現(xiàn)代大學英語精讀(第2版)3U1A You College Years翻譯

現(xiàn)代大學英語精讀第2版YourCollegeYears你的大學生活BobHartman鮑勃·哈特曼Haveyoueverconsideredthechangesthataretakingplaceandwilltakeplaceinyourlifeasacollegestudent?Hasiteveroccurredtoyouthatyourprofessorsandotherschoolpersonnelhavecertaingoalsforyourgrowthandmaturityduringyourcollegeyears?Hasiteverdawnedonyouthatcertaindevelopmentalchangeswilloccurinyourlifeasyoumovefromadolescencetoyoungadulthood?Thoughcollegestudentsseldomthinkaboutthem,keychangeswillprobablyhappentothemduringtheircollegeyears.程中，你會經(jīng)歷某些特定的發(fā)展變化？盡管大學生很少思考以上問題，但是在大學期間，一些重要的變化很有可能發(fā)生在他們身上。Duringthistime,studentsaregoingthroughanidentitycrisisandareendeavoringtofindoutwhotheyareandwhattheirstrengthsandweaknessesare.Theyhave,ofcourse,plentyofboth.Itisimportanttoknowhowpeopleperceivethemselvesaswellashowotherpeopleperceivethem.AccordingtoPiersandLandau,inanarticlediscussingthetheoriesofErikH.EriksoninInternationalEncyclopediaofSocialSciences(1979),identityisdeterminedbygeneticendowment(whatisinheritedfromparents),shapedbyenvironment,andinfluencedbychanceevents.Peopleareinfluencedbytheirenvironmentand,inturn,influencetheirenvironment.Howpeopleseethemselvesinbothrolesisunquestionablyapartoftheiridentity.己，以及自己的優(yōu)點和不足。當然，他們的優(yōu)點和不足之處都很多。爾斯和蘭多曾在一篇文章中探討了艾瑞克·H.埃里克松在《國際社會）中的有關理論。根據(jù)他們的觀點，自我認同取決于遺傳基因（繼承自父母），由環(huán)境塑造，并且受偶然事件的影響。人們受環(huán)境影響，反過來又影響他們周圍的環(huán)境。人們?nèi)绾慰创徊糠?。Whilestudentsaregoingthroughanidentitycrisis,theyarebecomingindependentfromtheirparentsyetareprobablystillverydependentonthem.Thisindependence/dependencestruggleisverymuchapartofthelateradolescencestage.立。然而，他們?nèi)匀环浅Ｒ蕾嚫改浮＿@種獨立與依賴之間的矛盾其實是青春期后期的一部分。Infact,itmaybeheightenedbytheirchoicetopursueacollegeeducation.Immediatelyaftergraduatingfromhighschool,somegraduateschoosetoentertheworkworld.Asaresultofthischoice,theymaybecomefinanciallyindependentfromtheirparents.Butcollegestudentshavechosentogrowandlearnnewskillsthattakeyearstodevelop,sotheyprobablyneedatleastsomedegreeofdependenceontheirparents.自己的父母。InhisApril1984article"PsychologicalSeparationofLateAdolescentsfromTheirParents"intheJournalofCounselingPsychology,J.A.Hoffmanobservedthattherearefourdistinctaspectstopsychologicalseparationfromone'sparents.First,thereisfunctionalindependence,whichinvolvesthecapabilityofindividualstotakecareofpracticalandpersonalaffairs,suchashandlingfinances,choosingtheirownwardrobes,anddeterminingtheirdailyagenda.Second,thereisattitudinalindependence,whichmeansthatindividualslearntoseeandacceptthedifferencebetweentheirownattitudes,values,andbeliefsandthoseoftheirparents.Thethirdprocessofpsychologicalseparationisemotionalindependence.Hoffmandefinesthisprocessas"freedomfromanexcessiveneedforapproval,closeness,togetherness,andemotionalsupportinrelationtothemotherandfather."Forexample,collegestudentswouldfeelfreetoselectthemajorthattheywanttopursuewithoutfeelingtheymusthaveparentalapproval.Fourthisfreedomfrom"excessiveguilt,anxiety,mistrust,responsibility,inhibition,resentment,andangerinrelationtothemotherandfather."1984年4月，霍夫曼在《咨詢心理學雜志》上發(fā)表了題為青春期末期的孩子與父母在心理上的分離的文章。他在文章中對孩子與父母的心理分離的四個不同方面作了論述。第一，自理獨立，它包括的服裝以及決定日程安排等。第二，觀點獨立，也就是說學生學會認擺脫對父母的贊許、親近、陪伴以及情感支持的過分依賴的過程。例如，大學生能夠自是擺脫與父母有關的過度的內(nèi)疚、焦慮、懷疑、責任、壓抑、反感以及憤怒。Collegestudentsneedtostandbackandseewheretheyareintheindependence/dependencestruggle.大學生需要退一步來審視自己在獨立性與依賴性的沖突中所處的位置。Probablyoneofthemoststressfulmattersforyoungcollegestudentsisestablishingtheirsexualidentity,whichincludesrelatingtotheoppositesexandprojectingtheirfuturerolesasmenorwomen.Eachmustdefineherorhissexualidentityinafeminineormasculinerole.Theseareexcitingtimesyetfrustratingtimes.Probablynothingcanmakestudentsfeellowerorhigheremotionallythanthewaytheyarerelatingtowhomevertheyarehavingaromanticrelationshipwith.或許對于大學生來說，最有壓力的問題之一就是確立自己的性別身份，這包括與異性的關系以及設計他們未來作為男人或者女人的角學生們在情感上大起大落的了。