1、Unit 1 A young man finds that strolling along the streets without an obvious purpose can lead to trouble with the law. One misunderstanding leads to another until eventually he must appear in court for trialA Brush with the Law I have only once been in trouble with the law. The whole process of bein

2、g arrested and taken to court was a rather unpleasant experience at the time, but it makes a good story now. What makes it rather disturbing was the arbitrary circumstances both of my arrest and my subsequent fate in court. In happened in February about twelve years ago. I had left school a couple o

3、f months before that and was not due to go to university until the following October. I was still living at home at the time. One morning I was in Richmond, a suburb of London near where I lived. I was looking for a temporary job so that I could save up some money to go travelling. As it was a fine

4、day and I was in no hurry, I was taking my time, looking in shop windows, strolling in the park, and sometimes just stopping and looking around me. It must have been this obvious aimlessness that led to my downfall. It was about half past eleven when it happened. I was just walking out of the local

5、library, having unsuccessfully sought employment there, when I saw a man walking across the road with the obvious intention of talking to me. I thought he was going to ask me the time. Instead, he said he was a police officer and he was arresting me. At first I thought it was some kind of joke. But

6、then another policeman appeared, this time in uniform, and I was left in no doubt. But what for? I asked. Wandering with intent to commit an arrestable offence, he said. What offence? I asked. Theft, he said. Theft of what? I asked. Milk bottles, he said, and with a perfectly straight face too! Oh,

7、I said. It turned out there had been a lot of petty thefts in the area, particularly that of stealing milk bottles from doorsteps. Then I made my big mistake. At the time I was nineteen, had long untidy hair, and regarded myself as part of the sixties youth counterculture. As a result, I want to app

8、ear cool and unconcerned with the incident, so I said, How long have you been following me? in the most casual and conversation tone I could manage. I thus appeared to them to be quite familiar with this sort of situation, and it confirmed them in their belief that I was a thoroughly disreputable ch

9、aracter. A few minutes later a police car arrived. Get in the back, they said. Put your hands on the back of the front seat and dont move them. They got in on either side of me. I wasnt funny any more. At the police station they questioned me for several hours. I continued to try to look worldly and

10、 au fait with the situation. When they asked me what I had been doing, I told them Id been looking for a job. Aha, I could see them thinking, unemployed. Eventually, I was officially charged and told to report to Richmond Magistrates Court the following Monday. Then they let me go. I wanted to condu

11、ct my own defence in court, but as soon as my father found out what had happened, he hired a very good solicitor. We went along that Monday armed with all kinds of witnesses, including my English teacher from school as a character witness. But he was never called on to give evidence. My trial didnt

12、get that far. The magistrate dismissed the case after fifteen minutes. I was free. The poor police had never stood a chance. The solicitor even succeeded in getting costs awarded against the police. And so I do not have a criminal record. But what was most shocking at the time was the things my rele

13、ase from the charge so clearly depended on. I had the right accent, respectable middle-class parents in court, reliable witnesses, and I could obviously afford a very good solicitor. Given the obscure nature of the charge, I feel sure that if I had come from a different background, and had really be

14、en unemployed, there is every chance that I would have been found guilty. While asking for costs to be awarded, my solicitors case quite obviously revolved around the fact that I had a brilliant academic record. Meanwhile, just outside the courtroom, one of the policemen who had arrested me was gloo

15、mily complaining to my mother that another youngster had been turned against the police. You could have been a bit more helpful when we arrested you, he said to me reproachfully. What did the mean? Presumably that I should have looked outraged and said something like, Look here, do you know who your

16、e talking to? I am a highly successful student with a brilliant academic record. How dare you arrest me! Then they, presumably, would have apologized, perhaps even taken off their caps, and let me on my way.一個(gè)年輕人發(fā)現(xiàn)，漫無目的地在街上閑逛也會(huì)帶來涉及法律問題的麻煩。一種誤解導(dǎo)致另一種誤解，直到最終他必須在法庭上接受審判。 法律小沖突 我生平只有一次陷入與法律的沖突。被捕與被帶上法庭的整

