DH劳伦斯课案

第二讲《食人惨案》不得不那样做是吗\You have to do what you have to do?差不多吧不得已而为之\You got to do what you got to do pretty much.如果你已经19天没有进食\If you've been going 19 days without any food you know那么总得有人要作出牺牲\someone just has to take the sacrifice.有了他的牺牲其他人才能活下来\Someone has to make the sacrifice and people can survive.很好你叫什么名字\Alright that's good. What's your name?-马库斯-你有什么话要对马库斯说吗\- Marcus. - Marcus what do you say to Marcus?上一次我们以几个故事开头\Last time we started out last time with some stories几个在道德上两难的例子\with some moral dilemmas有电车事故的例子\about trolley cars也有器官移植医生\and about doctors and healthy patients手握健康病人生杀大权的例子\vulnerable to being victims of organ transplantation.在讨论中我们注意到两点\We noticed two things about the arguments we had 一点与我们的讨论方式有关\one had to do with the way we were arguing.我们首先在特定情况下作出判断\We began with our judgments in particular cases.然后试图阐明作出这些判断的\We tried to articulate the reasons or the principles理由或原则\lying behind our judgments.当我们面临新的情况时\And then confronted with a new case我们重新检验这些原则\we found ourselves reexamining those principles根据新的情况修正这些理由或原则\revising each in the light of the other.然后我们发现\And we noticed the built in pressure要在特定案例之下自圆其说我们的判断\to try to bring into alignment our judgments about particular cases校正我们一再确认的原则难度越来越大\and the principles we would endorse on reflection.我们也注意到了这些争论的本质\We also noticed something about the substance of the arguments已经初见端倪\that emerged from the discussion.我们发现有时我们倾向于\We noticed that sometimes we were tempted to 依据行为所产生的后果\locate the morality of an act in the consequences in the results以及对外界的影响判断其是否道德\in the state of the world that it brought about.我们称之为后果主义道德推理\And we called this consequentiality moral reasoning.同时注意到在某些情况下\But we also noticed in some cases不仅行为的后果会使我们动摇\we weren't swayed only by the result.有时我们中许多人认为行为的后果固然重要\Sometimes many of us felt that not just consequences但行为的道德本质或是特性也同样重要\but also the intrinsic quality or character of the act matters morally.有些人认为\Some people argued某些行为反正就是绝对错误的\that there are certain things that are just categorically wrong即便该行为产生了好的结果\even if they bring about a good result即便能牺牲一人挽救五人性命\even if they saved five people at the cost of one life.从而对比了后果主义与绝对主义道德原则之间的差别\So we contrasted consequentiality moral principles with categorical ones.从今天到接下来的几天里我们将要剖析\Today and in the next few days we will begin to examine后果主义道德理论中最具影响的一个版本\one of the most influential versions of consequentiality moral theory.即功利主义哲学\And that's the philosophy of utilitarianism.杰里米·边沁18世纪英国政治哲学家\Jeremy Bentham the 18th century English political philosopher首次对功利主义道德论做出了系统的定义\gave first the first clear systematic expression to the utilitarian moral theory边沁的核心观点非常简单\And Bentham's idea his essential idea is a very simple one.充满了道德上的直观感染力\With a lot of morally intuitive appeal其观点如下\Bentham's idea is the following正确的选择公正的选择\the right thing to do; the just thing to do就是最大化功利\is to maximize utility.那这个"功利"是什么意思呢\What did he mean by utility?他认为功利等于快乐减去痛苦\He meant by utility the balance of pleasure over pain功利主义认为快乐和痛苦都是可以计算的幸福减去苦难\happiness over suffering.在此基础上他提出了功利最大化的原则\Here's how he arrived at the principle of maximizing utility.边沁通过观察得出\He started out by observing that all of us所有人类均受两大至高无上的因素所支配\all human beings are governed by two sovereign masters:痛苦与快乐\pain and pleasure.人的本性就是趋乐避苦的\We human beings like pleasure and dislike pain.所以我们应以道德为基准\And so we should base morality不管是在考虑个人行为时\whether we're thinking about what to do in our own lives还是作为立法者或普通公民\or whether as legislators or citizens考虑如何立法时\we're thinking about what the laws should be.于公于私最正确的选择都该是\The right thing to do individually or collectively is制作人：心舟QQ:1129441083即为全方位地最大化地提升幸福\to maximize act in a way that maximizes the overall level of happiness.边沁的功利主义有时被总结为一句口号\Bentham's utilitarianism is sometimes summed up with the slogan为最多的人谋求最大的幸福\"The greatest good for the greatest number."有了这条最基本的功利原则\With this basic principle of utility on hand让我们检验一下这条原则\let's begin to test it and to examine it是否适用于另一案例\by turning to another case another story而这一次就不再是假定的事件了\but this time not a hypothetical story是个真实的故事\a real life story女王诉达德利和斯蒂芬斯案\the case of the Queen versus Dudley and Stevens. 这是19世纪英国的一则法律案例\This was a 19th century British law case众多法学院争论不休的著名案例\that's famous and much debated in law schools.这则案例是这样的我先概述一下\Here's what happened in the case. I'll summarize the story然后假设你们就是陪审团会怎么来裁定\then I want to hear how you would rule imagining that you were the jury.当时的报纸是这么描述事件背景的\A newspaper account of the time described the background.最惨绝人寰的海难\A sadder story of disaster at sea"木犀草号"幸存者的骇人经历\was never told than that of the survivors of the yacht Mignonette.他们的船在南大西洋\The ship floundered in the South Atlantic距好望角1300英里处沉没了\1300 miles from the Cape.全体船员一行四人达德利是船长\There were four in the crew Dudley was the captain斯蒂芬斯是大副布鲁克斯是水手\Stevens was the first mate Brooks was a sailor都是品德高尚的人至少报上是这么说的\all men of excellent character or so the newspaper account tells us.第四名船员是船上的侍者\The fourth crew member was the cabin boy理查德·派克17岁\Richard Parker 17 years old.他是孤儿没有家人\He was an orphan he had no family这是他首次出海远航\and he was on his first long voyage at sea.据报道他不顾朋友的反对\He went the news account tells us rather against the advice of his friends.带着充满希望的野心\He went in the hopefulness of youthful ambition憧憬此次征程能将他铸造成为男人\thinking the journey would make a man of him.然而事与愿违\Sadly it was not to be.这则案例的实际情况毫无争议\The facts of the case were not in dispute.