新標(biāo)準(zhǔn)大學(xué)英語2課文翻譯

1.1Collegejustisn'tspecialanymore1"Ifyoucanrememberanythingaboutthe1960s,youweren'treallythere,"sothesayinggoes.Itmaybetrueforthosewhospenttheircollegeyearsinahazeofmarijuanasmoke.Butthereisonethingeveryoneremembersaboutthe1960s:Goingtocollegewasthemostexcitingandstimulatingexperienceofyourlife.2Inthe1960s,California'scollegesanduniversitieshadtransformedthestateintotheworld'sseventhlargesteconomy.However,Berkeley,theUniversityofCalifornia'smaincampus,wasalsowell-knownforitsstudentdemonstrationsandstrikes,anditsatmosphereofpoliticalradicalism.WhenRonaldReaganranforofficeasgovernorofCaliforniain1966,heaskedifCalifornianswouldallow"agreatuniversitytobebroughttoitskneesbyanoisy,dissidentminority".Theliberalsrepliedthatitwastheabilitytotoleratenoisy,dissidentminoritieswhichmadeuniversitiesgreat.3OnuniversitycampusesinEurope,masssocialistorcommunistmovementsgaverisetoincreasinglyviolentclashesbetweentheestablishmentandthecollegestudents,withtheirnewandpassionatecommitmenttofreedomandjustice.MuchoftheprotestwasabouttheVietnamWar.ButinFrance,thestudentsoftheSorbonneinParismanagedtoformanalliancewiththetradeunionsandtolaunchageneralstrike,whichultimatelybroughtabouttheresignationofPresidentdeGaulle.4Itwasn'tjusttheactivismthatcharacterizedstudentlifeinthe1960s.Everywhere,goingtocollegemeantyourfirsttasteofrealfreedom,oflatenightsinthedormorintheJuniorCommonRoom,discussingthemeaningoflife.Youusedtohavetogotocollegetoreadyourfirstforbiddenbook,seeyourfirstindiefilm,orfindsomeonewhosharedyourpassionforJimiHendrixorLennyBruce.Itwasamomentofunimaginablefreedom,themostliberatinginyourlife.5Butwhere'sthepassiontoday?What'sthematterwithcollege?Thesedayspolitical,socialandcreativeawakeningseemstohappennotbecauseofcollege,butinspiteofit.Ofcourse,it'struethathighereducationisstillimportant.Forexample,intheUK,PrimeMinisterBlairwasclosetoachievinghisaimofgetting50percentofallunderthirtiesintocollegeby2010(eventhoughacynicwouldsaythatthiswastokeepthemofftheunemploymentstatistics).Yetcollegeeducationisnolongeratopicofgreatnationalimportance.Today,collegeisseenasakindofsmalltownfromwhichpeoplearekeentoescape.Somepeopledropout,butthemostapatheticstaythecoursebecauseit'stoomuchefforttoleave.6Insteadoftheheadyatmosphereoffreedomwhichstudentsinthe1960sdiscovered,studentstodayaremuchmoreserious.TheBritishCouncilhasrecentlydoneresearchintothefactorswhichhelpinternationalstudentsdecidewheretostudy.Indescendingordertheseare:qualityofcourses,employabilityprospects,affordability,personalsecurityissues,lifestyle,andaccessibility.Collegehasbecomeameanstoanend,anopportunitytoincreaseone'schancesontheemploymentmarket,andnotanendinitself,whichgivesyouthechancetoimagine,justforashortwhile,thatyoucanchangetheworld.7Thegapbetweenchildhoodandcollegehasshrunk,andsohasthegapbetweencollegeandtherealworld.Oneofthereasonsmaybefinancial.Inanuncertainworld,manychildrenrelyontheirparents'supportmuchlongerthantheyusedto.Studentsleavinguniversityinthe21stcenturysimplycannotaffordtosetuptheirownhomebecauseit'stooexpensive.Anotherpossiblereasonisthecommunicationsrevolution.Gonearethedayswhenasonordaughterranghomeonceortwiceaterm.Todaystudentsareumbilicallylinkedtotheirparentsbytheircellphones.Andasforfindinglike-mindedfriendstoshareapassionforobscureliteratureormusic,well,wehavetheInternetandchatroomstohelpusdothat.8"Blisswasitinthatdawntobealive,9Buttobeyoungwasveryheaven!"10WordsworthmayhavewrittentheselinesabouttheFrenchRevolution,buttheywerealsotrueforthestudentsofthe1960s.Sowhyaren'ttheytrueforthestudentsoftoday?