新視野大學(xué)英語(yǔ)讀寫(xiě)教程2課文翻譯

1、精選優(yōu)質(zhì)文檔傾情為你奉上精選優(yōu)質(zhì)文檔傾情為你奉上專(zhuān)心專(zhuān)注專(zhuān)業(yè)專(zhuān)心專(zhuān)注專(zhuān)業(yè)精選優(yōu)質(zhì)文檔傾情為你奉上專(zhuān)心專(zhuān)注專(zhuān)業(yè)Unit1Text A An IMPRESSIVE English lesson課文A 一堂難忘的英語(yǔ)課If I am the only parent who still corrects his childs English, then perhaps my son is right. 如果我是唯一一個(gè)還在糾正小孩英語(yǔ)的家長(zhǎng)，那么我兒子也許是對(duì)的。To him, I am a tedious oddity: 對(duì)他而言，我是一個(gè)乏味的怪物：a father he is obliged t

2、o listen to and a man absorbed in the rules of grammar, which my son seems allergic to. 一個(gè)他不得不聽(tīng)其教誨的父親，一個(gè)還沉湎于語(yǔ)法規(guī)則的人，對(duì)此我兒子似乎頗為反感。I think I got serious about this only recently when I ran into one of my former students, fresh from an excursion to Europe. 我覺(jué)得我是在最近偶遇我以前的一位學(xué)生時(shí)，才開(kāi)始對(duì)這個(gè)問(wèn)題認(rèn)真起來(lái)的。這個(gè)學(xué)生剛從歐洲旅游回來(lái)。H

3、ow was it? I asked, full of earnest anticipation. 我滿(mǎn)懷著誠(chéng)摯期待問(wèn)她：“歐洲之行如何？”She nodded three or four times, searched the heavens for the right words, and then exclaimed, 她點(diǎn)了三四下頭，絞盡腦汁，苦苦尋找恰當(dāng)?shù)脑~語(yǔ)，然后驚呼：It was, like, whoa! 真是，哇！”And that was it. The civilization of Greece and the glory of Roman architecture we

4、re captured in a condensed non-statement. 沒(méi)了。所有希臘文明和羅馬建筑的輝煌居然囊括于一個(gè)濃縮的、不完整的語(yǔ)句之中！My students whoa! was exceeded only by my head-shaking distress. 我的學(xué)生以“哇！”來(lái)表示她的驚嘆，我只能以搖頭表達(dá)比之更強(qiáng)烈的憂(yōu)慮。There are many different stories about the downturn in the proper use of English. 關(guān)于正確使用英語(yǔ)能力下降的問(wèn)題，有許多不同的故事。Surely students

5、 should be able to distinguish between their / there / theyre or the distinctive difference between complimentary and complementary. 學(xué)生的確本應(yīng)該能夠區(qū)分諸如 their/there/theyre 之間的不同，或區(qū)別 complimentary 跟 complementary 之間顯而易見(jiàn)的差異。They unfairly bear the bulk of the criticism for these knowledge deficits because th

6、ere is a sense that they should know better. 由于這些知識(shí)缺陷，他們承受著大部分不該承受的批評(píng)和指責(zé)，因?yàn)檩浾撜J(rèn)為他們應(yīng)該學(xué)得更好。Students are not dumb, but they are being misled everywhere they look and listen. 學(xué)生并不笨，他們只是被周?chē)吹胶吐?tīng)到的語(yǔ)言誤導(dǎo)了。For example, signs in grocery stores point them to the stationary, 舉例來(lái)說(shuō)，雜貨店的指示牌會(huì)把他們引向 stationary （靜止處），e

7、ven though the actual stationery items - pads, albums and notebooks - are not nailed down. 雖然便箋本、相冊(cè)、和筆記本等真正的 stationery （文具用品）并沒(méi)有被釘在那兒。Friends and loved ones often proclaim theyve just ate when, in fact, theyve just eaten. 朋友和親人常宣稱(chēng) Theyve just ate。實(shí)際上，他們應(yīng)該說(shuō) Theyve just eaten。Therefore, it doesnt mak

