歷年考研英語翻譯真題

2011

Directions:

ReadthefollowingtextcarefullyandthentranslatetheunderlinedsegmentsintoChinese.Yourtranslationshouldbe

writtencarefullyonANSWERSHEET2.(10points)

WithitsthemethatuMindisthemasterweaver,“creatingourinnercharacterandoutercircumstances,thebookAsa

ManThinkingbyJamesAllenisanin-depthexplorationofthecentralideaofself-helpwriting.

(46)Allen'scontributionwastotakeanassumptionweallshare-thatbecausewearenotrobotswethereforecontrolour

thoughts-andrevealitserroneousnature.Becausemostofusbelievethatmindisseparatefrommatter,wethinkthat

thoughtscanbehiddenandmadepowerless;thisallowsustothinkonewayandactanother.However,Allenbelieved

thattheunconsciousmindgeneratesasmuchactionastheconsciousmind,and(47)whilewemaybeabletosustainthe

illusionofcontrolthroughtheconsciousmindalone,inrealitywearecontinuallyfacedwithaquestion:"WhycannotI

makemyselfdothisorachievethat?”

Sincedesireandwillaredamagedbythepresenceofthoughtsthatdonotaccordwithdesire,Allenconcluded:"Wedo

notattractwhatwewant,butwhatweare."Achievementhappensbecauseyouasapersonembodytheexternal

achievement;youdon't"get"successbutbecomeitThereisnogapbetweenmindandmatter.

PartofthefameofAllen'sbookisitscontentionthat^Circumstancesdonotmakeaperson,theyrevealhim.”(48)This

seemsajustificationforneglectofthoseinneed,andarationalizationofexploitation,ofthesuperiorityofthoseatthe

topandtheinferiorityofthoseatthebottom.

This,however,wouldbeaknee-jerkreactiontoasubtleargument.Eachsetofcircumstances,howeverbad,offersa

uniqueopportunityforgrowth.Ifcircumstancesalwaysdeterminedthelifeandprospectsofpeople,thenhumanitywould

neverhaveprogressed.Infat,(49)circumstancesseemtobedesignedtobringoutthebestinusandifwefeelthatwehave

been“wronged”thenweareunlikelytobeginaconsciousefforttoescapefromoursituation.Nevertheless,asany

biographerknows,aperson'searlylifeanditsconditionsareoftenthegreatestgifttoanindividual.

ThesoberingaspectofAllen'sbookisthatwehavenooneelsetoblameforourpresentconditionexceptourselves.(50)

Theupsideisthepossibilitiescontainedinknowingthateverythingisuptous;wherebeforewewereexpertsinthe

arrayoflimitations,nowwebecomeauthoritiesofwhatispossible.

2010

Onebasicweaknessinaconservationsystembasedwhollyoneconomicmotivesisthatmostmembersoftheland

communityhavenoeconomicvalue.Yetthesecreaturesaremembersofthebioticcommunityand,ifitsstability

dependsonitsintegrity,theyareentitledtocontinuance.

Whenoneofthesenoneconomiccategoriesisthreatenedand,ifwehappentoloveit.Weinvertexcusestogiveit

economicimportance.Atthebeginningofcenturysongbirdsweresupposedtobedisappearing.(46)Scientistsjumped

totherescuewithsomedistinctlyshakyevidencetotheeffectthatinsectswouldeatusupifbirdsfailedtocontrolthem,

theevidencehadtobeeconomicinordertobevalid.

Itispainfultoreadtheseroundaboutaccountstoday.Wehavenolandethicyet,(47)butwehaveatleastdrawnnear

thepointofadmittingthatbirdsshouldcontinueasamatterofintrinsicright,regardlessofthepresenceorabsenceof

economicadvantagetous.

Aparallelsituationexistsinrespectofpredatorymammalsandfish-eatingbirds.(48)Timewaswhenbiologists

somewhatoverwordedtheevidencethatthesecreaturespreservethehealthofgamebykillingthephysicallyweak,or

thattheypreyonlyon''worthless"species.