17、個(gè)經(jīng)過在當(dāng)時(shí)是一種令人極不愉快的經(jīng)歷，但現(xiàn)在這卻成為一個(gè)好故事的素材。尤其令我惱怒的是我被捕及隨后在法庭上受審時(shí)的種種武斷情形。 事情大約發(fā)生在十二年前的二月，那是我中學(xué)畢業(yè)已經(jīng)幾個(gè)月了，但要等到十月份才能上大學(xué)，所以當(dāng)時(shí)我仍在家中。 一天上午，我來到離我住地不遠(yuǎn)的、位于倫敦郊區(qū)的里士滿。那是我正在找一份臨時(shí)的工作，以便賺點(diǎn)錢去旅游。由于天氣晴朗，又沒什么急事，我便悠然自得得看著商店櫥窗，逛逛公園，有時(shí)干脆停下來四處觀望，一定是這種無所事事的樣子使我倒了霉。 事情發(fā)生在十一點(diǎn)半左右，我在當(dāng)?shù)貓D書館謀職未成，剛從那出發(fā)，就看到一個(gè)人從馬路對(duì)面走過來，顯然是想跟我說話。我原以為他要問我時(shí)間，想不到

18、，他說他是警官，要逮捕我，開始我還以為這是個(gè)玩笑，但接著又來了身穿警服的警察，這下我無可置疑了。 “為什么要抓我？”我問。 “四處游蕩，有作案嫌疑?！彼f。 “做什么案？”我又問。 “偷東西。”他說。 “偷什么？”我追問。 “牛奶瓶?！彼f，表情十分嚴(yán)肅。 “哦。”我說。 事情后來是這樣的，這一帶經(jīng)常發(fā)生小偷小摸案件，尤其是從門前臺(tái)階上偷走牛奶瓶。 接著，我犯了個(gè)大錯(cuò)。那時(shí)我才十九歲，留著一頭凌亂的長(zhǎng)發(fā)，自認(rèn)為是六十年代“青年反主流文化”的一員。因此，我想對(duì)此表現(xiàn)出一種冷漠，滿不在乎的態(tài)度，于是用一種很隨便無所謂的腔調(diào)說：“你們跟蹤我多久了？”這樣一來，在他們眼里，我是慣于此種情形的，這又使他

19、們確信我是一個(gè)徹頭徹尾的壞蛋。 幾分鐘后，來了一輛警車。 “坐到后面去，”他們說，“把手放在前排的座椅上，不許亂動(dòng)?！?他倆分坐在我的左右，這下了不是鬧著玩的了。 在警察局，他們審問了我好幾個(gè)小時(shí)。我繼續(xù)裝作老于世故，對(duì)此事習(xí)以為常的樣子。當(dāng)他們問我一直在干什么時(shí)，我告訴他們?cè)谡夜ぷ鳌！鞍」?！”這下我可看到他們?cè)谙?，“無業(yè)游民”。 最后，我被正式指控，并得到通知下周一到里士滿地方法院受審。他們這才讓我走。 我本想在法庭上作自我辯護(hù)。但父親一弄清事情的原委后，就為我請(qǐng)了一位很不錯(cuò)的律師。就在那個(gè)星期一，我們帶著各種證人出庭了，其中包括我中學(xué)的英語(yǔ)老師作為我品行的見證人，但法庭并沒有傳話他作證。對(duì)

20、我的“審判”也并沒有進(jìn)行到那一步，開庭才十五分鐘，法官就駁回了此案，我被無罪釋放?？蓱z的警察毫無勝訴的機(jī)會(huì)。我的律師甚至成功地使警察承擔(dān)了訴訟費(fèi)。 這樣，我沒有留下犯罪記錄。但當(dāng)時(shí)，最令人震驚的是我被無罪釋放所明顯依賴的證據(jù)。我有標(biāo)準(zhǔn)的口音，有受人尊敬的中產(chǎn)階級(jí)的父母來到法庭，有可靠的證人，還有，很明顯我請(qǐng)得起很好的律師。想到這次指控含混不清的特點(diǎn)，我敢斷定，如果我出生在一個(gè)不同背景的家庭，并真失了業(yè)，則完全可能被判為有罪。當(dāng)我的律師要求賠償訴訟費(fèi)時(shí)，他的辯詞很明顯地圍繞著我“學(xué)習(xí)成績(jī)優(yōu)秀”這一事實(shí)。 與此同時(shí)，在法庭外面，曾經(jīng)逮捕我的警察中的一個(gè)正沮喪地像我母親抱怨說，又有一個(gè)小伙子要與警察

21、做對(duì)了。他以責(zé)備的口氣對(duì)我說：“我們抓你的時(shí)候，你本來可以幫幫忙的。” 他這話是什么意思？也許是說我應(yīng)該做出大發(fā)雷霆的樣子，并說：“喂，你知道是在和誰(shuí)說話嗎？我是品學(xué)兼優(yōu)的高材生。你們?cè)醺易ノ?？”那樣的話，他們也許會(huì)向我道歉，可能還會(huì)脫帽致意，讓我揚(yáng)長(zhǎng)而去。 Unit 2 Aunt Bettie is faced with a difficult decision. A wounded Union soldier is found hiding in a farmhouse near her home. She has to decide whether to help him or let

22、him be captured. What will she choose to do?The Woman Who Would Not TellJanice Keyser Lester I never did hate the Yankees. All that hated was the war. Thats how my great-aunt Bettie began her story. I heard it many times as a child, whenever my family visited Aunt Bettie in the old house in Berryvil

23、le, Virginia. Aunt Bettie was almost 80 years old then. But I could picture her as she was in the story she told me barely 20, pretty, with bright blue eyes. Bettie Van Metre had good reason to hate the Civil War. One of her brother was killed at Gettysburg, another taken prisoner. Then her young hu

24、sband, James, a Confederate officer, was captured and sent to an unknown prison camp somewhere. One hot day in late September Dick Runner, a former slave, came to Bettie with a strange report. He had been checking a farmhouse half a mile away from the Van Metre home, a farmhouse he thought was empty

25、. But inside, he heard low groans. Following them to the attic, he found a wounded Union soldier, with a rifle at his side. When Aunt Bettie told me about her first sight of the bearded man in the stained blue uniform, she always used the same words. It was like walking into a nightmare: those awful

26、 bandages, that dreadful smell. Thats what war is really like, child: no bugles and banners. Just pain and filth, futility and death. To Bettie Van Metre this man was not an enemy but rather a suffering human being. She gave him water and tried to clean his terrible wounds. Then she went out into th

27、e cool air and leaned against the house, trying not to be sick as she thought of what she had seen that smashed right hand, that missing left leg. The mans papers Bettie found in the attic established his identity: Lt. Henry Bedell, Company D, 11th Vermont Volunteers, 30 year old. She knew that she

28、should report the presence of this Union officer to the Confederate army. But she also knew that she would not do it. This is how she explained it to me: I kept wondering if he had a wife somewhere, waiting, and hoping, and not knowing just as I was. It seemed to me that the only thing that mattered

29、 was to get her husband back to her. Slowly, patiently, skillfully, James Van Metres wife fanned the spark of life that flickered in Henry Bedell. Of drugs or medicines she had almost none. And she was not willing to take any from the few supplies at the Confederate hospital. But she did the best sh

30、e could with what she had. As his strength returned, Bedell told Bettie about his wife and children in Westfield, Vermont. And BedelL listened as she told him about her brothers and about James. I knew his wife must be praying for him, Aunt Bettie would say to me, just as I was praying for James. It

