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下列各项，说明阴阳互根关系的是
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下列各项具有阴阳互根关系的是
动
寒
天
静
所谓独阴不生独阳不长说明阴阳之间的何种关系
阴阳对立制约
阴阳互根
阴阳交感互藏
阴阳消长
阴阳转化
动极者镇之以静阴亢者胜之以阳说明阴阳之间的关系是
阴阳互根
阴阳转化
阴阳互藏
阴阳平衡
阴阳制约
阴损及阳说明了阴阳之间的关系
阴阳消长
阴阳互根
阴阳对立
阴阳转化
动极者镇之以静阴亢者胜之以阳说明阴阳之间所存在的关系是
阴阳互藏
阴阳互根
阴阳平衡
阴阳转化
阴阳制约
阴胜则阳病所说明的阴阳之间关系是
阴阳对立
阴阳互藏
阴阳转化
阴阳互根
阴阳交感
阴损及阳说明的阴阳关系是
阴阳交感
阴阳对立
阴阳互根
阴阳消长
阴阳转化
阴根于阳阳根于阴说明阴阳关系是
阴阳对立
阴阳互根
阴阳交感
阴阳消长
阴阳转化
阴在内阳之守也主要说明的阴阳关系是
阴阳交感关系
阴阳互根关系
阴阳对立关系
阴阳消长关系
阴阳转化关系
下列各项具有阴阳互根关系的是
出
降
昼
人
阳在外阴之使也阴在内阳之守也说明了下列何种关系
阴阳对立
阴阳互根
阴阳消长
阴阳转化
阴阳平衡
所谓孤阴不生独阳不长说明的阴阳关系是
阴阳对立制约
阴阳互根
阴阳交感互藏
阴阳消长
阴阳转化
寒极生热说明了阴阳之间的关系
阴阳交感
阴阳互根
阴阳对立
阴阳转化
阴根于阳阳根于阴所说明的阴阳关系是
阴阳对立
阴阳消长
阴阳交感
阴阳互根
阴阳转化
无阴则阳无以化无阳则阴无以生说明了下列何种关系
阴阳对立
阴阳互根
阴阳消长
阴阳转化
阴阳交感
阴根于阳阳根于阴说明了阴阳之间的何种关系?
阴阳互根
阴阳消长
阴阳对立
阴阳转化
阴阳交感
下列各项说明阴阳互根关系的是
孤阴不生
孤阳不长
阳损及阴
阴损及阳
孤阴不生独阳不长主要说明的阴阳关系是
阴阳制约关系
阴阳互根关系
阴阳对立关系
阴阳消长关系
阴阳转化关系
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1WiththeextensionofdemocraticrightsinthefirsthalfofthenineteenthcenturyandtheensuingdeclineoftheFederalistestablishmentanewconceptionofeducationbegantoemerge.Educationwasnolongeraconfirmationofapre-existingstatusbutaninstrumentintheacquisitionofhigherstatus.Foranewgenerationofupwardlymobilestudentsthegoalofeducationwasnottopreparethemtolivecomfortablyintheworldintowhichtheyhadbeenbornbuttoteachnewvirtuesandskillsthatwouldpropelthemintoadifferentandbetterworld.2Educationbecametraining;andthestudentwasnolongerthegentleman-in-waitingbutthe.journeymanapprenticeforupwardmobility.Inthenineteenthcenturyacollegeeducationbegantobeseenasawaytogetaheadintheworld.Thefoundingoftheland-grantcollegesopenedthedoorsofhighereducationtopoorbutaspiringboysfromnon-Anglo-Saxonworking-classandlower-middle-classbackgrounds.3Themythofthepoorboywhoworkedhiswaythroughcollegetosuccessdrewmillionsofpoorboystothenewcampuses.Andwiththisshifteducationbecamemorevocational:itsobjectwastheacquisitionofpracticalskillsandusefulinformation.4Forthegentleman-in-waitingvirtueconsistedaboveallingraceandstyleindoingwellwhatwasappropriatetohisposition;educationwasmerelyawayofacquiringpolish.Andvicewasmanifestedingracelessnessawkwardnessinbehavinginappropriatelydiscourteouslyorostentatiously.Fortheapprenticehowevervirtuewasevidencedinsuccessthroughhardwork.Therequisitequalitiesofcharacterwerenotgraceorstylebutdrivedeterminationandasharpeyeforopportunity.Whilecasualliberalityandevenprodigalitycharacterizedthegentlemanfrugalitythriftandself-controlcametodistinguishthenewapprentice.5Andwhilethegentlemandidnotaspiretoahigherstationbecausehisstationwasalreadyhightheapprenticewascontinuallybecomingstrivingstrugglingupward.Failurefortheapprenticemeantstandingstillnotrising.