Somespeciesoftreehavebeenreadoutofthepartybyeconomics-mindedforestersbecausetheygrowtooslowly,or

havetoolowasalevaletopayastimbercrops.(49)InEurope,whereforestryisecologicallymoreadvanced,the

non-commercialtreespeciesarerecognizedasmembersofnativeforestcommunity,tobepreservedassuch,within

reason.

Tosumup:asystemofconservationbasedsolelyoneconomicself-interestishopelesslylopsided.(50)Ittendstoignore,

andthuseventuallytoeliminate,manyelementsinthelandcommunitythatlackcommercialvalue,butthatare

essentialtoitshealthyfunctioning.Itassumes,falsely,Ithink,thattheeconomicpartsofthebioticclockwillfunction

withouttheuneconomicparts.

2009

Thereisamarkeddifferencebetweentheeducationwhicheveryonegetsfromlivingwithothers,andthedeliberate

educatingoftheyoung.Intheformercasetheeducationisincidental;itisnaturalandimportant,butitisnotthe

expressreasonoftheassociation.46Itmaybesaidthatthemeasureoftheworthnfanysocialinstitutionisitseffectin

enlargingandimprovinqexperience;butthiseffectisnotapartofitsoriginalmotive.Religiousassociationsbegan,for

example,inthedesiretosecurethefavorofoverrulingpowersandtowardoffevilinfluences;familylifeinthedesireto

gratifyappetitesandsecurefamilyperpetuity;systematiclabor,forthemostpart,becauseofenslavementtoothers,etc.

470nlygraduall、wastheby?Droductoftheinstitutionnoted,andonlymoregraduall、stillwasthiseffectconsideredas

adirectivefactorintheconductoftheinstitution.Eventoday,inourindustriallife,apartfromcertainvaluesof

industriousnessandthrift,theintellectualandemotionalreactionoftheformsofhumanassociationunderwhichthe

world'sworkiscarriedonreceiveslittleattentionascomparedwithphysicaloutput.

Butindealingwiththeyoung,thefactofassociationitselfasanimmediatehumanfact,gainsinimportance.48Whileit

iseasytoignoreinourcontactwiththemtheeffectofouractsupontheirdisposition,itisnotsoeasyasindealingwith

adults.Theneedoftrainingistooevident;thepressuretoaccomplishachangeintheirattitudeandhabitsistoourgent

toleavetheseconsequenceswhollyoutofaccount.49Sinceourchiefbusinesswiththemistoenablethemtoshareina

commonlifewecannothelpconsideringwhetherornoweareformingthepowerswhichwillsecurethisability.If

humanityhasmadesomeheadwayinrealizingthattheultimatevalueofeveryinstitutionisitsdistinctivelyhuman

effectwemaywellbelievethatthislessonhasbeenlearnedlargelythroughdealingswiththeyoung.

50Wearethusledtodistinguish,withinthebroadeducationalprocesswhichwehavebeens。飽rconsidering,amore

formalkindofeducation??thatofdirecttuitionorschooling.Inundevelopedsocialgroups,wefindverylittleformal

teachingandtraining.ThesegroupsmainlyrelyforinstillingneededdispositionsintotheYounguponthesamesortof

associationwhichkeepstheadultsloyaltotheirqroup.