8、e any sense to criticize our students. 因此，批評(píng)學(xué)生不合乎情理。Blame for the scandal of this language deficit should be thrust upon our schools, which should be setting high standards of English language proficiency. 對(duì)這種缺乏語(yǔ)言功底而引起的負(fù)面指責(zé)應(yīng)歸咎于我們的學(xué)校。學(xué)校應(yīng)對(duì)英語(yǔ)熟練程度制定出更高的標(biāo)準(zhǔn)。Instead, they only teach a little grammar and ev

9、en less advanced vocabulary. 可相反，學(xué)校只教零星的語(yǔ)法，高級(jí)詞匯更是少之又少。Moreover, the younger teachers themselves evidently have little knowledge of these vital structures of language because they also went without exposure to them. 還有就是，學(xué)校的年輕教師顯然缺乏這些重要的語(yǔ)言結(jié)構(gòu)方面的知識(shí)，因?yàn)樗麄冞^(guò)去也沒(méi)接觸過(guò)。Schools fail to adequately teach the essen

10、tial framework of language, accurate grammar and proper vocabulary, 學(xué)校并沒(méi)把語(yǔ)言的基本框架準(zhǔn)確的語(yǔ)法和恰當(dāng)?shù)脑~匯充分地傳授給學(xué)生，while they should take the responsibility of pushing the young onto the path of competent communication. 可他們有責(zé)任教會(huì)年輕人進(jìn)行有效的語(yǔ)言溝通。Since grammar is boring to most of the young students, I think that it mus

11、t be handled delicately, step by step. 因?yàn)檎Z(yǔ)法對(duì)大多數(shù)年輕學(xué)生而言枯燥且乏味，所以我覺(jué)得講授語(yǔ)法得一步一步、注重技巧地進(jìn)行。The chance came when one day I was driving with my son. 有一天機(jī)會(huì)來(lái)了。我跟兒子開(kāi)車(chē)外出。As we set out on our trip, he noticed a bird in jerky flight and said, Its flying so unsteady. 我們出發(fā)時(shí)，他看到一只小鳥(niǎo)飛得很不穩(wěn)，就說(shuō)：“它飛的不穩(wěn)。”（Its flying so unste

12、ady.）I carefully asked, My son, how is the bird flying? 我小心翼翼地問(wèn)：“兒子，鳥(niǎo)怎么飛？”Whats wrong? Did I say anything incorrectly? He got lost. 有問(wèn)題嗎？我說(shuō)得不對(duì)嗎？（Did I say anything incorrectly?）” 他一頭霧水。Great! You said incorrectly instead of incorrect. 太好了，你說(shuō)的是 incorrectly 而不是 incorrect。We use adverbs to describe ver

13、bs. 我們用副詞來(lái)描述動(dòng)詞。Therefore, its flying so unsteadily but not so unsteady. 所以，要用 unsteadily 來(lái)描述鳥(niǎo)飛，而不是 unsteady?！盋urious about my correction, he asked me what an adverb was. 他對(duì)我的糾正很好奇，就問(wèn)我什么是副詞。Slowly, I said, Its a word that tells you something about a verb. 我慢慢解釋道：“副詞是用來(lái)修飾動(dòng)詞的詞?！盜t led to his asking me

14、what a verb was. 這又導(dǎo)致了他詢(xún)問(wèn)我什么是動(dòng)詞。I explained, Verbs are action words; for example, Dad drives the truck. 我解釋說(shuō)：“動(dòng)詞是表示行為的詞，例如：爸爸開(kāi)卡車(chē)。Drive is the verb because its the thing Dad is doing. 開(kāi)是動(dòng)詞，因?yàn)樗前职衷谧龅氖?。”He became attracted to the idea of action words, so we listed a few more: fly, swim, dive, run. 他開(kāi)始對(duì)