Themythologyofaculturecanprovidesomevitalinsightsintothebeliefsandvaluesofthatculture.1Byusingfantasticandsometimesincrediblestoriestocreateanoraltraditionbywhichtoexplainthewondersofthenaturalworldandteachlessonstoyoungergenerationsasocietyexposesthoseideasandconceptsheldmostimportant.2Justasimportantasthefinallessontobegatheredfromthestorieshoweverarethecharactersandtherolestheyplayinconveyingthatmessage.3PerhapstheepitomeofmythologyanditsuseasatooltopassonculturalvaluescanbefoundinAesop’sFablestoldandretoldduringtheeraoftheGreekEmpire.Aesopaslavewhowonthefavorofthecourtthroughhisimaginativeanddescriptivetalesalmostexclusivelyusedanimalstofilltherolesinhisshortstories.Humanswhenatallpresentalmostalwaysplayedthepartofbumblingfoolsstrugglingtolearnthelessonbeingpresented.ThischoiceofcharacterizationallowsustoseethattheGreeksplacedwisdomonalevelslightlybeyondhumansimplyingthatdeepwisdomandunderstandingisauniversalqualitysoughtbyratherthansteanningfromhumanbeings.Aesop’sfablesillustratedthecentralthemesofhumilityandself-reliancereflectingtheimportanceofthosetraitsinearlyGreeksociety.Thefollyofhumanswasusedtocontrastagainsttheultimategoalofattainingahigherlevelofunderstandingandawarenessoftruthsaboutnatureandhumanity.Forexampleonenotablefablefeaturesafoxrepeatedlytryingtoreachabunchofgrapesonaveryhighvine.Afterfailingatseveralattemptsthefoxgivesupmakingupitsmindthatthegrapeswereprobablysouranyway.4Thefable’slessonthatweoftenplaydownthatwhichwecan’tachievesoastomakeourselvesfeelbetterteachesthereaderorlistenerinanentertainingwayaboutoneoftheweaknessesofthehumanpsyche.5ThemythologyofotherculturesandsocietiesrevealtheunderlyingtraitsoftheirrespectiveculturesjustasAesop’sfablesdid.ThestoriesofRomangodsAztecghostsandEuropeanelvesallservedtotrainancientgenerationsthoselessonsconsideredmostimportanttotheircommunityandtodaytheyofferapowerfullookingglassbywhichtoevaluateandconsiderthecontextualenvironmentinwhichthosecultureexisted.