2008

Inhisautobiography,Darwinhimselfspeaksofhisintellectualpowerswithextraordinarymodesty.Hepointsoutthat

healwaysexperiencedmuchdifficultyinexpressinghimselfclearlyandconcisely,but(46)hebelievesthatthisven

difficultymayhavehadthecompensatingadvantageofforcinghimt。thinklongandintentlyabouteverysentence,and

thusenablinghimtodetecterrorsinreasoningandinhisownobservations.Hedisclaimedthepossessionofanygreat

quicknessofapprehensionorwit,suchasdistinguishedHuxley.(47)Heasserted,also,thathispowertofollowalong

andpurelyabstracttrainofthoughtwasverylimited,forwhichreasonhefeltcertainthathenevercouldhave

succeededwithmathematics.Hismemory,too,hedescribedasextensive,buthazy.Sopoorinonesensewasitthathe

nevercouldrememberformorethanafewdaysasingledateoralineofpoetry.(48)Ontheotherhand,hedidnot

acceptaswellfoundedthechargemadebysomeofhiscriticsthat,whilehewasaRoodobserver,hehadnopowerof

reasoning.This,hethought,couldnotbetrue,becausethe“OriginofSpecies”isonelongargumentfromthebeginning

totheend,andhasconvincedmanyablemen.Noone,hesubmits,couldhavewrittenitwithoutpossessingsomepower

ofreasoning.HewaswillingtoassertthatUIhaveafairshareofinvention,andofcommonsenseorjudgment,suchas

everyfairlysuccessfullawyerordoctormusthave,butnot,Ibelieve,inanyhigherdegree."(49)Headdshumblythat

perhaushewas“snueri。1*tothecommonrunofmeninnoticingthingswhicheasilyescapeattention,andinobserving

themcarefully.”

Writinginthelastyearofhislife,heexpressedtheopinionthatintwoorthreerespectshismindhadchangedduring

theprecedingtwentyorthirtyyears.Uptotheageofthirtyorbeyonditpoetryofmanykindsgavehimgreatpleasure.

Formerly,too,pictureshadgivenhimconsiderable,andmusicverygreat,delight.In1881,however,hesaid:"Nowfor

manyyearsIcannotenduretoreadalineofpoetry.Ihavealsoalmostlostmytasteforpicturesormusic.”(50)Darwin

wasconvincedthatthelossofthesetasteswasnotonlyalossofhappiness,butmightpossiblybeinjurioustothe

intellect,andmoreprobablytothemoralcharacter.

2007

ThestudyoflawhasbeenrecognizedforcenturiesasabasicintellectualdisciplineinEuropean

universities.However,onlyinrecentyearshasitbecomeafeatureofundergraduateprogramsinCanadian

universities.(46)Traditionally,legallearninghasbeenviewedinsuchinstitutionsasthespecial

preserveoflawyers,ratherthananecessarypartoftheintellectualequipmentofaneducatedperson.

Happily,theolderandmorecontinentalviewoflegaleducationisestablishingitselfinanumberofCanadian

universitiesandsomehaveevenbeguntoofferundergraduatedegreesinlaw.

Ifthestudyoflawisbeginningtoestablishitselfaspartandparcelofageneraleducation,itsaims

andmethodsshouldappealdirectlytojournalismeducators.Lawisadisciplinewhichencouragesresponsible

judgment.Ontheonehand,itprovidesopportunitiestoanalyzesuchideasasjustice,democracyandfreedom.

(47)Ontheother,itlinkstheseconceptstoeverydayrealitiesinamannerwhichisparalleltothelinks

journalistsforgeonadailybasisastheycoverandcommentonthenews.Forexample,notionsofevidence

andfact,ofbasicrightsandpublicinterestareatworkintheprocessofjournalisticjudgmentand

productionjustasincourtsoflaw.Sharpeningjudgmentbyabsorbingandreflectingonlawisadesirable

componentofajournalistsintellectualpreparationforhisorhercareer.

(48)Buttheideathatthejournalistmustunderstandthelawmoreprofoundlythananordinarycitizen

restsonanunderstandingoftheestablishedconventionsandspecialresponsibilitiesofthenewsmedia.

Politicsor,morebroadly,thefunctioningofthestate,isamajorsubjectforjournalists.Thebetter

informedtheyareaboutthewaythestateworks,thebettertheirreportingwillbe.(49)Infact,itis

difficulttoseehowjournalistswhodonothaveacleargraspofthebasicfeaturesoftheCanadian

Constitutioncandoacompetentjobonpoliticalstories.

Furthermore,thelegalsystemandtheeventswhichoccurwithinitareprimarysubjectsforjournalists.

Whilethequalityoflegaljournalismvariesgreatly,thereisanunduerelianceamongstmanyjournalists

oninterpretationssuppliedtothembylawyers.(50)Whilecommentandreactionfromlawyersmayenhance

stories,itispreferableforjournaliststorelyontheirownnotionsofsignificanceandmaketheirown

judgments.Thesecanonlycomefromawell-groundedunderstandingofthelegalsystem.

2006

IsittruethattheAmericanintellectualisrejectedandconsideredofnoaccountinhissociety?Iamgoingtosuggestthat

itisnottrue.FatherBruckbergertoldpartofthestorywhenheobservedthatitistheintellectualswhohaverejected

America.Buttheyhavedonemorethanthat.Theyhavegrowndissatisfiedwiththeroleofintellectual.Itisthey,not

America,whohavebecomeanti-intellectual.

First,theobjectofourstudypleadsfordefinition.Whatisanintellectual?46)Ishalldefinehimasarindividualwho

haselectedashisprimarydutyandpleasureinlifetheactivityofthinkinginaSocratic(蘇格拉底)wayaboutmoral

problems.Heexploressuchproblemsconsciously,articulately,andfrankly,firstbyaskingfactualquestions,thenby

askingmoralquestions,finallybysuggestingactionwhichseemsappropriateinthelightofthefactualandmoral

informationwhichhehasobtained.47)Hisfunctionisanalogoustothatofajud*whomustaccepttheobligationof

revealinginasobviousamanneraspossiblethecourseofreasoningwhichledhimtohisdecision.

Thisdefinitionexcludesmanyindividualsusuallyreferredtoasintellectuals-theaveragescientist,forone.48)Ihave

excludedhimbecause,whilehisacconwlishmentsmaycontributetothesolutionofmoralproblems,hehasnotbeen

chargedwiththetaskofapproachinganybutthefactualaspectsofthoseproblems.Likeotherhumanbeings,he

encountersmoralissuesevenintheeverydayperformanceofhisroutineduties-heisnotsupposedtocookhis

experiments,manufactureevidence,ordoctorhisreports.49)Buthisprimarytaskisnnttothinkaboutthemoralcode

whichgovernshisactivity,anymorethanabusinessmanisexpectedtodedicatehisenergiestoanexplorationofrulesof

conductinbusiness.Duringmostofhiswakinglifehewilltakehiscodeforgranted,asthebusinessmantakeshisethics.

Thedefinitionalsoexcludesthemajorityofteachers,despitethefactthatteachinghastraditionallybeenthemethod

wherebymanyintellectualsearntheirliving.50)The、mayteachnerywellandmorethanearntheirsalaries,butmost

ofthemmakelittleorn。independentreflectionsonhumanproblemswhichinvolvemoraLiudqment.Thisdescription

evenfitsthemajorityofeminentscholars.Beinglearnedinsomebranchofhumanknowledgeisonething,livingin

“publicandillustriousthoughts,9,asEmersonwouldsay,issomethingelse.

2005

ItisnoteasytotalkabouttheroleofthemassmediainthisoverwhelminglysignificantphaseinEuropeanhistory.

Historyandnewsbecomeconfused,andone'simpressionstendtobeamixtureofskepticismandoptimism.46)

lelevisionisoneofthemeansbywhichthesefeelingsarecreatedandconveyed--andperhapsneverbeforehasitserved

somuchtoconnectdifferentueoulesandnationsasintherecenteventsinEuroue.TheEuropethatisnowforming

cannotbeanythingotherthanitspeoples,theirculturesandnationalidentities.Withthisinmindwecanbeginto

analyzetheEuropeantelevisionscene.47)InEuiwe,aselsewhere,multi-mediagroupshavebeenincreasingly

successful:《roupswhichbrinqtogethertelevision,radio,newspapers,magazinesandpublishinghousesthatworkin

relationtooneanother.OneItalianexamplewouldbetheBerlusconigroup,whileabroadMaxwellandMurdochcome

tomind.

