新起点大学英语第二册翻译

新起点大学‎基础英语教‎程-读写教程2‎：课后翻译1~8单元UNIT 11. His work has somet‎h ing to do with anima‎l s.2. In order‎to arriv‎e befor‎e dark, we start‎e d early‎.3. Judgi‎n g by her accen‎t, she must be from the North‎.4. If you want her to come, infor‎m her in advan‎c e.5. I don't know why he chang‎e d his mind.6. Most peopl‎e like to swim once they have learn‎e d how (to swim).7. The more prepa‎r atio‎n s you make now, the more confi‎d ence‎you'll have in the exam.8. If you learn‎Engli‎s h wll, you will use it often‎. The frequ‎e nt use, in turn, will make you learn‎bette‎r.UNIT 21. I am takin‎g care of a worke‎r from a neigh‎o ring‎facto‎r y.2. After‎going‎to bed last night‎, I turne‎d the matte‎r over and over in my mind and still‎could‎'t finda solut‎i on.3. No matte‎r how cold or hot it is, I keep pract‎i cing‎every‎day.4. To achie‎v e what yo haope‎for, you shoul‎d start‎worki‎n g hard from today‎.5. Altho‎u gh we have been apart‎from each other‎for three‎years‎, we still‎keep our frien‎d ship‎going‎.6. It raine‎d. As a resul‎t, none of us could‎go to the conce‎r t.7. Like many colle‎g e stude‎n ts, stude‎n ts of our unive‎r stit‎y love to read the novel‎s of this autho‎r.8. My healt‎h is to a large‎exten‎t due to the care by the docto‎r s and nurse‎s.UNIT 31. An estim‎a ted 200 peopl‎e atten‎d ed yeste‎r day's meeti‎n g.2. I like theho‎u se with two large‎windo‎w s facin‎g the sea, but just can't affor‎d it.3. Accor‎i ng to the new regul‎a tion‎,posti‎n g ads witho‎u t permi‎s sion‎can be fined‎for as much as 10,000 yuan.4. To a great‎exten‎t, we are respo‎n sibl‎e for what we say and (what you) do.5. We shoul‎d make the most of all kinds‎of resou‎r ces on the Inter‎n et.6. If you are conte‎n t to make such a small‎amoun‎t of money‎every‎month‎, selli‎n g newsp‎a pers‎is a prett‎y good job for you.7. Obser‎v atio‎n and explo‎r atio‎n are commo‎n means‎in scien‎t ific‎resea‎r ch that could‎bring‎major‎disco‎v erie‎s.8. You can't under‎s tand‎the relat‎i onsh‎i ps until‎l you analy‎z e the situa‎t ion in great‎depth‎.UNIT 41. Nowad‎a ys we are incre‎a sing‎l y relyi‎n g on infor‎m atio‎n and compu‎t er techn‎o logy‎.2. This means‎the new regul‎a tion‎is of great‎benef‎i t to both the state‎-owned‎and the priva‎t e busin‎e sses‎.3. He is slowl‎y adapt‎i ng to the life of a laid-off worke‎r.4. The perso‎n nel manag‎e r said, "First‎, you must focus‎on the follo‎w ing probl‎e ms."5. A dream‎will never‎becom‎e a reali‎t y unles‎s one under‎s tand‎s what it will take to achie‎v e the dream‎.6. As busin‎e ss is bad, the compa‎n y laid off twent‎y worke‎r s.7. The produ‎c ts manuf‎a ctur‎e ed by this compa‎n y are for speci‎f ic purpo‎s es.8. Peter‎is hunti‎n g for a job now, as his money‎will only last him one month‎.UNIT 51. We have decid‎e d to settl‎e the matte‎r once and for all.2. I feel happy‎that my young‎e r broth‎e r has passe‎d the entra‎n ce exami‎n atio‎n of that famou‎s unive‎r sity‎.3. The love affai‎r betwe‎e n the two began‎with that stran‎g e quarr‎e l.4. As we expec‎t, they have made great‎progr‎e ss in their‎resea‎r ch on the cause‎s of SARS.5. He accom‎p anie‎d his speec‎h with a lot of gestu‎r es.6. So far, there‎has been a lot of discu‎s sion‎on wheth‎e r destr‎o ying‎the envir‎o nmen‎t is again‎s t law.7. Gaspi‎n g for breat‎h, he ran out of the offic‎e, and took a taxi to the city libra‎r y.8. I don't think‎you shoul‎d worry‎about‎your compa‎n y's curre‎n t troub‎l es.UNIT 61. I remem‎b er the whole‎thing‎clear‎l y as if it happe‎n ed yeste‎r day.2. I regar‎d that movie‎as one of the worst‎I've ever seen.3. The new Five-Year-Plan is being‎carri‎e d out in all field‎s.4. In spite‎of all his effor‎t s, he faile‎d in the end.5. When the right‎oppor‎t unit‎y comes‎along‎, he'll take it.6. The plane‎t was named‎after‎its disco‎v erer‎.7. It took them one year to build‎the house‎.8. I'm sure her knowl‎e dge of Engli‎s h is adequ‎a te for the job.UNIT 71. She is very caref‎u l. She won't take a risk when drivi‎n g.2. Those‎who have a passi‎o n for footb‎a ll can exper‎i ence‎great‎enjoy‎m ent.3. In addit‎i on to teena‎g ers, males‎and femal‎e s of other‎ages also enjoy‎mount‎a inee‎r ing.4. His stude‎n ts looke‎d upon him with respe‎c t.5. It was Dr. Smith‎that/ whom we invit‎e d/ who was invit‎e d to give us a lectu‎r e.6. One of the advan‎t ages‎of e-mail over regul‎a r mail is that it is fast.7. Only with good healt‎h, can we study‎well and work well.8. If you compa‎r e Tom with his class‎m ates‎, you will find he works‎hard and knows‎how to relax‎. UNIT 81. The mothe‎r went out to work, so the fathe‎r took respo‎n sibi‎l ity for looki‎n g after‎the child‎r en at home.2. Resea‎r ch shows‎that smoki‎n g is direc‎t ly relat‎e d to lung cance‎r.3. Paren‎t s shoul‎d be conce‎r ned about‎their‎child‎r en's perfo‎r manc‎e at schoo‎l.4. Your too much worry‎over your healt‎h may reall‎y make you sick.5. The head of the villa‎g e point‎e d out that the tree had becom‎e a sourc‎e of incom‎e, as touri‎s ts had been comin‎g from all parts‎of the count‎r y to see it.6. Mothe‎r said, "Choco‎l ate is okay, but only if you have one bar a day."7. Wheth‎e r peopl‎e are satis‎f ied with this polic‎y outwe‎i ghs all other‎consi‎d erat‎i ons.8. We shoul‎d take less greas‎y food such as butte‎r and eat as much fruit‎and veget‎a bles‎as possi‎b le to keep a balan‎c e diet.。

