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具有“稼穑”特性者为（）
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五行中具有稼穑特性的是
火
土
木
金
水
下列各项具有稼穑特性者为
木
火
土
金
具有收引特性的六淫之邪为
润下
曲直
稼穑
从革
炎上
具有炎上特性的六淫之邪为
润下
曲直
稼穑
从革
炎上
木的特性为
润下
曲直
稼穑
从革
炎上
五行中火的特性是
曲直
炎上
稼穑
从革
五行中木的特性为
曲直
炎上
润下
从革
稼穑
金的特性为
润下
曲直
稼穑
从革
炎上
具有趋下特性的六淫之邪为
润下
曲直
稼穑
从革
炎上
五行中木的特性是稼穑
五行中火的特性为
曲直
炎上
润下
从革
稼穑
五行中土的特性是
曲直
炎上
稼穑
从革
五行中木的特性古人形容概括为:
曲直
炎上
从革
润下
稼穑
五行中水的特性为
曲直
炎上
稼穑
从革
润下
火的特性为
润下
曲直
稼穑
从革
炎上
水的特性为
润下
曲直
稼穑
从革
炎上
土爰稼穑是指土具有
载物特性
生化特性
升发特性
收敛特性
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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.
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WhereintheworldisthelargestnumberofdifferentlanguagesspokenMostlinguistswouldprobablyplumpforNewGuineaanislandthathas830recognizedtonguesscatteredarounditsisolatedjungle-coveredvalleys.Butaplaceontheothersideoftheworldrunsitclose.ThefiveboroughsofNewYorkCityarereckonedtobehometospeakersofaround800languages.Manyofthemclosetoextinction.1NewYorkisalsohomeofcoursetoalotofacademiclinguistsandthreeofthemhavegottogethertocreateanorganizationcalledtheEndangeredLanguageAllianceELAwhichisferretingoutspeakersofunusualtonguesfromthecity’shuddledimmigrantmasses.TheELAwhichwassetuplastyearbyDanielKaufmanJulietteBlevinsandBobHolmanhasworkedindetailon12languagessinceitsinception.Ithascodifiedtheirgrammarstheirpronunciationsandtheirword-formationpatternsaswellastheirsongsandlegends.EachvolunteerspeakerofalanguageofinterestisfirsttestedwithwhatisknownasaSwadeshlist.Thisisasetof207high-frequencyslow-to-changewordssuchaspartsofthebodycolorsandbasicverbslikeeatdrinksleepandkill.TheSwadeshlistisintendedtoascertainanindividual’sfluencybeforeheistakenon.OncehehasbeenacceptedDrKauf-manandhiscolleaguesstartchippingawayatthelanguage’sphonologythesoundsofwhichitiscomposedanditssyntaxhowitsmeaningischangedbytheorderofwordsandphrases.Thissortofanalysisisthebreadandbutteroflinguistics.Everysooftenthoughtheresearcherscomeacrossabitofjam.TheMahongwewordmanonoforexamplemeansIlikewhenspokensoftandflatandIdon’tlikewhenthefirstsyllableisatadsharperintone.Similarlymhazacouldbeeitherchestorcouncilhouse.InbothcasesthetwowordsarenearlyindistinguishabletoanEnglishspeakerbutyieldstarklydifferentpatternswhenrunthroughaspectrograph.2Manonoisaparticularlinguisticodditysinceitusesonlytonetodifferentiateanaffirmativefromanegative—aphenomenontheELAhassincediscoveredappliestoallverbsinMahongwe.Suchnicetiesareinterestingtoexperts.ButtheELAisattemptingtounderstandmorethanjustthenutsandboltsoflanguages.Itiscollectingstoriesandotherverbalmaterialspecifictotheculturesoftheparticipants.OnevolunteerforexamplewantstowriteastorybookforchildreninherlanguageShughniandalsoarecipebook.3ThatmeanscreatingawrittenformofthelanguagewhichtheresearchersdousingwhatisknownastheInternationalPhoneticAlphabet.4ManyofDr.Kaufman’sbetterfindshesays.havecomefromhangingoutatstreetcornerswithaclipboardonRooseveltAvenue—astreetintheboroughofQueensthathedescribesastheepicenteroftheepicenteroflinguisticNewYork.Howlongitwillremainsoismoot.Theworld’slanguageswhichnumberabout6900arereckonedtobedyingoutattherateofoneafortnight.ThereasonispreciselythesortofculturalmixingthatNewYorkepitomizes.5Thevalueoflearninganyparticularlanguageisincreasedbythenumberofpeoplewhoalreadyspeakitwhilethevalueofaminoritylanguageisdiminishedaspeopleabandonit.Tothoselanguagesthathathinotherwordsshallbegiven.Fromthosethathathnotshallthelastspeakerssoonbetakenaway
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./
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./
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.