大學(xué)已經(jīng)不再特別了有這么一種說法：―要是你能記得20世紀(jì)60年代的任何事情，你就沒有真正經(jīng)歷‖對(duì)于在大麻煙霧中度過大學(xué)時(shí)光的那些人，這話可能是真的。但是，20世紀(jì)60年代有一件事人人都記得，那就是：上大學(xué)是你一生中最激動(dòng)人心過那段歲月。、最刺激的經(jīng)歷。20世紀(jì)60年代，加州的高校把本州變成了世界第七大經(jīng)濟(jì)實(shí)體。然而，加州大學(xué)的主校園伯克利分校也以學(xué)生示威、罷課以及激進(jìn)的政治氛圍而著名。1966年，他問加州是否允許―一所偉大的大學(xué)、唱反調(diào)的少數(shù)‖自由派人士回答說，大學(xué)之所以偉大正是因?yàn)樗鼈冇心芰θ萑绦[的、唱反羅納德?里根競選加州州長，被喧鬧的人征服。調(diào)的少數(shù)人。在歐洲的大學(xué)校園里，大學(xué)生以新的姿態(tài)和激情投入到爭取自由和正義的事業(yè)中去，大規(guī)模的社會(huì)主義或共產(chǎn)主義運(yùn)動(dòng)引發(fā)了他們與當(dāng)權(quán)者之間日益升級(jí)的暴力沖突。許多抗議是針對(duì)越南戰(zhàn)爭的?？墒窃诜▏?，巴黎大學(xué)的學(xué)生與工會(huì)聯(lián)盟，發(fā)動(dòng)了一場大罷工，最終導(dǎo)致戴高樂總統(tǒng)辭職。20世紀(jì)60年代大學(xué)生活的特點(diǎn)并不僅僅是激進(jìn)的行動(dòng)。不論在什么地方，上大學(xué)都意味著你初次品嘗真正自由的滋味，初次品嘗深更半夜在宿舍或?qū)W生活動(dòng)室里討論人生意義的滋味。你往往得上了大學(xué)才能閱讀你的第一本禁書，看你的第一部獨(dú)立影人電影，或者找到和你一樣癡迷吉米?亨德里克斯或蘭尼?布魯斯的志同道合者。那是一段難以想象的自由時(shí)光，你一生中最無拘無束的時(shí)光。可如今不是憑借大學(xué)的助力，而是沖破其阻力才發(fā)生的。當(dāng)然，一點(diǎn)不假，高等教育仍然重要。例如，在英國，布萊爾首相幾乎實(shí)現(xiàn)了到2010年讓50％的30歲以下的人上大學(xué)那份激情哪兒去了？大學(xué)怎么了？現(xiàn)在，政治、社會(huì)和創(chuàng)造意識(shí)的覺醒似乎的目標(biāo)（即使憤世嫉俗的人會(huì)說，這是要把他們排除在失業(yè)統(tǒng)計(jì)數(shù)據(jù)之外）。不過，大學(xué)教育已不再是全民重視的話題了。如今，大學(xué)被視為人們急于逃離的一種小城鎮(zhèn)。有些人輟學(xué)，但大多數(shù)已經(jīng)有些麻木，還是堅(jiān)持混到畢業(yè)，因?yàn)殡x開學(xué)校實(shí)在是太費(fèi)事了。沒有了20世紀(jì)60年代大學(xué)生所發(fā)現(xiàn)的令人頭腦發(fā)熱的自由氣氛，如今的大學(xué)生要嚴(yán)肅得多。英國文化協(xié)會(huì)最近做了一項(xiàng)調(diào)查，研究外國留學(xué)生在決定上哪所大學(xué)時(shí)所考慮的因素。這些因素從高到低依次是：課程質(zhì)量、就業(yè)前景、學(xué)費(fèi)負(fù)擔(dān)、人身安全問題、生活方式，以及各種便利。大學(xué)已變成實(shí)現(xiàn)目的的手段，是在就業(yè)市場上增加就業(yè)幾率的一個(gè)機(jī)會(huì)，上大學(xué)本身不再是目的，不再是給你提供一個(gè)機(jī)會(huì)，讓你暫時(shí)想象一下：你能夠改變世界。童年與大學(xué)之間的距離已縮小了，大學(xué)與現(xiàn)實(shí)世界之間的距離也縮小了。其中一個(gè)原因可能和經(jīng)濟(jì)有關(guān)。在一個(gè)沒有保障的世界里，現(xiàn)在的許多孩子依賴父母資助的時(shí)間比以前的孩子更長。21世紀(jì)的學(xué)生大學(xué)畢業(yè)后根本無法自立門戶，因?yàn)槟翘嘿F了。另一個(gè)可能的原因是通訊革命。兒子或女兒每學(xué)期往家里打一兩回電話的日子的一去不復(fù)返了。如今，大學(xué)生通過手機(jī)與父母保持著臍帶式聯(lián)系。至于尋找癡迷無名文學(xué)或音樂的同道好友，沒問題，我們有互聯(lián)網(wǎng)和聊天室來幫助我們做到這一點(diǎn)。―幸福啊，活在那個(gè)黎明之中，年輕更是如進(jìn)天堂！‖華茲華斯的詩句說的可能是法國大革命，但是對(duì)于20世紀(jì)60年代的大學(xué)生而言，這樣的詩句同樣真實(shí)生動(dòng)?？墒菫槭裁磳?duì)于如今的大學(xué)生來說，它們就不真實(shí)了呢？Languagepoints1."Ifyoucanrememberanythingaboutthe1960s,youweren'treallythere"…(Para1)Thissayingmakesajokingcommentabouttheseyears:ThiswasatimeintheWestwhenmanyyoungpeopletookdrugs(likecocaine,marijuanaandLSD),sotheywerethereanddidn'treallyremembermuchofwhathappened(becauseofthedrugs,theywere"inahazeofmarijuanasmoke").Ifsomeonedoesremember,theyweren'treallythere—theymusthavebeensomewhereelse,withoutdrugs.2.Inthe1960s,California'scollegesanduniversitieshadtransformedthestateintotheworld'sseventhlargesteconomy.