Unit1 A Learning, Chinese-StyleUnit2 A A Life Full of RichesUnit3 A Father Knows BetterUnit4 A A Virtual LifeUnit5 A True HeightUnit6 A A Woman Can Learn Anything a Man CanUnit1Howard Gardner, a professor of education at Harvard University, reflects on a visit to China and gives his thoughts on different approaches to learning in China and the West.哈佛大学教育学教授霍华德·加德纳回忆其中国之行，阐述他对中西方不同的学习方式的看法。

Learning, Chinese-StyleHoward Gardner 1 For a month in the spring of 1987, my wife Ellen and I lived in the bustling eastern Chinese city of Nanjing with our 18-month-old son Benjamin while studying arts education in Chinese kindergartens and elementary schools. But one of the most telling lessons Ellen and I got in the difference between Chinese and American ideas of education came not in the classroom but in the lobby of the Jinling Hotel where we stayed in Nanjing.中国式的学习风格霍华德·加德纳1987年春，我和妻子埃伦带着我们18个月的儿子本杰明在繁忙的中国东部城市南京住了一个月，同时考察中国幼儿园和小学的艺术教育情况。

Unit 1 Love善良之心，久久相依当时我没有意识到，是爸爸帮我保持平衡奥古斯塔斯∙ J ∙布洛克1 随着我渐渐长大，当别人看见我和爸爸在一起，我会觉得很尴尬。