Personalityistoalargeextentinherent—A-typeparentsusuallybringaboutA-typeoffspring.1Buttheenvironmentmustalsohaveaprofoundeffectsinceifcompetitionisimportanttotheparentsitislikelytobecomeamajorfactorinthelivesoftheirchildren.OneplacewherechildrensoakupAcharacteristicsisschoolwhichisbyitsverynatureahighlycompetitiveinstitution.Toomanyschoolsadoptthewinatallcostsmoralstandardandmeasuretheirsuccessbysportingachievements.2Thecurrentpassionformakingchildrencompeteagainsttheirclassmatesoragainsttheclockproducesatwo-layersysteminwhichcompetitiveA-typesseeminsomewaybetterthantheirB-typefellows.Beingtookeentowincanhavedangerousconsequences:rememberthatPheidippidesthefirstmarathonrunnerdroppeddeadsecondsaftersaying:Rejoiceweconquer!Byfartheworstformofcompetitioninschoolsisthedisproportionateemphasisonexaminations.Itisarareschoolthatallowspupilstoconcentrateonthosethingstheydowell.3Themeritsofcompetitionbyexaminationaresomewhatquestionablebutcompetitioninthecertainknowledgeoffailureispositivelyharmful.ObviouslyitisneitherpracticalnordesirablethatallAyoungsterschangeintoB’s.4Theworldneedstypesandschoolshaveanimportantdutytotrytofitachild’spersonalitytohispossiblefutureemployment.Itistopmanagement.Ifthepreoccupationofschoolswithacademicworkwaslessenedmoretimemightbespentteachingchildrensurervalues.5Perhapsselectionforthecaringprofessionsespeciallymedicinecouldbemadelessbygoodgradesinchemistryandmorebysuchconsiderationsassensitivityandsympathy.ItissurelyamistaketochooseourdoctorsexclusivelyfromA-typestock.B’sareimportantandshouldbeencouraged.
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
AsapartoftheserviceindustryecotourismpromoteswhatAlanDuringinhisimportantbookHowMuchisEnough!callstheshiftfrommaterialtonon-materialends.1Thisshiftistheonlyviablewayinwhichhumandemandsmadeontheenvironmentwillnotoverrunthecarryingcapacityoftheplanet.Ecotourismisinfundamentaloppositiontoconsumptionasameanstofulfillment;ratherthesenseofplacetheexcitementofexperienceandtheopportunityoflearningbecometheoverridingproductssoldtoecotourists.2TheseecotourismproductsarebaseduponpreservingandprotectingtheoriginalculturesandenvironmentsnotupontransformingthemintosomeDisney-land-likefantasy-world.Increasinglyaconservationethicandaviableprocessofdevelopmenthaveemergedfromtheecotourismmovementorperhapsviceversa.TheecotourismethichasbeendefinedbytheEcotourismSocietytomean:responsibletravelthatconservesthenaturalenvironsandsustainsthewell-beingoflocalpeople.3Ecotourismofferstravelersthemeanstoassistpersonallyandlocallyintheconservationofthreatenedenvironmentsandtosupportcommunitiesdirectlythatareseekingviableeconomicalternativestoendcyclesofpovertyandenvironmentaldestruction.Thisnon-profitorganizationisworkingtoraisepublicsupportforimplementingecotourismprinciplesandpracticesaroundtheworld.4TheconcertedeffortbypolicymakersbusinessesrecreationmanagersandorganizationssuchastheWorldWildlifeFundandConservationInternationaltomakeecotourismamainstreampracticeispromising.WeintheWesternindustrializednationshaveanincredibleopportunityforrestorativeandregenerativechangethroughecotourism.Thereseemstobelittledoubtthattourismwillcontinuetogrow.Themostimportantquestionremains:Willitbeecologicallyresponsibleandsustainable5Theresponsibilityclearlyrestswithourselvestocareforanenvironmentalandculturaldiversitywhichhistoricallywehaveusedmerelytoserveourneeds—andourneedsonly.Ecotourismasamodelprocessandethicoffersanopportunitytoputrespectforourearthintopracticeinawaythatallpeoplecanenjoyitsbeautyandbenefits.
