新世纪英语专业本科生综合教程(第二版)第3册Unit8教案

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Unit 3 8Knowledge and Wisdom

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Audiovisual Supplement

Cultural Information

Watch the video clip and answer the following questions. 1. Why does the teacher include a painting which is not on their syllabus? She wants to teach her students how to think independently. 2. What is the new syllabus for their art of history class? The new syllabus will be about what art is, what makes it good or bad, and who decides.

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Audiovisual Supplement

Cultural Information

新理念外语备课中心收费教案

Audiovisual Supplement

Cultural Information

Betty Warren: What is that? Katherine Watson: You tell me. Carcass by Soutine. 1925. An anonymous student: It is not on the syllabus. Katherine: No, it’s not. Is it any good? En? Come on, ladies! There is no wrong answer. There is also no textbook telling you what to think. It’s not that easy, is it? Betty: All right. No, it is not good. In fact, I wouldn’t even call it art. It’s grotesque. Connie Baker: Is there a rule against being grotesque? Giselle Levy: I think there is something aggressive about it. And erotic.

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Audiovisual Supplement

Cultural Information

Betty: To you, everything is erotic. Giselle: And everything is erotic. Katherine: Girls. The anonymous student: Aren’t there standards? Betty: Of course there are. Otherwise a tacky velvet painting could be equated to Rembrandt. Connie: My uncle Firdie has two tacky velvet paintings. He loves those clones. Betty: There are standards, technique, composition, color, even subjects. So if you’re suggesting that rotted side of meat is art, much less good art. Then What are we going to learn?

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Audiovisual Supplement

Cultural Information

Katherine: Just that. You have outlined our new syllabus, Betty. Thank you. What is art? What makes it good or bad? And who decides? Next slide, please. Twentyfive years ago, someone thought this was brilliant. Connie: I can see that. Betty: Who? Katherine: My mother, I painted it for her birthday. Next slide. This is my Mum. Is it art? The anonymous student: It is a snapshot. Katherine: If I told you Ansel Adams had taken it, would that make a difference?

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Audiovisual Supplement

Cultural Information

Betty: Art isn’t art until someone says it is. Katherine: It’s art! Betty: The right people. Katherine: Who are they? Giselle: Betty Warren. We are so lucky we have one of them right here. Betty: Screw you. Katherine: Could you go back to the Soutine please?

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Audiovisual Supplement

Cultural Information

From Mona Lisa Smile Numerous studies of college classrooms reveal that, rather than actively involving our students in learning, we lecture, even though lectures are not nearly as effective as other means for developing cognitive skills. Critical thinking — the capacity to evaluate skillfully and fairly the quality of evidence and detect error, hypocrisy, manipulation, dissembling, and bias — is central to both personal success and national needs. The teacher who fosters critical thinking fosters reflectiveness in stu

dents by asking questions that stimulate thinking essential to the construction of knowledge.

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Text Analysis

Structural Analysis

Rhetorical Features

For all the things we may learn from the world we are living in, there are three major categories.

The first category is ―information‖, which consists of simple facts and direct impressions. The second category is commonly deemed as ―knowledge‖, which is information processed and systemized. The third category is ―wisdom‖, which is the hardest to define. We are quite clear about its superiority to the previous two categories, yet for the realm of wisdom there has never been a sure path. However, in this excerpt, Russell has shown us a way to approach wisdom.

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Text Analysis

Structural Analysis

Rhetorical Features

In a very logical order, he gives four features of wisdom, from which we learn that wisdom is a clever use of knowledge for noble purposes.

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Text Analysis

Structural Analysis

Rhetorical Features

The text is neatly structured, with the first paragraph introducing the topic and the other four paragraphs elaborating on it. Each of the four paragraphs discusses one factor that contributes to wisdom. The topic sentence of Paragraphs 2-5: Paragraph 2:Of these I should put first a sense of proportion: the capacity to take account of all the important factors in a problem and to attach to each its due weight.

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Text Analysis

Structural Analysis

Rhetorical Features

Paragraph 3:

There must be, also, a certain awareness of the ends of human life. It is needed in the choice of ends to be pursued and in emancipation from personal prejudice. I think the essence of wisdom is emancipation, as far as possible, from the tyranny of the here and now.

Paragraph 4:

Paragraph 5:

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Text Analysis

Structural Analysis

Rhetorical Features

Factors that constitute wisdom: comprehensiveness mixed with a sense of proportion; a full awareness of the goals of human life; understanding; impartiality.

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