他身材矮小，走起路来跛得很厉害。

我们一起走时，他要把手搭在我的肩上才能保持平衡，人们就会盯着我们看。

对这种不必要的注意我觉得非常难堪。

他也许曾注意到，或着觉得烦恼，但他从来没有流露出来。

2 要协调我们的步伐并不容易，他(的步子)一瘸一拐的，我(走起来)则缺乏耐心。

因此，我们走路的时候并不怎么说话。

但出发时，他总是说：“你定步伐，我会尽量跟上。

”3 我们通常在家和地铁之间来往，这是他上班的必由之路。

不论生病还是碰到恶劣的天气他都去上班，几乎没有旷过一天工。

即使别人无法上班，他也要去办公室。

对他来说这是一种自豪。

4 当地上有冰或雪的时候，即使有人帮忙他也无法走路。

这时，我或者我的姐妹就用孩子玩的雪撬拉着他，穿过纽约布鲁克林的街道，直到地铁的入口处。

一到那儿，他就能紧紧抓住扶手一直走下去, 地铁道里比较暖和，下面的楼梯不结冰。

曼哈顿的地铁站正好是他办公楼的地下室，因此除了从布鲁克林我们去接他的地方到回家为止，他都不用再出去。

5 一个成年男子要有多少勇气才能承受这种屈辱和压力，我现在想来惊讶不已。

他从没有痛苦或抱怨，他是怎么做到这一步的我感到不可思议。

6 他从不把自己当作同情的对象，也从不对更幸运的或更能干的人表示任何嫉妒。

他在别人身上所寻找的是一颗“善心”。

如果他找到了一颗善心，那么有这么颗心的人对他来说就是一位大好人了。

7 由于年龄的增长，我相信那是一种用来判断人的恰当的标准，尽管我还不能精确地知道什么是一颗“善心”。

但是，当我自己没有的时候，我是知道的。

8 尽管很多活动我爸爸不能参加，但他还是尽量用某种方式参与。

当本地的一支棒球队发现缺经理的时候，他使它维持下去。

他是一个很懂行的棒球迷，经常带我去埃贝茨球场看布鲁克林的道奇队打球。

他喜欢参加舞会和聚会，就是坐在一旁观看，也很开心。

全新版大学英语第二册1~4单元课文背诵及翻译12 One way of summarizing the American position is to state that we value originality and independence more than the Chinese do. The contrast between our two cultures can also be seen in terms of the fears we both harbor. Chinese teachers are fearful that if skills are not acquired early, they may never be acquired; there is, on the other hand, no comparable hurry to promote creativity. American educators fear that unless creativity has been acquired early, it may never emerge; on the other hand, skills can be picked up later.13 However, I do not want to overstate my case. There is enormous creativity to be found in Chinese scientific, technological and artistic innovations past and present. And there is a danger of exaggerating creative breakthroughs in the West. When any innovation is examined closely, its reliance on previous achievements is all too apparent (the “standing on the shoulders of giants” phenomenon).14 But assuming that the contrast I have developed is valid, and that the fostering of skills and creativity are both worthwhile goals, the important question becomes this: Can we gather, from the Chinese and American extremes, a superior way to approach education, perhaps striking a better balance between the poles of creativity and basic skills?Unit 219 Walton set up a college scholarship fund for employees?children, a disaster relief fund to rebuild employee homes damaged by fires, floods, tornadoes, and the like. He believed in cultivating ideas and rewarding success.20 “He?d say, …That fell ow worked hard, let?s give him alittle extra,?”recalls retired president Ferold F. Arend, who was stunned at such generosity after the stingy employer he left to join Wal-Mart. “I had to change my way of thinking when I came aboard.”21 “The reason for our success,” says Walton, in a company handout, “is our people and the way they?re treated and the way they feel about their company. They believe things are different here, but they deserve the credit.”22 Adds company lawyer Jim Hendren: “I?ve never seen anyone yet who worked for him or was around him for any length of time who wasn?t better off. And I don?t mean just financially, although a lot of people are. It?s just something about him—coming into contact with Sam Walton just makes you a better person.”12 美国人的立场可以概括起来这么说，我们比中国人更重视创造和自立。

Unit 1Passage AⅡ1. valuable2. collecting3. enjoyment4. happiness5. satisfied6. retirement7. healthy8. interested9. relaxation 10. active Passage AⅣ1. take up teaching2. regardless of our objection3. recovering from illness4. to go to school5. without air6. with rich /plenty of / abundant teaching materials7. (in) finishing his work8. from running awayⅤ1. What do you like to do / do you (often) do in your spare time?2. He is busy writing (articles) all day (long).3. Y ou can buy everything from candies to T-shirts in this supermarket.4. One is never too old to learn.5. Plants can not / No plants can grow well without enough water or sunshine.Passage BD D D D D A AGrammar1. is2. boils3. Does…sleep4. doesn’t ride5. Does…have6. not…have…have7. goes8. teache s9. doesn’t smoke 10. makes 11. doesn’t do…does 12. Does…have 三级真题Section AD A C DSection B1. excited2. development3. are4. illnessUnit 2Passage AII1. staying2.being improved /improving /improved3.effective4.pleasantly.5. patience .6.advice7.participants8.secondary9.punctually(['pʌŋktjuəl ['pʌŋktʃuəl])10.gratefullyIII.Course1. 这项工作将在本周内完成。

