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Philosophers in their speeches often appeal to emotions. （)
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更多“Philosophers in their speeches…”相关的问题
A. They are impractical.
B. They are too radical.
C. They are a thoughtful group.
D. They have contempt for humanity.
It can be inferred from Paragraph 2 of the text that _____.
［A］ the position of philosophy as a humble servant was accepted
［B］ religion had turned into a hamper to the functioning of philosophy
［C］ philosophers often quoted revelation to support themselves
［D］ philosophers were sometimes referred to in religious practice
One thing is common for all holiday—makers．That is__________ ．
A.they want to increase their knowledge
B.thev want to relax themselves
C.thev want to stay away from their homes
D.they want to forget something unpleasant
To a philosopher, wisdom is not the same as knowledge. Facts may be known in enormous numbers without the knower of them loving wisdom. Indeed, the person who possesses encyclopedic (学识渊博的) information may actually have a genuine contempt (轻视) for those who love and seek wisdom. The philosopher is not content with a mere knowledge of facts. He desires to combine and evaluate facts, and to examine beneath the obvious to the deeper orderliness behind the immediately given facts. Insight into the hidden depths of reality, perspective (洞察) on human life and nature in their entirety, in the words of Plato, to be a spectator of time and existence--these are the philosopher's objectives. Too great an interest in the small details of science, may, and often does, obscure these basic objectives.
Philosophers assume that the love of wisdom is a natural gift of the human being. Potentially every man is a philosopher because in the depths of his being there is an intense longing to penetrate to the meaning of the mysteries of existence. The inner deep longing expresses itself in various ways prior to any actual study of philosophy as a technical branch of human culture. Consequently every human being in so far as he has ever been or is a lover of wisdom has, to that extent, a philosophy of life.
The title below that best expresses the idea of this passage is ______.
A．The Potential Philosopher
B．The Philosophy of Plato
C．The Philosopher Versus the Scientist
D．The Philosopher Defined
“Schools have always been in a society where practical is more important than intellectual,” says education writer Diane Ravitch. “Schools could be a counterbalance.” Razitch’s latest bock, Left Back: A Century of Failed School Reforms, traces the roots of anti-intellectualism in our schools, concluding they are anything but a counterbalance to the American distaste for intellectual pursuits.
But they could and should be. Encouraging kids to reject the life of the mind leaves them vulnerable to exploitation and control. Without the ability to think critically, to defend their ideas and understand the ideas of others, they cannot fully participate in our democracy. Continuing along this path, says writer Earl Shorris, “We will become a second-rate country. We will have a less civil society.”
“Intellect is resented as a form. of power or privilege,” writes historian and professor Richard Hofstadter in Anti-Intellectualism in American life, a Pulitzer Prize winning book on the roots of anti-intellectualism in US politics, religion, and education. From the beginning of our history, says Hofstadter, our democratic and populist urges have driven us to reject anything that smells of elitism. Practicality, common sense, and native intelligence have been considered more noble qualities than anything you could learn from a book.
Ralph Waldo Emerson and other Transcendentalist philosophers thought schooling and rigorous book learning put unnatural restraints on children:“We are shut up in schools and college recitation rooms for 10 or 15 years and come out at last with a bellyful of words and do not know a thing.”Mark Twain’s Huckleberry Finn exemplified American anti-intellectualism. Its hero avoids being civilized —— going to school and learning to read —— so he can preserve his innate goodness.
Intellect, according to Hofstadter, is different from native intelligence, a quality we reluctantly admire. Intellect is the critical, creative, and contemplative side of the mind. Intelligence seeks to grasp, manipulate, re-order, and adjust, while intellect examines, ponders, wonders, theorizes, criticizes and imagines.
School remains a place where intellect is mistrusted. Hofstadter says our country’s educational system is in the grips of people who “joyfully and militantly proclaim their hostility to intellect and their eagerness to identify with children who show the least intellectual promise.”
第56题：What do American parents expect their children to acquire in school？
A The habit of thinking independently.
B Profound knowledge of the world.
C Practical abilities for future career.
D The confidence in intellectual pursuits.
One day when I was about twelve years old, it occurred to me to wonder about the phenomenon of laughter. At first I thought it is easy enough to see what I laugh at and why I am amused, but why at such times do I open my mouth and exhale in jerking gasps and wrinkle up my eyes and throw back my head and halloo like an animal？ Why do I not instead rap four times on the top of my head or whistle or whirl about？
That was over twenty years ago and I am still wondering, except that I now no longer even take my first assumption for granted, I no longer clearly understand why I laugh at what amuses me nor why things are amusing. I have illustrious company in my confusion, of course, Many of the great minds of history have brought their power of concentration to bear on the mystery of humour, and, to date, their conclusions are so contradictory and ephemeral that they cannot possibly be classified as scientific.
Many definitions of the comic are incomplete and many are simply rewording of things we already know. Aristotle, for example, defined the ridiculous as that which is incongruous but represents neither **er nor pain. But that seems to me to be a most inadequate sort of observation, for of at this minute I insert here the word rutabagas, I have introduced something in congruous, something not funny. Of course, it must be admitted that Aristotle did not claim that every painless in congruity is ridiculous but as soon as we have gone as far as this admission, we begin to see that we have come to grips with a ghost when we think have it pinned, it suddenly appears behind us, mocking us.
An all-embracing definition of humour has been attempted by many philosophers, but no definition, no formula had ever been devised that is entirely satisfactory. Aristotle's definition has come to be known loosely as the "disappointment" theory, or the "frustrated expectation", but he also, discussed another theory borrowed in part from Plato which states that the pleasure we derive in laughing is an enjoyment of the misfortune of others, due to a momentary feeling of superiority or gratified vanity in appreciation of the fact that we ourselves are not in the observed predicament.
第36题：Which of the following can be inferred from the first paragraph？
[A] People don't like to be considered as one with no sense of humour.
[B] People will give you a satisfactory answer to what humour is.
[C] People would like to be a liar or a coward.
[D] People can make light of other's comment on their sense of humour.
