Test 03-Passage 2:The Nature of Genius 纠错
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There has always been an interest in geniuses and prodigies. The word 'genius', from the Latin gens (= family) and the term 'genius', meaning 'begetter', comes from the early Roman cult of a divinity as the head of the family. In its earliest form, genius was concerned with the ability of the head of the family, the paterfamilias, to perpetuate himself. Gradually, genius came to represent a person's characteristics and thence an individual's highest attributes derived from his 'genius' or guiding spirit. Today, people still look to stars or genes, astrology or genetics, in the hope of finding the source of exceptional abilities or personal characteristics.

一直以来,天才和神童都倍受人们关注。genius一词源于拉丁语“gens”(=家族);拉丁语词条“genius”意为“父”,来自于罗马早期,当时人们对一种神明狂热崇拜,并尊其为家族的首领。在genius的最初形态中,它与家族首领——也就是一家之长——永生的能力有关。后来,genius逐渐被用来表示人的特点;再后来, genius便用以指代一个人从他的“父亲”或精神领袖身上所传承的最佳特质。今天,人们仍然醉心于对星相和基因的研究,希望能够通过占星术或遗传学找到出色能力和个人特征的来源。

The concept of genius and of gifts has become part of our folk culture, and attitudes are ambivalent towards them. We envy the gifted and mistrust them. In the mythology of giftedness, it is popularly believed that if people are talented in one area, they must be defective in another, that intellectuals are impractical, that prodigies burn too brightly too soon and burn out, that gifted people are eccentric, that they are physical weaklings, that there's a thin line between genius and madness, that genius runs in families, that the gifted are so clever they don't need special help, that giftedness is the same as having a high IQ, that some races are more intelligent or musical or mathematical than others, that genius goes unrecognised and unrewarded, that adversity makes men wise or that people with gifts have a responsibility to use them. Language has been enriched with such terms as 'highbrow', 'egghead', 'blue-stocking', 'wiseacre', 'know-all', 'boffin' and, for many, 'intellectual' is a term of denigration.

天才和天赋的概念已经成了民间文化的一部分,但人们对其所持的态度却是矛盾的。我们羡慕天才却不信任他们。在天才的神话里,人们普遍认为:如果人们在某方面很有天赋,那么他们一定会在其他方面有所不足;知识分子往往不切实际;神童过于才华横溢而早早地“泯然众人矣”;天才往往秉性古怪;天才的体质都很孱弱;天才和疯子只有一线之隔;天赋是家族遗传的;天才很聪明,所以不需要任何特别的帮助;天才和高智商是一回事;有些种族比其他人更聪明、更有音乐天赋或更有数学头脑;天才总被埋没,得不到应有的回报;逆境出英才:天才有责任运用他们的天赋。英语中有很多这样的表达,如:highbrow(自以为文化修养很高的人),egghead(书呆子),blue-stocking(女学者),wiseacre(自以为聪明的人),know- all(自以为无所不知的人),boffin(科学家);另外,对于很多人来说intellectual是一个贬义词。

The nineteenth century saw considerable interest in the nature of genius, and produced not a few studies of famous prodigies. Perhaps for us today, two of the most significant aspects of most of these studies of genius are the frequency with which early encouragement and teaching by parents and tutors had beneficial effects on the intellectual, artistic or musical development of the children but caused great difficulties of adjustment later in their lives, and the frequency with which abilities went unrecognised by teachers and schools. However, the difficulty with the evidence produced by these studies, fascinating as they are in collecting together anecdotes and apparent similarities and exceptions, is that they are not what we would today call norm-referenced. In other words, when, for instance, information is collated about early illnesses, methods of upbringing, schooling, etc. , we must also take into account information from other historical sources about how common or exceptional these were at the time. For instance, infant mortality was high and life expectancy much shorter than today, home tutoring was common in the families of the nobility and wealthy, bullying and corporal punishment were common at the best independent schools and, for the most part, the cases studied were members of the privileged classes. It was only with the growth of paediatrics and psychology in the twentieth century that studies could be carried out on a more objective, if still not always very scientific, basis.