Letter to a B studentYour final grade for the course is B. A respectable grade. Far superior to the "Gentleman's C" that served as the norm a couple of generations ago. But in those days A's were rare: only two out of twenty-five, as I recall. Whatever our norm is, it has shifted upward, with the result that you are probably disappointed at not doing better. I'm certain that nothing I can say will remove that feeling of disappointment, particularly in a climate where grades determine eligibility for graduate school and special programs.Disappointment. It's the stuff bad dreams are made of: dreams of failure, inadequacy, loss of position and good repute. The essence of success is that there's never enough of it to go round in a zero-sum game where one person's winning must be offset by another's losing, one person's joy offset by another's disappointment. You've grown up in a society where winning is not the most important thing—it's the only thing. To lose, to fail, to go under, to go broke—these are deadly sins in a world where prosperity in the present is seen as a sure sign of salvation in the future. In a different society, your disappointment might be something you could shrug away. But not in ours.My purpose in writing you is to put your disappointment in perspective by considering exactly what your grade means and doesn't mean. I do not propose to argue here that grades are unimportant. Rather, I hope to showyou that your grade, taken at face value, is apt to be dangerously misleading, both to you and to others.As a symbol on your college transcript, your grade simply means that you have successfully completed a specific course of study, doing so at a certain level of proficiency. The level of your proficiency has been determined by your performance of rather conventional tasks: taking tests, writing papers and reports, and so forth. Your performance is generally assumed to correspond to the knowledge you have acquired and will retain. But this assumption, as we both know, is questionable; it may well be that you've actually gotten much more out of the course than your grade indicates—or less. Lacking more precise measurement tools, we must interpret your B as a rather fuzzy symbol at best, representing a questionable judgment of your mastery of the subject.Your grade does not represent a judgment of your basic ability or of your character. Courage, kindness, wisdom, good humor—these are the important characteristics of our species. Unfortunately they are not part of our curriculum. But they are important: crucially so, because they are always in short supply. If you value these characteristics in yourself, you will be valued—and far more so than those whose identities are measured only by little marks on a piece of paper. Your B is a price tag on a garment that is quite separate from the living, breathing human being underneath. The student as performer; the student as human being. The distinctionis one we should always keep in mind. I first learned it years ago when I got out of the service and went back to college. There were a lot of us then: older than the norm, in a hurry to get our degrees and move on, impatient with the tests and rituals of academic life. Not an easy group to handle.One instructor handled us very wisely, it seems to me. On Sunday evenings in particular, he would make a point of stopping in at a local bar frequented by many of the GI-Bill students. There he would sit and drink, joke, and swap stories with men in his class, men who had but recently put away their uniforms and identities: former platoon sergeants, bomber pilots, corporals, captains, lieutenants, commanders, majors—even a lieutenant colonel, as I recall. They enjoyed his company greatly, as he theirs. The next morning he would walk into class and give these same men a test. A hard test. A test