AsapartoftheserviceindustryecotourismpromoteswhatAlanDuringinhisimportantbookHowMuchisEnough!callstheshiftfrommaterialtonon-materialends.1Thisshiftistheonlyviablewayinwhichhumandemandsmadeontheenvironmentwillnotoverrunthecarryingcapacityoftheplanet.Ecotourismisinfundamentaloppositiontoconsumptionasameanstofulfillment;ratherthesenseofplacetheexcitementofexperienceandtheopportunityoflearningbecometheoverridingproductssoldtoecotourists.2TheseecotourismproductsarebaseduponpreservingandprotectingtheoriginalculturesandenvironmentsnotupontransformingthemintosomeDisney-land-likefantasy-world.Increasinglyaconservationethicandaviableprocessofdevelopmenthaveemergedfromtheecotourismmovementorperhapsviceversa.TheecotourismethichasbeendefinedbytheEcotourismSocietytomean:responsibletravelthatconservesthenaturalenvironsandsustainsthewell-beingoflocalpeople.3Ecotourismofferstravelersthemeanstoassistpersonallyandlocallyintheconservationofthreatenedenvironmentsandtosupportcommunitiesdirectlythatareseekingviableeconomicalternativestoendcyclesofpovertyandenvironmentaldestruction.Thisnon-profitorganizationisworkingtoraisepublicsupportforimplementingecotourismprinciplesandpracticesaroundtheworld.4TheconcertedeffortbypolicymakersbusinessesrecreationmanagersandorganizationssuchastheWorldWildlifeFundandConservationInternationaltomakeecotourismamainstreampracticeispromising.WeintheWesternindustrializednationshaveanincredibleopportunityforrestorativeandregenerativechangethroughecotourism.Thereseemstobelittledoubtthattourismwillcontinuetogrow.Themostimportantquestionremains:Willitbeecologicallyresponsibleandsustainable5Theresponsibilityclearlyrestswithourselvestocareforanenvironmentalandculturaldiversitywhichhistoricallywehaveusedmerelytoserveourneeds—andourneedsonly.Ecotourismasamodelprocessandethicoffersanopportunitytoputrespectforourearthintopracticeinawaythatallpeoplecanenjoyitsbeautyandbenefits.
TheinclusionofallchildrenandyouthispartofageneralintegrativetrendthathasacceleratedsinceWorldWarII.Itrelatestosomenewerdevelopmentsaswell.Concernfortheearth’sendangeredenvironmenthasbecomecentralemphasizinginbothintellectualandsociallifetheneedforcooperationratherthancompetitiontheimportanceofunderstandinginterrelationshipsoftheecosystemandtheideathatecologycanbeusedasanorganizingconcept.Inadifferentveintherapiddevelopmentofmicroelectronicsparticularlytheuseofcomputersformultiplefunctionsineducationgoesforbeyondpossibilitiesofearliertechnologicaladvances.1Althoughtechnologyisthoughtofbysomeasantagonistictohumanisticconcernsothersarguethatitmakescommunicationandcomprehensionavailabletoawiderpopulationandencouragessystemthinkingbothultimatelyintegrativeeffects.Thepolarizationofopinionontechnology’seffectsandmostotherimportantissuesisaproblemineducationalpolicydetermination.2Inadditiontothedifficultiesofgoverningincreasinglylargeanddiverseeducationsystemsaswellasthoseofmeetingthenever-endingdemandsofexpandingeducationthechroniclackofconsensusmakesthesystemunabletorespondsatisfactorilytopubliccriticismandunabletoplanforsubstantivelong-rangedevelopment.3Thepoliticalandadministrativeresponsessofarhavebeentoattendtoshort-runefficiencybyimprovingmanagementtechniquesandtoadoptpolarresponsestoaccommodatepolarcriticisms.Thuscommunityandcommunityschoolshavebeenemphasizedalongwithcentralcontrolandstandardizationandinstitutionalalternativeshavebeenopenedwhilethestructureofmaininstitutionshasbecomemorearticulated.Forexamplethefocusofattentionhasbeenplacedonthetransitionstageswhichearlierwerevirtuallyignored:fromhometoschoolfromprimarytosecondarytouppersecondaryfromschooltowork.Tertiaryinstitutionshavebeenreconceivedaspartofaunifiedlevel;testinghasbecomemoresophisticatedandcredentialshavebecomemoredifferentiatedeitherbycertificateorbytranscript.Alternativeteachingstrategieshavebeenencouragedintheorybutbasiccurriculumuniformityhaseffectivelyrestrictedthepracticeofnewmethods.Generaleducationisstillmainlyabstractandsubjectmatterthoughinternallymoredynamicstillrestsonlanguagemathematicsandscience.Therehasbeenanincreasingrelianceontheconstructionofsubjectmattertoguidethemethodofteaching.4Teachersareentrustedwithagreatervarietyoftasksbuttheyarelesstrustedwithknowledgeleadingpoliticalauthoritiestocallforupgradingofteachertrainingteacherinservicetrainingandregularassessmentofteacherperformance.5Recentreformeffortshavebeenfocusedonintegratinggeneralandvocationaleducationandonencouraginglifelongorrecurrenteducationtomeetchangingindividualandsocialneeds.Thusnotonlyhasthenumberofstudentsandinstitutionsincreasedasaresultofinclusionpoliciesbutthescopeofeducationhasalsoexpanded.Thistremendousgrowthhoweverhasraisednewquestionsabouttheproperfunctionsoftheschoolandtheeffectivenessforlifeworkorintellectualadvancementofpresentprogramsandmeansofinstruction.