Clearly,onlythebiggestandmostflexibletelevisioncompaniesaregoingtobeabletocompeteinsucharichand

hotly-contestedmarket.48)Thisalonedemonstratesthatthetelevisionbusinessisnotanees、worldtosurvivein,afact

underlinedbystatisticsthatshowthatoutofeightyEuiweantelevisionnetworks,nolessthan50%tookalossin1989.

Moreover,theintegrationoftheEuropeancommunitywillobligetelevisioncompaniestocooperatemorecloselyin

termsofbothproductionanddistribution.

49)Creatinaa“Europeanidentity”thatrespectsthedifferentculturesandtraditionswhichROtomakeupthe

connectingfabricoftheOldContinenti§noeasytaskanddemandsastrategicchoice—thatofproducingprogramsin

EuropeforEurope.ThisentailsreducingourdependenceontheNorthAmericanmarket,whoseprogramsrelateto

experiencesandculturaltraditionswhicharedifferentfromourown.

Inordertoachievetheseobjectives,wemustconcentratemoreonco-productions,theexchangeofnews,documentary

servicesandtraining.ThisalsoinvolvestheagreementsbetweenEuropeancountriesforthecreationofaEuropean

bankforTelevisionProductionwhich,onthemodeloftheEuropeanInvestmentsBank,willhandlethefinances

necessaryforproductioncosts.50)Indealingwithachallengeonsuchascale,itisnoexaeecratientosay“Unitedwe

stand,dividedwefall”-andifIhadtochooseasloganitwouldbe“Unityinourdiversity.^^Aunityofobjectivesthat

nonethelessrespectthevariedpeculiaritiesofeachcountry.

2004

Therelationoflanguageandmindhasinterestedphilosophersformanycenturies.61)TheGreeksassumedthatthe

structureoflanguagehadsomeconnectionwiththeprocessofthought,whichtookrootinEuropelongbeforepeoule

realizedhowdiverselaneuaeescouldbe.

Onlyrecentlydidlinguistsbegintheseriousstudyoflanguagesthatwereverydifferentfromtheirown.Two

anthropologist-linguists,FranzBoasandEdwardSapir,werepioneersindescribingmanynativelanguagesofNorth

andSouthAmericaduringthefirsthalfofthetwentiethcentury.62)Weareobligedtothembecausesomeofthese

languageshavesincevanished,astheDeopleswhospokethemdiedoutorbecameassimilatedandlosttheirnative

laneuaecs.Otherlinguistsintheearlierpartofthiscentury,however,whowerelesseagertodealwithbizarredatafrom

“exotic“l(fā)anguage,werenotalwayssograteful.63)ThenewlydescribedlanRuageswereoftensostrikinuhdifferent

fromthewellstudiedlanRuaqesofEuropeandSoutheastAsiathatsomescholarsevenaccusedBoasandSapirof

fabricatingtheirdata.NativeAmericanlanguagesareindeeddifferent,somuchsoinfactthatNavajocouldbeusedby

theUSmilitaryasacodeduringWorldWarIItosendsecretmessages.

Sapir'spupil,BenjaminLeeWhorf,continuedthestudyofAmericanIndianlanguages.64)Beineinterestedinthe

relationshipoflanguageandthought,Whorfdevelopedtheideathatthestructureoflanguagedeterminesthestructure

ofhabitualthoughtinasociety.Hereasonedthatbecauseitiseasiertoformulatecertainconceptsandnotothersina

givenlanguage,thespeakersofthatlanguagethinkalongonetrackandnotalonganother.65)Whorfcamet。believein

asortoflinguisticdeterminismwhich,initsstrongestform,statesthatlanguageimprisonsthemind,andthatthe

grammaticalpattemsinalanRuaRecanproducefanreachinRconsequencesforthecultureofasociety.Later,thisidea

becametobeknownastheSapir-Whorfhypothesis,butthistermissomewhatinappropriate.AlthoughbothSapirand

Whorfemphasizedthediversityoflanguages,Sapirhimselfneverexplicitlysupportedthenotionoflinguistic

determinism.