(Para2)TheUniversityofCaliforniaseesitselfasthelinkbetweeneducationandtheeconomyinCaliforniaandhasbeenrecognizedasaverysignificantfactorformanyyears.TheCalifornianeconomyincludesHollywood(entertainment),LosAngeles(tourism),theCentralValley(agriculture:Californiaistheworld'sfifthlargestsupplieroffoodandagriculturalproducts),SiliconValley(computers,hightechnology)andwineproduction.Differenttables(2002–2008)putCaliforniaasbetweentheworld'sseventhtotenthlargesteconomies,roughlythatofSpainorItaly.Thisstateisresponsiblefor13%oftheUS'grossdomesticproduct(GDP)butitexperiencedasevereeconomicdownturnin2008.Still,industryandmanufacturingrelatedtoInternetactivitieshavebeendevelopingtobalanceagriculturaloutput.3.Todaystudentsareumbilicallylinkedtotheirparents…(Para7)Simplyitmeansstudentsarecloselyandtightlylinkedtotheirparents.4.obscureliteratureormusic(Para7)Theseareworkswhicharenotwell–knownorhardlyknown,andperhapsdifficulttounderstand.Thewriterissayingthatinthe1960sstudentswenttocollegetofindfriendswithsimilarinterests,tastesoropinionstodiscusssuchworks,butnowinthecommunicationsrevolutionsuchdiscussionscanbeheldelectronically.5."Blisswasitinthatdawntobealive,Buttobeyoungwasveryheaven!"(Paras8–9)ThemajorEnglishromanticpoet,WilliamWordsworth(1770–1850)wrotethesewordsabouttheearlydays(the"dawn")oftheFrenchRevolution.HehadlivedinFranceandwasimpressedbytheRevolutionbutonhisreturntoEnglandhefoundthatmanypeoplewhohadsupporteditchangedtheirmindswhentheysawthemassacres(killings)thathappenedlater.Thesewordstrytocatchthespiritoftheenthusiasts:Itwascompletehappiness("bliss")tobealiveintheRevolution,buttobeyoungwasevenbetter.Itwasperfect,likeinparadise("veryheaven").Thepost-everythinggenerationFrankThomasisasophomoreatPrinceton,majoringinliterarytheory.Hehopestobecomeahumanrightslawyer.1IneverhopedtounderstandthenatureofmygenerationorhowAmericancollegesarechangingbygoingtoLitTheoryclasses.Thisistheclasswhereyoulookcool,abitsleepyfromtoomanylatenightsandwearingaT-shirtwithsomeironiccommentsuchas"Beenthere,donethatandyes,thisIStheT-shirt".That'showIspentmytimeonthecourse,strugglingthroughdifficultsubjectslikegendertheoryandpost-colonialism,andatthesametimecheckingmyiPodforsomethinggoodtolistento.ButwhenIstartedtostudypostmodernism,somethingclickedandmademesitupandtakeafreshlookatcollegelife.2Sowhatispostmodernism?Hardtosay,almostbydefinitionitcan'tbedefined...it'sjustkindofnegativeandagainsteverythingthatcamebeforeit.Andthatmakesitdifficulttoseewhatitis.Thetermwasfirstusedin1949,butnoonehasyetdecidedwhatpostmodernattitudesmeanforthefutureofcultureorsociety.Yetforme,itmademecurious,because"postmodern"seemedtodescribemycool,sleepyandironic,T-shirtwearingfriends.3We're"post"insomanyways,post-ColdWar,post-industrial,post-babyboom,post-9/11.We'reagenerationthatcomesfromwhathasbeencalledtheshortcentury(1914—1989),attheendofacenturyofwarandrevolutionwhichchangedcivilizations,overthrewrepressivegovernments,andleftuswithextraordinaryopportunitiesandprivilege,morethananygenerationbefore.4Andyetwhatdowedo?Dowerevoltandrebel,likeallstudentsofgenerationsbefore?Dowetaketothestreetsandchant,"We'renotleavinguntilweseechange"?No,wedotheopposite,wegotowar,andwedon'taskwhy,wegiveupourcivilliberties,andwewatchdeathanddestructionontheeveningnewseveryday.5Atcollege,wesignpetitions,joinorganizations,signupformailinglists,wearourLiveStrongbracelets,andwatchLiveAidandLiveEarthonthetelevision—gototheconcertseven,ifwecangetthetickets.Butwhatdowestandfor?Likeatruepostmoderngeneration,wehavenowaytodescribeourpoliticalcommitment,wehavenoinspirationalcharacters,wehavenophilosophy,wehavenodirectionortheme.We'reonlydefinedbywhatcamebeforeus,we'rethegenerationoftheCheGuevaraT-shirt.6It'samovementwhichappearstoencourageindividualstoassertthemselvescollectively.Itseemstobewaitingfortherevolution.Andasyoungpeople,we'reexpectedtobeangrybecausethat'swhatyoungpeopledo.7Buthowdowerebelagainstourparents'generationwhichisnostalgicforrevolution?Howdowerebelagainstparentswhosometimeswantrevolutionmorethanwedo?Wedon't.Werebelbynotrebelling.8Therealenergyisnotonthecampus,it'sontheInternet.Itprovidesuswithadevelopingopportunitytocommunicateideasandfrustrations.Wedon'tdodemonstrationsanymore,wegotochatrooms,insteadofgoingontothestreets.9TheAmericancollegeasweusedtoknowitiscomingtoanend.Tomygeneration,radicalismisassociatedwithal-Qaeda,nottheWeathermen."Campustakeover"soundslesslikeBerkeley1968,morelikeVirginiaTech2007.Theresonanceofthewordsbelongstoanothereraanddoesn'treflecttherealitiesoftoday.10Butthetechnologicalrevolutionisjustasrealandjustasprofoundastherevolutionofthe1960s—it'sjustnotasobvious.It'sworkinprogress,butit'sthere.Perhapswhenourparentsstoppointingouteverythingtheywereandeverythingwe'renot,maybethey'llseethatthepost-everythinggenerationisspeakingalanguagewhichmakessense.We'rewritingtherevolution,andwe'reusingourownwordstodoso.1.2后一切的一代弗蘭克?托馬斯是普林斯頓大學(xué)二年級(jí)學(xué)生，主修文學(xué)理論專業(yè)。他希望當(dāng)人權(quán)律師。我從沒指望通過上文學(xué)理論課來了解我這一代人的特征，或了解美國大學(xué)在如何變件T恤衫，這就是那件T恤衫‖或諸如此類帶有揶揄意味的殖民主義這樣艱當(dāng)我開始學(xué)后習(xí)現(xiàn)代主時(shí)候，我突然咔嗒一聲開了竅。我提起精神，開始重新審視大學(xué)生活?；＿@門課是讓你在課堂上扮酷的——帶著一絲熬夜太多的困勁兒，穿著一上面印著―去過那兒，俏皮話。我是邊用我的iPod檢索著好聽的音樂?？墒歉蛇^那事兒，對(duì)，這樣在課上消磨時(shí)間的：一邊費(fèi)力地聽著性別理論和后深的話題，一義的那么，什么是后現(xiàn)代主義呢？很難說，從定義角度來說，后現(xiàn)代主義幾乎是無法定義的……就是有點(diǎn)兒否定和反對(duì)先前的一切的意思。這就讓人很難看清它究竟指的是什么。這一術(shù)語于1949年被首次使用，可是迄今為止還沒有人能斷定，對(duì)于文化或社會(huì)的未來，后現(xiàn)代態(tài)度究竟意味著什么。但對(duì)我來說，它令我感到好奇，因?yàn)楹蟋F(xiàn)代似乎說的正是我那些酷勁十足、困兮兮的和冷嘲熱諷、穿T恤衫的朋友們。我們?cè)诤芏喾矫娑际迁D后‖的：后冷戰(zhàn)、后工業(yè)時(shí)代、后生育高峰、后9.11。我們自所謂的短世紀(jì)（1914-1989），它改變了人們留下了非同尋的常機(jī)會(huì)和特權(quán)。我們所得機(jī)會(huì)與特權(quán)比從前任何一代人都要多。這一代人來生于其后期。這個(gè)世紀(jì)充滿了戰(zhàn)爭和革命，類文明，推翻了強(qiáng)權(quán)政府，給我到的可是我們?cè)诟墒裁茨?？像歷代大學(xué)生那樣去造反、叛逆嗎？在街上一遍又一遍地高喊―不看到變化，我們決不離開‖嗎？不，我們做著相反的事情：我們?nèi)?zhàn)，根本不問；我們放棄自己的公民自由權(quán)；我們每天在晚間新聞中觀看破壞和死亡。為什么在大學(xué)里，我們?cè)谡?qǐng)?jiān)笗虾灻?，加入各種組織，把自己的名字添加到各種郵件通訊錄中，戴為癌癥研究義捐的標(biāo)志腕帶，觀看電視轉(zhuǎn)播的為非洲饑民募捐明星義演音樂會(huì)和為全球氣候危機(jī)募捐明星義演音樂會(huì)——甚至去音樂會(huì)現(xiàn)場，假如能搞到票的話。表什么呢？就像真正的后現(xiàn)代一代那樣，我們無法描述我們的政治抱負(fù)，我們沒有可以激發(fā)靈感、鼓舞斗志的領(lǐng)袖人物，我們沒有哲學(xué)，我方向或主題。我們只是被我們之前的一切所定義，我穿切?格瓦拉T恤衫的一代?？墒俏覀兇鷤儧]有們是這是一場運(yùn)動(dòng)，好像是鼓勵(lì)個(gè)人集體地表現(xiàn)自我，似乎是在等待革命。作為年輕輕人的正常行為。人，人們期待我們憤怒，因?yàn)槟鞘悄甑?，我們?nèi)绾畏磁褢涯罡锩母改敢淮?？我們?nèi)绾稳シ磁延袝r(shí)候比我們更想鬧革命的父母？我們不反叛。不反叛就是我們的反叛。我們真正的精力不是放在校園里，而是放在互聯(lián)網(wǎng)上。它給我們提供了一個(gè)不斷發(fā)展的交流思想和受挫感的機(jī)會(huì)。我們不再游行示威；我們不再到街上去，我們?nèi)チ奶焓?。我們以往所知的美國大學(xué)即將終結(jié)。對(duì)我這一代人來說，地‖組織，而不是―氣象員‖組織。