大浪导致翻船"木犀草号"沉没\Wave hit the shipand Mignonette went down. 四人逃上了救生艇\The four crew members escaped to a lifeboat.仅有的食物就是两罐腌萝卜没有淡水\The only food they had were two cans of preserved turnips no fresh water.头三天他们什么也没吃\For the first three days they ate nothing.第四天他们开了一罐腌萝卜来吃\On the fourth day they opened one of the cans of turnips and ate it.第五天他们抓到了一只海龟\The next day they caught a turtle.就着另一罐腌萝卜\Together with the other can of turnips这只海龟让他们又撑了几天\the turtle enabled them to subsist for the next few days.随后的八天内他们弹尽粮绝了\And then for eight days they had nothing.没有食物和饮用水\No food. No water.想象一下如果你是当事人你会怎么做\Imagine yourself in a situation like that what would you do?他们是这样做的\Here's what they did.现在派克正蜷缩在救生艇的角落\By now the cabin boy Parker is lying at the bottom of the lifeboat in the corner因为他不顾众人劝阻饮用了海水\because he had drunk seawater against the advice of the others他生病了而且似乎快死了\and he had become ill and he appeared to be dying.在第19天船长达德利\So on the 19th day Dudley the captain建议大家应该抽签\suggested that they should all have a lottery通过抽签决定谁先死来救其他的人\that they should draw lots to see who would die to save the rest.布鲁克斯拒绝了他不赞成抽签\Brooks refused. He didn't like the lottery idea. 不知道他是因为不愿意冒这个险呢\We don't know whether this was because he didn't want to take the chance还是因为他信奉绝对主义道德原则\or because he believed in categorical moral principles.反正最终没有进行抽签\But in any case no lots were drawn.又过了一天依然没有船只的影子\The next day there was still no ship in sight 于是达德利叫布鲁克斯转过头去\so Dudley told Brooks to avert his gaze并示意斯蒂芬斯最好杀掉派克\and he motioned to Stevens that the boy Parker had better be killed.达德利为派克做了祷告并告诉派克他的时辰到了\Dudley offered a prayer he told the boy his time had come然后就用小刀割破他的颈静脉杀死了他\and he killed him with a pen knife stabbing him in the jugular vein.虽然良心上极力拒绝但布鲁克斯\Brooks emerged from his conscientious objection最终还是加入了这骇人的"盛宴"\to share in the gruesome bounty.整整四天他们三个\For four days the three of them靠派克的尸体和血液为食\fed on the body and blood of the cabin boy.真实的故事最后他们得救了\True story. And then they were rescued.达德利日记里描述的得救情形委婉得让人震惊\Dudley describes their rescue in his diary with staggering euphemism.他写道第24天我们正在吃早餐\Quote "On the 24th day as we were having our breakfast终于有船来了\a ship appeared at last."一艘德国船搭救了这三名幸存者\The three survivors were picked up by a German ship.把他们带回了英国的法尔茅斯\They were taken back to Falmouth in England并在那被逮捕接受审判\where they were arrested and tried.布鲁克斯成了目击证人达德利和斯蒂芬斯则成了被告\Brooks turned state's witness. Dudley and Stevens went to trial.他们对事实供认不讳\They didn't dispute the facts.但他们声称此行为是迫不得已\They claimed they had acted out of necessity;他们这样辩护\that was their defense.辩称"牺牲一人保全三人"是更好的结果\They argued in effect better that one should die so that three could survive.但控方并不为之所动\The prosecutor wasn't swayed by that argument.他认为谋杀就是谋杀所以此案被送上法庭\He said murder is murder and so the case went to trial.现在假设你们就是陪审团\Now imagine you are the jury.为了简化讨论过程撇开法律问题不谈\And just to simplify the discussion put aside the question of law假设你们作为陪审团只需裁定\let's assume that you as the jury are charged with deciding他们的所作所为在道德上是否是允许的\whether what they did was morally permissible or not.有多少会投"无罪" 认为道德上是允许的\How many would vote 'not guilty' that what they did was morally permissible?多少会投"有罪" 认为道德上是不允许的\And how many would vote 'guilty' what they did was morally wrong?绝大多数认为有罪\A pretty sizeable majority.现在来听听大家的理由\Now let's see what people's reasons are先从少数派开始\and let me begin with those who are in the minority.先听听为达德利和斯蒂芬斯作出的辩护\Let's hear first from the defense of Dudley and Stevens.你为什么会在道德上赦免他们\Why would you morally exonerate them?理由是什么\What are your reasons?你来\Yes.我认为此行为应该受到道德上的谴责\I think it is morally reprehensible但我认为道德上应该受到谴责\but I think that there is a distinction between what's morally reprehensible并不等同于法律上应当承担责任\and what makes someone legally accountable. 换言之正如法官常说的\In other words as the judge said情有可原未必不可法外容情\what's always moral isn't necessarily against the law当然我不认为一句情有可原\and while I don't think that necessity就能为盗窃谋杀以及其他违法行为正名\justifies theft or murder or any illegal act但有时情有可原的程度\at some point your degree of necessity确实可能法外容情赦免你的罪行\does in fact exonerate you from any guilt. 很好其他人呢还有谁来辩护\Okay. Good. Other defenders. Other voices for the defense.为他们行为来点道德辩护\Moral justifications for what they did.你来\Yes.谢谢我只是认为\Thank you. I just feel like在那样的绝境下为了生存你不得不那样做\in the situation that desperate you have to do what you have to do to survive.不得不那样做\You have to do what you have to do.对差不多吧不得已而为之\Yeah you've got to do what you've got to do. Pretty much.如果你已经19天没有进食\If you've been going 19 days without any food那么总得有人要作出牺牲\you know someone just has to take the sacrifice必须有人牺牲其他人才能活下来\someone has to make the sacrifice and people can survive.此外假定他们活了下来\And furthermore from that let's say they survive回家以后成为对社会更加有益的公民\and then they become productive members of society比如创建了无数的慈善机构\who go home and start like a million charity organizations或者诸如此类的\and this and that and this and that.-最终他们造福了所有人-对\- I mean they benefited everybody in the end. - Yeah.当然没人知道他们接下来的情况\So I mean I don't know what they did afterwards他们也可能回去杀了更多人我不知道\they might have gone and like killed more people I don't know.-那边在说什么-也许他们成了杀手\- What? - Maybe they were assassins.那万一他们回家后结果成了杀手呢\What if they went home and they turned out to be assassins?那万一是杀手的话这个问题...\What if they went home and turned out to be assassins?你肯定想知道他们要杀谁\You do want to know who they assassinated.那倒是的确实是这样\That's true too. That's fair. That's fair.