综合英语教程(第三版)5电子教案unit 2-section 2

Those who have a real genius for acquiring these dead languages are few, and they are pretty likely of their own accord to devote themselves to the Classics – if they are given the opportunity. But there are many more of us who have gifts for modern languages, or for our own language, or for history, who have only a modest capacity for mastering Latin and Greek. We can hardly be expected to realize, during adolescence, that without a foundation of Latin and Greek we remain limited in our power over these other subjects.
Comprehension questions 1. What is educational liberalism? KEYS 2. What assumptions of educational liberalism does Eliot
think are wrong? What are his arguments? KEYS 3. Write “A Letter to T.S. Eliot” in response to his criticism of
educational liberalism and suggestion to restore the study of classics such as Latin and Greek into school curricular. 4. Do you agree on the argument that “No one can become really educated without having pursued some study in which he took no interest – for it is a part of education to learn to interest ourselves in subjects for which we have no aptitude?” What are its implications for teachers?
The student who applies himself to geology, and he who applies himself to languages, may both in the end find themselves in trade: it is assumed that if they both have made the most of their opportunities, and have equal abilities, they will both be equally fitted for their vocation, and for ‘life’. I think that the theory that the mind can be trained equally well upon any subject, and that the choice of the class of facts to acquire is indifferent, can be pushed too far. There are two kinds of subject which, at an early stage, provide but poor training for his mind.
One is the subject which is concerned more with theories, and the history of theories, than with the storing of the mind with such information and knowledge as theories are built upon: such a subject, and a very popular one, is economics, which consists of a number of complicated and contradictory theories, a subject by no means proved to be a science, usually based on illicit assumptions, the bastard progeny8 of a parent it disowns, ethics. Even philosophy, when divorced from theology and from the knowledge of life and of ascertainable facts, is but a famishing pabulum, or a draught stimulating for a moment, leaving behind drought and disillusion.
The other kind of subject which provides indifferent training is that which is too minute and particular, the relation of which to the general business of living is not made evident. And there is a third subject, equally bad as training, which does not fall into either of these classes, but which is bad for reasons of its own: the study of English Literature or, to be more comprehensive, the literature of one’s own language. 2 Another fallacy of liberal education is that the student who advances to the university should take up the study that interests him most. For a small number of students this is in the main right.
No one can become really educated without having pursued some study in which he took no interest – for it is a part of education to learn to interest ourselves in subjects for which we have no aptitude. 3 The doctrine of studying the subject we like (and for many youths in the process of development this is often only what they like at the moment) is most disastrous for those whose interests lie in the field of modern languages or in that of history, and worst of all for those who fancy that they will become writers. For it is these people – and there many of them – for whom the deficiency of Latin and Greek is most unfortunate.
Expanding The Vision
Educational Liberalism
Pre-reading questions 1. What should we learn in school – practical skills and
knowledge or classics? 2. Which is more important to you: training of mind and
abilities or acquiring facts or information? Why?
On Educational Liberalism7 By T.S. Eliot
Teaching SuHale Waihona Puke Baidugestions
1 The liberal attitude towards education is that with which we are the most familiar. It is apt to maintain the apparently unobjectionable view that education is not a mere acquisition of facts, but a training of the mind as an instrument, to deal with any class of facts, to reason, and to apply the training obtained in one department in dealing with new ones. The inference is drawn that one subject is as good, for education, as another; that the student should follow his own bent, and pursue whatever subject happens most to interest him.
Even at a very early stage of school life, we can identify a few individuals with a definite inclination towards one group of studies or another. The danger of these fortunate ones is that if left to themselves they will overspecialize, they will be wholly ignorant of the general interests of human beings. We are all in one way or another naturally lazy, and it is much easier to confine ourselves to the study of subjects in which we excel. But the great majority of the people who are to be educated have no very strong inclination to specialize, because they have no definite gifts or tastes. Those who have more lively and curious minds will tend to smatter.