下列选项中不属于饮证表现的是
下列选项中与语言声音呼吸强弱关系最为密切的是
Americanstodaydon’tplaceaveryhighvalueonintellect.Ourheroesareathletesentertainersandentrepreneursnotscholars.1Evenourschoolsarewherewesendourchildrentogetapracticaleducation—nottopursueknowledgeforthesakeofknowledge.Symptomsofpervasiveanti-intellectualisminourschoolsaren’tdifficulttofind.SchoolshavealwaysbeeninasocietywherepracticalismoreimportantthanintellectualsayseducationwriterDianeRavitch.Schoolscouldbeacounterbalance.Ravitch’slatestbookLeftBack:ACenturyofFailedSchoolReformstracestherootsofanti-intellectualisminourschoolsconcludingtheyareanythingbutacounterbalancetotheAmericandistasteforintellectualpursuits.Buttheycouldandshouldbe.Encouragingkidstorejectthelifeofthemindleavesthemvulnerabletoexploitationandcontrol.2Withouttheabilitytothinkcriticallytodefendtheirideasandunderstandtheideasofotherstheycannotfullyparticipateinourdemocracy.ContinuingalongthispathsayswriterEarlShorrisWewillbecomeasecond-ratecountry.Wewillhavealesscivilsociety.IntellectisresentedasaformofpowerorprivilegewriteshistorianandprofessorRichardHofstadterinAnti-IntellectualisminAmericanLifeaPulitzer-Prizewinningbookontherootsofanti-intellectualisminUSpoliticsreligionandeducation.FromthebeginningofourhistorysaysHofstadterourdemocraticandpopulisturgeshavedrivenustorejectanythingthatsmellsofelitism.3Practicalitycommonsenseandnativeintelligencehavebeenconsideredmorenoblequalitiesthananythingyoucouldlearnfromabook.RalphWaldoEmersonandotherTranscendentalistphilosophersthoughtschoolingandrigorousbooklearningputunnaturalrestraintsonchildren4Weareshutupinschoolsandcollegerecitationroomsfor10or15yearsandcomeoutatlastwithabellyfulofwordsanddonotknowathing.MarkTwain’sHuckleberryFinnexemplifiedAmericananti-intellectualism.Itsheroavoidsbeingcivilized—goingtoschoolandlearningtoread—sohecanpreservehisinnategoodness.IntellectaccordingtoHofstadterisdifferentfromnativeintelligenceaqualitywereluctantlyadmire.Intellectisthecriticalcreativeandcontemplativesideofthemind.5Intelligenceseekstograspmanipulatere-orderandadjustwhileintellectexaminesponderswonderstheorizescriticizesandimagines.Schoolremainsaplacewhereintellectismistrusted.Hofstadtersaysourcountry’seducationalsystemisinthegripsofpeoplewhojoyfullyandmilitantlyproclaimtheirhostilitytointellectandtheireagernesstoidentifywithchildrenwhoshowtheleastintellectualpromise./
患者精神抑郁表情淡漠沉默痴呆时时太息言语无序舌红苔白腻脉弦滑治疗应首选
首见诸病通用药的本草著作是
1WiththeextensionofdemocraticrightsinthefirsthalfofthenineteenthcenturyandtheensuingdeclineoftheFederalistestablishmentanewconceptionofeducationbegantoemerge.Educationwasnolongeraconfirmationofapre-existingstatusbutaninstrumentintheacquisitionofhigherstatus.Foranewgenerationofupwardlymobilestudentsthegoalofeducationwasnottopreparethemtolivecomfortablyintheworldintowhichtheyhadbeenbornbuttoteachnewvirtuesandskillsthatwouldpropelthemintoadifferentandbetterworld.2Educationbecametraining;andthestudentwasnolongerthegentleman-in-waitingbutthe.journeymanapprenticeforupwardmobility.Inthenineteenthcenturyacollegeeducationbegantobeseenasawaytogetaheadintheworld.Thefoundingoftheland-grantcollegesopenedthedoorsofhighereducationtopoorbutaspiringboysfromnon-Anglo-Saxonworking-classandlower-middle-classbackgrounds.3Themythofthepoorboywhoworkedhiswaythroughcollegetosuccessdrewmillionsofpoorboystothenewcampuses.Andwiththisshifteducationbecamemorevocational:itsobjectwastheacquisitionofpracticalskillsandusefulinformation.4Forthegentleman-in-waitingvirtueconsistedaboveallingraceandstyleindoingwellwhatwasappropriatetohisposition;educationwasmerelyawayofacquiringpolish.Andvicewasmanifestedingracelessnessawkwardnessinbehavinginappropriatelydiscourteouslyorostentatiously.Fortheapprenticehowevervirtuewasevidencedinsuccessthroughhardwork.Therequisitequalitiesofcharacterwerenotgraceorstylebutdrivedeterminationandasharpeyeforopportunity.Whilecasualliberalityandevenprodigalitycharacterizedthegentlemanfrugalitythriftandself-controlcametodistinguishthenewapprentice.5Andwhilethegentlemandidnotaspiretoahigherstationbecausehisstationwasalreadyhightheapprenticewascontinuallybecomingstrivingstrugglingupward.Failurefortheapprenticemeantstandingstillnotrising.