我的确会想知道他们要杀谁\I would want to know who they assassinated.好的你回答得不错你叫什么名字\All right. That's good. What's your name? -马库斯-马库斯好了\- Marcus. - Marcus. All right.我们已经听了多种版本的辩护了\We've heard a defense a couple of voices for the defense.现在要听听控方的说法\Now we need to hear from the prosecution.大多数人都认为他们的行为是错误的为什么\Most people think what they did was wrong. Why?-你来-首先我想的就是\- Yes. - One of the first things that I was thinking was 他们已经很长时间没吃东西了\they haven't been eating for a really long time 也许已经影响到他们的精神状况\maybe they're mentally like affected可以借此作为辩护\and so then that could be used as a defense可以辩称他们当时精神状况不太正常\a possible argument that they weren't in the proper state of mind所以他们的决定可能并非出于本意\they weren't making decisions they mightotherwise be making.而如果只能用这样的辩词\And if that's an appealing argument说只有人精神状况不正常才会干出那种事\that you have to be in an altered mindset to do something like that这也就意味着那些觉得该论证有说服力的人们\it suggests that people who find that argument convincing其实是认为他们行为是不道德的\do think that they were acting immorally.但我想知道的是你是怎么想的\But what do you- I want to know你是怎么想的才会为他们辩护\what you think. You defend them.不好意思你是投的"有罪" 是吧\I'm sorry you vote to convict right?对我认为他们的行为在道德上不算正当\Yeah I don't think that they acted in a morally appropriate way.为什么你会怎么辩护\And why not? What do you say?比如马库斯他就为他们辩护\here's Marcus he just defended them.他说的你也听到了\He said...you heard what he said.对\Yes.在那种情况下你只能不得已而为之\That you've got to do what you've got to do in a case like that.-对-你怎么反驳马库斯呢\- Yeah. -What do you say to Marcus?世上没有任何情况允许\That there's no situation that would allow人类来主宰别人的命运或决断他人的生死\human beings to take the idea of fate or the other people's lives in their own hands我们没有那样的权力\that we don't have that kind of power.很好谢谢\Good. Okay. Thank you.你叫什么名字\And what's your name?布丽特\Britt.布丽特好的还有谁\Britt. Okay. Who else?你有何看法站起来说\What do you say? Stand up.我想知道达德利和斯蒂芬斯\I'm wondering if Dudley and Steven是否征得过派克的同意取他的性命\had asked for Richard Parker's consent in you know dying是否那样就能赦免他们的谋杀罪名\if that would exonerate them from an act of murder是否这样道德上就是正当的\and if so is that still morally justifiable?非常有趣好的征得同意\That's interesting. All right. Consent.等等你叫什么名字\Wait wait hang on. What's your name?凯思琳\Kathleen.凯思琳说假设他们那样做了\Kathleen says suppose they had that那该是什么样的情形呢\what would that scenario look like?故事里达德利手拿小刀\So in the story Dudley is there pen knife in hand没有做祷告或是在做祷告前\but instead of the prayer or before the prayer他说派克介意我们杀你吗\he says "Parker would you mind?"我们实在太饿了\"We're desperately hungry"马库斯对此感同身受啊\as Marcus empathizes with我们实在太饿了反正你也活不久了\"we're desperately hungry. You're not going to last long anyhow."对你就牺牲下自己吧\"Yeah. You can be a martyr."你就牺牲下自己吧怎么样派克\"Would you be a martyr? How about it Parker?"这样的话你会怎么想这在道德上是正当的吗\Then what do you think? Would it be morally justified then?假设派克在半昏迷状态下说了好的\Suppose Parker in his semi-stupor says "Okay."我认为这在道德上是不正当的但我在想...\I don't think it would be morally justifiable but I'm wondering if --即使那样也不是正当的-对\- Even then even then it wouldn't be? - No.你认为即便是派克同意了\You don't think that even with consent这在道德上也是不正当的\it would be morally justified?有没人赞同凯思琳这个"征得同意"的观点\Are there people who think who want to take up Kathleen's consent idea有谁认为派克同意道德上就是正当的\and who think that that would make it morally justified?如果你认为是正当的请举起手来\Raise your hand if it would if you think it would.非常有趣\That's very interesting.为什么派克同意了在道德上就会不同呢\Why would consent make a moral difference?为什么呢你来\Why would it? Yes.我只是认为如果这就是他的本意\Well I just think that if he was making his own original idea是他主动要求被杀的\and it was his idea to start with只有在这种情况下\then that would be the only situation我才认为无论从哪方面来说都是恰当的\in which I would see it being appropriate in any way因为那样的话就不能说派克是被迫的\because that way you couldn't make the argument that he was pressured毕竟当时是3对1的局面派克不占优势\you know it's three-to-one or whatever the ratio was.-对-我认为如果是他自己决定献出生命\- Right. - And I think that if he was making a decision to give his life如果是他自己提出要牺牲自己\and he took on the agency to sacrifice himself 也许有人会赞颂这种行为\which some people might see as admirable而其他人也许会反对这个决定\and other people might disagree with that decision.所以如果是他自己提出的\So if he came up with the idea除非他是在这种情况下的同意\that's the only kind of consent才能确信说道德上没问题\we could have confidence in morally then it would be okay.否则考虑到当时情况\Otherwiseit would be kind of coerced consent他可能是被迫同意的\under the circumstancesyou think.有没有人认为即便是派克同意了\Is there anyone who thinks that even the consent of Parker也不能为他们的谋杀行径正名\would not justify their killing him?有人这么想吗你来\Who thinks that? Yes.站起来告诉我们理由\Tell us why. Stand up.我认为派克之所以会被杀\I think that Parker would be killed with the hope是因为其他人抱着可能被营救的希望\that the other crew members would be rescued否则根本没有确定的理由要杀死派克\so there's no definite reason that he should be killed因为你根本不知道自己何时会得救\because you don't know when they're going to get rescued即使你杀了他那也无济于事\so if you kill him it's killing him in vain不然岂不是在得救之前你必须一直杀人\do you keep killing a crew member until you're rescued最终无人可杀因为到头来人都死光了\and then you're left with no one because someone's going to die eventually?这情形的道德逻辑似乎是这样\Well the moral logic of the situation seems to be that就是他们一直拣软柿子捏\that they would keep on picking off the weakest maybe逐个杀掉直至获救\one by one until they were rescued.而在本案中他们比较幸运\And in this caseluckily获救时起码还有三个是活着的\they were rescued when three at least were still alive.那如果派克的确同意了\Now if Parker did give his consent你觉得杀他是正当的吗\would it be all right do you think or not?