以痛为腧指的穴位是
1Materialculturereferstothetouchablematerialthings—physicalobjectsthatcanbeseenheldfeltused—thatacultureproduces.Examiningaculture’stoolsandtechnologycantellusaboutthegroup’shistoryandwayoflife.Similarlyresearchintothematerialcultureofmusiccanhelpustounderstandthemusic-culture.Themostvividbodyofthingsinitofcoursearemusicalinstruments.2Wecannothearforourselvestheactualsoundofanymusicalperformancebeforethe1870swhenthephonographwasinventedsowerelyoninstrumentsforimportantinformationaboutmusic-culturesintheremotepastandtheirdevelopment.Herewehavetwokindsofevidence:instrumentswellpreservedandinstrumentspicturedinart.ThroughthestudyofinstrumentsaswellaspaintingswrittendocumentsandsoonwecanexplorethemovementofmusicfromtheNearEasttoChinaoverathousandyearsagoorwecanoutlinethespreadofNearEasterninfluencetoEuropethatresultedinthedevelopmentofmostoftheinstrumentsonthesymphonyorchestra.Sheetmusicorprintedmusictooismaterialculture.Scholarsoncedefinedfolkmusic-culturesasthoseinwhichpeoplelearnandsingmusicbyearratherthanfromprintbutresearchshowsmutualinfluenceamongoralandwrittensourcesduringthepastfewcenturiesinEuropeBritainandAmerica.Printedversionslimitvarietybecausetheytendtostandardizeanysongyettheystimulatepeopletocreatenewanddifferentsongs.3Besidestheabilitytoreadmusicnotationhasafar-reachingeffectonmusiciansandwhenitbecomeswidespreadonthemusic-cultureasawhole.Musicisdeep-rootedintheculturalbackgroundthatfostersit.Wenowpaymoreandmoreattentiontotraditionalorethnicfeaturesinfolkmusicandarewillingtopreservethefolkmusicaswedowithmanytraditionalculturalheritage.Musiciansallovertheworldarebusywithrecordingclassicmusicintheircountryforthesakeoftheiruniqueculture.4Asalwayspeople’saspirationwillalwaysfocusontheirindividualityratherthanuniversalfeaturesthataresharedbyallculturesalike.5Onemoreimportantpartofmusic’smaterialcultureshouldbesingledout:theinfluenceoftheelectronicmedia—radiorecordplayertaperecorderandtelevisionwiththefuturepromisingtalkingandsingingcomputersandotherdevelopments.Thisisallpartoftheinformation-revolutionatwentiethcenturyphenomenonasimportantastheindustrialrevolutioninthenineteenth.Theseelectronicmediaarenotjustlimitedtomodemnations;theyhaveaffectedmusic-culturesallovertheglobe.
Personalityistoalargeextentinherent—A-typeparentsusuallybringaboutA-typeoffspring.1Buttheenvironmentmustalsohaveaprofoundeffectsinceifcompetitionisimportanttotheparentsitislikelytobecomeamajorfactorinthelivesoftheirchildren.OneplacewherechildrensoakupAcharacteristicsisschoolwhichisbyitsverynatureahighlycompetitiveinstitution.Toomanyschoolsadoptthewinatallcostsmoralstandardandmeasuretheirsuccessbysportingachievements.2Thecurrentpassionformakingchildrencompeteagainsttheirclassmatesoragainsttheclockproducesatwo-layersysteminwhichcompetitiveA-typesseeminsomewaybetterthantheirB-typefellows.Beingtookeentowincanhavedangerousconsequences:rememberthatPheidippidesthefirstmarathonrunnerdroppeddeadsecondsaftersaying:Rejoiceweconquer!Byfartheworstformofcompetitioninschoolsisthedisproportionateemphasisonexaminations.Itisarareschoolthatallowspupilstoconcentrateonthosethingstheydowell.3Themeritsofcompetitionbyexaminationaresomewhatquestionablebutcompetitioninthecertainknowledgeoffailureispositivelyharmful.ObviouslyitisneitherpracticalnordesirablethatallAyoungsterschangeintoB’s.4Theworldneedstypesandschoolshaveanimportantdutytotrytofitachild’spersonalitytohispossiblefutureemployment.Itistopmanagement.Ifthepreoccupationofschoolswithacademicworkwaslessenedmoretimemightbespentteachingchildrensurervalues.5Perhapsselectionforthecaringprofessionsespeciallymedicinecouldbemadelessbygoodgradesinchemistryandmorebysuchconsiderationsassensitivityandsympathy.ItissurelyamistaketochooseourdoctorsexclusivelyfromA-typestock.B’sareimportantandshouldbeencouraged.