31、 was strange how close I felt to her. The October nights in the valley grew cold. The infection in Bedells wounds flared up. With Dick and his wife, Jennie, helping, she moved the Union officer at night, to a bed in a hidden loft above the warm kitchen of her own home. But the next day, Bedell had a

32、 high fever. Knowing that she must get help or he would die, she went to her long-time friend and family doctor. Graham Osborne. Dr. Osborne examined Bedell, then shook his head. There was little hope, he said, unless proper medicine could be found. All right, then, Bettie said. Ill get it from the

33、Yankees at Harpers Ferry. The doctor told her she was mad. The Union headquarters were almost 20 miles away. Even if she reached them, the Yankees would never believe her story. Ill take proof, Bettie said. She went to the loft and came back with a blood-stained paper bearing the official War Depart

34、ment seal. This is a record of his last promotion, she said. When I show it, theyll have to believe me. She made the doctor writer out list of the medical items he needed. Early the next morning she set off. For five hours she drove, stopping only to rest her horse. The sun was almost down when she

35、finally stood before the commanding officer at Harpers Ferry. Gen. John D. Stevenson listened, but did not believe her. Madam, he said, Bedells death was reported to us. Hes alive, Bettie insisted. But he wont be much longer unless he has the medicines on that list. Well, the general said finally, I

36、m not going to risk the lives of a patrol just to find out. He turned to a junior officer. See that Mrs. Van Metre gets the supplies. He brushed aside Betties thanks. Youre a brave woman, he said, whether youre telling the truth or not. With the medicines that Bettie carried to Berryville, Dr. Osbor

37、ne brought Bedell through the crisis. Ten days later Bedell was hobbling on a pair of crutches that Dick had made for him. I cant go on putting you in danger, Bedell told Bettie. Im strong enough to travel now. Id lie to go back as soon as possible. So it was arranged that Mr. Sam, one of Betties ne

38、ighbors and friends, should go and help Bettie deliver Bedeel to Union headquarters at Harpers Ferry in his wagon. They hitched Betties mare alongside Mr. Sams mule. Bedell lay down in an old box filled with hay, his rifle and crutches beside him. It was a long, slow journey that almost ended in dis

39、aster. Only an hour from the Union lines, two horsemen suddenly appeared. One pointed a pistol, demanding money while the other pulled Mr. Sam from the wagon. Shocked, Bettie sat still. Then a rifle shot cracked out, and the man with the pistol fell to the ground dead. A second shot, and the man wen

40、t sprawling. It was Bedell shooting! Bettie watched him lower the rifle and brush the hay out of his hair. Come on, Mr. Sam, he said. Lets keep moving. At Harpers Ferry, the soldiers stared in surprise at the old farmer and the girl. They were even more amazed when the Union officer with the missing

41、 leg rose from his hay-filled box. Bedell was sent to Washington. There he told his story to Secretary of War Edwin M. Stanton. Stanton wrote a letter of thanks to Bettie and-signed an order to free James Van Metre from prison. But first James had to be found. It was arranged for Bedell to go with B

42、ettie as she searched for her husband. Records showed that a James Van Metre had been sent to a prison camp in Ohio. But when the ragged prisoners were paraded before Bettie, James was not there. A second prison was checked, with the same result. Bettie Van Metre fought back a chilling fear that her

43、 husband was dead. Then at Fort Delaware, near the end of the line of prisoners a tall man stepped out and stumbled into Betties arms. Bettie held him, tears streaming down her face. And Henry Bedell, standing by on his crutches, wept, too.獲益匪淺的問題 詹姆斯索利斯克描述了他是如何受他的孩子們能用新方法看待事物的影響而認(rèn)清創(chuàng)造性思維的本質(zhì)的。 不久前的一個(gè)