-不还是错误的-告诉我们理由为什么是错的\- No it still wouldn't be right. - And tell us why it wouldn't be all right.首先我认为食人有违伦理\First of all cannibalism I believe is morally incorrect你不管怎样都不该吃人\so you shouldn't be eating human anyway.这么说来食人在道德上是不能容忍的\So cannibalism is morally objectionable as such即便是在这种只能坐以待毙的情况下\so then even on the scenario of waiting until someone died依然是不能容忍的对吗\still it would be objectionable.对就我个人来讲\Yes to me personally我觉得这完全取决于一个人的道德修养\I feel like it all depends on one's personal morals而不是我们在这坐着说得清楚的\and like we can't sit here and just当然这只是我一家之言\like this is just my opinion其他人肯定会反对但是...\of course other people are going to disagree but 这个到时再说先看他们的反对意见是什么\Well we'll see let's see what their disagreements are再来看他们的理由是否能说服你\and then we'll see if they have reasons that can persuade you or not.我们来试试好吧\Let's try that. All right.认为派克同意就属正当的\Now is there someone who can explain有没人能解释一下\those of you who are tempted by consent为什么派克同意了在道德上就有所不同呢\can you explain why consent makes such a moral difference?那抽签那个主意呢能被视作为同意吗\What about the lottery idea? Does that count as consent?还记得一开始时达德利曾提议抽签吗\Remember at the beginning Dudley proposed a lottery假设他们都同意了抽签\suppose that they had agreed to a lottery有多少人认为这样就可以接受\then how many would then say it was all right? 假设抽签时派克输了\Suppose there were a lottery cabin boy lost接下来的故事继续展开\and the rest of the story unfolded有多少人认为这样在道德上就是允许的\then how many people would say it was morally permissible?认为抽签了就能视为无罪的人数上升了\So the numbers are rising if we had a lottery.我们来听听支持抽签\Let's hear from one of you会在道德上有所不同的人是怎么说的\for whom the lottery would make a moral difference.为什么\Why would it?就我的认知我觉得最重要的一点\I think the essential element in my mind之所以说他们构成犯罪\that makes it a crime is the idea是他们认为某种程度上自己命比派克更重要\that they decided at some point that their lives were more important than his而这正是一切犯罪的动机\and that I mean that's kind of the basis for really any crime.就好比是我的需要与欲望比你的更重要\Right? It's like my needs my desires are more important than yours所以要优先考虑我\and mine take precedent.但如果他们每人都同意抽签决定\And if they had done a lottery where everyone consented谁应该牺牲\that someone should die就像是所有的人都同意牺牲自己来救其他人\and it's sort of like they're all sacrificing themselves to save the rest.这样就可以接受是吗\Then it would be all right?是有点怪异但...\A little grotesque but但在道德上就是可以接受的\But morally permissible?-对-你叫什么名字\- Yes. - And what's your name?-马特-马特如此说来\- Matt. - So Matt for you真正困扰你的不是食人\what bothers you is not the cannibalism而是缺乏正当的程序\but the lack of due process.非要这样说也行\I guess you could say that.对吧有没谁同意马特的说法\Right? And can someone who agrees with Matt 再来说说为什么通过抽签\say a little bit more about why a lottery让你觉得在道德上可以接受\would make it in your view morally permissible. 你说\Go ahead.就我的理解从始至终\The way I understood it originally was that一直困扰我们的争端就是\that was the whole issue is that从没有人去征得过派克的意见\the cabin boy was never consulted没人告诉他即将有什么遭遇\about whether or not something was going tohappen to him就连最初提出的抽签\even with the original lottery他是否有份参与\whether or not he would be a part of that他们径直决定他应该是被牺牲的那个\it was just decided that he was the one that was going to die.-对就是这么个情况-对\- Right that's what happened in the actual case. - Right.但如果他们抽签了他们也都同意这一程序\But if there were a lottery and they'd all agreed to the procedure那你认为就没问题是吧\you think that would be okay?对因为这样所有人都知道会有人死\Right because then everyone knows that there's going to be a death而不是像之前派克被完全蒙在鼓里\whereas the cabin boy didn't know that this discussion was even happening根本没有人预先警告他\there was no forewarning for him to know that可能抽到是我死\"Hey I may be the one that's dying."好吧假设每个人都赞同抽签\All right. Now suppose everyone agrees to the lottery抽签结果是派克输了\they have the lottery the cabin boy loses但他改主意了\and he changes his mind.你既然已经做了决定就相当于是口头契约\You've already decided it's like a verbal contract.你就不能反悔了已成定局了\You can't go back on that you've decided木已成舟了\the decision was made.抽签前你就知道你可能抽到牺牲自己救别人\If you know that you're dying for the reason of others to live.如果是别人抽到了那别人也得去死\If someone else had died you know that you would consume them so对但你可能会说"我知道但我后悔了"\Right. But then you could say "I know but I lost".我只是觉得最大的道德问题\I just think that that's the whole moral issue就是根本没人征得过派克的意见\is that there was no consulting of the cabin boy 最可怕的是\and that's what makes it the most horrible他当时是完全被蒙在鼓里的\is that he had no idea what was even going on.如果他知道是怎么回事\That had he known what was going on至少会让人稍微可以理解一点\it would be a bit more understandable.很好我现在想听的是...\All right. Good. Now I want to hear -现在有人认为这行为是道德上允许的\so there are some who think it's morally permissible但只有20%的人\but only about 20%以马库斯为代表\led by Marcus.还有人认为\Then there are some who say真正的问题在于没有征得同意\the real problem here is the lack of consent不管是没有征得同意抽签用公平程序进行\whether the lack of consent to a lottery to a fair procedure或者是凯思琳所说没有征得派克的同意杀他\or Kathleen's idea lack of consent at the moment of death.如果有征得同意\And if we add consent更多的人就愿意认为\then more people are willing这在道德上是正当的\to consider the sacrifice morally justified.我现在想听听是否有人认为\I want to hear now finally from those of you即便是征得了同意即便是有了抽签\who think even with consent even with a lottery即便派克最终还是答应了\even with a final murmur of consent by Parker杀死派克依然还是错误的\at the very last moment it would still be wrong.为什么是错误的我想听听理由\And why would it be wrong? That what I want to hear.你来\Yes.我从始至终一直比较倾向绝对主义道德推理\The whole time I've been leaning off towards the categorical moral reasoning我想我有可能\and I think that there's a possibility会同意抽签的观点\I'd be okay with the idea of a lottery。