on which he usually flunked about half of them.Oddly enough, the men whom he flunked did not resent it. Nor did they resent him for shifting suddenly from a friendly gear to a coercive one. Rather, they loved him, worked harder and harder at his course as the semester moved along, and ended up with a good grasp of his subject—economics. The technique is still rather difficult for me to explain; but I believe it can be described as one in which a clear distinction was made between the student as classroom performer and the student as human being. A good distinction to make. A distinction thatshould put your B in perspective—and your disappointment.Perspective. It is important to recognize that human beings, despite differences in class and educational labeling, are fundamentally hewn from the same material and knit together by common bonds of fear and joy, suffering and achievement. Warfare, sickness, disasters, public and private—these are the larger coordinates of life. To recognize them is to recognize that social labels are basically irrelevant and misleading. It is true that these labels are necessary in the functioning of a complex society as a way of letting us know who should be trusted to do what, with the result that we need to make distinctions on the basis of grades, degrees, rank, and responsibility. But these distinctions should never be taken seriously in human terms, either in the way we look at others or in the way we look at ourselves.Even in achievement terms, your B label does not mean that you are permanently defined as a B achievement person. I'm well aware that B students tend to get B's in the courses they take later on, just as A students tend to get A's. But academic work is a narrow, neatly defined highway compared to the unmapped rolling country you will encounter after you leave school. What you have learned may help you find your way about at first; later on you will have to shift to yourself, locating goals and opportunities in the same fog that hampers us all as we move toward the future.Letter to a B student 写给中等生的一封信你的期末成绩是一个B,一个过得去的等级;比许多年以前的及格C等级要优秀多了;但是A等级在那个年代是十分少见的,我回想起来25个人里只有两个人;但不管我们的标准如何,它们还是在提升的,不过你可能会因为这个结果为自己没有考好而失望;我相信我说什么都无法消除你们心中的失望情绪,特别是在一个社会环境下等级的高低直接决定了你考的学校和拿到的特别项目好坏;你的失望感;负面的展望由这种情绪形成：失败、努力不够、好位置与好名声的丧失;成功的核心是在零和博弈的游戏中没有批发的成功可以供给,有了一个人的失败才能成为另一个人成功的垫脚石;你所生所长的社会是唯成功论的,失败或者破产绝对是要命的罪恶;因为财富的多少明确的决定了未来能否被拯救;也许在另一个不一样的社会中,你对于失望的情绪能一笑而过,不过在我们的社会中不可能;我写这篇文章的目的是客观判断你们的失望情绪,认真考虑你的等级意味着什么与不能说明什么,我不想在这里争辩成绩无用论,相反我希望告诉你们的是,如果只是被它的外表所蒙蔽,那对于你们与他人来说,都是一种可怕的导向;作为大学成绩单的一种象征,你的成绩只能表明你已经成功的完成了特定课程的学习,达到了一定等级的熟练度;不过这种衡量你的表现的标准还是由传统的任务决定：参加考试、写论文报告等等;因为这种表现普遍认为应该与所掌握、记住知识的多少相结合,但是我们也知道这种假设是值得推敲的,有可能你学到的比成绩单上反应出来的要多,也有可能要少;在缺少更精准的测量工具的情况下,我们只能认为你的B代表着你对于这门学科的掌握不够,充其量是一个不明确的标志;你的成绩也不能成为衡量基本能力与性格的标准;勇气、善良、智慧、好脾气,这些才是我们人类的重要性格特征;虽然它们因为批发量少很重要,但不幸的是它们无法成为我们课程学习中的一部分;当然如果你看重自己拥有的这些性格特征,那么就总会有出头之日——而且远比那些只重视纸上那一点可怜分数的人好得多;你的B等级是衣服外的价格标签,穿上生活的衣裳后就与标签没有任何关系了;作为表现者与作为人类这个身份的学生是不一样的,这种差别需要我们时刻牢记;第一次学习这种区别是在我参军期重新回到校园的时候;当时有一大群像我一样的人,比一般的学生要老,着急着赶快获得学位继续生活,对学术生活里的习惯和考试极不耐烦;这是一群不怎么好对付的学生;我感觉其中一位用了一种明智的方法对付我们;每当星期天的晚上,他就会来到当地酒吧,那里总有许多GI-Bill的学生光顾;他会坐下来和他们喝酒、开玩笑,和班上的学生们分享各种故事;那些学生们最近刚换下他们参军的制服,有曾经排里的中士、轰炸机驾驶员、下士、陆军上尉、中尉、指挥官、陆军上校,其中甚至有陆军中校;所有人都十分享受与他交流,他自己也是;第二天早上,他会走进教室后分发卷子给所有人考试,一场会有一半人挂掉的艰难考试;奇怪的是,挂掉的那些人也不会讨厌他;他们也不会厌恶他身份的变化,从一个友善的朋友变成压迫性的老师;相反他们喜欢他所以会在他的课上不断努力学习,最终学期结束的时候很好的掌握这门课程——经济学;这样的教书技巧我都无法解释清楚,但我相信,他很好的区分了学生们的身份,作为教室里的学习者和单纯的人类身份;这样的区分客观的判断了你的失望与你得到的B;客观性;尽管人们在阶层上、获得教育的程度都不一样,但从根本上大家吸收的知识都来自相同的生活素材,也因为有共同的情感紧密连接,开心也好害怕也罢,遭受的痛苦与获得的成就;认识到这点是重要的;战争、疾病、公共和私人中的重大变故,这些是生活中更大的共通点;意识到这点后会发觉社会标签其实是一种基本的无关与误导;这些标签在复杂的社会职责分配中确实很有必要,我们需要知道能相信谁,他又能做什么,所以就有分数、等级、职位、责任的差异;但是从人性出发的时候这些真的不需要太过看重,看待自身还是别人都一样;即便是从成就看,B这个标签也并不意味着你永远就是只能达到B成就的人;我清楚的知道B档的学生以后还可能得到B就像A档学生还会更容易取得A;但是学术学习只是一条窄窄的限定好的高速公路,毕业出去后碰到的就是杂乱无章的田野,充满波折;你曾经学到的东西也许在开始能帮你找到要走的路,但接下来就都要靠自己,在阻止我们前行的漫天大雾中定位目标、找准机遇了;。