19世纪,人们对于天才的本质表现出相当大的兴趣,而且做了不少针对著名神童的研究。或许现在对于我们来说,大部分对天才的研究中包含以下两个最重要的方面:其一,早期教育中父母和教师对孩子进行的频繁的鼓励和教导对孩子在智力、艺术或音乐方面的发展是有益的,但这也给孩子以后对生活的适应方而带来了巨大的困难;其二,老师和学校常常认识不到孩子所具备的才能。尽管在研究中搜集的轶闻趣事、显著相似点以及例外状况都颇为吸引人,但是,想要利用这些研究得出的证据也有一定困难,因为它们不符合我们今天所谓的常模参。换句话说,比如当我们在搜集有关早期疾病、养育方式、学校教育等信息时,我们也要考虑到在其他的历史资料中所记载的、关于这种情况在当时有多么普遍或不寻常的信息。例如,当时的婴儿死亡率很高,人的寿命也比今天短得多,家教对于贵族和富裕家庭司空见惯,恃强凌弱和体罚在最好的私立学校里也屡见不鲜,而且大多数的研究对象来自特权阶级。直到20世纪,随着儿科学和心理学的发展,相关研究才得以在更加客观的基础上进行——尽管依然并不总是很科学。

Geniuses, however they are defined, are but the peaks which stand out through the mist of history and are visible to the particular observer from his or her particular vantage point. Change the observers and the vantage points, clear away some of the mist, and a different lot of peaks appear. Genius is a term we apply to those whom we recognise for their outstanding achievements and who stand near the end of the continuum of human abilities which reaches back through the mundane and mediocre to the incapable. There is still much truth in Dr Samuel Johnson's observation, 'The true genius is a mind of large general powers, accidentally determined to some particular direction'. We may disagree with the 'general', for we doubt if all musicians of genius could have become scientists of genius or vice versa, but there is no doubting the accidental determination which nurtured or triggered their gifts into those channels into which they have poured their powers so successfully. Along the continuum of abilities are hundreds of thousands of gifted men and women, boys and girls.

无论如何进行定义,天才只不过是从历史的迷雾之中凸显出来的一座座山峰,只有特定的观察者通过他们特殊的角度才能看到。而改变观察者和视角,拨开些许迷雾,许多不同的山峰出现在眼前。我们用“天才”这个词来指代那些因其出色成就而被我们所认可的人,那些人几乎处在了人类能力连续体的顶端,往下依次是平凡者、平庸者和无能者。Samuel Johnson博士的观察还是颇有道理的:“真正的天才在各方面都拥有着巨大的潜能,很偶然地被决定了向一个特定的方向发展。”但我们可能会对“各方面”这一点有所保留,因为我们怀疑是否所有天才音乐家都可以成为天才科学家,反之亦然。但是有一点毋府置疑:正是偶然的决定培养或触发了他们的才能,使之有了用武之地,让他们可以成功地把自己的能量注入其中。在芸芸众生之中,有能之士成千上万,有男有女,有成人也有孩童。

What we appreciate, enjoy or marvel at in the works of genius or the achievements of prodigies are the manifestations of skills or abilities which are similar to, but so much superior to, our own. But that their minds are not different from our own is demonstrated by the fact that the hard-won discoveries of scientists like Kepler or Einstein become the commonplace knowledge of schoolchildren and the once outrageous shapes and colours of an artist like Paul Klee so soon appear on the fabrics we wear. This does not minimise the supremacy of their achievements, which outstrip our own as the sub-four-minute milers outstrip our jogging.