2003

Humanbeingsinalltimesandplacesthinkabouttheirworldandwonderattheirplaceinit.Humansarethoughtful

andcreative,possessedofinsatiablecuriosity.61)Furthermore,humanshavetheabilitytomodifytheenvironmentin

whichtheylive,thussubjectingallotherlifeformstotheirownpeculiarideasandfancies.Therefore,itisimportantto

studyhumansinalltheirrichnessanddiversityinacalmandsystematicmanner,withthehopethattheknowledge

resultingfromsuchstudiescanleadhumanstoamoreharmoniouswayoflivingwiththemselvesandwithallotherlife

formsonthisplanetEarth.

“Anthropology”derivesfromtheGreekwordsanthropos“human”andlogos“thestudyof?"Byitsveryname,

anthropologyencompassesthestudyofallhumankind.

Anthropologyisoneofthesocialsciences.62)Socialscienceisthatbranchofintellectualenquirywhichseekst。study

humansandtheirendeavorsinthesamereasoned,orderly,systematic,anddisnassionedmannerthatnaturalscientists

useforthestudyofnaturalphenomena.

Socialsciencedisciplinesincludegeography,economics,politicalscience,psychology,andsociology.Eachofthesesocial

scienceshasasubfieldorspecializationwhichliesparticularlyclosetoanthropology.

Allthesocialsciencesfocusuponthestudyofhumanity.Anthropologyisafield-studyorienteddisciplinewhichmakes

extensiveuseofthecomparativemethodinanalysis.63)Theemphasisondatagatheredfirst-hand,combinedwitha

cross-culturalperspectivebroughttotheanalysisofculturespastandpresent,makesthisstudyauniqueanddistinctly

importantsocialscience.

Anthropologicalanalysesrestheavilyupontheconceptofculture.SirEdwardQior'sformulationoftheconceptof

culturewasoneofthegreatintellectualachievementsof19thcenturyscience.64)Tylordefinedcultureas"???that

complexwholewhichincludesbelief,art,morals,law,custom,andanyothercapabilitiesandhabitsacquiredbymanas

amemberofsociety."Thisinsight,soprofoundinitssimplicity,openedupanentirelynewwayofperceivingand

understandinghumanlife.ImplicitwithinTylor?sdefinitionistheconceptthatcultureislearned,shared,andpatterned

behavior.

65)Thus,theanthropologicalconceptof“cultcre,”liketheconceptof“set”inmathematics,isanabstractconcept

whichmakespossibleimmenseamountsofconcreteresearchandunderstanding.

2002

Almostallourmajorproblemsinvolvehumanbehavior,andtheycannotbesolvedbyphysicalandbiological

technologyalone.Whatisneededisatechnologyofbehavior,butwehavebeenslowtodevelopthescience

fromwhichsuchatechnologymightbedrawn.61)Onedifficultyisthatalmostallofwhatiscalledbehavioral

sciencecontinuestotracebehaviortostatesofmind,feelings,traitsofcharacter,humannature,and

soon.Physicsandbiologyoncefollowedsimilarpracticesandadvancedonlywhentheydiscardedthem.