新起点大学英语综合教程2 Unit 1•Warm-up ActivitiesMatching1、orchestra2、cymbal3、drum4、accordion5、cello6、band•Text AReading Comprehension > Task 11、F2、F3、F4、T5、T6、T7、TReading Comprehension > Task 21、practice a lot2、bother other people3、sound cannot travel in space because there is no air4、a big glass ball connected to a machine which sucked out all the air inside5、proposed that she form part of a unique space journeyVocabulary & Structure > Task 11、e2、f3、g4、c5、d6、a7、b8、j9、h10、iVocabulary & Structure > Task 21、obstacle2、solution3、respectful4、crash5、achieved6、astronaut7、proposed8、bother9、documentary10、uniqueVocabulary & Structure > Task 3 1、musicmusicals2、slovesolution3、respectfulrespectable4、documentarydocument5、bother (v.)bother (n.)Vocabulary & Structure > Task 41、painful2、colorful3、helpful4、hopeful5、cheerfulVocabulary & Structure > Task 51、B2、C3、D4、C5、CVocabulary & Structure > Task 61、她知道敲击鼓钹的声音真的会使老人们心情烦躁。

Unit 1Active reading (1)大学已经不再特别了1 有这么一种说法：“要是你能记得20 世纪60 年代的任何事情，你就没有真正经历过那段岁月。

”对于在大麻烟雾中度过大学时光的那些人，这话可能是真的。

但是，20 世纪60 年代有一件事人人都记得，那就是：上大学是你一生中最激动人心、最刺激的经历。

20 世纪60 年代，加州的高校把本州变成了世界第七大经济实体。

然而，加州大学的主校园伯克利分校也以学生示威、罢课以及激进的政治氛围而著名。

1966 年，罗纳德·里根竞选加州州长，他问加州是否允许“一所伟大的大学被喧闹的、持不一意见的少数人征服。

”自由派人士回答说，大学之所以伟大正是因为它们有能力容忍喧闹的、持不同意见的少数人。

3 在欧洲的大学校园里，大学生以新的姿态和激情地投入到自由和正义的事业中去，大规模的社会主义或共产主义运动引发了他们与当权者之间日益升级的暴力冲突。

许多抗议是针对越南战争的。

可是在法国，巴黎大学的学生与工会联盟，发动了一场大罢工，最终导致了戴高乐总统辞职。

4 20 世纪60 年代大学生活的特点并不仅仅是激进的行动。

不论在什么地方，上大学都意味着你初次品尝真正自由的滋味，初次品尝深更半夜在宿舍或学生活动室里讨论人生意义的滋味。

你往往得上了大学才得以阅读你的第一本禁书，看你的第一部独立影人电影，或者找到和你一样痴迷吉米·亨德里克斯或伦尼·布鲁斯的志同道合者。

那是一段难以想象的自由时光，你一生中最无拘无束的时光。

5 可如今那份激情哪儿去了？大学怎么了？现在，政治、社会和创造意识的觉醒似乎不是凭借大学的助力，而是冲破其阻力才发生的。

当然，一点不假，高等教育仍然重要。

例如，在英国，布莱尔首相几乎实现了到2010 年让50％的30 岁以下的人上大学的目标，（即使愤世嫉俗的人会说，这是要把他们排除在失业统计数据之外）。

不过，大学教育已不再是全民重视的话题了。