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
WhereintheworldisthelargestnumberofdifferentlanguagesspokenMostlinguistswouldprobablyplumpforNewGuineaanislandthathas830recognizedtonguesscatteredarounditsisolatedjungle-coveredvalleys.Butaplaceontheothersideoftheworldrunsitclose.ThefiveboroughsofNewYorkCityarereckonedtobehometospeakersofaround800languages.Manyofthemclosetoextinction.1NewYorkisalsohomeofcoursetoalotofacademiclinguistsandthreeofthemhavegottogethertocreateanorganizationcalledtheEndangeredLanguageAllianceELAwhichisferretingoutspeakersofunusualtonguesfromthecity’shuddledimmigrantmasses.TheELAwhichwassetuplastyearbyDanielKaufmanJulietteBlevinsandBobHolmanhasworkedindetailon12languagessinceitsinception.Ithascodifiedtheirgrammarstheirpronunciationsandtheirword-formationpatternsaswellastheirsongsandlegends.EachvolunteerspeakerofalanguageofinterestisfirsttestedwithwhatisknownasaSwadeshlist.Thisisasetof207high-frequencyslow-to-changewordssuchaspartsofthebodycolorsandbasicverbslikeeatdrinksleepandkill.TheSwadeshlistisintendedtoascertainanindividual’sfluencybeforeheistakenon.OncehehasbeenacceptedDrKauf-manandhiscolleaguesstartchippingawayatthelanguage’sphonologythesoundsofwhichitiscomposedanditssyntaxhowitsmeaningischangedbytheorderofwordsandphrases.Thissortofanalysisisthebreadandbutteroflinguistics.Everysooftenthoughtheresearcherscomeacrossabitofjam.TheMahongwewordmanonoforexamplemeansIlikewhenspokensoftandflatandIdon’tlikewhenthefirstsyllableisatadsharperintone.Similarlymhazacouldbeeitherchestorcouncilhouse.InbothcasesthetwowordsarenearlyindistinguishabletoanEnglishspeakerbutyieldstarklydifferentpatternswhenrunthroughaspectrograph.2Manonoisaparticularlinguisticodditysinceitusesonlytonetodifferentiateanaffirmativefromanegative—aphenomenontheELAhassincediscoveredappliestoallverbsinMahongwe.Suchnicetiesareinterestingtoexperts.ButtheELAisattemptingtounderstandmorethanjustthenutsandboltsoflanguages.Itiscollectingstoriesandotherverbalmaterialspecifictotheculturesoftheparticipants.OnevolunteerforexamplewantstowriteastorybookforchildreninherlanguageShughniandalsoarecipebook.3ThatmeanscreatingawrittenformofthelanguagewhichtheresearchersdousingwhatisknownastheInternationalPhoneticAlphabet.4ManyofDr.Kaufman’sbetterfindshesays.havecomefromhangingoutatstreetcornerswithaclipboardonRooseveltAvenue—astreetintheboroughofQueensthathedescribesastheepicenteroftheepicenteroflinguisticNewYork.Howlongitwillremainsoismoot.Theworld’slanguageswhichnumberabout6900arereckonedtobedyingoutattherateofoneafortnight.ThereasonispreciselythesortofculturalmixingthatNewYorkepitomizes.5Thevalueoflearninganyparticularlanguageisincreasedbythenumberofpeoplewhoalreadyspeakitwhilethevalueofaminoritylanguageisdiminishedaspeopleabandonit.Tothoselanguagesthathathinotherwordsshallbegiven.Fromthosethathathnotshallthelastspeakerssoonbetakenaway
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.