15、表示行為的詞產(chǎn)生興趣，所以我們又羅列了幾個(gè)動(dòng)詞：“飛行”、“游泳”、“跳水”、“跑步”。Then, out of his own curiosity, he asked me if other words had names for their use and functions. 然后，他又好奇地問(wèn)我，其他的詞有沒(méi)有說(shuō)明它們的用法和功能的名稱(chēng)。This led to a discussion of nouns, adjectives, and articles. 這就引發(fā)了我們對(duì)名詞、形容詞和冠詞的討論。Within the span of a 10-minute drive, he had

16、 learned from scratch to the major parts of speech in a sentence. 在短短十分鐘的駕駛時(shí)間內(nèi)，他從對(duì)語(yǔ)法一無(wú)所知到學(xué)會(huì)了句子中主要詞語(yǔ)的詞性。It was painless learning and great fun! 這是一次毫無(wú)痛苦而又非常有趣的學(xué)習(xí)經(jīng)歷。Perhaps, language should be looked upon as a road map and a valuable possession: 也許，語(yǔ)言應(yīng)該被看成是一張路線圖和一件珍品：often study the road map (check gr

17、ammar) and tune up the car engine (adjust vocabulary). 我們要常常查看路線圖（核對(duì)語(yǔ)法）和調(diào)整汽車(chē)的引擎（調(diào)節(jié)詞匯）。Learning grammar and a good vocabulary is just like driving with a road map in a well-conditioned car. 學(xué)好語(yǔ)法和掌握大量的詞匯就好比拿著路線圖在車(chē)況良好的車(chē)?yán)锺{駛。The road map provides the framework and guidance you need for your trip, 路線圖為你的旅

18、行提供所需的基本路線和路途指南，but it wont tell you exactly what trees or flowers you will see, what kind of people you will encounter, or what types of feelings you will be experiencing on your journey. 可是它不會(huì)告訴你一路上你究竟會(huì)看見(jiàn)什么樹(shù)或什么花，你會(huì)遇見(jiàn)什么樣的人，或會(huì)有什么樣的感受。Here, the vocabulary makes the journeys true colors come alive! 這里

19、，詞匯會(huì)使你的旅途變得五彩繽紛、栩栩如生。A good vocabulary enables you to enjoy whatever you see as you drive along. 大量的詞匯讓你享受到開(kāi)車(chē)途中所見(jiàn)的點(diǎn)點(diǎn)滴滴。Equipped with grammar and a good vocabulary, you have flexibility and excellent control. 借助語(yǔ)法和豐富的詞匯，你就有了靈活性，掌控自如。While the road map guides your journey to your destination, an excel

20、lent vehicle helps you to fully enjoy all of the sights, sounds and experiences along the way. 路線圖會(huì)把你帶到目的地，而一臺(tái)好車(chē)卻能讓你完全陶醉于旅途的所有景色、聲音及經(jīng)歷之中。Effective, precise, and beneficial communication depends upon grammar and a good vocabulary, the two essential assets for students, but they are not being taught i

21、n schools. 對(duì)學(xué)生來(lái)說(shuō)，有效、準(zhǔn)確且富有成效的溝通技能取決于語(yǔ)法和詞匯這兩大有利條件，可是學(xué)校并沒(méi)有教他們這些。Just this morning, my son and I were eating breakfast when I attempted to add milk to my tea. 就在今天早上，我跟兒子吃早飯時(shí)，我想把牛奶加入我的茶里。Dad, he said, If I were you, I wouldnt do that. Its sour. 爸爸，”他說(shuō)，“如果我是你的話(huà)，我不會(huì)這樣做。牛奶會(huì)變酸。（If I were you, I wouldnt do t

22、hat. Its sour.）”O(jiān)h my! I said, swelling with pride toward my son, Thats a grammatically perfect sentence. You used were instead of was. 哦，上帝！”我滿(mǎn)懷著無(wú)比的驕傲說(shuō)道，“這是一句語(yǔ)法完全正確的句子。你用了 were 而不是 was。”I know, I know, he said with a long agreeable sigh. Its the subjunctive mood. 我知道，我知道，”他愉悅地舒了口氣，“這是虛擬語(yǔ)氣！”I was, l