―校園接管‖聽起來不大像1968年的伯克利分校，更像2007年的弗吉尼亞州理工學(xué)院。歌詞的寓意則屬于另一個(gè)時(shí)代，并不反映當(dāng)今的現(xiàn)實(shí)。與激進(jìn)主義相關(guān)的是―基可是，科技革命就像20世紀(jì)60年代的已。它是正在推進(jìn)中的未完成的事業(yè)，但它實(shí)實(shí)在在地存在。也許等到我再說他們樣樣都好而我們一無是處時(shí)，他們或許會(huì)明白，后一切的一代說的話也有一定義。我們?cè)跁鴮懜锩?，我自己的語言書寫革命。革命一樣真實(shí)而深刻——只是不那么明顯而們的父母不的意們?cè)谟肔anguagepoints1.Thepost-everythinggeneration(Title)Post-isaprefixmeaning"afterorlaterthan".Forexample,post-ColdWarreferstotheperiodaftertheunfriendlyrelationsthatexistedbetweenthethenSovietUnionandtheUnitedStates(1945–1990).Expressionsformedwiththeprefixinthepassageinclude:post-colonialism,postmodern,postmodernism,post-industrial,post-babyboom,post-9/11.Anironyinthetitle,Thepost-everythinggeneration,isthatitmeansafterallthese"posts":post-post.2."Beenthere,donethatandyes,thisIStheT-shirt."(Para1)ThisisacommentonT-shirtcultureamongstudents:ManystudentswearT-shirtswithwordsorslogansasawaytoproclaimwheretheyhavebeen(placeslikeLondon,theAmazonRainforestortheNorthPole)orthingsthattheyhavedone(achievementslike"IfinishedtheLondonMarathon"or"IclimbedtheGreatWall").However,thisonemakesanironiccommentonsuchslogans,with"Beenthere"(somewhere,anywhereoreverywhere),"Donethat"(donesomething,anythingoreverything),"andyes"(believeitornot,butIcanconfirmit),"thisIStheT-shirt"(capitalstoemphasizethatthisreallyistheT-shirtsouvenir).3.…somethingclicked…(Para1)Ifsomethingclicks,itmeansthatyousuddenlyunderstandit.4.…whathasbeencalledtheshortcentury(1914–1989)…(Para3)ThisisareferencetotheBritishMarxisthistorianEricHobsbawm'sbook,TheAgeofExtremes(1994)whichdescribestheyears1914–1989as"theshortcentury"(1798–1914was"thelongnineteenthcentury").Theshort20thcenturyinthisanalysisincludestheFirstWorldWar,theRussianRevolution,theGreatDepressionandthecollapseoftheinternationaleconomy,theSecondWorldWar,theperiodofdecolonization,andtheColdWar.5.…we'rethegenerationoftheCheGuevaraT-shirt.(Para5)TheCheGuevaraT-shirtcamefromaphototakenin1960byAlbertoKorbainCuba.Hecalledthephoto"Aheroicfighter,angryandsad".ThiswasredesignedforaposterbyJimFitzpatrickinthelate1960sandthenmadeintoaT-shirtdesign.KorbaandFitzpatrickdeliberatelydidnotcopyrighttheirworkbecausetheywantedtheimagetospreadeasilyinatimeofrebellionandrevolution.TheCheGuevaraT-shirtimagewaspopularbecausemanypeoplewantedchangeanditwasvariouslyinterpreted:fromanticapitalisttoanti-war,fromarmedstruggleandindigenousrevolutiontoanti-globalization.6."Campustakeover"soundslesslikeBerkeley1968…(Para9)In1968studentsinanumberofuniversitycampusesintheUSdemonstratedagainstracismandtheVietnamWar.Theywantedtofindapublicvoicethroughparticipation,sotheyprotestedinnon-violentwaysthrough"walk-outs"(leavingclasses),"sit-ins"(sittinginbuildingsandrefusingtoleave),and"take-overs"(occupyingbuildingsfordays).Policeeventuallyremovedthestudents,insomecaseswithviolence.The"take-overs"shockedmanyAmericansandledtosomesocialchanges.7.It'sworkinprogress,butit'sthere.