a
couple of centuries later, Copernican
advocates seemed harmless.
编辑版word
被禁止 教授。这种情况很可能继
续下去，因为“在通往未来大道
上的每一个十字路口，各种进步
精神都会遭到上千名受命维护
过去的卫道士们的反对”。每一
个时代都会有一批或更多叛逆< br>的知识分子在当时遭到迫害、谴
责，甚至是镇压；但在后来的岁
月，他们似乎无害，并且 在提高
人类条件上起着重要作用









科学的巨大成功导致人们
普遍产生了这样的一种信念，即科学家们已经制定出并且运用
了一种方法——一种在获得、组
织和运用新知识方面极为有效
的方法。十七世纪的著名科学家
伽俐略，通常被认为是“科学方
法之父。” 他的方法主要如下：





１、确认一个问题。

２、猜想一个答案。

３、预测猜想的结果
。
４、进行实验证明预测。

This happens age after age. In the
５、用公式表述能概括猜
early 1800s geologists met with violent
condemnation because they differed with
the Genesis account of creation. Later in the
same century, geology was safe, but
theories of evolution were condemned and
the teaching of them forbidden. This most
likely continues.
road that leads to the future, each
progressive spirit is opposed by a thousand
men appointed to guard the
age has one or more groups of intellectual
rebels who are persecuted, condemned, or
suppressed at the time; but to a later age,
they seem harmless and often essential to
the elevation of human conditions.
The enormous success of science has
led to the general belief that scientists have
developed and are employing a
a method that is extremely effective in
gaining, organizing, and applying new
knowledge. Galileo, famous scientist of the
1600s, is usually credited with being the
编辑版word
想、预测及实验结果这三大要素
的最简明的理论。







尽管这菜谱式的方法有一
点 的吸引力，但它并不是大多数
科学突破和发现的关键。反复试
验、事先不作猜测的实验、偶然< br>的发现以及其它的方法才是科
学上许多进步的原因所在。科学
的成功与其说取决于某种特 殊
的方法，不如说与科学家们所共
有的一种态度更有关系。这种态
度的实质就是探究、 实验和尊重
事实。如果一位科学家认为某种
观点是正确的，而随后又发现了
任何相反的 证据，他就会修改或
放弃这一观点。依照科学的精
神，不管提出这一观点的人有多
高的 声望，这个观点都必须修正
或放弃， 例如，深受人们尊重
的希腊哲学家亚里士多德说过，落体的降落速度与其重量成正
比。因为亚里士多德的巨大权
威，这一错的观点在２０００多
年的时间里一直被认为是正确
的。然而，依照科学的精神，单
单一次证实相反结论的实 验就
可胜过任何权威，不管该权威有
多高的声望，也不管他的追随者
和拥护者有多少。

of the Scientific
method is essentially as follows:
1. Recognize a problem.
2. Guess an answer.
3. Predict the consequences of the
guess.
4. Perform experiments to test
predictions.
5. Formulate the simplest theory
organizes the three main
ingredients:guess,prediction,experimental
outcome.
Although this cookbook method has a
certain appeal, to has not been the key to
most of the breakthroughs and discoveries
in science. Trial and error, experimentation
without guessing, accidental discovery, and
other methods account for much of the
progress in science. Rather than a particular
method, the success of science has more to
do with an attitude common to scientists.
This attitude is essentially one of inquiry,
experimentation, and humility before the
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科学家必须接受事实，即使
他们希望事实 不是如此。他们必
须竭尽全力把他们所看到的同
他们所希望看到的区分开来
——因为人 类具有很强的自欺
能力。人们往往倾向于未经彻底
询问它们正确与否，便采纳一般
的规 则、信仰、信念、理论和观
点，而且在它们被证明是毫无意
义的、错误的、或至少是可疑的之后，仍长久地保留不改。流传
最广的假定是最少受到怀疑的。
通常，当一种观点被接受之 后，
人们往往会特别注意那些似乎
是证实这一观点的事例，而那些
似乎是反驳它的事例 却被歪曲、
贬低或忽视。我们都深深地感
到，改变看法是一种虚弱的表
现。然而，有能 力的科学家必须
善于改变看法。这是因为科学所

