Scholastic thinkers held a wide variety of doctrin... - 搜题云问答

第1题

Text 3Scholastic thinkers held a wide variety of doctrines in both philosophy and theology

, the study of religion. What gives unity to the whole Scholastic movement, the academic practice in Europe from the 9th to the 17th centuries, are the common aims, attitudes, and methods generally accepted by all its members. The chief concern of the Scholastics was not to discover new facts but to integrate the knowledge already acquired separately by Greek reasoning and Christian revelation. This concern is one of the most characteristic differences between Scholasticism and modern thought since the Renaissance.

The basic aim of the Scholastics determined certain common attitudes, the most important of which was their conviction of the fundamental harmony between reason and revelation. The Scholastics maintained that because the same God was the source of both types of knowledge and truth was one of his chief attributes, he could not contradict himself in these two ways of speaking. Any apparent opposition between revelation and reason could be traced either to an incorrect use of reason or to an inaccurate interpretation of the words of revelation. Because the Scholastics believed that revelation was the direct teaching of God, it possessed for them a higher degree of truth and certainty than did natural reason. In apparent conflicts between religious faith and philosophic reasoning, faith was thus always the supreme arbiter; the theologians decision overruled that of the philosopher. After the early 13th century, Scholastic thought emphasized more the independence of philosophy within its own domain. Nonetheless, throughout the Scholastic period, philosophy was called the servant of theology, not only because the truth of philosophy was subordinated to that of theology, but also because the theologian used philosophy to understand and explain revelation.

This attitude of Scholasticism stands in sharp contrast to the so-called double-truth theory of the Spanish-Arab philosopher and physician Averroёs. His theory assumed that truth was accessible to both philosophy and Islamic theology but that only philosophy could attain it perfectly. The so-called truths of theology served, hence, as imperfect imaginative expressions for the common people of the authentic truth accessible only to philosophy. Averroёs maintained that philosophic truth could even contradict, at least verbally, the teachings of Islamic theology.

As a result of their belief in the harmony between faith and reason, the Scholastics attempted to determine the precise scope and competence of each of these faculties. Many early Scholastics, such as the Italian ecclesiastic and philosopher St. Anselm, did not clearly distinguish the two and were overconfident that reason could prove certain doctrines of revelation. Later, at the height of the mature period of Scholasticism, the Italian theologian and philosopher St. Thomas Aquinas worked out a balance between reason and revelation.

第31题：With the Scholastics, the search for new knowledge _____.

［A］ stopped completely

［B］ slowed down

［C］ advanced rapidly

［D］ awaked gradually

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第2题

We may infer that the writer of the article does not favor _____.A．suggestions by the teac

We may infer that the writer of the article does not favor _____.

A．suggestions by the teacher to a parent in regard to improving the student's scholastic average.

B．written communications to the parent from the teacher.

C．having the parent observe lessons which the children are being taught.

D．principal-parent conferences rather than teacher-parent conferences.

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第3题

A father's relationship to his child's current and future academic success and the level o

f his or her development in academic potential and scholastic achievement are both factors with some rather interesting implications that educators are beginning to study and appraise. As a matter of fact, "life with father", has been discovered to be a very important factor in determining a child's progress or lack of progress in school.

A recent survey of over 16,000 children made by the National Child Development Study in London, England, revealed that children whose fathers came to school conferences and accompanied their children on outings did measurably better in school than did those children x, hose fathers were not involved in these activities. The study, which monitored children born during a week in March, 1958, from the time of their birth through the years of their early schooling, further revealed that the children of actively involved fathers scored as much as seven months higher in reading and maths than did those children whose only involved parent was the mother. The purpose of the study was to evaluate the role played by fathers in the raising of a child. It indicated a much higher level of parental involvement by the father than had been anticipated. Over 66% of the fathers were said to have played a major role in parental responsibility.

