777奇米影视一区二区三区-777人体粉嫩u美图-777色狠狠一区二区三区香蕉-777色淫网站女女-乱高h辣黄文np公交车-乱高h亲女

文章詳情
ARTICLE DETAILS

中國社會科學院大學2015年攻讀博士學位研究生入學考試試卷

  中國社會科學院研究生院

  2015年攻讀博士學位研究生入學考試試卷

  英語

  PART II: Reading comprehension (30 points)

  Directions: Choose the best answers based on the information in the passages below.

  Passage 1

  Plato’s Republic has been the source of great consternation, especially in literary circles, for its

  attack on the poets. Socrates in fact asserts that they should have no place in the ideal state. Eric Havelock suggests that there are several misunderstandings in this regard, and in his Preface to Plato he identifies the issues, explains the historical context.

  Havelock opens his discussion by suggesting that the very title of the Republic is the source of much confusion. The book is commonly understood to be a treatise on the ideal political entity, but even a casual analysis will show that only one-third of the text is concerned with statecraft. The other two-thirds cover a variety of subjects, but the thrust of Plato’s argument amounts to an attack on the traditional Greek approach to education.

  The educational methods still in use in the 4th century BC had their origins in what has been called the Greek Dark Age beginning around 1200 BC when the Mycenaean era collapsed. Very little is known about the whys and wherefores of this collapse, but it wasn’t until around 700 BC that the Phoenician alphabet began to be adapted and used in the Greek-speaking world. During the intervening centuries, all knowledge concerning Greek history, culture, mores and laws were orally transmitted down through the generations. The most effective device in aid of memorizing vast amounts of information was rhyme. The epic form we see in Homer’s Iliad grew out of the need to preserve the Greek cultural memory. Havelock takes the reader through Book 1 of The Iliad and dissects it in detail to show how this cultural, historical and ethical heritage was conveyed. The Iliad takes on new and significant meaning to the reader of this minute examination.

  The Iliad and presumably other poetic vehicles were taught to children from an early age. The whole of the Greek-speaking world was immersed in the project of memorizing, and out of the masses arose those individuals with superior memories and theatrical skills who became the next generation of minstrels and teachers. Education was thus comprised of memorization and rote learning, and the people enjoyed constant reminders through public readings and festivals.

  Plato’s focus in the Republic and elsewhere is on Homer and Hesiod and to some extent the dramatists which at the time were the centerpieces of the educational regime. Their works presented gods and heroes as fundamentally immoral and thus bad examples for youth. The overall result is that the Greek adolescent is continually conditioned to an attitude which at bottom is cynical. It is more important to keep up appearances than to practice the reality. Decorum and decent behavior are not obviously violated, but the inner principle of morality is. Once the Republic is viewed as a critique of the educational regime, Havelock says that the logic of its total organization becomes clear.

  What Plato was railing against was an ―oral state of mind‖ which seems to have persisted even though the alphabet and written documentation had been in use for three centuries. Illiteracy was thus still a widespread problem in Plato’s time, and the poetic state of mind was the main obstacle to scientific rationalism and analysis. This is why Plato regarded the poetic or oral state of mind as the arch-enemy. In his teachings he did the opposite. He asked his students to ―think about what they were saying instead of just saying it.‖ The epic had become, in Plato’s view, not ―an act of creation but an act of reminder and recall‖ and contributed to what Havelock terms ―the Homeric state of mind.‖ It was Socrates’ project (and by extension Plato’s) to reform Greek education to encourage thinking and analysis. Thus all the ranting and railing about the ―poets‖ in Plato’s Republic was limited basically to Homer and Hesiod because of what he viewed as a wholly inadequate approach to education of which these particular poets were an integral part.

  Unfortunately, Western culture has misconstrued what Plato and Socrates meant by ―the poets.‖ And because we view poetry as a highly creative and elevated form of expression, our

  critics have failed to recognize that Plato’s diatribe had a very specific and limited target which had nothing to do with high-minded creativity, of which there is plenty, by the way, in the proscribed poets. It wasn’t really the poets who were the problem; it was the use of them that was deemed unacceptable.

  Post-Havelock, we can now read the Republic with the scales lifted from our eyes and see it for what it really was: an indictment of an antiquated educational regime which had no place in a democratic society.


更多詳細請點擊附件下載:2015年博士生入學考試英語試題.pdf


報名申請
請提供以下信息,招生老師會盡快與您聯系。符合報考條件者為您提供正式的報名表,我們承諾對您的個人信息嚴格保密。
姓名*
提 交
恭喜你,報名成功

您填的信息已提交,老師會在24小時之內與您聯系

如果還有其他疑問請撥打以下電話

40004-98986
0/300
精彩留言
主站蜘蛛池模板: 日韩欧美国产精品第一页不卡 | 久久精品国产一区二区三区不卡 | 亚洲免费资源 | 天天操夜夜摸 | 久久精品免费全国观看国产 | 一级特黄录像免费播放中文版 | 成年视频免费 | 精品色视频 | 视频一区二区在线 | 黄在线观看www免费看 | 最近最新2019中文字幕1 | 99成人在线视频 | www视频在线看 | 84pao国产成视频免费播放 | 中文字幕一区2区 | 亚洲精品视 | 免费黄色大片 | 免费一级欧美片在线观看 | 欧美一级二级三级视频 | 久久精品午夜视频 | 欧美精品久久一区二区三区 | 亚洲aaa视频 | 日本 欧美 国产 | 日韩国产欧美精品综合二区 | 久久精品视 | 最近更新2019中文字幕国语 | 福利精品一区 | 夜鲁夜鲁夜鲁在线观看福利 | 免费动漫无遮挡曰批视频软件 | 亚洲欧美日韩综合精品网 | 97色噜噜刺激有声小说 | 人人添人人澡人人澡人人诱 | 性欧美成人免费观看视 | 2020国产精品亚洲综合网 | 日韩欧美国产高清在线观看 | 成年人在线看片 | 天堂网在线资源 | 亚洲日韩欧美一区二区在线 | 波多野结衣手机视频一区 | 亚洲综合欧美日韩 | 国产精品视频人人做人人爱 |