天才的作品或神童的成就令人欣赏、喜爱和惊叹之处在于其体现了他们的技能和本领,这些技能和本领虽然与我们的相似,但远远高于我们的水平。然而事实可以证明他们的智力和我们的并非迥然不同,比如,像Kepler和Einstein这样的科学家历尽艰辛所取得的科学发现现已成为学童的常识性知识;像Paul Klee这样的画家所创造的曾经非比寻常的形状和颜色很快就出现在了我们穿着的面料上。当然,这并没有降低天才成就的价值。他们的成就与普通人的相比就好像在四分钟内跑完一英里的运动员之于普通慢跑者一样,前者远远超越了后者。

To think of geniuses and the gifted as having uniquely different brains is only reasonable if we accept that each human brain is uniquely different. The purpose of instruction is to make us even more different from one another, and in the process of being educated we can learn from the achievements of those more gifted than ourselves. But before we try to emulate geniuses or encourage our children to do so we should note that some of the things we learn from them may prove unpalatable. We may envy their achievements and fame, but we should also recognise the price they may have paid in terms of perseverance, single-mindedness, dedication, restrictions on their personal lives, the demands upon their energies and time, and how often they had to display great courage to preserve their integrity or to make their way to the top.

只有在承认了每个人的大脑都是独特的这一前提下,认为天才和有天赋者的大脑独一无二、异于常人这一想法才能算是合理的。教育的目的就在于使我们更加与众不同,而在受教育的过程中,我们可以从比我们更有天赋的人的成就中学有所得。但是,在效仿天才或鼓励我们的孩子这样做之前,我们应该注意到,从他们身上学到的某些东西结果可能并不令人愉快。我们可能会羡慕他们的成就和名誉,但是也应该看到他们为此所付出的代价,看到他们的锲而不舍,专心致志,献身精神,自我约束,他们对自己时间和精力的严格要求,以及多少次他们不得不表现出极大的勇气来保持自身的正直或艰难地走成功。

Genius and giftedness are relative descriptive terms of no real substance. We may, at best, give them some precision by defining them and placing them in a context but, whatever we do, we should never delude ourselves into believing that gifted children or geniuses are different from the rest of humanity, save in the degree to which they have developed the performance of their abilities.

天才和天赋只是具有相对意义的描述性术语,并没有实质内容。我们顶多可以通过对其进行定义并将其置于某一语境中来赋予它们一些准确的意思。但是,无论怎样做,我们都不能蒙蔽自己,认为神童或天才与其他人不一样,只是他们对自己能力表现开发的程度与我们不同而已。

Do the following statements agree with the information given in Reading Passage 2?
In boxes 19-26 on your answer sheet, write

19 Nineteenth-century studies of the nature of genius failed to take into account the uniqueness of the person's upbringing.

  •  TRUE
  •  FALSE
  •  NOT GIVEN
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正确答案:TRUE

20 Nineteenth-century studies of genius lacked both objectivity and a proper scientific approach.

  •  TRUE
  •  FALSE
  •  NOT GIVEN
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正确答案:TRUE

21 A true genius has general powers capable of excellence in any area.

  •  TRUE
  •  FALSE
  •  NOT GIVEN
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正确答案:FALSE

22 The skills of ordinary individuals are in essence the same as the skills of prodigies.

  •  TRUE
  •  FALSE
  •  NOT GIVEN
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正确答案:TRUE

23 The ease with which truly great ideas are accepted and taken for granted fails to lessen their significance.

  •  TRUE
  •  FALSE
  •  NOT GIVEN
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正确答案:TRUE

24 Giftedness and genius deserve proper scientific research into their true nature so that all talent may be retained for the human race.

  •  TRUE
  •  FALSE
  •  NOT GIVEN
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正确答案:NOT GIVEN

25 Geniuses often pay a high price to achieve greatness.

  •  TRUE
  •  FALSE
  •  NOT GIVEN
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正确答案:TRUE

26 To be a genius is worth the high personal cost.

  •  TRUE
  •  FALSE
  •  NOT GIVEN
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正确答案:NOT GIVEN