Atthesametime,theseyoungadultsarelearninghowtogiveandreceiveaffectionintheadultworld.Thisaspectofgrowthdealsnotonlywithinteractionwiththeoppositesexbutwithfriendsofbothsexesandallages.Astheygrowandreachyoungadulthood,thewaytheyrelatetootherschanges.Itisatimewhentheyasadultsshouldthinkabouthowtheyrelatetoandshowproperrespectforpeers,howtheyrelatetothechildrenandyoungadolescentsintheirlives,andhowtheyrelatetotheirparentsandshowthemaffection.Forexample,whenIwasagraduatestudentatSouthwesternBaptistTheologicalSeminary,IvisitedmyparentsafterIhadjustfinishedacourseincounseling.DuringthecourseIhadcometorealizethatwhilemyworldwasexpandingandnewoptionswereopeningforme,myfather,whowasinhissixties,wasseeinghisworldshrinkandhisoptionsnarrow.過程中我漸漸意識到，當我的世界不斷擴展、新的選擇不斷出現(xiàn)時，我的父親，一個年過花甲之人，正在目睹自己的世界在縮小，選擇也在減少。Duringmyvisithome,myfatherandIhadseveralconversationsinwhichwediscussedthecontentofmycourseandhowitappliedtoourlives.IfoundmyselfseeingmyfatherinadifferentwayandrelatingtohimasafriendwhomIcouldencourage.Iwasconsciouslyencouragingthemanwhoovertheyearshadencouragedme.Iwasrelatingtomyfatherinadifferentway.相處。Anotherchangeforcollegestudentsisinternalizingtheirreligiousfaith,theirvalues,andtheirmorals.Sincebirth,oneormoreparentshavebeenmodelingforthemandteachingthemcertainbeliefs,values,andmorals.Intheiradolescentyears,however,thesemattersarequestionedandinsomecasesrebelledagainst.Now,asyoungadults,theyhavetheopportunitytodecideforthemselveswhatbeliefs,values,andmoralstheyaregoingtoacceptfortheirlives.Inthelatesixties,ayoungwomanfromabackgroundthatwasextremelyprejudicedagainstpeoplefromotherracescametocollegeconvincedthatherracewassuperior.Shewasdistressedbecauseshehadbeenputintoadormthathadpeoplefromavarietyofethnicbackgrounds.Overthenextfouryears,thisstudent,whoconsideredherselfintelligent,foundherselfinclassesandsocialeventsinwhichpeopleofotherracesperformedaswellasormorecompetentlythanshedid.楷模，并且傳授他們一定的信仰、價值觀和道德觀。然而，當他們到觀和道德觀。60年代末期，一位來自極度歧視其他種族的群體的年輕女子進入大學，并且深信自己的種族高人一等。令她苦惱的是，她被安排進了一個有著不同人種學生居住的宿舍里。在接下來的四年種族的人和她表現(xiàn)得一樣好，甚至有人比她顯得更游刃有余。Asshefinishedhersenioryear,shehadgrowntorealizethatpeopleofotherraceswerenotonlyequaltoherbutwerepeoplewhocouldbeherfriendsandfromwhomshecouldlearn.與自己是平等的，而且還可以成為自己的朋友甚至值得她學習。Thesereligious,moral,andethicalvaluesthataresetduringthecollegeyearsoftenlastalifetime.這些在大學期間確立的信仰、道德和種族觀念，往往伴隨人的一生。Inadditiontoaffirmingpersonalvalues,collegestudentsdevelopnewwaystoorganizeanduseknowledge.Thechallengesofacademiclifenotonlyintroducethemtonewknowledgebutforcethemtoevaluatehowtheygather,process,andapplyknowledgeintheirlives.Forsome,thiswillbeapainfulexperience,butforallitwillbeagrowingexperience.OnestudentwithwhomIhadworkedwentontobecomeanEnglishteacher.Shesharedwithmehowherattitudetowardliteraturechangedduringhercollegeyears."InhighschoolImadegoodgradesinEnglish,"sheobserved,"butthematerialmeantverylittletome."Shethenwentontoexplainhowincollegeshecametorealizethatliteratureisoneofthebestwaystounderstandaculture.Herwayoflearninghadchanged.Allstudentsshouldbeawareofhowtheyreacttonewknowledgeandnewwaysoflearning,howtheyprocesstheknowledgepresentedtothem,andhowtheyorganizethisknowledge.Andlastofall,theseyoungadultsarebecomingworldcitizens,arebecomingawarenotonlyofothergroupsintheirownculturebutalsoofpeopleofothercultures.Astheymeetthesepeopleandinteractwiththem,theyfindthemselvesbeingintroducedtonewwaysoflifeandnewwaysofinterpretinglife.Astheydoso,theygrowandbecomemorematurepeople.除了確立個人的價值觀，大學生還學會了組織和運用知識的新方法。何在生活中搜集、整理和運用知識。對于某些人來說，這將是一段痛苦的經(jīng)歷，但對于所有人來說，這將是一段成長的經(jīng)歷。一個曾與我態(tài)度是如何改變的。高中時我的英語成績優(yōu)異，她說，但學的那些東西對我的意義不大。接著她繼續(xù)解釋了在大學里她如何意到文們面前的知識，以及如何組織這些知識。最后，這些年輕的大人們將此同時，他們不斷成長并且變得更為成熟。AstudentattendingacommunitycollegeinhishometownexplainedhowasastudenthecametoknowastudentfromaThirdWorldcountry-acountryhehadnotevenheardofbefore.Theinternationalstudent,whoexpectedtobeappointedtoanimportantgovernmentalpositionwhenhereturnedhome,hadabrotherwhotaughtlawatthemajoruniversityofhiscountry.TheAmericanstudentandtheinternationalstudentbecameclosefriendsandspentmanyhourssharingtheirthoughtsanddreams.TheAmericanstudentobserved,"Becauseofourfriendship,Ihavecometoun