23、ike, whoa! 這下輪到我“哇！”了。Text B The great journey of learning課文B 偉大的學(xué)習(xí)之旅Malcolm X was an African-American civil rights activist, religious leader, writer, and speaker. 馬爾科姆艾克斯是一位非裔美國(guó)民權(quán)活動(dòng)家、宗教領(lǐng)袖、作家和演說(shuō)家。Born in 1925, he was mysteriously assassinated in 1965. 他生于1925年，1965年被神秘地暗殺。By the time of his death,

24、his own telling of his life story, The Autobiography of Maclcolm X, had been widely known. 在他去世之前，他對(duì)自己生平的自述馬爾科姆艾克斯自傳已聞名遐邇。He was born Malcolm Little into a poor household. 他出生于一個(gè)貧民家庭，取名馬爾科姆利特爾。Later, he took the name Malcolm X after joining an organization called the Nation of Islam, 后來(lái)，他加入了一個(gè)叫“伊斯蘭民

25、族”的組織，之后改名為馬爾科姆艾克斯。a religious group that had changed major practices and beliefs of mainstream Islam to apply more specifically to the condition of African-American people in the United States in the early 1960s. 伊斯蘭民族”是個(gè)宗教團(tuán)體，它改變了美國(guó)主流伊斯蘭教的一些主要的習(xí)俗和信仰，使之更適用于 19 世紀(jì) 60 年代早期非裔美國(guó)人的特定情況。Malcolm X learned

26、about the Nation of Islam while in prison for committing criminal acts such as theft. 馬爾科姆艾克斯因當(dāng)時(shí)犯有諸如偷竊等罪而入獄。他在監(jiān)獄里得知了“伊斯蘭民族”組織。Because he was poorly educated, he felt inadequate to teach his new beliefs to others. 由于沒(méi)有受過(guò)良好的教育，他在向別人傳授他的新信仰時(shí)感到力不從心。As a young man, he could sketch his thoughts with poor

27、grammar and little vocabulary using the simple, unsophisticated language of people on the street. 作為一名年輕人，他可以用草根語(yǔ)言來(lái)概述自己的想法，語(yǔ)言簡(jiǎn)單、粗淺、語(yǔ)法差勁，且詞匯貧乏。As an adult, when he tried to inform people about his new beliefs at a rally, 可作為一名成年人，當(dāng)他在大型公眾集會(huì)上向人們闡述他的新信仰時(shí)，he found that he didnt have the adequate communic

28、ation skills he needed. 他發(fā)覺(jué)自己缺少了所需的語(yǔ)言交流技能。In his own words, he wasnt even functional. 用他自己的話(huà)說(shuō)，他“甚至沒(méi)有這個(gè)功能”。In a bid to increase his knowledge and improve his skills, desperate Malcolm X devised a scheme. 為了增長(zhǎng)知識(shí)，提高溝通技能，深陷絕望的馬爾科姆艾克斯為自己制定了一個(gè)計(jì)劃。He turned to books, believing this would be beneficial. 他決定求

29、助于書(shū)籍，相信書(shū)會(huì)使他受益匪淺。However, when he tried to read serious books on his own, he was distressed as he didnt know most of the words. 可是當(dāng)他試圖閱讀一些嚴(yán)肅的書(shū)本時(shí)，他不禁倍感苦惱，因?yàn)榇蟛糠值脑~他都不認(rèn)識(shí)。They might as well have been in Chinese, he wrote. 他寫(xiě)道：“這些書(shū)還不如是用中文寫(xiě)的。”He skipped all the words he didnt know and then would end up with