Scholasticthinkersheldawidevarietyofdoctrinesinbothphilosophyandtheologythestudyofreligion.1WhatgivesunitytothewholeScholasticmovementtheacademicpracticeinEuropefromthe9thtothe17thcenturiesarethecommonaimsattitudesandmethodsgenerallyacceptedbyallitsmembers.ThechiefconcernoftheScholasticswasnottodiscovernewfactsbuttointegratetheknowledgealreadyacquiredseparatelybyGreekreasoningandChristianrevelation.ThisconcernisoneofthemostcharacteristicdifferencesbetweenScholasticismandmodemthoughtsincetheRenaissance. ThebasicaimoftheScholasticsdeterminedcertaincommonattitudesthemostimportantofwhichwastheirconvictionofthefundamentalharmonybetweenreasonandrevelation.2TheScholasticsmaintainedthatbecausethesameGodwasthesourceofbothtypesofknowledgeandtruthwasoneofhischiefattributeshecouldnotcontradicthimselfinthesetwowaysofspeaking.Anyapparentoppositionbetweenrevelationandreasoncouldbetracedeithertoanincorrectuseofreasonortoaninaccurateinterpretationofthewordsofrevelation.BecausetheScholasticsbelievedthatrevelationwasthedirectteachingofGoditpossessedforthemahigherdegreeoftruthandcertaintythandidnaturalreason.Inapparentconflictsbetweenreligiousfaithandphilosophicreasoningfaithwasthusalwaysthesupremearbiter;thetheologiansdecisionoverruledthatofthephilosopher.Aftertheearly13thcenturyScholasticthoughtemphasizedmoretheindependenceofphilosophywithinitsowndomain.3NonethelessthroughouttheScholasticperiodphilosophywascalledtheservantoftheologynotonlybecausethetruthofphilosophywassubordinatedtothatoftheologybutalsobecausethetheologianusedphilosophytounderstandandexplainrevelation. ThisattitudeofScholasticismstandsinsharpcontrasttotheso-calleddouble-truththeoryoftheSpanish-ArabphilosopherandphysicianAverros.HistheoryassumedthattruthwasaccessibletobothphilosophyandIslamictheologybutthatonlyphilosophycouldattainitperfectly.Theso-calledtruthsoftheologyservedhenceasimperfectimaginativeexpressionsforthecommonpeopleoftheauthentictruthaccessibleonlytophilosophy.AverrosmaintainedthatphilosophictruthcouldevencontradictatleastverballytheteachingsofIslamictheology. 4AsaresultoftheirbeliefintheharmonybetweenfaithandreasontheScholasticsattemptedtodeterminetheprecisescopeandcompetenceofeachofthesefaculties.ManyearlyScholasticssuchastheItalianecclesiasticandphilosopherSt.Anselmdidnotclearlydistinguishthetwoandwereoverconfidentthatreasoncouldprovecertaindoctrinesofrevelation.5LaterattheheightofthematureperiodofScholasticismtheItaliantheologianandphilosopherThomasAquinasworkedoutabalancebetween 1WhatgivesunitytothewholeScholasticmovementtheacademicpracticeinEuropefromthe9thtothe17thcenturiesarethecommonaimsattitudesandmethodsgenerallyacceptedbyallitsmembers.译成中文
素问·上古天真论说丈夫五八则
素问·五常政大论说西北之气散而寒之是指
以痛为腧指的穴位是
患者面目肌肤淡黄肢软乏力心悸气短大便溏薄舌淡苔薄白脉濡治疗应首选
以调节气机升降为主要作用的脏腑是
Scholasticthinkersheldawidevarietyofdoctrinesinbothphilosophyandtheologythestudyofreligion.1WhatgivesunitytothewholeScholasticmovementtheacademicpracticeinEuropefromthe9thtothe17thcenturiesarethecommonaimsattitudesandmethodsgenerallyacceptedbyallitsmembers.ThechiefconcernoftheScholasticswasnottodiscovernewfactsbuttointegratetheknowledgealreadyacquiredseparatelybyGreekreasoningandChristianrevelation.ThisconcernisoneofthemostcharacteristicdifferencesbetweenScholasticismandmodemthoughtsincetheRenaissance. ThebasicaimoftheScholasticsdeterminedcertaincommonattitudesthemostimportantofwhichwastheirconvictionofthefundamentalharmonybetweenreasonandrevelation.2TheScholasticsmaintainedthatbecausethesameGodwasthesourceofbothtypesofknowledgeandtruthwasoneofhischiefattributeshecouldnotcontradicthimselfinthesetwowaysofspeaking.Anyapparentoppositionbetweenrevelationandreasoncouldbetracedeithertoanincorrectuseofreasonortoaninaccurateinterpretationofthewordsofrevelation.BecausetheScholasticsbelievedthatrevelationwasthedirectteachingofGoditpossessedforthemahigherdegreeoftruthandcertaintythandidnaturalreason.Inapparentconflictsbetweenreligiousfaithandphilosophicreasoningfaithwasthusalwaysthesupremearbiter;thetheologiansdecisionoverruledthatofthephilosopher.Aftertheearly13thcenturyScholasticthoughtemphasizedmoretheindependenceofphilosophywithinitsowndomain.3NonethelessthroughouttheScholasticperiodphilosophywascalledtheservantoftheologynotonlybecausethetruthofphilosophywassubordinatedtothatoftheologybutalsobecausethetheologianusedphilosophytounderstandandexplainrevelation. ThisattitudeofScholasticismstandsinsharpcontrasttotheso-calleddouble-truththeoryoftheSpanish-ArabphilosopherandphysicianAverros.HistheoryassumedthattruthwasaccessibletobothphilosophyandIslamictheologybutthatonlyphilosophycouldattainitperfectly.Theso-calledtruthsoftheologyservedhenceasimperfectimaginativeexpressionsforthecommonpeopleoftheauthentictruthaccessibleonlytophilosophy.AverrosmaintainedthatphilosophictruthcouldevencontradictatleastverballytheteachingsofIslamictheology. 4AsaresultoftheirbeliefintheharmonybetweenfaithandreasontheScholasticsattemptedtodeterminetheprecisescopeandcompetenceofeachofthesefaculties.ManyearlyScholasticssuchastheItalianecclesiasticandphilosopherSt.Anselmdidnotclearlydistinguishthetwoandwereoverconfidentthatreasoncouldprovecertaindoctrinesofrevelation.5LaterattheheightofthematureperiodofScholasticismtheItaliantheologianandphilosopherThomasAquinasworkedoutabalancebetween 5LaterattheheightofthematureperiodofScholasticismtheItaliantheologianandphilosopherThomasAquinasworkedoutabalancebetween译成中文
肝郁脾虚者多见
治疗肝气犯胃所致呕吐应首选
Nocompanylikestobetolditiscontributingtothemoraldeclineofanation.IsthiswhatyouintendedtoaccomplishwithyourcareersSenatorRobertDoleaskedTimeWarnerexecutiveslastweek.YouhavesoldyoursoulsbutmustyoucorruptournationandthreatenourchildrenaswellAtTimeWarnerhoweversuchquestionsaresimplythelatestmanifestationofthesoul-searchingthathasinvolvedthecompanyeversincethecompanywasbornin1990.1It’saself-examinationthathasatvarioustimesinvolvedissuesofresponsibilitycreativefreedomandthecorporatebottomline.AtthecoreofthisdebateischairmanGeraldLevin56whotookoverforthelateSteveRossin1992.2OnthefinancialfrontLevinisunderpressuretoraisethestockpriceandreducethecompany’smountainousdebtwhichwillincreaseto$17.3billionaftertwonewcabledealsclose.Hehaspromisedtoselloffsomeofthepropertyandrestructurethecompanybutinvestorsarewaitingimpatiently.3TheflapoverrapisnotmakinglifeanyeasierforhimLevinhasconsistentlydefendedthecompany’srapmusiconthegroundsofexpression.In1992whenTimeWarnerwasunderfireforreleasingIce-T’sviolentrapsongCopKillerLevindescribedrapaslawfulexpressionofstreetculturewhichdeservesanoutlet.4ThetestofanydemocraticsocietyhewroteinaWallStreetJournalcolumnliesnotinhowwellitcancontrolexpressionbutinwhetheritgivesfreedomofthoughtandexpressionthewidestpossiblelatitudehoweverdisputableorirritatingtheresultsmaysometimesbe.Wewon’tretreatinthefaceofanythreats.Levinwouldnotcommentonthedebatelastweekbutthereweresignsthatthechairmanwasbackingoffhishard-linestandatleasttosomeextent.Duringthediscussionofrocksingingversesatlastmonth’sstockholders’meeting.Levinassertedthatmusicisnotthecauseofsociety’sillsandevencitedhissonateacherintheBronxNewYorkwhousesraptocommunicatewithstudents.5Buthetalkedaswellaboutthebalancedstrugglebetweencreativefreedomandsocialresponsibilityandheannouncedthatthecompanywouldlaunchadrivetodevelopstandardsfordistributionandlabelingofpotentiallyobjectionablemusic.The15-memberTimeWarnerboardisgenerallysupportiveofLevinandhiscorporatestrategy.Butinsiderssayseveralofthemhaveshowntheirconcernsinthismatter.SomeofushaveknownformanymanyyearsthatthefreedomsundertheFirstAmendmentarenottotallyunlimitedsaysLuce.Ithinkitisperhapsthecasethatsomepeopleassociatedwiththecompanyhaveonlyrecentlycometorealizethis.
下列选项中不属于实热证表现的是
大安丸的组成是
大秦艽汤中用以凉血清热的药物是
肝肾同源的主要依据是
眩晕与下列哪项并见对诊断肝血虚证最有意义
Nocompanylikestobetolditiscontributingtothemoraldeclineofanation.IsthiswhatyouintendedtoaccomplishwithyourcareersSenatorRobertDoleaskedTimeWarnerexecutiveslastweek.YouhavesoldyoursoulsbutmustyoucorruptournationandthreatenourchildrenaswellAtTimeWarnerhoweversuchquestionsaresimplythelatestmanifestationofthesoul-searchingthathasinvolvedthecompanyeversincethecompanywasbornin1990.1It’saself-examinationthathasatvarioustimesinvolvedissuesofresponsibilitycreativefreedomandthecorporatebottomline.AtthecoreofthisdebateischairmanGeraldLevin56whotookoverforthelateSteveRossin1992.2OnthefinancialfrontLevinisunderpressuretoraisethestockpriceandreducethecompany’smountainousdebtwhichwillincreaseto$17.3billionaftertwonewcabledealsclose.Hehaspromisedtoselloffsomeofthepropertyandrestructurethecompanybutinvestorsarewaitingimpatiently.3TheflapoverrapisnotmakinglifeanyeasierforhimLevinhasconsistentlydefendedthecompany’srapmusiconthegroundsofexpression.In1992whenTimeWarnerwasunderfireforreleasingIce-T’sviolentrapsongCopKillerLevindescribedrapaslawfulexpressionofstreetculturewhichdeservesanoutlet.4ThetestofanydemocraticsocietyhewroteinaWallStreetJournalcolumnliesnotinhowwellitcancontrolexpressionbutinwhetheritgivesfreedomofthoughtandexpressionthewidestpossiblelatitudehoweverdisputableorirritatingtheresultsmaysometimesbe.Wewon’tretreatinthefaceofanythreats.Levinwouldnotcommentonthedebatelastweekbutthereweresignsthatthechairmanwasbackingoffhishard-linestandatleasttosomeextent.Duringthediscussionofrocksingingversesatlastmonth’sstockholders’meeting.Levinassertedthatmusicisnotthecauseofsociety’sillsandevencitedhissonateacherintheBronxNewYorkwhousesraptocommunicatewithstudents.5Buthetalkedaswellaboutthebalancedstrugglebetweencreativefreedomandsocialresponsibilityandheannouncedthatthecompanywouldlaunchadrivetodevelopstandardsfordistributionandlabelingofpotentiallyobjectionablemusic.The15-memberTimeWarnerboardisgenerallysupportiveofLevinandhiscorporatestrategy.Butinsiderssayseveralofthemhaveshowntheirconcernsinthismatter.SomeofushaveknownformanymanyyearsthatthefreedomsundertheFirstAmendmentarenottotallyunlimitedsaysLuce.Ithinkitisperhapsthecasethatsomepeopleassociatedwiththecompanyhaveonlyrecentlycometorealizethis.