第1篇一、引言特朗普制，又称“特朗普模式”或“特朗普计划”，是由美国教育家劳伦斯·特朗普（Lawrence J. Trump）在20世纪50年代提出的一种教学组织形式。

它主张将大班教学、小班研究和个别教学相结合，以培养学生的自主学习能力和创新精神。

在我国，特朗普制教学实践已逐渐得到推广和应用。

本文将从特朗普制教学实践分配的角度，探讨其在我国教育领域的应用。

二、特朗普制教学实践分配的内涵特朗普制教学实践分配是指在教学过程中，教师根据学生的个体差异、学习需求和课程特点，合理分配教学资源，包括时间、空间、教师、学生等，以实现教学目标的最优化。

具体包括以下几个方面：1. 时间分配：教师根据课程内容和教学目标，合理分配课堂教学时间，确保每个学生都能得到充分的学习时间。

2. 空间分配：根据教学需要，合理布置教学空间，为学生提供良好的学习环境。

3. 教师分配：根据教师的专业特长和教学能力，合理分配教学任务，提高教学质量。

4. 学生分配：根据学生的个体差异和学习需求，将学生分为大班、小班和个别教学组，实现因材施教。

三、特朗普制教学实践分配的具体措施1. 时间分配（1）课堂教学时间：教师应根据课程内容、教学目标和学生特点，合理安排课堂教学时间。

例如，对于基础知识较强的学生，可以适当增加课堂练习时间；对于基础知识较弱的学生，可以适当增加讲解和辅导时间。

（2）自主学习时间：教师应鼓励学生在课外时间进行自主学习，提高学习效果。

可以布置适量的课后作业，引导学生进行自主学习。

2. 空间分配（1）教室布局：教师应根据教学需要，合理布置教室，为学生提供舒适、宽敞的学习环境。

（2）实验室、图书馆等资源：学校应为学生提供丰富的教学资源，如实验室、图书馆等，以满足学生多样化的学习需求。

3. 教师分配（1）教师专业特长：根据教师的专业特长，分配相应的教学任务。

例如，擅长物理教学的教师负责物理课程，擅长英语教学的教师负责英语课程。

Unit 3: Living Legends第1课时教学设计一、教学内容本课时着眼于文本的信息梳理和整体理解，通过问题引导学生梳理为什么郎平和乔丹是masters，他们树立了什么样的榜样，在此基础上让学生运用所学语言谈论自己心目中的体育明星。

二、课时目标1. 快速阅读获取有关郎平和乔丹的基本信息;深入阅读理解为什么他们能称为体育传奇人物。

2. 通过问题引导，在文本的语境中理解一些语言的含意，例如，“time seemed to stand still, graceful”等。

3. 阅读并理清正文每部分的脉络，初步感知如何写体育传奇人物。

4. 通过对比分析，形成传奇人物的评判标准，学会选择自己喜欢的传奇体育明星。

三、教学过程Activity 1 Activating background information about sports stars本活动为实现课时教学目标1作铺垫。

1. Talk about favorite sports stars with given pictures.Q1: Who are your favorite sports player?Q2: Do you like him/her? Why?2. Talk about Lang Ping and Michael Jordan.Q1: What do you know about Lang Ping and Michael Jordan?Q2: What else do you want to know about them?[设计意图]借助图片，由学生谈论自己喜爱的体育明星入手，引出主题背景，激活学生已知信息，并引导自主提问，形成阅读期待。

Activity 2: Reading to get related information about the two sports star本活动旨在通过快速阅读落实课时教学目标1。

