Unit 10-The Role of Academy in Times of Crisis英语课件
海南省农垦实验中学-奖金税率
高等学校研究生英语综合教程（上）--- Unit 6
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Unit Ten
The opportunity to
receive higher education is a privilege that
brings with it
responsibilities. The President
of Princeton University talks about this in her
inaugural
speech.
THE ROLE OF ACADEMY
IN TIMES OF CRISIS
Shirley M. Tilghman
1 Today the academy holds a highly privileged
place in American society because of
a about
the long-standing national consensus about the
value of education. One of my
predecessors,
President Harold Dodds, said in his inaugural
address in 1933 that
country spends money for
education, public or private, so lavishly as does
the United
States. Americans have an almost
childlike faith in what formal education can do
for
them.
creative and diverse cultural
life, its is national security and the robustness
of its
democratic institutions owe much to the
quality of institutions of higher education.
2 Our society’s confidence in its institutions
of higher education is expressed through
the
generous investments of the federal and state
government in basic and applied
research,
investment that wisely couple support for research
with support for graduate
education. It is
also expresses through federal and state
investments that subsidize
the cost of higher
education for those who cannot afford to pay,
investments by
private foundations and
charities who see colleges and universities as the
best routes
for achieving their strategic
goals, and investments by individuals and by the
private
sector, who see universities as the
incubators of future health and prosperity. In
return
for this broad support, society
rightfully expects certain things from us. It
expects the
generation of new ideas and the
discovery of new knowledge, the exploration of
complex issues in an open and collegial manner
and the preparation of the next
generation of
citizens and leaders. In times of trouble, it is
especially important that we
live up to these
expectations.
3 The medieval image of the
university as an ivory tower, with scholars turned
inward
in solitary contemplation, immunized
from the cares of the day, is an image that has
been superseded by the modern university
constructed not of ivory, but of a highly
porous material, one that allows free
diffusion in both directions. The academy is of
the world, not apart from it. Its ideals,
crafted over many generations, are meant to
suffuse the national consciousness. Its
scholars and teachers are meant to move in
高等学校研究生英语综合教程（上）--- Unit 6
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and out of the academy in pursuit of
opportunities to use their expertise in public
service, in pursuit of creative work that will
give us illumination and insight and in
pursuit of ways to turn laboratory discoveries
into useful things. Our students engage
the
world with a strong sense of civic responsibility,
and when they graduate they
become alumni who
do the same. This is as it should be.
4
The search for new ideas and knowledge is not and
cannot be motivated by
utilitarian concerns.
Rather it depends on the ability to think in new
and creative ways.
When the Nobel laureate
John Nash developed the mathematical concepts
underlying non- cooperative game theory8 as a
graduate student at Princeton, he
could not
foresee that those concepts would be used today to
analyze election
strategies and the causes of
war and to make predictions about how people will
act.
When Professor of Molecular Biology Eric
Wieschaus' set out as a young scientist to
identify genes that pattern the body plan of
the fruit fly embryo, he could not know that
he would identify genes that play a central
role in the development of human cancer.
We
have learned that we cannot predict with any
accuracy how discoveries and
scholarship will
influence future generations. We also have learned
that it is unwise to
search only in
predictable places, for new knowledge often
depends upon preparing
fertile ground in
obscure places where serendipity and good luck, as
well as deep
intelligence, can sprout. Freedom
of inquiry, which is one of our most cherished
organizing principles, is not just a moral
imperative, it is a practical necessity.
5 Just as we have an obligation to search
widely for knowledge, so we also have an
obligation to ensure that the scholarly work
of the academy is widely disseminated, so
that
others can correct it when necessary, or build on
it, or use it to make better
decisions,
develop better products or construct better plans.
In the days ahead, I hope
that our country's
decision-makers will draw on the knowledge that
resides on our
campuses, on historians who can
inform the present through deep understanding of
the past, philosophers who can provide
frameworks for working through issues of right
and wrong, economists whose insights can help
to get the economy back on track,
engineers
who know how to build safer buildings, scientists
who can analyze our
vulnerabilities to future
attack and develop strategies for reducing those
vulnerabilities,
and scholars in many fields
who can help us understand the motivations of
those who
would commit acts of terrorism here
and throughout the world.
6 Let me now
turn to the third obligation that we have to
society: the education of the
next generation
of citizens and leaders. Princeton's view of what
constitutes a liberal
arts education was
expressed well by Woodrow Wilson, our 13th
President, whose
eloquent words I read at
Opening Exercises:
高等学校研究生英语综合教程（上）--- Unit 6
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learning itself as the spirit of
learning. It consists in the power to
distinguish good reasoning from bad, in the
power to digest and
interpret evidence, in the
habit of catholic observation and a
preference for the non-partisan point of view,
in an addiction to
clear and logical processes
of thought and yet an instinctive
desire to
interpret rather than to stick to the letter of
reasoning,
in a taste for knowledge and a
deep respect for the integrity of
the human
mind.
7 Wilson, and the presidents who
followed him, rejected the narrow idea of a
liberal
arts education as preparation for a
profession. While understanding the importance of
professional education, they made it clear
that at Princeton we should first and
foremost
cultivate the qualities of thought and discernment
in our students in the belief
that this will
be most conducive to the health of our society.
Thus we distinguish
between the acquisition of
information, something that is essential for
professional
training, and the development of
habits of mind that can be applied in any
profession.
