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大学英语中西方文化第八讲 (2)

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第八讲东学西渐2解析

第八讲东学西渐2解析
用孔孟之道来反对宋明理学，反对释老佛学。
他们基本上与中国政府和人民友好相处，与中国人 师友相处，既没有与西方殖民者直接勾结，也没有 干涉中国主权的劣迹。
17世纪80年代以后，随着法国政府派遣大批学有专 长的传教来华，这种局限性和片面性得到改观，传 教士开始对中国的历史、地理、文学、天文、生物 和医学进行了探讨。从此开始，法国成为中国传统 文化西传的中转站。
二、中国传统文化的西传
耶稣会士出于传教的目的，致力学习汉语和中国传 统文化，以期尽快找到接近中国士大夫阶层乃至中 国君主的途径和方式，为顺利布道创造条件。他们 一方面将欧洲科学著作之中既不违背天主教教义， 又适应于中国的某些篇章译为汉语，另一方面利用 他们的汉文文化修养，以书简、札记、日记、行记 等形式源源不为向教廷和本国发回有关中国状况和 中国传统文化的报告，介绍和探讨中国传统文化。 他们在客观上促进了欧洲形成研究中国传统文化的 风尚。在沟通17、18世纪中西文化交流上，耶稣会 士的功绩是巨大的。
为了利用这批汉文资料，当时法国王家科学院院长 让——保罗·比农（Jean-Paul Bignon）任命了一位 由耶稣会士培养的，当时在巴黎的中国福州人黄卡 阿德（Arcade Houang）为法国国王的第一任官方 翻译，黄成为向西方介绍中国的第一个中国人。他 的译述包括《中国训言选》、《中国学书》、《儒 林外史》（选译）、《汉语关键词汇》、《中国历 书》、《日用大全》等。他还在法国本土培养出第 一批法国汉语人材，其中有著名的傅尔蒙（Arcade Fourmont ， 1683——1745 ） 、 弗 勒 雷 （ Nicolas Freret ） 以 及 后 起 之 秀 雷 慕 沙 （ Abel Remusat, 1788——1832）。
柏应理（信末，Philippe Couplet, 1622——1693， 比籍）；

大学英语中西方文化第三讲 (2)

大学英语中西方文化第三讲 (2)

The second significant piece of late antiquity to survive into the Middle Ages is Christianity. Christianity had grown in importance in the late Roman Empire and, with the demise of the empire’s social structures, the Church remained until the twelfth century virtually the only institution capable of supporting intellectual culture.
• Augustine: We can not properly philosophize until our human wills are transformed, that clear thinking is possible only under the influence of God’s grace. For Augustine, true philosophy was inconceivable without a joining of faith and reason. To him, wisdom was Christian wisdom. He believed that we can not properly philosophize until our human wills are transformed, that clear thinking is possible only under the influence of God’s grace. In this way, Augustine set the dominant direction and style of Christian wisdom of the Middle Ages.

跨文化交际Unit 8(大二英语)

跨文化交际Unit 8(大二英语)



I. What is Culture?



Culture is everything. Culture is opera, art, and ballet. Culture may be defined as what a society does and thinks. What really binds men together is their culture. A culture is a collections of beliefs, habits, living patterns and behaviors which are held more or less in common by people who occupy particular geographic areas.
Greek Culture
Egyptian Culture
Babylon Culture
Chinese Culture
From Anthropological Perspective


Culture is “the customs, civilizations, and achievements of a particular time or people”. This is an anthropologist’s definition.

II. Three Ingredients of Culture
Beliefs & value systems
Material objects
Behavior patterns
Culture
Case Study???

It was my first visit to Chongqing. I felt uneasy when I asked the way to some place. In my hometown in the North, directions are given in terms of East, West, North and South. We may easily find the way when local people there tell you whether the place is in the direction of North or South; while in Chongqing the local people tell you the way in terms of direction on the right, or on the left, to which we Northerners are quite unfamiliar.