阿拉伯的劳伦斯历史与传记教案教学设计尊敬的教师：为了向学生介绍阿拉伯历史及其重要人物劳伦斯，我设计了以下教案。

教案将通过多种教学方法和资源来激发学生的学习兴趣，促进他们对阿拉伯历史和劳伦斯的了解。

请根据以下教案进行课堂教学。

教学目标：1. 让学生了解阿拉伯历史背景和文化特点。

2. 通过介绍劳伦斯的传记，让学生了解他对阿拉伯地区的影响。

3. 培养学生的独立思考和批判性思维能力。

4. 提高学生的口头表达和团队合作能力。

教学内容：1. 阿拉伯历史背景介绍a. 简要介绍阿拉伯地区的地理位置、人口及宗教分布情况。

b. 介绍阿拉伯历史的重要事件、文化成就和贡献。

2. 劳伦斯的传记a. 讲述劳伦斯的出身背景和教育经历。

b. 介绍劳伦斯对阿拉伯地区的贡献和他的相关成就。

c. 分析劳伦斯在阿拉伯地区的影响，并讨论他的行动是否具有争议性。

教学步骤：引入：通过展示一幅阿拉伯地图，让学生感受到阿拉伯地区的广阔和多样性。

引发学生对阿拉伯历史和文化的好奇心。

知识输入：1. 阿拉伯历史背景介绍a. 分小组让学生自行查找阿拉伯地区的相关信息，并展示给全班。

b. 教师进行点评和补充说明，帮助学生建立完整的阿拉伯历史概念。

2. 劳伦斯的传记a. 教师用图文并茂的PPT向学生介绍劳伦斯的生平经历和主要成就。

b. 学生们自由阅读劳伦斯的传记或相关文章，并做读后讨论。

深化理解：1. 小组讨论：学生分组讨论劳伦斯的行动对阿拉伯地区的影响，组织展现各小组的讨论结果。

a. 学生可以从不同角度出发，探讨劳伦斯对阿拉伯地区政治、文化、民族认同等方面的影响。

b. 教师在讨论过程中引导学生思考争议性问题，并促使他们发表个人观点。

2. 探究争议：a. 教师组织学生分角色进行辩论，一方支持劳伦斯的行动，另一方持反对意见。

b. 辩论过程中，学生需要提供理由和证据支撑自己的观点，同时需要学会尊重他人的不同观点。

总结与输出：1. 学生写作：要求学生就劳伦斯的传记撰写一篇短文，总结他的贡献、争议和对阿拉伯地区的影响。

英语学习资料：D.H.劳伦斯英语散文：GiveHeraPatternD.H.劳伦斯英语散文：Give Her a Pattern D.H.劳伦斯(wrence)英国诗人与小说家，著有《儿子与情人》，以及充满争议性的《查泰莱夫人的情人》，后者在当时引起潮涌般的抗议，被当局列为禁书。

