A.These tools can help you win every argument —not in the unhelpful sense of beating your opponents but in the better sense of learning about the issues that divide people Learning why they disagree with us and learning to talk and work together with them.If we readjust our view of arguments —from a verbal fight or tennis game to a reasoned exchange through which we all gain mutual respect, and understanding —then we change the very nature of what it means to "win" an argument.
B.Of course, many discussions are not so successful.Still, we need to be careful not to accuse opponents of bad arguments too quickly.We need to learn how to evaluate them properly.A large part of evaluation is calling out bad arguments,but we also need to admit good arguments by opponents and to apply the same critical standards to ourselves.Humility requires you to recognize weaknesses in your own arguments and sometimes also to accept reasons on the opposite side.
C.None of these will be easy, but you can start even if others refuse to.Next time you state your position, formulate an argument for what you claim and honestly ask yourself whether your argument is any good.Next time you talk with someone who takes a stand, ask them to give you a reason for their view.Spell out their argument fully and charitably.Assess its strength impartially.Raise objections and listen carefully to their replies.
D.Carnegie would be right if arguments were fights, which is how we often think of them.Like physical fights, verbal fights can leave both sides bloodied.Even when you win, you end up no better off.Your prospects would be almost as dismal if arguments were even just competitions - like, say, tennis games.Pairs of opponents hit the ball back and forth until one winner emerges from all who entered.Everybody else loses.This kind of thinking is why so many people try to avoid arguments,especially about politics and religion.
E.In his 1936 work How to Win Friends and Influence People, Dale Carnegie wrote: "There is only one way...to get the best of an argument - and that is to avoid it." This aversion to arguments is common, but it depends on a mistaken view of arguments that causes profound problems for our personal and social lives - and in many ways misses the point of arguing in the first place.
F.These views of arguments also undermine reason.If you see a conversation as a fight or competition,you can win by cheating as long as you don't get caught. You will be happy to convince people with bad arguments.You can call their views stupid, or joke about how ignorant they are.None of these tricks will help you understand them,their positions or the issues that divide you, but they can help you win in one way.
G.There is a better way to win arguments.Imagine that you favor increasing the minimum wage in our state, and I do not.If you yell, "Yes," and I yell, "No," neither of us learns anything.We neither understand nor respect each other, and we have no basis for compromise or cooperation.In contrast, suppose you give a reasonable argument:that full-time workers should not have to live in poverty.Then I counter with another reasonable argument: that a higher minimum wage will force businesses to employ fewer people for less time.Now we can understand each other's positions and recognize our shared values, since we both care about needy workers.
第44题答案是______.
A.In December of 1869, Congress appointed a commission to select a site and prepare plans and cost estimates for a new State Department Building.The commission was also to consider possible arrangements for the War and Navy Departments.To the horror of some who expected a Greek Revival twin of the Treasury Building to be erected on the other side of the White House, the elaborate French Second Empire style design by Alfred Mullett was selected, and construction of a building to house all three departments began in June of 1871.
B.Completed in 1875, the State Department's south wing was the first to be occupied, with its elegant four-story library (completed in 1876), Diplomatic Reception Room, and Secretary's office decorated with carved wood,Oriental rugs,and stenciled wall patterns.The Navy Department moved into the east wing in 1879, where elaborate wall and ceiling stenciling and marquetry floors decorated the office of the Secretary.
C.The State, War, and Navy Building, as it was originally known, housed the three Executive Branch Departments most intimately associated with formulating and conducting the nation's foreign policy in the last quarter of the nineteenth century and the first quarter of the twentieth century —the period when the United States emerged as an international power.The building has housed some of the nation's most significant diplomats and politicians and has been the scene of many historic events.
D.Many of the most celebrated national figures have participated in historical events that have taken place within the EEOB's granite walls.Theodore and Franklin D.Roosevelt, William Howard Taft, Dwight D.Eisenhower, Lyndon B.Johnson,Gerald Ford, and George H.W.Bush all had offices in this building before becoming president.It has housed 16 Secretaries of the Navy,21 Secretaries of War, and 24 Secretaries of State.Winston Churchill once walked its corridors and Japanese emissaries met here with Secretary of State Cordell Hull after the bombing of Pearl Harbor.
E.The Eisenhower Executive Office Building (EEOB) commands a unique position in both the national history and the architectural heritage of the United States.Designed by Supervising Architect of the Treasury, Alfred B.Mullett, it was built from 1871 to 1888 to house the growing staffs of the State, War, and Navy Departments, and is considered one of the best examples of French Second Empire architecture in the country.
F.Construction took 17 years as the building slowly rose wing by wing.When the EEOB was finished, it was the largest office building in Washington, with nearly 2 miles of black and white tiled corridors.Almost all of the interior detail is of cast iron or plaster; the use of wood was minimized to insure fire safety.Eight monumental curving staircases of granite with over 4,000 individually cast bronze balusters are capped by four skylight domes and two stained glass rotundas.