大学英语翻译全教程(完美版)第8讲

大学英语翻译全教程(完美版)第8讲

第八讲翻译理论学习：1949年到文革前的翻译一、概述两个重要阶段1. 建国初到“文革”前的17年，2. 70年代末至今二、两次翻译工作会议1951年“第一届翻译工作会议”1954年“全国文学翻译工作会议”，三、17年翻译的大致情况1. 50年代初，俄苏文学作品和文学理论，东欧民主国家的文学作品。

2. 50年代中后期，欧美国家的文学，3. 50年代末至60年代初，亚非拉文学的译介受到重视，对欧美和苏联文学由正面译介转为批判性译介。

四、17年间重要翻译家和理论家张谷若，哈代的作品，翻译的特点是“地道”“四字格”，“注释”张友松：马克·吐温的作品王科一：《傲慢与偏见》、杨必：《名利场》杨苡：《呼啸山庄》叶君健：安徒生童话杨绛：《堂吉诃德》傅雷：法国文学翻译大师“重神似不重形似”《高老头》周作人：“音译名从主人”钱钟书。

“化境”翻译技巧学习：句子的翻译（一）：句子翻译概述一、词序调整（1）Even the wild animals of his homeland, it seemed to Kunta, had more dignity than these creatures. (Alex Haley, Roots)昆塔觉得，即使他家乡的野兽也比这群人自尊自重。

（插入语换序）（2）In this way an earlier and perhaps even greater crop might be obtained.用这种方法，庄稼可以早一点收获，收成或许更好些。

(定语换序)（3）From the moment they set foot on the territory of their motherland, they were warmly received by their compatriots.他们从走上祖国土地的时刻起，就受到同胞们热情接待。

（定语从句换序）（4）Cheerful, efficient and warm-hearted, they will do everything to make your journey smooth and comfortable.他们乐观、能干、热情，总是想方设法使你一路上顺利舒适。

中西方文化大学英语教材

中西方文化大学英语教材

中西方文化大学英语教材Introduction:English language learning has become increasingly important in today's globalized world. As a result, there is a wide range of English textbooks available for university students. In this article, we will compare and analyze the cultural elements found in English textbooks used in universities in both Western and Chinese cultures.Cultural Content in Western English Textbooks:Western English textbooks often aim to expose students to a wide range of cultural topics. For example, textbooks may include sections on literature, music, art, and history. These cultural elements allow students to gain a deeper understanding of Western societies and traditions. They also help students develop a global perspective and foster cultural appreciation.One common topic covered in Western English textbooks is literature. Textbooks may introduce famous literary works, such as Shakespeare's plays or novels by renowned Western authors. By studying these texts, students not only improve their language skills but also gain insights into Western literary traditions and cultural values.Music is another significant aspect covered in Western English textbooks. Students may learn about various music genres, such as classical, jazz, or rock. Additionally, they may explore the historical and cultural influences behind these music styles. This exposure to Western music broadens students' cultural horizons and enhances their language learning experience.Cultural Content in Chinese English Textbooks:In comparison to Western English textbooks, Chinese English textbooks tend to focus more on language acquisition rather than cultural exploration. While there may be some cultural elements incorporated, they are often condensed and integrated into language learning exercises.Chinese English textbooks might introduce Chinese proverbs or idiomatic expressions that reflect specific cultural values. For example, students may learn the proverb "风水轮流转" (fēngshuǐ lúnliú zhuǎn), which means "fortune can change for better or worse." This provides students with a glimpse into Chinese cultural beliefs and mindset.Additionally, Chinese English textbooks may incorporate traditional Chinese festivals and customs. Students might learn about the significance of festivals like Spring Festival (Chinese New Year) or Mid-Autumn Festival, along with associated cultural practices. These topics allow students to understand aspects of Chinese culture while strengthening their language skills.Comparison and Analysis:While Western English textbooks place a heavier emphasis on cultural content, Chinese English textbooks prioritize language acquisition. Both approaches have their merits. Western textbooks expose students to a wide range of cultural topics, facilitating cross-cultural understanding. On the other hand, Chinese textbooks create a more language-focused learning environment.In terms of language fluency and cultural understanding, Western English textbooks may have an advantage. By studying literature and music, students are not only exposed to the language but also the social, historical, and artistic contexts in which it is used. This multi-dimensional approach enhances language fluency and cultural competency simultaneously.However, Chinese English textbooks also play a crucial role by providing students with a solid language foundation. By integrating cultural elements into language exercises, students are exposed to practical language usage while gaining insights into Chinese culture.Conclusion:English textbooks used in universities in both Western and Chinese cultures have unique approaches to incorporating cultural content. Western textbooks focus more on exposing students to various aspects of Western culture, while Chinese textbooks prioritize language acquisition with condensed cultural elements. Both methods contribute to language learning and cultural understanding in their respective contexts. By understanding these differences, educators can select appropriate textbooks to meet the diverse needs of students.。