English poet, novelist, and essayist D.H. Lawrence wrote frequently--and controversially--about marital and sexual relations. (In 1915, he was prosecuted for obscenity after the publication of his novel The Rainbow.) In "Give Her a Pattern," first published in 1929, he argues that modern man is "a fool" because of his failure to accept a woman as "a real human being." Give Her a Pattern by D.H. Lawrence (1885-1930) The real trouble about women is that they must always go on to adapt themselves to men’s the ories of women, as they always have done. When a woman is thoroughly herself, she is being what her type of man wants her to be. When a woman is hysterical it’s because she doesn’t quite know what to be, which pattern to follow, which man’s picture of woma n to live up to. For, of course, just as there are many men in the world, there are many masculine theories of what women should be. But men run to type, and it is the type, not the individual, that produces the theory, or “ideal” of woman. Those very grasping gentry, the Romans, produced a theory or ideal of the matron, which fitted in very nicely with the Roman property lust. “Caesar’s wife should be above suspicion.”--So Caesar’s wife kindly proceeded to be above it, no matter how far below it the Caesar fell. Later gentlemen like Nero produced the “fast” theory of woman, and later ladies were fast enough for everybody. Dante arrived with a chaste and untouched Beatrice, and chaste and untouched Beatrices began to march self-importantly through the centuries. The Renaissancediscovered the learned woman, and learned women buzzed mildly into verse and prose. Dickens invented the child-wife, so child-wives have swarmed ever since. He also fished out his version of the chaste Beatrice, a chaste but marriageable Agnes. George Eliot imitated this pattern, and it became confirmed. The noble woman, the pure spouse, the devoted mother took the field, and was simply worked to death. Our own poor mothers were this sort. So we younger men, having been a bit frightened of our noble mothers, tended to revert to the child-wife. We weren’t very inventive. Only the child-wife must be a boyish little thing--that was the new touch we added. Because young men are definitely frightened of the real female. She’s too risky a quan tity. She is too untidy, like David’s Dora. No, let her be a boyish little thing, it’s safer. So a boyish little thing she is. There are, of course, other types. Capable men produce the capable woman ideal. Doctors produce the capable nurse. Business men produce the capable secretary. And so you get all sorts. You can produce the masculine sense of honour (whatever that highly mysterious quantity may be) in women, if you want to. There is, also, the eternal secret ideal of men--the prostitute. Lots of women live up to this idea: just because men want them to. And so, poor woman, destiny makes away with her. It isn’t that she hasn’t got a mind--she has. She’s got everything that man has. The only difference is that she asks for a pattern. Give me a pattern to follow! That will always be woman’s cry. Unless of course she has already chosen her pattern quite young, then she will declare she is herself absolutely, and no man’s idea of women has any influence over her. Now the real tragedy is not that women ask and must ask for a pattern of womanhood. The tragedy is not, even, that men give them such abominablepatterns, child-wives, little-boy-baby-face girls, perfect secretaries, noble spouses, self-sacrificing mothers, pure women who bring forth children in virgin coldness, prostitutes who just make themselves low, to please the men; all the atrocious patterns of womanhood that men have supplied to woman; patterns all perverted from any real natural fulness of a human being. Man is willing to accept woman as an equal, as a man in skirts, as an angel, a devil, a baby-face, a machine, an instrument, a bosom, a womb, a pair of legs, a servant, an encyclopaedia, an ideal or an obscenity; the one thing he won’t accept her as is a human being, a real human being of the feminine sex. And, of course, women love living up to strange patterns, weird patterns--the more uncanny the better. What could be more uncanny than the present pattern of the Eton-boy girl with flower-like artificial plexion? It is just weird. And for its very weirdness women like living up to it. What can be more gruesome than the little-boy-baby-face pattern? Yet the girls take it on with avidity. But even that isn’t the real root of the tragedy. The absurdity, and often, as in the Dante-Beatrice business, the inhuman nastiness of the pattern--for Beatrice had to go on being chaste and untouched all her life, according to Dante’s pattern, while Dante had a cosy wife and kids at home--even that isn’t the worst of it. The worst of it is, as soon as a woman has really lived up to the man’s pattern, the man dislikes her for it. There is intense secret dislike for the Eton-young-man girl, among the boys, now that she is actually produced. Of course, she’s very nice to show in public, absolutely the thing. But the very young men who have brought about her production detest her in private and in their private hearts are appalled by her. When it es to marrying, the pattern goes all to pieces. The boy marries the Eton-boy girl, andinstantly he hates the type. Instantly his mind begins to play hysterically with all the other types, noble Agneses, chaste Beatrices, clinging Doras and lurid filles de joie. He is in a wild welter of confusion. Whatever pattern the poor woman tries to live up to, he’ll want another. And that’s the condition of modern marriage. Modern woman isn’t really a fool. But modern man is. That seems to me the only plain way of putting it. The modern man is a fool, and the modern young man a prize fool. He makes a greater mess of his women than men have ever made. Because he absolu tely doesn’t know what he wants her to be. We shall see the changes in the woman-pattern follow one another fast and furious now, because the young men hysterically don’t know what they want. Two years hence women may be i n crinolines--there was a pattern for you!--or a bead flap, like naked negresses in mid-Africa--or they may be wearing brass armour, or the uniform of the Horse Guards. They may be anything. Because the young men are off their heads, and don’t know what th ey want. The women aren’t fools, but they must live up to some pattern or other. They know the men are the fools. They don’t really respect the pattern. Yet a pattern they must have, or they can’t exist. Women are not fools. They have their own logic, even if it’s not the masculine sort. Women have the logic of emotion, men have the logic of reason. The two are plementary and mostly in opposition. But the woman’s logic of emotion is no less real and inexorable than the man’s logic of reason. It only works differently. And the woman never really loses it. She may spend years living up to a masculine pattern. But in the end, the strange and terrible logic of emotion will work out the *** ashing of that pattern, if it has not been emotionally satisfactory. This is the partial explanation of the astonishingchanges in women. For years they go on being chaste Beatrices or child-wives. Then on a sudden--bash! The chaste Beatrice bees something quite different, the child-wife bees a roaring lioness! The pattern didn’t suffice, emotionally. Whereas men are fools. They are based on a logic of reason or are supposed to be. And then they go and behave, especially with regard to women, in a more-than-feminine unreasonableness. They spend years training up the little-boy-baby-face type, till they’ve got her perfect. Then the moment they marry her, they want something else. Oh, beware, young women, of the young men who adore you! The moment they’ve got you they’ll want something utterly different. The moment they marry the little-boy-baby face, instantly they begin to pine for the noble Agnes, pure and majestic, or the infinite mother with deep bosom of consolation, or the perfect business woman, or the lurid prostitute on black silk sheets: or, most idiotic of all, a bination of all the lot of them at once. And that is the logic of reason! When it es to women, modern men are idiots. They don’t know what they want, and so they never want, permanently, what they get. They want cream cake that is at the same time ham and eggs and at the same time porridge. They are fools. If only women weren’t bound by fate to play up to them! For the fact of life is that women must play up to man’s pattern. And she only gives her best to a man when he gives her a satisfactory pattern to play up to. But today, with a stock of ready-made, worn-out idiotic patterns to live up to, what can women give to men but the trashy side of their emotions? What could a woman possibly give to a man who wanted her to be a boy-baby face? What could she possibly give him but the dribblings of an idiot?--And, because women aren’t fools, and aren’t fooled even for very long at a time, she giveshim some nasty cruel digs with her claws, and makes him cry for mother dear!--abruptly changing his pattern. Bah! men are fools. If they want anything from women, let them give women a decent, satisfying idea of womanhood--not these trick patterns of washed-out idiots. D.H. Lawrence's "Give Her a Pattern" was first published (under the title "Woman in Man's Image") in the U.S. in Vanity Fair (May 1929) and in the U.K. (as "Give Her a Pattern") in the Daily Express (June 1929). It appears in Phoenix II: Uncollected, Unpublished, and Other Prose Works by D. H. Lawrence, edited by Warren Roberts and Harry T. Moore (Viking, 1968).。

Unit 2 Lesson 9 Mr.Wood Teaches a Science Lesson（教案）课程目标•学会使用单词和短语来描述不同种类的科学实验•学会用正确的时态描述科学实验中所发生的过程和结果•学会与同学合作，分析和解释科学现象课程重点•使用单词和短语来描述不同种类的科学实验•正确使用时态描述科学实验中所发生的过程和结果•与同学合作，分析和解释科学现象教学过程重点和难点讲解首先，我会让学生们回顾一下前面所学的单词和短语。