44、晚上，在餐桌旁，我的三個(gè)孩子年齡分別為9歲、6歲和4歲停止了爭(zhēng)搶食物，教我關(guān)于范式變換、線性思考的局限以及如何重新看待相關(guān)的各種因素的知識(shí)。 事情是這樣的：當(dāng)時(shí)我們?cè)谕孀约耗翘卓陬^兒的“哪個(gè)不是同一類？”的芝麻街頭游戲。玩這游戲時(shí)，孩子們要看三張畫并挑出那張不屬同一類的。我說：“來吧，哪個(gè)不是同一類，橘子，西紅柿，還是草莓？” 老大很快就說出了自以為非常得意的答案：“西紅柿，因?yàn)榱硗鈨煞N都是水果?！蔽页姓J(rèn)這是正確答案，盡管有些純粹主義者堅(jiān)持認(rèn)為西紅柿是一種水果。對(duì)我們這些從小就不得不吃拌在色拉里的西紅柿的人來說，西紅柿永遠(yuǎn)是蔬菜。正當(dāng)我準(zhǔn)備再出別外一組三個(gè)東西時(shí)，我4歲的孩子說：“正確答案是草

45、莓，因?yàn)閯e外兩種都是圓的，草莓卻不是?！蔽以趺茨荞g斥他的觀點(diǎn)呢？ 接著，我6歲的孩子說：“是橘子，因?yàn)閯e外兩種都是紅色的?！?歲的孩子不想讓弟弟妹妹占上風(fēng)，說道：“是橘子因?yàn)槠渌麅煞N都長(zhǎng)在藤上?！?毫無疑問，這里正發(fā)生著什么事兒。這事兒比爭(zhēng)搶食物還亂，比西紅柿是水果還是蔬菜還要重要。哥白尼把太陽(yáng)視為宇宙中心，重新調(diào)整了地心說這一長(zhǎng)達(dá)數(shù)世紀(jì)的范式，我的孩子們正做著哥白尼當(dāng)年所做的事。魯賓馬修斯把他的布朗克斯冰激凌改名為哈根達(dá)斯，在不變換產(chǎn)品的情況下提高了價(jià)格，我的孩子們正在做著魯賓馬修斯所做過的事。愛德華詹納放棄了尋找治療天花的特效藥，從而發(fā)現(xiàn)了能預(yù)防這一疾病的疫苗，我的孩子們正做著愛德華詹納所

46、做過的事。 他不去研究得了天花的患者，而是去研究接觸天花卻從未染上此病的人。他發(fā)現(xiàn)他們都患了一種類似天花但比較輕微的疾?。号６?；這使得他們對(duì)致命的天花得以免疫。 他們?cè)谥匦聦徱曄嚓P(guān)的各種因素。他們?cè)谥匦陆缍ㄋ麄兊膯栴}。他們?cè)谥匦卤硎鏊麄兊膯栴}?？傊?，他們正做著每位歷史上做出過重大發(fā)現(xiàn)的科學(xué)家所做的事，依據(jù)托馬斯庫(kù)恩在他的科學(xué)革命的結(jié)構(gòu)一書中所說：他們?cè)诟淖兣f的范式。 但倘若這是學(xué)校里練習(xí)冊(cè)上的一個(gè)練習(xí)，那么沒有把西紅柿圈出來的孩子全都會(huì)被批為答錯(cuò)。凡沒有把問題都解讀為“哪個(gè)不是水果”的孩子都是錯(cuò)誤的。也許這就說明的為什么世界上最杰出的科學(xué)家和發(fā)明家中有那么多的人讀書時(shí)不及格，其中最顯著的是職權(quán)

47、爾伯特愛因斯坦，他也許是本世紀(jì)最有影響的范式改變者。 這樣說，并非是想對(duì)學(xué)校評(píng)頭論足。天知道那有多容易。這樣說，不過是想提醒大家信息的價(jià)值實(shí)在是有限的。我提出這一點(diǎn)，是因?yàn)槲覀兊纳鐣?huì)似乎發(fā)展到了這樣一個(gè)階段，人們都大聲嚷嚷著要求得到更多的技術(shù)，要求即刻享用不斷膨脹的信息。 學(xué)生們必須上網(wǎng)。你們家必須用數(shù)碼與環(huán)球信息網(wǎng)聯(lián)通。企業(yè)必須能即時(shí)下載大量資料。但是，除非我們改變范式、重新審視相關(guān)的各種因素，否則，信息高速公路就不會(huì)給我們帶來什么結(jié)果。 無論是現(xiàn)在還是最近，我們都不缺乏信息。試想我們擁有的信息比四面年前的哥白尼多了多少。但他作出了足以震撼全球的（權(quán)作雙關(guān)語(yǔ)）驚人之舉，完全改變了人們對(duì)宇宙的