(Para10)Workinprogressmeansthatsomethingisdevelopingormovingforwardbutitisnotfinishedorcompletedyet.Hereitmeanstechnologicalrevolutionisindeedinprogress.8.Perhapswhenourparentsstoppointingouteverythingtheywereandeverythingwe'renot…(Para10)Thewriterbelievesthatthepreviousgenerationofhisparentswhowerestudentsinthelate1960sor1970skeeppointingoutwhattheywereintheirtimecontrastedwithwhatthepresentgenerationisnot.Thatis,theparentswerecommittedtorevolutionorchangewhiletheirchildrenarenot.2.1Howempathyunfolds1ThemomentHope,justninemonthsold,sawanotherbabyfall,tearswelledupinherowneyesandshecrawledofftobecomfortedbyhermother,asthoughitwereshewhohadbeenhurt.And15-month-oldMichaelwenttogethisownteddybearforhiscryingfriendPaul;whenPaulkeptcrying,MichaelretrievedPaul'ssecurityblanketforhim.Boththesesmallactsofsympathyandcaringwereobservedbymotherstrainedtorecordsuchincidentsofempathyinaction.Theresultsofthestudysuggestthattherootsofempathycanbetracedtoinfancy.Virtuallyfromthedaytheyareborninfantsareupsetwhentheyhearanotherinfantcrying—aresponsesomeseeastheearliestprecursorofempathy.2Developmentalpsychologistshavefoundthatinfantsfeelsympatheticdistressevenbeforetheyfullyrealizethattheyexistapartfromotherpeople.Evenafewmonthsafterbirth,infantsreacttoadisturbanceinthosearoundthemasthoughitweretheirown,cryingwhentheyseeanotherchild'stears.Byoneyearorso,theystarttorealizethemiseryisnottheirownbutsomeoneelse's,thoughtheystillseemconfusedoverwhattodoaboutit.InresearchbyMartinL.HoffmanatNewYorkUniversity,forexample,aone-year-oldbroughthisownmotherovertocomfortacryingfriend,ignoringthefriend'smother,whowasalsointheroom.Thisconfusionisseentoowhenone-year-oldsimitatethedistressofsomeoneelse,possiblytobettercomprehendwhattheyarefeeling;forexample,ifanotherbabyhurtsherfingers,aone-year-oldmightputherownfingersinhermouthtoseeifshehurts,too.Onseeinghismothercry,onebabywipedhisowneyes,thoughtheyhadnotears.3Suchmotormimicry,asitiscalled,istheoriginaltechnicalsenseofthewordempathyasitwasfirstusedinthe1920sbyE.B.Titchener,anAmericanpsychologist.Titchener'stheorywasthatempathystemmedfromasortofphysicalimitationofthedistressofanother,whichthenevokesthesamefeelingsinoneself.Hesoughtawordthatwouldbedistinctfromsympathy,whichcanbefeltforthegeneralplightofanotherwithnosharingwhateverofwhatthatotherpersonisfeeling.4Motormimicryfadesfromtoddlers'repertoireataroundtwoandahalfyears,atwhichpointtheyrealizethatsomeoneelse'spainisdifferentfromtheirown,andarebetterabletocomfortthem.Atypicalincident,fromamother'sdiary:5Aneighbor'sbabycriesandJennyapproachesandtriestogivehimsomecookies.Shefollowshimaroundandbeginstowhimpertoherself.Shethentriestostrokehishair,buthepullsaway.Hecalmsdown,butJennystilllooksworried.Shecontinuestobringhimtoysandtopathisheadandshoulders.6Atthispointintheirdevelopmenttoddlersbegintodivergefromoneanotherintheiroverallsensitivitytootherpeople'semotionalupsets,withsome,likeJenny,keenlyawareandotherstuningout.AseriesofstudiesbyMarianRadke-YarrowandCarolynZahn-WaxlerattheNationalInstituteofMentalHealthshowedthatalargepartofthisdifferenceinempathicconcernhadtodowithhowparentsdisciplinedtheirchildren.Children,theyfound,weremoreempathicwhenthedisciplineincludedcallingstrongattentiontothedistresstheirmisbehaviorcausedsomeoneelse:"Lookhowsadyou'vemadeherfeel"insteadof"Thatwasnaughty".Theyfoundtoothatchildren'sempathyisalsoshapedbyseeinghowothersreactwhensomeoneelseisdistressed;byimitatingwhattheysee,childrendeveloparepertoireofempathicresponse,especiallyinhelpingotherpeoplewhoaredistressed.