30、 no clue as to what the book was about. 他跳過(guò)了所有不認(rèn)識(shí)的詞，可是最終他全然不知這本書(shū)里寫(xiě)了什么。I became frustrated, Malcolm X wrote in his autobiography, speaking of his inadequate language skills. 馬爾科姆艾克斯在他的自傳里談到他貧乏的語(yǔ)言技能時(shí)是這樣寫(xiě)的：“我變得沮喪起來(lái)。”Malcolm Xs considerable frustration at his inability to read and write launched him on

31、a quest to overcome his deficiencies. 由于無(wú)法閱讀和寫(xiě)作所遭受的巨大挫折促使馬爾科姆艾克斯開(kāi)始探索如何攻克自己的語(yǔ)言缺陷。He said, I saw that the best thing I could do was get hold of a dictionary - to study, to learn some words, 他說(shuō)：“我明白我所能做的就是弄到一本詞典來(lái)學(xué)習(xí)，學(xué)一些單詞?！盇nd he was lucky enough to reason also that he should try to improve his handwrit

32、ing. 他也幸運(yùn)地意識(shí)到應(yīng)該嘗試去改進(jìn)他的書(shū)寫(xiě)。It was sad. I couldnt even write in a straight line, he told us. 他告訴我們：“令人傷心的是我甚至不能把英文書(shū)寫(xiě)得整齊?！盩hese ideas together moved him to appeal to the prison authorities for some paper and pencils. 這些想法促使他向獄管請(qǐng)求，要了一些紙和鉛筆。For the first two days, Malcolm X just skimmed through the pages

33、of the dictionary trying to negotiate his way through its unfamiliar format. 頭兩天，馬爾科姆艾克斯只是很快地瀏覽了一下詞典，試圖在這不熟悉的格式里尋找出他自己的應(yīng)付方法。He told us of his amazement at how closely related the words seemed. 他告訴我們，他對(duì)這些單詞之間的密切關(guān)系感到詫異。How moist could be the root of moisture, and advisable and advisory had the same ro

34、ot word! moist 怎么會(huì)是 moisture 的詞根； advisable 跟 advisory 竟是同根詞！I didnt know which words I needed to learn, he said, finally, just to start some kind of action, I began copying. 我都不知道哪些單詞我需要學(xué)，”他說(shuō)，“最后，為了有所行動(dòng)，我開(kāi)始抄寫(xiě)詞典?！盜n his slow, careful, crude handwriting, Malcolm X copied everything on the first full

35、page of the dictionary into a notebook. 馬爾科姆艾克斯用他緩慢、仔細(xì)、蹩腳的書(shū)寫(xiě)，把詞典的第一頁(yè)全都抄寫(xiě)在一個(gè)筆記本上。He even copied the quotation marks! 他甚至把引號(hào)也抄了。This took him one full day. 這花了他整整一天的時(shí)間。After that, he read everything he had written aloud. 在此之后，他高聲朗讀所有抄寫(xiě)下來(lái)的東西。Over and over, aloud, to myself, I read my own handwriting, M

36、alcolm recalled. 我一遍又一遍地給自己大聲朗讀自己抄寫(xiě)的東西?！瘪R爾科姆回憶道。He also logged important things that happened every day. 他還把每天發(fā)生的重要事情記錄下來(lái)。Repetition helped move him from basic literacy toward true proficiency. 重復(fù)朗讀幫助他從一個(gè)僅有一些基礎(chǔ)文化知識(shí)的人變成真正精通語(yǔ)言的人。Malcolm X depicted how the next morning when he woke up, 馬爾科姆艾克斯描述了他第二天醒來(lái)

37、時(shí)，he kept thinking about the words he had copied and read aloud and about the acquisition of the knowledge he was pursuing. 是如何努力回憶他抄寫(xiě)和朗讀過(guò)的單詞及他苦苦追求所獲的知識(shí)。It was a marvelous feeling. 這是一種神奇的感覺(jué)。He felt immensely proud. . 他感到無(wú)比自豪。He was so fascinated that he went on copying the dictionarys next page. 他對(duì)