考生贡献解析

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题目定位词popular beliefs 答案位置第二段  题解选项含义如下 : A 真正的天才在各个领域都具备天赋。 B 天才的天赋会瞬间消失殆尽。 C 有天赋的人需要使用他们的天赋。 D 天才在每一代人中出现一次。 E 天才很容易由于遭受打击而被摧毁。 F 天赋是遗传的。 G 天才很难相处。 H 人们从不欣赏真正的天才。 I 天才是天然的领导者。 J 有天赋的人在困境中发展他们的天赋。 K 天赋总是能显露出来。   文章第二段主要讲了人们对天才的各种观点,所以以上这些观点是否正确可 通过文章第二段来确定。A 选项跟文章中的论述相反,第二段第 3-4 行说到 if people are talented in one area, they must defective in another,意思是“如果一个人在某一方面具 有天赋,他们必然在另一方面有缺陷”,因此天才并非是在各个领域都具备 天赋的。A 选项错误,不能选。 B 选项的对应点在第二段第 4-5 行 prodigies burn too brightly too soon and burn out 意思是“神童只是昙花一现”,因此 B 选项正确。 C 选项对应第二段倒数第 4 行 people with gifts have a responsibility to use them“有天赋之人有责任去发挥天赋”,言下之意也就是有天赋的人需要使 用他们的天赋。因此 C 选项正确。F 选项对应第二段第 7 行 genius runs in families“天才是家族传统”,也就是 说天赋是遗传的。因此 F 选项正确。 H 选项对应第二段第 2 行 we envy the gifted and mistrust them,因此说明人 们并不会真正欣赏天才。H 选项正确。 J 选项对应第二段倒数第 3 行 adversity makes men wise“困境让人变得具有 智慧”,因此说明天才在困境中发展其天赋。J 选项正确。 其他选项在文章中都没有提及。

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Nineteenth- century studies19 世纪对于天才的 天赋的研究并没有考 虑到天才教养的独特 性。TRUE 根据第三段(70 页倒数第 5 行)可以得知,原文只提到了研究会 考 虑 the method of upbringing, 但 是 没有考虑到 uniqueness of the person’s upbringing,题目表述符合文意。

当前解析由FHC提供

Nineteenth- century studies, lack19 世纪对于天才的 研究缺乏目标和合适 的科学方法。TRUE 根 据 nineteenth-century 可 定 为到第三段,根据第三段最后一句话 “只是随着二十世纪儿科和心理学进一 步发展,这些研究才在一个更为客观的 基础上进行,即便现在还没有建立科学 的基础”来判断,题目表述是正确的

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true genius一个真正的天才在任 何领域都具备普遍的 才能。FALSE 根据解答第 14-18 题的经验, 可直接判断题目表述是错误的。

当前解析由FHC提供

same普通人的技能和神童 的技能在本质上一致 的。TRUE 根据第五段的首句可以知道, 天才的技能和普通人的技能在本质上是 相似的,尽管在表现上不一样。题目表 述符合文意。

当前解析由FHC提供

truly great ideas伟大的思想接受起来 的很容易,有时我们 还会认为这是理所当 然的想法,但是这不 能削减这些思想的重 要性。TRUE 定位到第五段的最后两句话 “像开普勒、爱因斯坦这样科学家来之   不易的科学发现变成了小学生的常识、 像 Paul Klee 这些艺术家曾经反常的外 形和色彩很快就出现在我们穿的织物 上,这些都证明了这一点。这没有减少 天才们至高的成就”。题目表述正确。

当前解析由FHC提供

Giftedness and genius天赋和天才值得让科 学研究深入其本质, 以至于所有天赋都能 被人类所保留。NOT GIVEN 定位到第七段,第七段 提到了“我们可能充其量通过定义他们 和把他们放置在一定的背景中来让他 们更为精确”,但是题目表述的观点在 文章没有提及,可能正确,也可能不正 确。

当前解析由FHC提供

pay a high price天才们通常为取得伟 大成就付出很多。TRUE 定位到第六段的最后一句话we may envy their achievement and fame, but we should also recognise the price they may have paid in terms of...,由此 可知题目表述是正确的。

当前解析由FHC提供

To be a genius成为一个天才是值得 付出很多个人代价 的。NOT GIVEN 选项表述的一种观点, 但是通读全文后会发现作者并没有提出 这种观点,所以选项表述正确与否无法 判定。

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The Nature of Genius

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