同感是怎樣表露的霍普才九個(gè)月大，一見到另一個(gè)嬰兒摔倒，淚水就涌了出來。她爬到媽媽身邊尋求安慰，就好像是她自己摔疼了。15個(gè)月大的邁克爾去把自己的玩具熊拿來給正在大哭的朋友保羅；保羅不停地大邁克爾替保羅撿回他的安樂毯。這些小小的表哭的時(shí)候，示同情和關(guān)愛的舉動(dòng)都是接受過記錄同感行為訓(xùn)練的母親們觀察到的。這項(xiàng)研究的人的嬰兒期。實(shí)際上，從出生的那天起，嬰兒在聽到時(shí)候就會(huì)感到不安——有些人認(rèn)為結(jié)果表明，同感的根源可以追溯到其他嬰兒哭鬧的這種反應(yīng)是同感的最初先兆。成長心理學(xué)家發(fā)現(xiàn)，甚至在充分意識(shí)到自己是獨(dú)立于其他人而存在之前，嬰兒就感受到了同情的苦惱。甚至在出生后幾個(gè)月，嬰兒就會(huì)對(duì)周圍人的孩子哭也跟著哭。到了一歲左右，他們事情似乎還是感到不知所措。煩躁不安做出反應(yīng)，就好像他們自己的煩躁不安一樣，看到別的開始意識(shí)到痛苦不是他們的，而是別人的，可是他們對(duì)這樣的例如，在紐約大學(xué)的馬丁?L.霍夫曼所做的一項(xiàng)研究中，一個(gè)一歲的孩子把自己的媽媽拉過來安慰哭鬧的朋友，卻忽視了同在一室的朋友的媽媽。這樣的困惑在其他一歲大的孩子身上也能看到痛苦，也許是為了更好地理解他們的感受。例如，如果別的嬰兒傷了手指，一個(gè)一歲大的孩子就會(huì)把自己的手指放進(jìn)嘴里，看看自否也感覺到痛?？吹阶约旱膵寢尶?，嬰兒即使沒有眼淚，也會(huì)擦拭自己的眼睛。，他們模仿別的孩子的己是這種所謂的運(yùn)動(dòng)神經(jīng)模仿就是年代由美國心理學(xué)家E.B.鐵欽納首次使用。鐵欽納的理論是：同感的一種身體模仿；這種模仿繼而在自身引起同。他當(dāng)時(shí)在尋找一個(gè)與同情有所區(qū)別的詞；同情是針對(duì)他人的一般困境而發(fā)的，無須分擔(dān)他人的任何感受―同感‖的原始技術(shù)含義，而―同感‖這個(gè)詞于20世紀(jì)20發(fā)自對(duì)他人痛苦樣的心理感受。小孩兩歲半漸漸不再有運(yùn)動(dòng)神經(jīng)模仿行為，那時(shí)他們會(huì)意識(shí)到別人的痛苦與自己的不同，會(huì)更有能力安慰別人。下面是摘自一位母親日記里的典型事例：鄰居家的嬰兒哭了，珍妮走上前去，試圖給他一些小甜餅。她跟著他轉(zhuǎn)，開始帶著哭腔低聲自言自語。然后她試圖撫摸他的頭發(fā)，可是他躲開了……他平靜下來，但是珍妮仍然面帶憂色。她繼續(xù)給他拿來玩具，輕拍他的頭和肩膀。在這個(gè)年齡，幼兒對(duì)于他人感情身受，有些則不予理睬。美國國家心理健康研究所的瑪麗安?拉德克－亞羅和卡羅琳?察恩－瓦克斯勒所做的一系列研究表明，這種在同感關(guān)注方面的差異大部分與父母怎樣教養(yǎng)子女有關(guān)。她們發(fā)現(xiàn)，如果在家教中讓孩子特別注意他們的惡作劇給別人造痛苦，比如對(duì)孩子說―瞧你讓她多傷心啊‖，而不是說―你真調(diào)皮‖，孩子就比較有同感心。她們也發(fā)現(xiàn)，觀看別人遇到痛苦時(shí)其他人的反應(yīng)，兒童的同感心也會(huì)受到影響。通過模仿親眼所見，兒童能培養(yǎng)出一套同感，尤其是在幫助那些痛苦的波動(dòng)的總體敏感度開始有所不同，有些像珍妮一樣，感同成的反應(yīng)行為人的時(shí)候。Languagepoints1....MichaelretrievedPaul'ssecurityblanketforhim.(Para1)Asecurityblanketisablanketwhichababyorsmallchildusesforcomfort;somechildrenfeelmoresecurewhentheyholdsuchaspecialblanket,becausetheblanketisfamiliarandhasacomfortingfeelorsmell.Someparentstendtogivethebabyatoyorathingthatisassociatedwithcomfortwhenthebabyisindistress.Forexample,intheWestsomeparentsuseadummy(aplasticorrubberobjectforbabytosuck)tocomfortbabieseventhoughsomedoctorsadviseagainstusingadummybecauseitmayhavealong-termnegativeeffect.2.Motormimicryfadesfromtoddlers'repertoire…(Para4)Youngchildrenimitatetheactionsofthoseinpainordistress,apparentlyasawaytofeelandunderstanditinakindofempathy.Thisimitation(mimicryorcopying)ofothers'movementsandactionsgraduallybecomeslessintherangeoftheseyoungchildren'swaysofbehaving.3.Atthispointintheirdevelopmenttoddlersbegintodivergefromoneanotherintheiroverallsensitivitytootherpeople'semotionalupsets,withsome,likeJenny,keenlyawareandotherstuningout.(Para6)Ataroundtheageoftwoandahalfsomechildrenbecomeawareofotherpeople'semotionsofsadness,worryoranger,whileothersstoppayingattentiontosimilaremotions:Inthiswaythechildrenstarttodevelopinseparatedirectionsregardinghowtheyaresensitivetoothers'emotions.Tuneoutmeanstostoplisteningtosomethingorsomeone,ietoignorethesoundandnotpayanyattention.2.2ThisisSandy1Iloveitwhenmyfriendsintroducemetonewpeople,althoughIneverleton.Ilovetheproudandhonorableexpressiontheywearwhentheysay"ThisisSandy—she'sdeaf",asifIwereevidenceoftheirbenevolence.Ialsolovethesplit-secondshockedexpressiononthenewpeople,thehastysmilesandtheirbestimitationsofwhattheythinkofastheir"normalfaces".IftheydotheritualwellenoughIturnmyheadeversoslightlyandtuckmyhairbehindoneofmyears,whicheverone'sclosertothem.Theyneverfailtosaysomethingniceaboutmypinkhearingaids,whilemyregularfriendsbeamon.2I'mthinkingofstartingahearingaidcollection,actually.They'dmakebetteraccessoriesthanearrings.Ioncesawacatalogforclip-onhearingaidsandhearingaidcovers,andtheproductsweremostdefinitelyfashionstatementsinvariousshapesandhues.It'dbeliketheexquisitelyexpensivehandbagEsther'sdadgotherwhenwewereinhighschool.Therestofuscouldonlyadmire,butcouldnotimitate,becauseourdadsweren'trichenoughtospoilusthatway.Andnow,onlyIcanwearhearingaids.Myfriendscandonothingbutgush.3Tobehonest,Iquitelikemydeafness.Itwasn'teasythefirstfewyearsafterthecaraccidentandthestupidexplodingairbag,butnowit'sbecomesomethingthatmakesmespecialamongmyfriends.Noneofmyclosefriendsarehearing-impaired,simplybecauseIwasn'tborndeaf.BythetimeIlostmyhearing,I'dalreadyaccumulatedafixedcircleofpeople,andtheymostlyrushedtoparticipateinthedrama.4Youknowhowwhenyoutalkaboutyourfriends,yourefertothemasDrewtheBartender,CaroltheFeminist,GregtheGuyWhoCanKnotaCherryStemwithHisTongueandsoon?I'mSandytheDeafGirl.Ilikeit.Idon'thaveanyotherparticularlyoutstandingtraitsorskills.Neverdid.5It'smorethanjuststandingout,too.I'msurealotofimportanteventsinmylifewouldn'thavehappenedorworkedoutquitethesamewayifIweren'twearingpinkhearingaids.Forexample,thethingwithColin.6IfirstmetColinatanapartmentparty.WhenCaroltheFeministintroducedustoeachother,Ituckedmyhairbehindbothmyearsandleanedcloser,notbecausehedidtheritualparticularlywell,butbecausehewasastud.Youshouldhaveseenhisrecoverysmileaftertheinevitablesurprise.7Wewentinsearchofdrinksafterthehandshakes,andsomewherebetweenwhatwasfunctioningasthewinebarandthecouch,welostCarol.8"Doyouusuallyreadlipslikethis?Ordoyousigntoo?"heaskedafterawhile.9"Imostlyjustreadlipsbecauseitwaseasiertopickupthansigning,althoughthat'snottheonlyreasonIwasstaringatyourlips,"Itoldhim.10Helaughed.Wetalkedmore,andthenthehostuppedthemusicvolumeanddimmedthelightsforthe"dancefloor",andIhadtoleaninmuch,muchclosertobeabletocontinuereadinghislipsinthesemidarkness.AndreadhislipsIdid.11Wedidtheusualandexchangednumbers,andaweeklaterColindidtheunthinkableandcalled.Wewentout,satisfiedourselvesthattheotherpersonstilllookedgoodinsoberdaylight,andreadmorelips.WithintwomonthsColinandIweredating.這位是桑迪我的朋友向生人介紹我的時(shí)候，雖然我嘴上從不說什么，但我心里喜歡得很。我喜歡他們說―這位是桑迪——她是聾子‖的時(shí)候臉上那副驕傲和榮耀的表情，就好像我證明了他們的仁德善心一樣。我也喜歡生人臉上那瞬間的震驚表情、匆忙的微笑和他們竭力裝出的―正常臉色‖。如果他們這套儀式做得夠好，我就會(huì)微微轉(zhuǎn)過頭，把頭發(fā)掖到離他們較近的那只耳朵后面。他們總會(huì)說些好話，夸我的粉紅色助聽器，我的朋友們則在一旁燦爛地微笑。實(shí)際上，我在考慮開始收藏助聽器。它們是比耳環(huán)更好的首飾。我曾經(jīng)看到過一款―一夾得‖帶罩助聽器的廣告圖片，產(chǎn)品有各種各樣的形狀和顏色，絕對(duì)時(shí)髦。那就像我們上高中的時(shí)候，埃斯特的爸爸給她買的精美昂貴的手提包一樣。那時(shí)，我們其他人只有羨慕的份兒，卻無法仿效，因?yàn)槲覀兊睦习譀]那么多錢去嬌慣我們。而現(xiàn)在，只有我能戴助聽器。朋友們也就只有羨慕的份兒了。說實(shí)話，我挺喜歡耳聾的。在那次車禍和愚蠢的安全氣囊破裂之后的頭幾年，日子不好過，但是現(xiàn)在，耳聾讓我在朋友中顯得很特別。我的好朋友沒有一個(gè)是聽力殘障的，因?yàn)槲也皇翘焐@，在我失去聽覺的時(shí)候，我已經(jīng)有了一個(gè)固定的朋友圈。他們中的多數(shù)人都熱心積極地參加這場―表演‖。你知道，在你談?wù)撆笥褧r(shí)，你會(huì)把稱他們?yōu)楱D酒吧侍者德魯―能用舌頭給櫻桃梗打結(jié)的家伙格雷格‖等等。我是―聾女桑迪‖