38、此如此著迷以至于他又繼續(xù)抄寫(xiě)詞典的下一頁(yè)。Once again, he awoke, proud and energized. 又一次，他醒來(lái)時(shí)感到驕傲且精力充沛。With every succeeding page he copied and read aloud, Malcolm X found he was learning and remembering more and more words. 隨著不斷抄寫(xiě)和朗讀，馬爾科姆艾克斯發(fā)現(xiàn)自己在學(xué)到東西，也記住了越來(lái)越多的單詞。With each successive day, his confusion diminished. 他的困惑也

39、逐日減少。As Malcolm Xs word base broadened, he began to better understand the books he read. 隨著馬爾科姆艾克斯的詞匯量不斷擴(kuò)大，他開(kāi)始能更好地理解所閱讀的書(shū)了。It was the first time in his life this had ever happened, Anyone who has read a great deal can imagine the new world that opened. 這種現(xiàn)象在他的一生中從未發(fā)生過(guò)。“任何一個(gè)閱讀廣泛的人都能想象那個(gè)開(kāi)啟了的新世界?！盕rom

40、then until he left that prison, his concentration was focused on reading. 從那時(shí)起到他離開(kāi)那個(gè)監(jiān)獄，他一直專(zhuān)注于閱讀，He was so absorbed in it. 被它深深吸引。Months passed without his even thinking about being in prison. 數(shù)月過(guò)去了，他竟然沒(méi)感到自己在坐牢。In fact, up to then, I never had been so truly free in my life. 事實(shí)上，在這之前，我從沒(méi)如此真正地感受過(guò)生活的自由。

41、”I knew right there in prison that reading had changed forever the course of my life, Malcolm X wrote. 就是在監(jiān)獄里我意識(shí)到閱讀永遠(yuǎn)地改變了我的人生軌跡，”馬爾科姆艾克斯寫(xiě)道。He described how one day a writer telephoned him from London for an interview. 他描述了有一天一位作家從倫敦打電話(huà)來(lái)采訪他。The interviewer asked Malcolm X what college he had graduate

42、d from as he could write so fluently. 那位作家問(wèn)馬爾科姆艾克斯，他文筆那么流暢，是從什么大學(xué)畢業(yè)的。He told the Englishman that his own personal university was books. 馬爾科姆告訴那位英國(guó)人他的大學(xué)是“書(shū)本”。Malcolm Xs life is a wonderful example of the profound effect of learning a language. 馬爾科姆艾克斯的一生成功地創(chuàng)造了一個(gè)通過(guò)語(yǔ)言學(xué)習(xí)而深刻改變?nèi)松墓廨x典范。He was born into a w

43、orld full of poverty and ignorance. 他出生于貧窮、無(wú)知的世界。However, as he acquired knowledge, his horizons expanded. 可是，知識(shí)開(kāi)闊了他的眼界。He had left behind the narrow, ignorant world of his youth to join the world community of thoughts and actions ever since he started with his great journey of learning English in p

44、rison. 從他在監(jiān)獄里踏上偉大的英語(yǔ)學(xué)習(xí)之旅起，他就離開(kāi)了青年時(shí)代狹窄、無(wú)知的世界，加入到有思想、有作為的世界之中。Unit2Text A The humanities: Out of date?人文學(xué)科：過(guò)時(shí)了嗎？When the going gets tough, the tough take accounting. 當(dāng)形勢(shì)變得困難時(shí)，強(qiáng)者會(huì)去選學(xué)會(huì)計(jì)。When the job market worsens, many students calculate they cant major in English or history. 當(dāng)就業(yè)市場(chǎng)惡化時(shí)，許多學(xué)生估算著他們不能再主修英語(yǔ)或

45、歷史。They have to study something that boosts their prospects of landing a job. 他們得學(xué)一些能改善他們就業(yè)前景的東西。The data show that as students have increasingly shouldered the ever-rising cost of tuition, 數(shù)據(jù)顯示，隨著學(xué)生肩負(fù)的學(xué)費(fèi)不斷增加，they have defected from the study of the humanities and toward applied science and hard ski

