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Unit 2 Text A
Main idea of the text
:
The author began the essay by telling the experience of waking in the
morning and finding him practically ignorant of anything. The author felt
pitiable yet not necessarily so depressed about his current store of
knowledge after many years of costly education：Apart from the
immediate personal experiences, he has a limited range of knowledge and
the inadequate understanding of the major phenomena of the world. And
the reasons may be that ignorance seems to do him no harm in his daily
life, and his inadequate memory of knowledge may deceive him and even
cause severe mistakes of misquoting. However, it suddenly occurred to
him when he has gone his way serene and happy, he may be the only one
who is ignorant, for anyone may harbor the same psychology of
remaining to be a happy ignorant person.
Unit 4 Text A
Introductory Remarks
“Opportunity is the crux of the American ideal.” People in the
American society used to think that with hardwork and self-determination,
they are sure to succeed and realize their dreams. But in recent years the
traditional doctrine of “American dream” is seriously challenged, esp.
with regard to the economic development.
Clive Crook holds that in spite of new immigrants, America is
already a middle-aged country, and pessimistic spirit has come to
dominate the national consciousness. Most important of all, the economic
mobility in America is getting lower and lower as compared to any other
western country. The idea of the “American Dream” is starting to fade
since rich children stay rich whereas poor children still stay poor. And the
real focus of any effort to restore economic opportunity is to get out of
poverty, and to this end one effective way may be to improve education,
which will definitely have a great effect on economic mobility across
generations.
Unit 5 Text A
Introductory remarks
It is probably safe to say that every language has a pair of words
expressing good and evil. But what really is good, and what really is evil?
Believers in the duality of “good versus evil” would say evil cannot exist
without good, nor good without evil, as they are both objective states and
opposite ends of the same scale.
As boys and girls, we were taught to do good, not evil. There are
relatively few ways to do good, but there are countless ways to do evil.
To prevent evil, the author of this article argues, we must first know
what is truly “evil”, for there can be no genuine understanding of
goodness in human behavior unless we also understand evil. Beginning
with the recognition that neither good nor evil exist outside the human
personality, the author distinguishes creative and destructive potentials,
and then finds social forces that may activate destructive potentials. With
such what’s about evil, the author concludes the text by offering some
hows as to teaching our children.