TheinclusionofallchildrenandyouthispartofageneralintegrativetrendthathasacceleratedsinceWorldWarII.Itrelatestosomenewerdevelopmentsaswell.Concernfortheearth’sendangeredenvironmenthasbecomecentralemphasizinginbothintellectualandsociallifetheneedforcooperationratherthancompetitiontheimportanceofunderstandinginterrelationshipsoftheecosystemandtheideathatecologycanbeusedasanorganizingconcept.Inadifferentveintherapiddevelopmentofmicroelectronicsparticularlytheuseofcomputersformultiplefunctionsineducationgoesforbeyondpossibilitiesofearliertechnologicaladvances.1Althoughtechnologyisthoughtofbysomeasantagonistictohumanisticconcernsothersarguethatitmakescommunicationandcomprehensionavailabletoawiderpopulationandencouragessystemthinkingbothultimatelyintegrativeeffects.Thepolarizationofopinionontechnology’seffectsandmostotherimportantissuesisaproblemineducationalpolicydetermination.2Inadditiontothedifficultiesofgoverningincreasinglylargeanddiverseeducationsystemsaswellasthoseofmeetingthenever-endingdemandsofexpandingeducationthechroniclackofconsensusmakesthesystemunabletorespondsatisfactorilytopubliccriticismandunabletoplanforsubstantivelong-rangedevelopment.3Thepoliticalandadministrativeresponsessofarhavebeentoattendtoshort-runefficiencybyimprovingmanagementtechniquesandtoadoptpolarresponsestoaccommodatepolarcriticisms.Thuscommunityandcommunityschoolshavebeenemphasizedalongwithcentralcontrolandstandardizationandinstitutionalalternativeshavebeenopenedwhilethestructureofmaininstitutionshasbecomemorearticulated.Forexamplethefocusofattentionhasbeenplacedonthetransitionstageswhichearlierwerevirtuallyignored:fromhometoschoolfromprimarytosecondarytouppersecondaryfromschooltowork.Tertiaryinstitutionshavebeenreconceivedaspartofaunifiedlevel;testinghasbecomemoresophisticatedandcredentialshavebecomemoredifferentiatedeitherbycertificateorbytranscript.Alternativeteachingstrategieshavebeenencouragedintheorybutbasiccurriculumuniformityhaseffectivelyrestrictedthepracticeofnewmethods.Generaleducationisstillmainlyabstractandsubjectmatterthoughinternallymoredynamicstillrestsonlanguagemathematicsandscience.Therehasbeenanincreasingrelianceontheconstructionofsubjectmattertoguidethemethodofteaching.4Teachersareentrustedwithagreatervarietyoftasksbuttheyarelesstrustedwithknowledgeleadingpoliticalauthoritiestocallforupgradingofteachertrainingteacherinservicetrainingandregularassessmentofteacherperformance.5Recentreformeffortshavebeenfocusedonintegratinggeneralandvocationaleducationandonencouraginglifelongorrecurrenteducationtomeetchangingindividualandsocialneeds.Thusnotonlyhasthenumberofstudentsandinstitutionsincreasedasaresultofinclusionpoliciesbutthescopeofeducationhasalsoexpanded.Thistremendousgrowthhoweverhasraisednewquestionsabouttheproperfunctionsoftheschoolandtheeffectivenessforlifeworkorintellectualadvancementofpresentprogramsandmeansofinstruction.