G.The history of the EEOB began long before its foundations were laid.The first executive offices were constructed between 1799 and 1820.A series of fires(including those set by the British in 1814) and overcrowded conditions led to the construction of the existing Treasury Building.In 1866, the construction of the North Wing of the Treasury Building necessitated the demolition of the State Department building.
第45题答案是______.
Following the explosion of creativity in Florence during the 14th century known as the Renaissance, the modern world saw a departure from what it had once known.It turned from God and the authority of the Roman Catholic Church and instead favoured a more humanistic approach to being.Renaissance ideas had spread throughout Europe well into the 17th century, with the arts and sciences flourishing extraordinarily among those with a more logical disposition.(46)With the Church'steachings and ways of thinking being eclipsed by the Renaissance, the gap betweenthe Medieval and modern periods had been bridged, leading to new and unexploredintellectual territories.
During the Renaissance, the great minds of Nicolaus Copernicus, Johannes Kepler and Galileo Galilei demonstrated the power of scientific study and discovery. (47)Before each of their revelations, many thinkers at the time had sustained moreancient ways of thinking, including the geocentric view that the Earth was at thecentre of our universe.Copernicus theorized in 1543 that in actual fact, all of the planets that we knew of revolved not around the Earth, but the Sun, a system that was later upheld by Galileo at his own expense.Offering up such a theory during a time of high tension between scientific and religious minds was branded as heresy, and any such heretics that continued to spread these lies were to be punished by imprisonment or even death. Galileo was excommunicated by the Church and imprisoned for life for his astronomical observations and his support of the heliocentric priciple.
(48)Despite attempts by the Church to suppress this new generation of logiciansand rationalists, more explanations for how the universe functioned were being madeat a rate that the people could no longer ignore.It was with these great revelations that a new kind of philosophy founded in reason was born.
The Church's long-standing dogma was losing the great battle for truth to rationalists and scientists.This very fact embodied the new ways of thinking that swept through Europe during most of the 17th century.(49)As many took on the dutyof trying to integrate reasoning and scientific philosophies into the world, theRenaissance was over and it was time for a new era —— the Age of Reason.
The 17th and 18th centuries were times of radical change and curiosity.Scientific method,reductionism and the questioning of Church ideals was to be encouraged, as were ideas of liberty, tolerance and progress.(50)Such actions to seek knowledge and to understand what information we already knew were captured by the Latin phrase "sapere aude" or "dare to know",after Immanuel Kant used it in his essay "An Answer to the Question: What is Enlightenment?" .It was the purpose and responsibility of great minds to go forth and seek out the truth,which they believed to be founded in knowledge.
第(49)题答案______.
World War II was the watershed event for higher education in modem Westem societies.(46)Those societies came out of the war with levels of enrollment that had been roughly constant at 3-5% of the relevant age groups during the decades before the war.
But after the war, great social and political changes arising out of the successful war against Fascism created a growing demand in European and American economies for increasing numbers of graduates with more than a secondary school education.(47)And the demand that rose in those societies for entry to higher education extended to groups and social classes that had not thought of attending a university before the war.These demands resulted in a very rapid expansion of the systems of higher education, beginning in the 1960s and developing very rapidly (though unevenly) during the 1970s and 1980s.
The growth of higher education manifests itself in at least three quite different ways,and these in turn have given rise to different sets of problems.There was first the rate of growth: (48)in many countries of Westem Europe, the numbers of students in higher education doubled within five-year periods during the 1960s and doubled again in seven, eight, or 10 years by the middle of the 1970s. Second, growth obviously affected the absolute size both of systems and individual institutions.And third, growth was reflected in changes in the proportion of the relevant age group enrolled in institutions of higher education.
Each of these manifestations of growth carried its own peculiar problems in its wake.For example, a high growth rate placed great strains on the existing structures of governance,of administration, and above all of socialization.When a faculty or department grows from, say, 5 to 20 members within three or four years, (49)andwhen the new staff are predominantly young men and women fresh from postgraduatestudy,they largely define the norms of academic life in that faculty.And if the postgraduate student population also grows rapidly and there is loss of a close apprenticeship relationship between faculty members and students, the student culture becomes the chief socializing force for new postgraduate students, with consequences for the intellectual and academic life of the institution—this was seen in America as well as in France, Italy, West Germany, and Japan.(50)High growth rates increased thechances for academic innovation; they also weakened the forms and processes by whichteachers and students are admitted into a community of scholars during periods ofstability or slow growth.In the 1960s and 1970s, European universities saw marked changes in their governance arrangements, with empowerment of junior faculty and to some degree of students as well.
第(49)题答案______.