46、lls that they bet will lead to employment. 他們已從學(xué)習(xí)人文學(xué)科轉(zhuǎn)向他們相信有益于將來(lái)就業(yè)的應(yīng)用科學(xué)和“硬”技能。In other words, a college education is more and more seen as a means for economic betterment rather than a means for human betterment. 換言之，大學(xué)教育越來(lái)越被看成是改善經(jīng)濟(jì)而不是提升人類(lèi)自身的手段。This is a trend that is likely to persist and even acce

47、lerate. 這種趨勢(shì)可能會(huì)持續(xù)，甚至有加快之勢(shì)。Over the next few years, as labor markets struggle, the humanities will probably continue their long slide in succession. 在未來(lái)幾年內(nèi)，由于勞動(dòng)力市場(chǎng)的不景氣，人文學(xué)科可能會(huì)繼續(xù)其長(zhǎng)期低迷的態(tài)勢(shì)。There already has been a nearly 50 percent decline in the portion of liberal arts majors over the past generation,

48、在上一代大學(xué)生中，主修文科的學(xué)生數(shù)跌幅已近 50%。and it is logical to think that the trend is bound to continue or even accelerate. 這種趨勢(shì)會(huì)持續(xù)、甚至加速的想法是合情合理的。Once the dominant pillars of university life, the humanities now play little roles when students take their college tours. 人文學(xué)科曾是大學(xué)生活的重要支柱，而今在學(xué)生們參觀校園的時(shí)候，卻只是一個(gè)小點(diǎn)綴。These d

49、ays, labs are more vivid and compelling than libraries. 現(xiàn)在，實(shí)驗(yàn)室要比圖書(shū)館更栩栩如生、受人青睞。Here, please allow me to stand up for and promote the true value that the humanities add to peoples lives. 在這兒，請(qǐng)?jiān)试S我為人文學(xué)科給人們的生活所增添的真實(shí)價(jià)值進(jìn)行支持和宣傳。Since ancient times, people have speculated about the mystery of those inner for

50、ces that drive some people to greatness and others to self-destruction. 自古以來(lái)，人們一直在思索人類(lèi)自身具有什么神奇的內(nèi)力使一些人變得崇高偉大，而使另一些人走向自我毀滅。This inner drive has been called many things over the centuries. 幾個(gè)世紀(jì)以來(lái)，這股內(nèi)力被稱(chēng)作很多東西。The famous psychologist, Sigmund Freud, called it the unconscious mind or, more familiarly, ins

51、tinct. 著名的心理學(xué)家西格蒙德弗洛伊德稱(chēng)之為“潛意識(shí)”，或更為人熟知的“本能”。From the beginning of time, this inner aspect of our being, 從一開(kāi)始，存在于人類(lèi)內(nèi)心深處的部分，this drive that can be constructive or destructive, has captured our imagination. 這股可以是建設(shè)性也可以是毀滅性的驅(qū)動(dòng)力，就令我們心馳神往。The stories of this amazing struggle have formed the basis of cultur

52、es the world over. 這些驚人的、充滿(mǎn)內(nèi)心掙扎的故事形成了世界文化的基礎(chǔ)。Historians, architects, authors, philosophers and artists have captured the words, images and meanings of this inner struggle 歷史學(xué)家、建筑師、作家、哲學(xué)家和藝術(shù)家們捕捉到了這些撞擊心靈的文字、形象及內(nèi)涵in the form of story, music, myth, painting, architecture, sculpture, landscape and tradit

53、ions. 以故事、音樂(lè)、神話(huà)、繪畫(huà)、建筑、雕刻、風(fēng)景畫(huà)和傳統(tǒng)的形式。These men and women developed artistic languages that help us understand these aspirations and also educate generations. 從一開(kāi)始，人類(lèi)這些男男女女創(chuàng)造出了具有藝術(shù)性的“語(yǔ)言”，幫助我們了解人類(lèi)的這些強(qiáng)烈愿望，并用以教育一代又一代人。This fertile body of work from ancient times, the very foundation of civilization, forms