足三阴经穴均可治疗的病证是
Scholasticthinkersheldawidevarietyofdoctrinesinbothphilosophyandtheologythestudyofreligion.1WhatgivesunitytothewholeScholasticmovementtheacademicpracticeinEuropefromthe9thtothe17thcenturiesarethecommonaimsattitudesandmethodsgenerallyacceptedbyallitsmembers.ThechiefconcernoftheScholasticswasnottodiscovernewfactsbuttointegratetheknowledgealreadyacquiredseparatelybyGreekreasoningandChristianrevelation.ThisconcernisoneofthemostcharacteristicdifferencesbetweenScholasticismandmodemthoughtsincetheRenaissance. ThebasicaimoftheScholasticsdeterminedcertaincommonattitudesthemostimportantofwhichwastheirconvictionofthefundamentalharmonybetweenreasonandrevelation.2TheScholasticsmaintainedthatbecausethesameGodwasthesourceofbothtypesofknowledgeandtruthwasoneofhischiefattributeshecouldnotcontradicthimselfinthesetwowaysofspeaking.Anyapparentoppositionbetweenrevelationandreasoncouldbetracedeithertoanincorrectuseofreasonortoaninaccurateinterpretationofthewordsofrevelation.BecausetheScholasticsbelievedthatrevelationwasthedirectteachingofGoditpossessedforthemahigherdegreeoftruthandcertaintythandidnaturalreason.Inapparentconflictsbetweenreligiousfaithandphilosophicreasoningfaithwasthusalwaysthesupremearbiter;thetheologiansdecisionoverruledthatofthephilosopher.Aftertheearly13thcenturyScholasticthoughtemphasizedmoretheindependenceofphilosophywithinitsowndomain.3NonethelessthroughouttheScholasticperiodphilosophywascalledtheservantoftheologynotonlybecausethetruthofphilosophywassubordinatedtothatoftheologybutalsobecausethetheologianusedphilosophytounderstandandexplainrevelation. ThisattitudeofScholasticismstandsinsharpcontrasttotheso-calleddouble-truththeoryoftheSpanish-ArabphilosopherandphysicianAverros.HistheoryassumedthattruthwasaccessibletobothphilosophyandIslamictheologybutthatonlyphilosophycouldattainitperfectly.Theso-calledtruthsoftheologyservedhenceasimperfectimaginativeexpressionsforthecommonpeopleoftheauthentictruthaccessibleonlytophilosophy.AverrosmaintainedthatphilosophictruthcouldevencontradictatleastverballytheteachingsofIslamictheology. 4AsaresultoftheirbeliefintheharmonybetweenfaithandreasontheScholasticsattemptedtodeterminetheprecisescopeandcompetenceofeachofthesefaculties.ManyearlyScholasticssuchastheItalianecclesiasticandphilosopherSt.Anselmdidnotclearlydistinguishthetwoandwereoverconfidentthatreasoncouldprovecertaindoctrinesofrevelation.5LaterattheheightofthematureperiodofScholasticismtheItaliantheologianandphilosopherThomasAquinasworkedoutabalancebetween 3NonethelessthroughouttheScholasticperiodphilosophywascalledtheservantoftheologynotonlybecausethetruthofphilosophywassubordinatedtothatoftheologybutalsobecausethetheologianusedphilosophytounderstandandexplainrevelation.译成中文
下列证候中不出现耳鸣的是
Themythologyofaculturecanprovidesomevitalinsightsintothebeliefsandvaluesofthatculture.1Byusingfantasticandsometimesincrediblestoriestocreateanoraltraditionbywhichtoexplainthewondersofthenaturalworldandteachlessonstoyoungergenerationsasocietyexposesthoseideasandconceptsheldmostimportant.2Justasimportantasthefinallessontobegatheredfromthestorieshoweverarethecharactersandtherolestheyplayinconveyingthatmessage.3PerhapstheepitomeofmythologyanditsuseasatooltopassonculturalvaluescanbefoundinAesop’sFablestoldandretoldduringtheeraoftheGreekEmpire.Aesopaslavewhowonthefavorofthecourtthroughhisimaginativeanddescriptivetalesalmostexclusivelyusedanimalstofilltherolesinhisshortstories.Humanswhenatallpresentalmostalwaysplayedthepartofbumblingfoolsstrugglingtolearnthelessonbeingpresented.ThischoiceofcharacterizationallowsustoseethattheGreeksplacedwisdomonalevelslightlybeyondhumansimplyingthatdeepwisdomandunderstandingisauniversalqualitysoughtbyratherthansteanningfromhumanbeings.Aesop’sfablesillustratedthecentralthemesofhumilityandself-reliancereflectingtheimportanceofthosetraitsinearlyGreeksociety.Thefollyofhumanswasusedtocontrastagainsttheultimategoalofattainingahigherlevelofunderstandingandawarenessoftruthsaboutnatureandhumanity.Forexampleonenotablefablefeaturesafoxrepeatedlytryingtoreachabunchofgrapesonaveryhighvine.Afterfailingatseveralattemptsthefoxgivesupmakingupitsmindthatthegrapeswereprobablysouranyway.4Thefable’slessonthatweoftenplaydownthatwhichwecan’tachievesoastomakeourselvesfeelbetterteachesthereaderorlistenerinanentertainingwayaboutoneoftheweaknessesofthehumanpsyche.5ThemythologyofotherculturesandsocietiesrevealtheunderlyingtraitsoftheirrespectiveculturesjustasAesop’sfablesdid.ThestoriesofRomangodsAztecghostsandEuropeanelvesallservedtotrainancientgenerationsthoselessonsconsideredmostimportanttotheircommunityandtodaytheyofferapowerfullookingglassbywhichtoevaluateandconsiderthecontextualenvironmentinwhichthosecultureexisted.
1WiththeextensionofdemocraticrightsinthefirsthalfofthenineteenthcenturyandtheensuingdeclineoftheFederalistestablishmentanewconceptionofeducationbegantoemerge.Educationwasnolongeraconfirmationofapre-existingstatusbutaninstrumentintheacquisitionofhigherstatus.Foranewgenerationofupwardlymobilestudentsthegoalofeducationwasnottopreparethemtolivecomfortablyintheworldintowhichtheyhadbeenbornbuttoteachnewvirtuesandskillsthatwouldpropelthemintoadifferentandbetterworld.2Educationbecametraining;andthestudentwasnolongerthegentleman-in-waitingbutthe.journeymanapprenticeforupwardmobility.Inthenineteenthcenturyacollegeeducationbegantobeseenasawaytogetaheadintheworld.Thefoundingoftheland-grantcollegesopenedthedoorsofhighereducationtopoorbutaspiringboysfromnon-Anglo-Saxonworking-classandlower-middle-classbackgrounds.3Themythofthepoorboywhoworkedhiswaythroughcollegetosuccessdrewmillionsofpoorboystothenewcampuses.Andwiththisshifteducationbecamemorevocational:itsobjectwastheacquisitionofpracticalskillsandusefulinformation.4Forthegentleman-in-waitingvirtueconsistedaboveallingraceandstyleindoingwellwhatwasappropriatetohisposition;educationwasmerelyawayofacquiringpolish.Andvicewasmanifestedingracelessnessawkwardnessinbehavinginappropriatelydiscourteouslyorostentatiously.Fortheapprenticehowevervirtuewasevidencedinsuccessthroughhardwork.Therequisitequalitiesofcharacterwerenotgraceorstylebutdrivedeterminationandasharpeyeforopportunity.Whilecasualliberalityandevenprodigalitycharacterizedthegentlemanfrugalitythriftandself-controlcametodistinguishthenewapprentice.5Andwhilethegentlemandidnotaspiretoahigherstationbecausehisstationwasalreadyhightheapprenticewascontinuallybecomingstrivingstrugglingupward.Failurefortheapprenticemeantstandingstillnotrising.
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