62)Thebehavioralscienceshavebeenslowtochangepartlybecausetheexplanatoryitemsoftenseemto

bedirectlyobservedandpartlybecauseotherkindsofexplanationshavebeenhardtofind.Theenvironment

isobviouslyimportant,butitsrolehasremainedobscure.Itdoesnotpushorpull,itselects,andthis

functionisdifficulttodiscoverandanalyze.63)Theroleofnaturalselectioninevolutionwasformulated

onlyalittlemorethanahundredyearsago,andtheselectiveroleoftheenvironmentinshapingand

maintainingthebehavioroftheindividualisonlybeginningtoberecognizedandstudied.Astheinteraction

betweenorganismandenvironmenthascometobeunderstood,however,effectsonceassignedtostatesof

mind,feelings,andtraitsarebeginningtobetracedtoaccessibleconditions,andatechnologyofbehavior

maythereforebecomeavailable.Itwillnotsolveourproblems,however,untilitreplacestraditional

prescientificviews,andthesearestronglyentrenched.Freedomanddignityillustratethedifficulty.

64)Theyarethepossessionsoftheautonomous(self-governing)manoftraditionaltheory,andtheyare

essentialtopracticesinwhichapersonisheldresponsibleforhisconductandgivencreditforhis

achievements.Ascientificanalysisshiftsboththeresponsibilityandtheachievementtotheenvironment.

Italsoraisesquestionsconcerning"values."Whowilluseatechnologyandtowhatends?65)Untilthese

issuesareresolved,atechnologyofbehaviorwillcontinuetoberejected,andwithitpossiblytheonly

waytosolveourproblems.

2001

Inlessthan30years'timetheStarTrekholodeckwillbeareality.Directlinksbetweenthebrain's

nervoussystemandacomputerwillalsocreatefullsensoryvirtualenvironments,allowingvirtualvacations

likethoseinthefilmTotalRecall.

71)Therewillbetelevisionchatshowshostedbyrobots,andcarswithpollutionmonitorsthatwilldisable

themwhentheyoffend.72)Childrenwillplaywithdollsequippedwithpersonalitychips,computerswith

in-builtpersonalitieswillberegardedasworkmatesratherthantools,relaxationwillbeinfrontof

smell,-television,anddigitalagewillhavearrived.

AccordingtoBT,sfuturologist,IanPearson,theseareamongthedevelopmentsscheduledforthefirst

fewdecadesofthenewmillennium(aperiodof1,000years),whensupercomputerswilldramaticallyaccelerate

progressinallareasoflife.

73)Pearsonhaspiecedtogethertheworkofhundredsofresearchersaroundtheworldtoproduceaunique

millermiumtechnologycalendarthatgivesthelatestdateswhenwecanexpecthundredsofkeybreakthroughs

anddiscoveriestotakeplace.Someofthebiggestdevelopmentswillbeinmedicine,includinganextended

lifeexpectancyanddozensofartificialorganscomingintousebetweennowand2040.

Pearsonalsopredictsabreakthroughincomputer-humanlinks."Bylinkingdirectlytoournervoussystem,

computerscouldpickupwhatwefeeland,hopefully,simulatefeelingtoosothatwecanstarttodevelop

fullsensoryenvironments,ratherliketheholidaysinTotalRecallortheStarTrekholodeck,“hesays.

74)Butthat,Pearsonpointsout,isonlythestartofman-machineintegration:"Itwillbethebeginning

ofthelongprocessofintegrationthatwillultimatelyleadtoafullyelectronichumanbeforetheend

ofthenextcentury.”

Throughhisresearch,Pearsonisabletoputdatestomostofthebreakthroughsthatcanbepredicted.

However,therearestillnoforecastsforwhenfaster-than-lighttravelwillbeavailable,orwhenhuman

cloningwillbeperfected,orwhentimetravelwillbepossible.Buthedoesexpectsocialproblemsas

aresultoftechnologicaladvances.Aboominneighborhoodsurveillancecameraswill,forexample,cause

problemsin2010,whilethearrivalofsyntheticlifelikerobotswillmeanpeoplemaynotbeableto

distinguishbetweentheirhumanfriendsandthedroids.75)Andhomeapplianceswillalsobecomesosmart

thatcontrollingandoperatingthemwillresultinthebreakoutofanewpsychologicaldisorder—kitchen

rage.

2000

Governmentsthroughouttheworldactontheassumptionthatthewelfareo