facts. If a scientist holds an idea to be true
追求的不是保护我们的信念而
and finds any counterevidence whatever,
the idea is either modified or abandoned. In
the scientific spirit, the idea must be
modified or abandoned in spite of the
reputation of the person advocating it. As an
example, the greatly respected Greek
philosopher Aristotle said that falling bodies
fall at a speed proportional to their weight.
This false idea was held to be true for more
than 2,000 years because of Aristotle's
immense authority. In the scientific spirit,
however, a single verifiable experiment to
the contrary outweighs any authority,
regardless of reputation or the number of
followers and advocates.


Scientists must accept facts even when
they would like them to be different. They
must strive to distinguish between what
they see and what they wish to see -- for
humanity's capacity for self-deception is
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是要改进我们的信念。只有那些
不迷恋流行观点的人才能创造
出更好的理论。




















在他们的职业之外，科学家
们并不比其他人生来就更诚实
或更讲道德。但在 他们职业范围
内，他们却是在一个极为重视诚
实的活动场所内工作。科学的基
本原则是 所有的断言都必须是
可检验的——它们至少在原则
上必须都能够被证明是错误的。
例如 ，若有人声称某种程序会有
某种结果，那么在原则上，就必
须能施行一种程序来证明或者
反驳这一断言。若被证实，那么
这一断言就被看作是有用的，并
且可作为一块垫脚石去获取更
多的知识。我们谁也没有时间、
精力和财力去验证每一个断言，
所以在大多数情况下， 我们必须

vast. People have traditionally tended to
相信某人的观点。不过，在判断
adopt general rules, beliefs, creeds,
theories, and ideas without thoroughly
questioning their validity and to retain them
long after they have been shown to be
meaningless, false, or at least questionable.
The most widespread assumptions are the
least questioned. Most often, when an idea
is adopted, particular attention is given to
cases that seem to support it, while cases
that seem to refute it are distorted,
belittled, or ignored. We feel deeply that it is
a sign of weakness to
Competent scientists, however, must be
expert at changing their minds. This is
because science seeks not to defend our
beliefs but to improve them. Better theories
are made by those who are not hung up on
prevailing ones.
Away from their
某人的话是否与另外一个的话
同样可靠，某个断言是否跟另 一
个断言一样正确的时候，我们必
须有一个标准，这个标准同样
是：断言必须能够被检 验的。为
了减少犯错误的可能性，科学家
们只接受那些观点、理论和研究
成果——即使 不能在实践中至
少也要在原则上——可以得到
检验。那些无法检验的推测则被
认为是不 科学的。这种做法具有
迫使科学家保持诚实的长远效
果——在科学家同行中广为宣
扬的 研究成果通常都会受到进
一步的检验。错误（和谎言）迟
早都会被发现， 如意算盘注定
要被揭穿。因此，对科学的发展
极为重要的诚实就成为与科学
家的自身利益密切相关的事情。









profession,

scientists are inherently no more honest or
ethical than other people. But in their
profession they work in an arena that puts a
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high premium on honesty. The cardinal rule
in science is that all claims must be testable
-- they must be capable, at least in
principle, of being proved wrong. For
example, if someone claims that a certain
procedure has a certain result, it must in
principle be possible to perform a procedure
that will either confirm or contradict the
claim. If confirmed, then the claim is
regarded as useful and a stepping- stone to
further knowledge. None of us has the time
or energy or resources to test every claim,
so most of the time we must take
somebody's word. However, we must have
some criterion for deciding whether one
person's word is as good as another's and
whether one claim is as good as another.
The criterion, again, is that the claim must
be testable. To reduce the likelihood of error,
scientists accept the word only of those
whose ideas, theories, and findings are
testable -- if not in practice then at least in
principle. Speculations that cannot be
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tested are regarded as This
has the long-run effect of compelling
honesty - findings widely publicized among
fellow scientists are generally subjected to
further testing. Sooner or later, mistake
(and lies) are bound to be found out; wishful
thinking is bound to be exposed. The
honesty so important to the progress of
science thus becomes a matter of
self- interest to scientists.












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