The study also suggested that the greatest level of parental parenting took place in the families of only children. As the number of children and financial obligations increased, the father's apparent interest and involvement with the children decreased. However, no matter what the size of financial condition of the family, a father's active participation in the child's development made great difference in the children's progress.

The study further revealed that while the frequency of overnight absences reflected a corresponding deficiency of the child's level in maths and reading, a father's employment on late shifts appeared to have little effect on the child's academic progress. The data from the study was obtained primarily through interviews with parents, teachers and physicians. The information evaluating the level of the father's parenting performance was elicited primarily from the admittedly subjective observations of their wives.

It was implied from the passage that______

A．children in large families tend to do poorly in school

B．a father's influence played a significant factor in the level of the child's academic progress

C．mothers were subjective in evaluating the roles played by fathers

D．there is a correlation between socio-economic status and scholastic achievement

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第4题

It is well known that teenage boys tend to do better at math than girls, that male high sc

hool students are more likely 【26】______ their female counterparts to tackle advanced math courses like calculus, that 【27】______ all the great mathematicians have been men. Are women born with 【28】______ mathematical ability？ Or does society's sexism 【29】______ their progress？ In 1980, two Johns Hopkins University researchers tried to 【30】______ the eternal nature/nurture debate. Julian Stanley and Camilla Benbow have 【31】______ 10,000 talented seventh and eighth 【32】______ between 1972 and 1979. Using the Scholastic Aptitude Test, 【33】______ math questions are meant to measure ability rather than knowledge, they discovered 【34】______ sex differences. 【35】______ the verbal abilities of the males and females 【36】______ differed, twice as 【37】______ boys as girls scored over 500 (on a scale of 200 to 800) on mathematical ability; at the 700 level, the ratio was 14 【38】______ l. The conclusion: males have 【39】______ superior mathematical reasoning ability. Benbow and Stanley's findings, 【40】______ were published in "Science", 【41】______ some men and women. Now there is comfort for those people in a new study from the University of Chicago that suggests math is not, after all, a natural male 【42】______ Prof. Zalman Usiskin studied 1,366 high school students. They were selected from geometry classes and tested 【43】______ their ability to solve geometry proofs, a subject requiring 【44】______ abstract reasoning and spatial ability. The conclusion 【45】______ by Usiskin: there are no sex differences in math ability.

【26】

A．and

B．than

C．with

D．on

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第5题

Like the body, the memory improves with use. Unlike the body, the memory can improve with

age.

For many years, doctors have been studying the way the brain works. We all know that the brain has two sides, the left and the right. The right side controls the senses (seeing, hearing, feeling, tasting and smelling), and is the creative and imaginative side. The left side of the brain controls our logical thinking. It processes the information which comes in, and puts it into order, We call the left side the "educated" side of the brain and generally, in western societies, people have developed this side of the brain more than the fight side.

Scientists believe that our brain will work much more efficiently if both the right side and the left side are developed equally. In many schools today, teachers try to educate the children in such a way that both sides of the brain are used. This can be done with logical subjects including mathematics and science as well as with creative subjects such as art and literature. The result achieved by students who are educated in this way is usually better than the result of students who are educated in a more traditional way. Traditional teaching tends to exercise the left side of the brain without paying very much attention to the development of the right side.

great thinkers such as Bertand Russell the Philosopher, and Albert Einstein, the scientist, only in their work, but also in creative and imaginative activities. It was because of their many different interests in life that they were able to achieve the full development of both sides of their brain.

As long as Einstein and Russell lived, their brains functioned efficiently. It was their bodies, finally, which could not go on any longer.

The body improves ______.