WhereintheworldisthelargestnumberofdifferentlanguagesspokenMostlinguistswouldprobablyplumpforNewGuineaanislandthathas830recognizedtonguesscatteredarounditsisolatedjungle-coveredvalleys.Butaplaceontheothersideoftheworldrunsitclose.ThefiveboroughsofNewYorkCityarereckonedtobehometospeakersofaround800languages.Manyofthemclosetoextinction.1NewYorkisalsohomeofcoursetoalotofacademiclinguistsandthreeofthemhavegottogethertocreateanorganizationcalledtheEndangeredLanguageAllianceELAwhichisferretingoutspeakersofunusualtonguesfromthecity’shuddledimmigrantmasses.TheELAwhichwassetuplastyearbyDanielKaufmanJulietteBlevinsandBobHolmanhasworkedindetailon12languagessinceitsinception.Ithascodifiedtheirgrammarstheirpronunciationsandtheirword-formationpatternsaswellastheirsongsandlegends.EachvolunteerspeakerofalanguageofinterestisfirsttestedwithwhatisknownasaSwadeshlist.Thisisasetof207high-frequencyslow-to-changewordssuchaspartsofthebodycolorsandbasicverbslikeeatdrinksleepandkill.TheSwadeshlistisintendedtoascertainanindividual’sfluencybeforeheistakenon.OncehehasbeenacceptedDrKauf-manandhiscolleaguesstartchippingawayatthelanguage’sphonologythesoundsofwhichitiscomposedanditssyntaxhowitsmeaningischangedbytheorderofwordsandphrases.Thissortofanalysisisthebreadandbutteroflinguistics.Everysooftenthoughtheresearcherscomeacrossabitofjam.TheMahongwewordmanonoforexamplemeansIlikewhenspokensoftandflatandIdon’tlikewhenthefirstsyllableisatadsharperintone.Similarlymhazacouldbeeitherchestorcouncilhouse.InbothcasesthetwowordsarenearlyindistinguishabletoanEnglishspeakerbutyieldstarklydifferentpatternswhenrunthroughaspectrograph.2Manonoisaparticularlinguisticodditysinceitusesonlytonetodifferentiateanaffirmativefromanegative—aphenomenontheELAhassincediscoveredappliestoallverbsinMahongwe.Suchnicetiesareinterestingtoexperts.ButtheELAisattemptingtounderstandmorethanjustthenutsandboltsoflanguages.Itiscollectingstoriesandotherverbalmaterialspecifictotheculturesoftheparticipants.OnevolunteerforexamplewantstowriteastorybookforchildreninherlanguageShughniandalsoarecipebook.3ThatmeanscreatingawrittenformofthelanguagewhichtheresearchersdousingwhatisknownastheInternationalPhoneticAlphabet.4ManyofDr.Kaufman’sbetterfindshesays.havecomefromhangingoutatstreetcornerswithaclipboardonRooseveltAvenue—astreetintheboroughofQueensthathedescribesastheepicenteroftheepicenteroflinguisticNewYork.Howlongitwillremainsoismoot.Theworld’slanguageswhichnumberabout6900arereckonedtobedyingoutattherateofoneafortnight.ThereasonispreciselythesortofculturalmixingthatNewYorkepitomizes.5Thevalueoflearninganyparticularlanguageisincreasedbythenumberofpeoplewhoalreadyspeakitwhilethevalueofaminoritylanguageisdiminishedaspeopleabandonit.Tothoselanguagesthathathinotherwordsshallbegiven.Fromthosethathathnotshallthelastspeakerssoonbetakenaway
肝肾同源的主要依据是
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.
Personalityistoalargeextentinherent—A-typeparentsusuallybringaboutA-typeoffspring.1Buttheenvironmentmustalsohaveaprofoundeffectsinceifcompetitionisimportanttotheparentsitislikelytobecomeamajorfactorinthelivesoftheirchildren.OneplacewherechildrensoakupAcharacteristicsisschoolwhichisbyitsverynatureahighlycompetitiveinstitution.Toomanyschoolsadoptthewinatallcostsmoralstandardandmeasuretheirsuccessbysportingachievements.2Thecurrentpassionformakingchildrencompeteagainsttheirclassmatesoragainsttheclockproducesatwo-layersysteminwhichcompetitiveA-typesseeminsomewaybetterthantheirB-typefellows.Beingtookeentowincanhavedangerousconsequences:rememberthatPheidippidesthefirstmarathonrunnerdroppeddeadsecondsaftersaying:Rejoiceweconquer!Byfartheworstformofcompetitioninschoolsisthedisproportionateemphasisonexaminations.Itisarareschoolthatallowspupilstoconcentrateonthosethingstheydowell.3Themeritsofcompetitionbyexaminationaresomewhatquestionablebutcompetitioninthecertainknowledgeoffailureispositivelyharmful.ObviouslyitisneitherpracticalnordesirablethatallAyoungsterschangeintoB’s.4Theworldneedstypesandschoolshaveanimportantdutytotrytofitachild’spersonalitytohispossiblefutureemployment.Itistopmanagement.Ifthepreoccupationofschoolswithacademicworkwaslessenedmoretimemightbespentteachingchildrensurervalues.5Perhapsselectionforthecaringprofessionsespeciallymedicinecouldbemadelessbygoodgradesinchemistryandmorebysuchconsiderationsassensitivityandsympathy.ItissurelyamistaketochooseourdoctorsexclusivelyfromA-typestock.B’sareimportantandshouldbeencouraged.