我会将这些单词和短语分成不同的类别，例如化学实验、生物实验等等，并让学生们复习这些单词和短语。

接着，我会引导学生们一起探讨这些实验中存在的相似之处和不同之处。

难点在于时态的使用。

在这个课堂上，我的任务是教授学生们如何在描述科学实验的时候使用不同的时态。

我会跟学生们解释什么时候使用一般现在时、一般过去时和一般将来时，以及如何用这些时态形容科学实验中存在的过程和结果。

提问练习接下来，我会进行一些提问练习，检查学生们对这些单词和短语以及时态的掌握情况。

例如，我会问学生们如何用这些单词和短语来描述一个科学实验，或者让学生们制定一份科学实验计划书，来练习运用不同的时态。

分组讨论实验最后，我会将学生们划分成小组，让他们一起设计并讨论一份自己的科学实验计划书。

在这个过程中，他们需要使用他们所学过的单词和短语，并在正确的时态下描述这个实验的过程和结果。

我会鼓励学生们在这个过程中互相合作，并鼓励他们通过互相讨论和解释来更好地理解科学现象。

作业和评估作为作业，我会要求学生们编写一份科学实验报告，包括实验的名称、实验的目的、实验的过程和结果。

学生们需要在正确的时态下描述这个实验的过程和结果，使用他们所学过的不同种类的单词和短语。

作为评估，我会根据学生们的报告和他们在课堂上的表现来评判他们的掌握程度，以此来了解学生们已经掌握了哪些知识和技能，他们还需要在哪些方面进一步提高。

总结在这个课程中，学生们会学习不同种类的科学实验所需要的单词和短语，并学会在正确的时态下描述这些实验的过程和结果。

U5L2 The Objectives Of Education教案【学习主题】本课属于“人与社会”主题群中的“教育”子主题。

听力语篇包含两方面内容：材料一是一篇《教育的目的是什么？》的主题演讲。

材料二讨论了为实现教育目的，老师和学生分别应做哪些工作。

本课主题意义在于通过对教育目的之探究和如何实现教育目的之探讨，引导学生进一步了解教育，使之在接受教育过程中，深度认知教育之本意及其实施路径。

【文本分析】What本课听力材料由《教育之目的》主题演讲和《如何实现教育目的》小对话两部分构成。

主题演讲介绍了教育的定义和目的。

演讲内容包括教育一词的来源及教育的具体内涵；教育旨在立德树人、授业育才。

在对话部分，一个学生向詹姆斯教授请教了师生究竟该如何通过实际行动实现教育初心。

How主题演讲属于说明性文体，结构上采用了总-分-总模式。

即概述部分(抛出话题：什么是教育？教育的目的何在？)--主体部分(陈述教育一词的渊源，继而从获得知识、全面发展、养成核心价值观世界观三个个方面详述教育之目的)。

对话部分以一问一答的形式展开。

对话者乙方以简短而富有说服力的句式，例如Another thing, that's important, That's why, It's a brilliant idea to等短语，使得陈述铿锵有力、令人折服。

Why作者希望学生通过学习本课，了解教育之本意及实施路径，确立学习目标，配合好老师，做一名积极的、有主见的自主学习者。

【学习目标】1.利用听关键词方法，获取听力语篇关键信息(如教育的具体目的)。

2.了解、应用场合功能用语--说服语的交际策略，的演讲策略。

3.借助演讲所包含的教育至理、教授的观点以及说理类功能用语，表达你对教育目的或实现育人目的之途径发表看法。

【学习过程】Step1. Context CreatingThe students enjoy a short video clip and share opinions on the purpose of learning.Step2. Listening Task 1Complete the following monologue to learn about the objectives of education.5.3Good afternoon, everyone. In today's________,we'll be discussing________. The questions we often ask about education are: what is education? And what are the__________for students to receive education?Well, what is education? Education comes from the Latin for "_________________". So when you are educated you are led from one place to another, including ______________. It is a process of ________ learningor the ________of knowledge, _____________________.5.4Let's move on to talk about the _________of education.Firstly, it is to ________________. Obviously, certain kinds of knowledge are necessary not only to_________________but also to ________________ the world. For example, we need to learn math’s to understand_________________; we need to be able to read, so that we are able to communicate and___________new things. Besides, education provides another deeper kind of knowledge, which lets us understand how the__________works. It gives us_________into how people think and_________we need in order to understand people of __________.Secondly, education goes beyond knowledge; it prepares individuals for a____________life in society. In other words, it provides learners with the tools to_______________, to think for themselves and continue learning _________________. For example, education can help individuals develop_________________which will prevent them from following uncritically traditional ways and will enable them to act_________________.Thirdly, education enables________________and prepares you for________________.It helps you to understand what is wrong and what is right,________________and develop cognition, regardless of whether it's easy or what other opinions are; it also helps you learn how to______with other people in a civil manner, regardless of nationality, race or class. It makes people behave with______, regardless of background and________.Therefore, there will be more_____________citizens as well.In conclusion, education is important not only because it facilitates _________________, but also promotes___________________. Referring back to the definition provided at the very beginning, education facilitates the development of an individual physically,________________________, so that the individual can make effective contributions to social development. Any questions?Step3. Listening Task 2Focus on FunctionComplete the following dialogue to learn to convince your listeners.5.5(S=A student J=Professor James)S: Professor James thank you very much for the very______talk. It makes me rethink the objectives of education. My question is: in order to achieve the main objectives of education, what should ______________?J:That is a good question. _________________teacher's responsibility. I think a teacher's______________is to facilitate students' learning. ______________ a teacher's job is not just to pass on knowledge and skills to students, but______________to stimulate students' interests in learning and teach them to think critically and creatively._______, a teacher needs to support students' learning by providing rich resources and helping them learn to use the right strategies to make learning more effective.S: Thank you. What about the students' responsibility?J:Well, ____________it is the students' responsibility to take the initiative to become autonomous learners. ____________students need to have clear learning goals for themselves and to learn how to analyse, compare and evaluate what is taught._______________________for students is that they need to make proper judgments to guide their own beliefs and actions, and _____________________to demonstrate what they have learned when assessed.S:Thank you.Step4. Function Expression ExtractMake a list of expressions on Convincing.____________________________________________________________________________________________________________________________________Step5. Post -listeningPair WorkTalk about the objectives of education based on your own experience and try to use the function expressions above.Step6. HomeworkFinish the Exercises related to Education in the Bilingual Papers.。