中西文化比较 第2版 unit 8 The Chinese and Western Painting

中西文化比较 第2版 unit 8 The Chinese and Western Painting
① My profession had an important influence in the formation of my character and temperament. 我的职业对我的性格和性情的形成有重要的影响。
② She has a very even temperament. 她的性情非常平和。
② Experience of pedagogy is not only an activity but also the result of this activity. 教育学范畴内的体验，既是一种活动，也是活动的结果。
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Text A
Notes
2. temperament n.
a person’s or an animal’s nature as shown in the way they behave or react to situations or people
① The thought of war is too awful to contemplate. 战争太可怕了，真不敢去想。
② The consequences would be too ghastly to contemplate. 后果不堪设想。
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Text A
Notes
7. meticulous adj.
3
Vocabulary Extension
4
Text A
Notes
1.பைடு நூலகம்pedagogy n.
Pedagogy is the study and theory of the methods and principles of teaching.
① The pedagogy and economics have different ideas and visual angle. 教育学与经济学具有不同的观点与视角。

希腊罗马神话与西方文化源头第08讲：英雄传说之阿尔戈英雄


英雄传说之
美狄亚
Media
美狄亚是科尔喀斯国王的女 儿。 美狄亚精通魔法，神通广大，是 个非凡的女子。 她爱上了阿尔戈英雄的首领伊阿 宋，伊阿宋向她保证永远爱她并允 诺带她回希腊后。 她用魔法帮助伊阿宋骗过父亲取 得金羊毛，然后跟随伊阿宋乘船离 开科尔喀斯，还带上弟弟阿布绪尔 托斯。 为摆脱父亲的追逐，美狄亚杀 死弟弟，并将其尸体切成碎块，抛 入大海。她父亲不得不停下来打捞 尸体，伊阿宋等人趁机得以逃脱。 回到希腊后，伊阿宋带着金羊毛 去见珀利阿斯。
为向众神谢恩，佛里克 索斯在宙斯的神殿里祭献 了公羊，并将金羊毛赠给了 埃厄忒斯。埃厄忒斯将金羊 毛放在一片圣林里，让一条 永不睡眠是毒龙守护着。 阿尔戈英雄的首领伊阿 宋是希腊伊俄尔刻斯的国王 埃宋的儿子。 埃宋的异母兄弟珀利阿 斯篡夺了王位，强迫年幼的 伊阿宋和母亲离开俄尔克 斯。 之后，伊阿宋得到马人 喀戎的抚养的和教导，学会 了一身本领。
伊阿宋长大后返回伊 俄尔克斯，要求叔父归还 父亲的王位。 珀利阿斯已得到神谕 警告，说他将被一个穿着 一只凉鞋的年青人杀死。 而当伊阿宋去见他时，只 穿着一只凉鞋，另一只在 旅途中背一个老妇人过河 时丢掉了。 为除掉伊阿宋，珀利 阿斯假意说他愿意交出王 位，但条件是必须到遥远 的国度科尔喀斯取回金羊 毛，因为金羊毛本来就是 属于他们家族的。
见此情景，周围的 人都被吓呆了，一个仆 从大胆地冲上去，意欲 阻止厄里西克同的疯狂 行为，也被他一斧头砍 死。 厄里西克同继续发 疯似的斫砍橡树，不顾 大树越来越弱的呻吟和 树身流出的鲜血，直到 高大的橡树轰然倒下。
居然有人做出这种渎神行为， 谷物女神十分震怒。 她虽然心地十分善良，但对这 种残酷的事情也忍无可忍，决心 要严惩肇事者。 她招来饥饿女神，让她赶到 忒萨利亚王国，使厄里西克同一 下产生了强烈的饥饿感并从此难 以餍足。 厄里西克同的灾难就这样开 始了，这个冒犯了神灵的罪人总 觉得肚中饥肠辘辘，无论吃下多 少东西都填不饱肚子。 他要仆从在他面前堆满食 物，但是，他怎么吃也吃不饱， 怎么吃也吃不够——老是饿的四 肢乏力、眼冒金星。