48、看法。他作出此舉不是靠發(fā)現(xiàn)更多的信息，而是靠用不同的眼光看大家都看到過的信息。愛德華詹納不是靠積累信息發(fā)明了預(yù)防藥物，而是靠重新表述問題。 當(dāng)我們開始駛?cè)胄畔⒏咚俟窌r(shí)，我們所需要的不是更多的信息，而是看等信息的新方法。我們應(yīng)該像我的孩子所做的那樣，去發(fā)現(xiàn)有不止一個(gè)的正確答案、有不止一個(gè)的正確問題、有不止一個(gè)的看大量信息的方法。我們需要記住：當(dāng)你只有一把錘子時(shí)，你往往把每一個(gè)問題都看做釘子。 Unit 3 Every teacher probably asks himself time and again: What are the reasons for choosing teaching

49、as a career? Do the rewards teaching outweigh the trying comments? Answering these questions is not a simple task. Lets see what the author says.Why I TeachPeter G. Beidler Why do you teach? My friend asked the question when I told him that I didnt want to be considered for an administrative positio

50、n. He was puzzled that I did not want what was obviously a step up toward what all Americans are taught to want when they grow up: money and power. Certainly I dont teach because teaching is easy for me. Teaching is the most difficult of the various ways I have attempted to earn my living: mechanic,

51、 carpenter, writer. For me, teaching is a red-eye, sweaty-palm, sinking-stomach profession. Red-eye, because I never feel ready to teach no matter how late I stay up preparing. Sweaty-palm, because Im always nervous before I enter the classroom, sure that I will be found out for the fool that I am.

52、Sinking-stomach, because I leave the classroom an hour later convinced that I was even more boring than usual. Nor do I teach because I think I know answers, or because I have knowledge I feel compelled to share. Sometimes I am amazed that my students actually take notes on what I say in class! Why,

53、 then, do I teach? I teach because I like the pace of the academic calendar. June, July, and August offer an opportunity for reflection, research and writing. I teach because teaching is a profession built on change. When the material is the same, I change and, more important, my students change. I

54、teach because I like the freedom to make my own mistakes, to learn my own lessons, to stimulate myself and my students. As a teacher, Im my own boss. If I want my freshmen to learn to write by creating their own textbook, who is to say I cant? Such courses may be huge failures, but we can all learn

55、from failures. I teach because I like to ask questions that students must struggle to answer. The world is full of right answers to bad questions. While teaching, I sometimes find good questions. I teach because I enjoy finding ways of getting myself and my students out of the ivory tower and into t

56、he real world. I once taught a course called Self-Reliance in a Technological Society. My 15 students read Emerson, Thoreau, and Huxley. They kept diaries. They wrote term papers. But we also set up a corporation, borrowed money, purchased a run-down house and practiced self-reliance by renovating i

57、t. At the end of the semester, we would the house, repaid our loan, paid or taxes, and distributed the profits among the group. So teaching gives me pace, and variety, and challenge, and the opportunity to keep on learning. I have left out, however, the most important reasons why I teach. One is Vic

58、ky. My first doctoral student, Vicky was an energetic student who labored at her dissertation on a little-known 14th century poet. She wrote articles and sent them off to learned journals. She did it all herself, with an occasional nudge from me. But I was there when she finished her dissertation, learned that her articles were accepted, got a job and won a fellowship to Harvard working on