54、 the basis of study of the humanities. 從古時(shí)起開(kāi)始的這些充滿(mǎn)想象的大量作品，正是文明的底蘊(yùn)，它奠定了人文研究的基礎(chǔ)。Studying the humanities improves our ability to read and write. 學(xué)習(xí)人文學(xué)科會(huì)提高我們的閱讀和寫(xiě)作能力。No matter what we do in life, we will have a huge advantage if we can read complex ideas and understand their meaning. 無(wú)論我們這一生中從事什么職業(yè)，如果我們

55、能讀懂復(fù)雜的思想并理解它們的內(nèi)涵，我們都會(huì)受益匪淺。We will have a bright career if we are the person in the office who can write a clear and elegant analysis of those ideas! 如果我們是在辦公室里能對(duì)這些思想寫(xiě)出既明確又簡(jiǎn)潔的分析的人，我們會(huì)有光明的職業(yè)前景。Studying the humanities makes us familiar with the language of emotion and the creative process. 學(xué)習(xí)人文學(xué)科會(huì)讓我們熟悉

56、表達(dá)情感的語(yǔ)言及進(jìn)行創(chuàng)造的過(guò)程。In an information economy, many people have the ability to produce a useful product such as a new MP3 player. 在信息經(jīng)濟(jì)中，很多人都有能力創(chuàng)造出一個(gè)如新的 MP3 播放器那樣的有用產(chǎn)品。Yet, very few people have the ability to create a spectacular brand: the iPod. 然而，僅有很少的人具有能力創(chuàng)造出一個(gè)如 iPod 那樣的精彩品牌。Most importantly, studyi

57、ng the humanities invests us with great insight and self-awareness, 最重要的是，學(xué)習(xí)人文學(xué)科使我們具有偉大的洞察力和自我意識(shí)，thereby releasing our creative energy and talent in a positive and constructive manner. 從而以積極和建設(shè)性的方式來(lái)發(fā)揮我們的創(chuàng)造力和才藝。Perhaps the best argument in favor of the humanities is the scope of possibilities that ar

58、e widely open to us. 也許，支持人文學(xué)科的最好論點(diǎn)是，人文學(xué)科為我們提供了廣闊的機(jī)會(huì)。Did you know that James Cameron, world-famous director of the movie, Titanic, graduated with a degree in the humanities? 你知道世界聞名的電影泰坦尼克號(hào)的導(dǎo)演詹姆斯卡梅隆拿的是人文學(xué)科的學(xué)位嗎？So did Sally Ride, the first woman in space. 第一個(gè)登上太空的女宇航員薩利賴(lài)德拿的也是人文學(xué)科的學(xué)位。So did actors Bru

59、ce Lee, Gwyneth Paltrow, Renee Zellweger and Matt Damon. 還有電影演員李小龍、格溫妮絲帕特洛蕾妮齊薇格及馬特達(dá)蒙，也都如此。Dr. Harold Varmus, who won a Nobel Prize for Medicine, studied the humanities. 獲諾貝爾醫(yī)學(xué)獎(jiǎng)的哈羅德瓦慕斯博士也學(xué)過(guò)人文學(xué)科。Even Michael Eisner, Chairman of the Disney Company, majored in the humanities. 甚至迪士尼公司的總裁邁克爾艾斯納也主修人文學(xué)科。Fam

60、ous people who studied the humanities make a long list indeed. 學(xué)習(xí)人文學(xué)科的有名人士確實(shí)可以列出一長(zhǎng)串。Its easy to see that the humanities can prepare us for many different careers and jobs we can undertake, whether medicine, business, science or entertainment. 顯而易見(jiàn)，人文學(xué)能為我們從事許多不同的職業(yè)做準(zhǔn)備，不管是醫(yī)學(xué)、商務(wù)、科學(xué)或娛樂(lè)。If we study only