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Issue題目分享DAY51

知識對于人類的影響

179. "What most human beings really want to attain is not knowledge, but certainty. Gaining real knowledge requires taking risks and keeping the mind open--but most people prefer to be reassured rather than to learn the complex and often unsettling truth about anything."

大多人真正想要得到的不是知識而是結(jié)論。獲得真正的知識需要冒險和不停歇的思考----但是大多數(shù)人更愿意獲得確定的答案而不是去學習復雜而不確定的真理。

1. Only after we have gained real knowledge can we be competent for a better comprehension of the world.

2. People’s unremitting pursuit of knowledge is not for the sake of knowledge, but largely for the sake of their settled life goals and acquiring a degree of certainty about their goals.

獨立思考

180. "Many problems of modern society cannot be solved by laws and the legal system because moral behavior cannot be legislated."

現(xiàn)代社會的很多問題是法律和立法系統(tǒng)無法解決的，因為道德行為是無法用法律約束的。

I agree with this assertion insofar as it relates to constraints on certain personal freedoms. However, when it comes to the conduct of business, I think that moral behavior not only can but must be legislated for the purpose of alleviating societal problems.

1. Morality laws that impinge upon freedom of choice about our personal lives—to control what we do with and to ourselves—simply do not work in a democratic society.

2. Morality laws impinging on personal freedoms are not made any more useful or effective by purporting to serve the greater good of society, because on balance their costs far outweigh their benefits.

3. In sharp contrast to personal behavior, the behavior of businesses can and must be controlled through legislation.

道德和法律

181. "The way students and scholars interpret the materials they work with in their academic fields is more a matter of personality than of training. Different interpretations come about when people with different personalities look at exactly the same objects, facts, data, or events and see different things."

學生和學者們在詮釋學術研究對象時使用的方法更多的是一種個性化(因人而異)而非一種培訓(模式化)。不同的詮釋來自于具有不同個性的人在看待相同的目標、事實、數(shù)據(jù)或者事件的時候以及他們在看待不同事情的時候。

Disagree: The key factor in their interpretation is a person’s training and educational background, rather than personality.

1. Assuming that by personality the speaker embraces such personal attributes as individual temperament, disposition and general mood, and outlook, it seems to me that personality has little bearing on how students and scholars interpret the materials with which they work.

2. In sharp contrast, one’s educational background and training can serve as a strong influence on how one interprets historical events involving human affairs, statistical data, and especially art.

3. Educational training and background also affects how students and scholars interpret seemingly objective statistical data.

4. Finally, when it comes to how students and scholars interpret art, training and educational background play an especially significant role.

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