1Materialculturereferstothetouchablematerialthings—physicalobjectsthatcanbeseenheldfeltused—thatacultureproduces.Examiningaculture’stoolsandtechnologycantellusaboutthegroup’shistoryandwayoflife.Similarlyresearchintothematerialcultureofmusiccanhelpustounderstandthemusic-culture.Themostvividbodyofthingsinitofcoursearemusicalinstruments.2Wecannothearforourselvestheactualsoundofanymusicalperformancebeforethe1870swhenthephonographwasinventedsowerelyoninstrumentsforimportantinformationaboutmusic-culturesintheremotepastandtheirdevelopment.Herewehavetwokindsofevidence:instrumentswellpreservedandinstrumentspicturedinart.ThroughthestudyofinstrumentsaswellaspaintingswrittendocumentsandsoonwecanexplorethemovementofmusicfromtheNearEasttoChinaoverathousandyearsagoorwecanoutlinethespreadofNearEasterninfluencetoEuropethatresultedinthedevelopmentofmostoftheinstrumentsonthesymphonyorchestra.Sheetmusicorprintedmusictooismaterialculture.Scholarsoncedefinedfolkmusic-culturesasthoseinwhichpeoplelearnandsingmusicbyearratherthanfromprintbutresearchshowsmutualinfluenceamongoralandwrittensourcesduringthepastfewcenturiesinEuropeBritainandAmerica.Printedversionslimitvarietybecausetheytendtostandardizeanysongyettheystimulatepeopletocreatenewanddifferentsongs.3Besidestheabilitytoreadmusicnotationhasafar-reachingeffectonmusiciansandwhenitbecomeswidespreadonthemusic-cultureasawhole.Musicisdeep-rootedintheculturalbackgroundthatfostersit.Wenowpaymoreandmoreattentiontotraditionalorethnicfeaturesinfolkmusicandarewillingtopreservethefolkmusicaswedowithmanytraditionalculturalheritage.Musiciansallovertheworldarebusywithrecordingclassicmusicintheircountryforthesakeoftheiruniqueculture.4Asalwayspeople’saspirationwillalwaysfocusontheirindividualityratherthanuniversalfeaturesthataresharedbyallculturesalike.5Onemoreimportantpartofmusic’smaterialcultureshouldbesingledout:theinfluenceoftheelectronicmedia—radiorecordplayertaperecorderandtelevisionwiththefuturepromisingtalkingandsingingcomputersandotherdevelopments.Thisisallpartoftheinformation-revolutionatwentiethcenturyphenomenonasimportantastheindustrialrevolutioninthenineteenth.Theseelectronicmediaarenotjustlimitedtomodemnations;theyhaveaffectedmusic-culturesallovertheglobe.
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
AsapartoftheserviceindustryecotourismpromoteswhatAlanDuringinhisimportantbookHowMuchisEnough!callstheshiftfrommaterialtonon-materialends.1Thisshiftistheonlyviablewayinwhichhumandemandsmadeontheenvironmentwillnotoverrunthecarryingcapacityoftheplanet.Ecotourismisinfundamentaloppositiontoconsumptionasameanstofulfillment;ratherthesenseofplacetheexcitementofexperienceandtheopportunityoflearningbecometheoverridingproductssoldtoecotourists.2TheseecotourismproductsarebaseduponpreservingandprotectingtheoriginalculturesandenvironmentsnotupontransformingthemintosomeDisney-land-likefantasy-world.Increasinglyaconservationethicandaviableprocessofdevelopmenthaveemergedfromtheecotourismmovementorperhapsviceversa.TheecotourismethichasbeendefinedbytheEcotourismSocietytomean:responsibletravelthatconservesthenaturalenvironsandsustainsthewell-beingoflocalpeople.3Ecotourismofferstravelersthemeanstoassistpersonallyandlocallyintheconservationofthreatenedenvironmentsandtosupportcommunitiesdirectlythatareseekingviableeconomicalternativestoendcyclesofpovertyandenvironmentaldestruction.Thisnon-profitorganizationisworkingtoraisepublicsupportforimplementingecotourismprinciplesandpracticesaroundtheworld.4TheconcertedeffortbypolicymakersbusinessesrecreationmanagersandorganizationssuchastheWorldWildlifeFundandConservationInternationaltomakeecotourismamainstreampracticeispromising.WeintheWesternindustrializednationshaveanincredibleopportunityforrestorativeandregenerativechangethroughecotourism.Thereseemstobelittledoubtthattourismwillcontinuetogrow.Themostimportantquestionremains:Willitbeecologicallyresponsibleandsustainable5Theresponsibilityclearlyrestswithourselvestocareforanenvironmentalandculturaldiversitywhichhistoricallywehaveusedmerelytoserveourneeds—andourneedsonly.Ecotourismasamodelprocessandethicoffersanopportunitytoputrespectforourearthintopracticeinawaythatallpeoplecanenjoyitsbeautyandbenefits.
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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