Consequently we celebrate when the
classics scholar goes to medical school, the
physicist becomes a member of Congress, or the
historian teaches primary school. If
we do our
job well as educators, each of our students will
take from a Princeton
education a respect and
appreciation for ideas and values, intellectual
openness and
rigor, practice in civil
discourse and a sense of civic responsibility.
During these
troubled times, our students and
our alumni will be called upon to exercise these
qualities in their professions, their
communities and their daily lives. By so doing,
and
through their leadership, their vision and
their courage, they will help to fulfill
Princeton's obligation to society and bring
true meaning to our motto,
nation's service
and in the service of all nations.
Reading comprehension
Choose the sentence
that best expresses the meaning of the sentence
from the text.
1. No country spends money for
education, public and private, so lavishly as does
the United States.
A. The United States is
the most wasteful country in terms of education,
B. The United States make the most generous
investment in education in the
world.
C.
The United States has the most lavish universities
in the world.
D. Education in the United
States is the most expensive in the world.
高等学校研究生英语综合教程（上）--- Unit 6
主编：熊海虹
2. Our society’s confidence in its
institution of higher education is expressed
through
investments that wisely couple support
for research with support for graduate
education.
A. Our society attaches greater
importance to research than to graduate
education.
B. A large proportion of the
national budget goes to the development of
education.
C. Our investments in education
combine support for research with support for
graduate education.
D. Our society’s lack
of confidence in its institution of higher
education derives
from generous investments
made in education.
3. The medieval image
of the university as an ivory tower … is an image
that has
been superseded by the modern
university constructed not of ivory, but of a
highly
porous material …
A. Hi-tech
materials have been widely applied to modern
universities.
B. Different from the medieval
image of a university, a modern university is more
open.
C. The university in the medieval
times was made of very expensive materials.
D.
The medieval image of the university as an ivory
tower was made of a highly
porous material.
4. The search for new ideas and knowledge
is not and cannot be motivated by
utilitarian
concerns.
A. The search for new ideas and
knowledge shouldn’t be driven by practical
consideration.
B. The search for new ideas
and knowledge is the priority concern of the
United
States.
C. The search for new ideas
and knowledge should be based on practical
considerations.
D. Young people in the
Untied States are highly motivated to search for
new ideas
and knowledge.
5. When the
Nobel laureate John Nash developed the
mathematical concepts
underlying non-
cooperative game theory as a graduate student at
Princeton, he
could not foresee that those
concepts would be used today to analyze election
strategies and the causes of war.
高等学校研究生英语综合教程（上）---
Unit 6 主编：熊海虹
A. Nash was awarded the Nobel Prized because
he analyzed election strategies
and the causes
of war.
B. Nash was awarded the Nobel Prize
because of the many applications of game
theory.
C. When Nash developed his
mathematical concepts, he himself had no idea that
they would be used today fro many other
purposes.
D. Nash found many applications of
his mathematical concepts underlying game
theory.
6. … for new knowledge often
depends upon preparing fertile ground in obscure
places where serendipity and good luck, as
well as deep intelligence, can sprout.
A. New
knowledge entirely depends on good luck.
B.
New knowledge is often found by luck but a
creative environment is required
for luck to
flourish.
C. New knowledge may derive from the
fields where scientists of intelligence
cluster.
D. Good luck, rather than
intelligence, plays a central role in searching
for new
knowledge.
7. I hope that our
country’s decision-makers will draw on the
knowledge that resides
on our campuses …
A. I hope the decision-makers will visit our
campus.
B. I hope the decision-makers will
return to campus to recharge themselves with
new knowledge.
C. I hope the decision-
makers will take full advantage of the knowledge
in
academic circles.
D. I hope the
decision-makers will be pace-setters of colleges
and universities.
8. What we should seek
to impart in our college, is not so much learning
itself as the
spirit of learning.
A. We
don’t expect our students to learn much.
B. We
try to impart more learning on our students,
C. What we advocate first in our college is
the spirit of learning rather than
learning
itself.
D. We seek to separate the learning
process from the spirit of learning.
9.
It consists … in the habit of catholic observation
and a preference for the
non-partisan point of
view …
高等学校研究生英语综合教程（上）--- Unit 6
主编：熊海虹
A. It consists in the habit of
religious observation and a preference for
political
affiliation.
B. It consists in
the habit of careful observation and a preference
for reasoning.
C. It consists in the habit of
observation in varied areas and a preference for
an
impartial point of view.
D. It consists
in the habit of observation like a catholic and a
preference for an
insightful viewpoint.
10. Wilson, and the presidents who followed
him, rejected the narrow idea of a liberal
arts education as preparation for a
profession.
A. Wilson believed that a
liberal arts education will prepare students
better for a
profession.
B. Wilson
thought the preparation of students for a
profession was narrow-minded.
C. Wilson
didn’t think preparation for a profession was the
only purpose of a liberal
education.
D. Wilson criticized bitterly the idea of a
liberal arts education as preparation for a
profession.
Critical thinking
Step One
Read the following sentences
from the text and decide whether you agree with
the
author. Work in groups to provide examples
to support or argue against the authour’s
opinions.
1. The search for new ideas and
knowledge is not and cannot be motivated by
utilitarian concerns.
2. We should first
and foremost cultivate the qualities of thought
and discernment in
our students.
Step
Two
Discuss in groups the following questions.
1. What do you think is the purpose of
educators?
2. Do you think the idea of a
liberal arts education as preparation for a
profession is a
narrow one? Why or why not?