第八讲---涉外礼俗-第一节-----中西方文化差异简述

第八章 涉外礼俗
第一节 中西方文化差异简述
一、中西方社会价值体系之渊源
中国传统文化在儒、道、墨、法、佛诸派的价值 原则中形成了以儒家的价值原则为主导的价值体 系。具体表现为敬老、爱幼、男尊女卑、极其注 重群体意识和等级观念。
基督教是西方文化的总背景。原罪观念在西方 根深蒂固，所以西方人的道德指向是个人向自己 负责，通过个人奋斗向上帝赎罪，强调个体和个 人价值，提倡个人的自信和实事求是的态度，注 重个人隐私和独立。
貌，妇女对男子特别尊重。 2.在待人接物以及日常生活中，日本人比较谦恭有礼。
说话常用自谦语。 3.现在日本人外出大多穿西服。和服是日本传统的民族
服装。 4.日本人与人见面善行鞠躬礼，初次见面向对方鞠躬90
度。 5.日本人不给他人敬烟。日本人的茶道已形成一种礼仪
规范，它以“和敬清寂”为精神，作为最高礼遇来款待远 道而来的尊贵宾客。 6.在日本，初次见面时互递名片已是一种日常礼节。 7.日本人忌讳绿色；忌荷花图案；忌“9”、“4”等数字。 日本商人忌2月和8月。日本人忌三人合影。他们还忌金眼 睛的猫。日本人喜爱仙鹤和龟。日本妇女忌问其私事。日 本人饮食上忌讳8种用筷子的方法，叫做“忌八筷”。
4.法国人行接吻礼时，规矩很严格：朋友、亲戚、 同事之间只能贴脸或颊，长辈对小辈是亲额头， 只有夫妇或情侣才真正接吻。
5.法国人忌黄色的花；忌黑桃图案；认为仙鹤是 蠢汉和淫妇的象征；忌墨绿色；忌送香水给关系 一般的女性。
七、德国礼俗
1.德国人好清洁，纪律性强，在礼节上讲究 形式，他们不喜欢别人直呼其名，而要称 头衔。接电话要首先告诉对方你的姓名。 与他们交谈不要谈篮球、垒球和美国式的 橄榄球运动。
第二节 中西方礼貌原则比较
一、西方的礼貌原则 1.得体原则，尽量少让别人吃亏；尽量多使别人得益。 2..慷慨准则，尽量少使自己得益；尽量多让自己吃

8第八讲世界文明体系西方文明

– 美国总统奥巴马2010年4月15 日在白宫接受 “澳大利亚电视 台”的专访。
第八讲世界文明体系西方文明
一，西方文化产生的历史 1，西方文化的源头：古希腊文明和希伯来文
明（理性和信仰） 2，古希腊文明 3，罗马文明 4，文艺复兴和宗教改革 5，启蒙运动和现代科学民主
二，西方文化的特点 1，世界观（解释系统）
逻各斯（根基、本质、最高动力） 时空观：天人二分与二元对立 历史观：进化论 2，价值观 最高价值目标：终极幸福 最高价值境界：真、善、美统一 价值主体：个人 最高价值手段：能力（包括知识能力、政治军 事能力）
– 一，人与神的对立 – 二，精神和物质的对立 – 三，真、善、美与假、丑、恶对立 – 四，自由世界与必然世界
西方的历史观
• 是直线性的历史发展观。其特征是首先假定人类 历史有一个起点，因而也有一个终点。其次认为 历史是一个循由低向高的、不断“进步”的规律 的线性运动过程；而历史的意义便在于它的最高 阶段—善的实现。最后认为这种运动或规律是由 某种特定因素所决定的。只要我们认识了这种因 素，掌握了这种规律，我们便可以预知历史，甚 至改变历史。
马 丁 路 德 的 核 心 主 张
1、反对赎罪券； 2、因信称义，信仰即可得救； 3、宗教最高权威是《圣经》不是教会； 4、与上帝沟通不需要教会和神父作中介；
加尔文的主张
• 主张信仰得救，即 先定论。人的得救 与否完全由上帝预 定，人的意志无法 改变；人在现世的 成功与失败就是得 救与否的标志。
4，康德
思想主张： ①人是目的，而非工具 ②主权在民 ③自由平等 ④人要自由，也要自律
有两种东西，我对它们的思考越是深沉和 持久，他们在我心灵中唤起的赞叹和敬畏 就会越来越历久弥新，一是我们头顶浩瀚 灿烂的星空，一是我们心中崇高的的道德 法则。 ——康德《实践理性批判》

Unit8西方文化导论PPT课件

The 18th-century Enlightenment firmly established the rational capacity of the Europeans. But by the end of the century and into the early part of the 19th century, people began to realize that man is an emotional and organic individual. Therefore, the man of reason became the new man
Generally realism is based on the mode of reproducing reality, while romanticism focuses on emotion and nature and ontological naturalism refers more to reality being limited to the observable world.
Interpretation of Cultural Terms
Text Study
Johann Gottfried von Herder (1744 – 1803) 赫尔德：A German philosopher, poet, and literary critic. He is associated with the periods of Enlightenment, Sturm und Drang (“狂飙突进”运动), and Weimar Classicism(魏玛古典主义).
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of feeling. By the 1830s and 1840s, the Romantic Movement began to wane, while the trend towards realism started to rise. Realism in fact, as a reaction to romanticism, shared and maintained its focus upon the freedom of the artistic mind. But compared with romanticism, realism puts more value upon the mind and observations of the outside world. Realism emphasizes the truthful and objective representation of reality. In literature, prose fiction, especially the novel, becomes its most often employed means to achieve the goal. Naturalism is the further development of realism in the sense that a naturalistic representation tends more to expose the essence of the object by means of inherent social and environmental factors. Realism preceded impressionism in the 19th century and survived into the 20th century, notably as the social realism of left-wing movements in art and literature.
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Man is a rope stretched between the animal and the Superman –a rope over an abyss. 人是连接动物与超人之间的绳索—一根跨越深渊的绳索。
• 【Nietzsche’s major writings】 ’ 】 • The birth of tragedy out of the spirit of music (1872), • Human, all too-human (1878), • The gay science (1882) • Thus spake Zarathustra (1883-5) • Beyond good and evil (1886) • Nietzsche contra Wagner (1895),
Rousseau and his social contract
Kant and his Critiques
Mill’s utilitarianism
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Nietzsche and his life philosophy
Jean Jacques Rousseau (1712-1778)
• 卢梭的思想积极影响了法国大革命。在哲学上， 卢梭承认感觉是认识的根源；但又认为对自然界 来说，精神是其积极的、而物质是其消极的本原， 并强调情感高于理智、信仰高于理性。在社会观 方面，主张人生而自由、平等，私有制是人类不 平等的根源，以及社会契约说。在教育观点上， 提出“返归自然”的口号，主张顺应儿童的本性， 让他们的身心自由发展。在美学上，提出风俗败 坏艺术，艺术败坏风俗的观点，但他的创作实践 与“返归自然”的口号，对以后感伤主义和浪漫 主义影响极大。
Utilitarianism
Qualitative versus quantitative approach “ rather be Socrates dissatisfied than a fool satisfied or it is better to be a human being dissatisfied than a pig satisfied.”
Voltaire:
I have received your new book against the human race, and thank you for it. Never was such cleverness used in the design of making up us all look stupid. One longs, in reading your book, to walk on all fours. But as I have lost that habit for more than sixty years, I feel unhappily the impossibility of resuming it.
John Stuart Mill (1806-1873)
• The greatest happiness principle The creed which accepts as the foundation of morals, Utility, or the Greatest Happiness Principle, holds that actions are right in proportion as they tend to promote happiness, wrong as they tend to produce the reverse of happiness. By happiness is intended pleasure, and the absence of pain; by unhappiness, pain, and the privation of pleasure. 把“功利”或“最大幸福”作为道德基础的信仰认为： 正确的行动和促进幸福的程度成比例；错误的行动则和导 致不幸成比例。
The Social Contract
• 《社会契约论》（或《民约论》），是一部政治理论著作，对法国资 产阶级革命产生重大影响。它主张只有全体社会成员经过协议，订立 社会契约，才能成为人间一切合法权利的基础，因而，国家只应该是 自由的人民所订立的社会契约的产物.
Man is born free, and everywhere he is in chains. The first man who, having fenced in a piece of land, said, “This is mine,” and found people naive enough to believe him, that man was the true founder of civil society.
The Apollonian versus Dionysian
• Dionysus symbolized the dynamic stream of life, which knows no restrains or barriers and defies all limitations. • Apollo, on the other hand, was the symbol of order, restraint, and form.
7-Cs of success
• • • • • • • A clear conception A strong confidence A focus concentration A stubborn consistency An emotional commitment A good character A capacity to enjoy the process
Friedrich Nietzsche (1844-1900) • The revaluation of all values • God is dead • The Apollonian versus Dionysian • Master morality versus slave morality • The will to power • The superman • Eternal recurrence
Main works and distinctive ideas Critique of Pure Reason Critique of Practical Reason Critique of Judgment Principles of the Metaphysics of Morals Kant’s Copernican Revolution The Categorical Imperative
Examined life in my eye
3-D Approach to life
• Discover your positive talent • Develop the most meaningful and beneficial of those talents • Deploy your talents into the world for the good of others as well as yourself
Immanuel Kant (1724-1804) Kant revolutionized modern philosophy by his critical philosophy.
“two things filled the mind with ever new and increasing admiration and awe…the starry heavens above and the moral law within”
Aesthetics: the beautiful
1. The beautiful as independent pleasantbject of universal delight. 3. Fianlity versus Purpose in the beautiful object. 4. Necessity, common sense, and the beautiful.