A．with age

B．with use

C．with memory

D．with development

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第6题

根据以下资料，回答16~19题。 Like the body, the memory improves with use．Unlike the body, t

he memory can improve with age. For many years, doctors have been studying the way the brain works．We all know that the brain has two sides, the left and the right．The right side controls the senses (seeing, hearing, feeling, tasting and smelling), and is the creative and imaginative side．The left side of the brain controls our logical thinking．It processes the information which comes in, and puts it into order．We call the left side the "educated" side of the brain and generally, in western societies, people have developed this side of the brain more than the right side. Scientists believe that our brain will work much more efficiently if both the right side and the left side are developed equally．In many schools today, teachers try to educate the children in such a way that both sides of the brain are used．This can be done with logical subjects including mathematics and science as well as with creative subjects such as art and literature．The result achieved by students who are educated in this way is usually better than the result of students who are educated in a more traditional way．Traditional teaching tends to exercise the left side of the brain without paying very much attention to the development of the right side. Great thinkers such as Bertand Russell, the philosopher, and Albert Einstein, the scientist, only in their work, but also in creative and imaginative activities．It was because of their many different interests in life that they were able to achieve the full development of both sides of their brain. As long as Einstein and Russell lived, their brains functioned efficiently．It was their bodies, finally, which could not go on any longer. The left side of the brain controls A．the senses B．the right side C．logical thinking D．the action

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第7题

Today the study of language in our schools is somewhat confused. It is the most traditiona

l of scholastic subjects being taught in a time when many of our traditions no longer fit our needs. You to whom these pages are addressed speak English and are therefore in a worse case than any other literate people.

People pondering the origin of language for the first time usually arrive at the conclusion that it developed gradually as a system of conventionalised grunts, hisses, and cries and must have been a very simple affair in the beginning. But when we observe the language behavior. of what we regard as primitive cultures, we find it strikingly elaborate and complicated. Stefansson, the explorer, said that "In order to get along reasonably well an Eskimo must have at the tip of his tongue a vocabulary of more than 10,000 words, much larger than the active vocabulary of an average businessman who speaks English. Moreover these Eskimo words are far more highly inflected than those of any of the well-known European languages, for a single noun can be spoken or written in several hundred different forms, each having a precise meaning different from that of any other. The forms of the verbs are even more numerous. The Eskimo language is, therefore, one of the most difficult in the world to learn, with the result that almost no traders or explorers have even tried to learn it. Consequently there has grown up, an intercourse between Eskimos and whites, a jargon similar to the pidgin English used in China, with a vocabulary of from 300 to 600 uninflected words, most of them derived from Eskimo but some derived from English, Danish, Spanish, Hawaiian and other languages. It is this jargon which is usually referred to by travelers as 'the Eskimo language'. And Professor Thalbitzer of Copenhagen, who did take the trouble to learn Eskimo, seems to endorse the explorer's view when he writes: "The language is polysynthetic. The grammar is extremely rich in flexional forms, the conjugation of a common verb ending. For the declension of a noun there are 150 suffixes (for dual and plural, local cases, and possessive flexion). The derivative endings effective in the vocabulary and the construction of sentences or sentence-like words a mount to at least 250. Not withstanding all these constructive peculiarities, the grammatical and synthetic system is remarkably concise and, in its own way, logical."

The size of the Eskimo language spoken by most whites is ______.

A．spoken in English, Denmark, Spain, and Hawaii

B．less than the size of the language spoken by Eskimos

C．inestimable

D．irrelevant

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第8题

根据材料，回答下列各题： With the unemployment rate topping 8% and the government $16 trill

ion in debt, its easy to question why taxpayers are spending $ 2.5 billion on an SUV- sized Mars rover (探测车) named Curiosity, which landed successfully on the red planet in the early hours of Monday. Couldnt this money go toward something closer to home, such as providing shelter for the homeless or building roads？ Yes, it could. But this kind of thinking is shortsighted. The Mars project is the latest manifestation of Americas restless desire to answer previously unanswerable questions and take on new challenges. To paraphrase President John F. Kennedy, America does things like this not because they are easy, but because they are hard. Getting the probe down safely on Mars, after a 350 million mile journey, was certainly no easy feat. Virtually all the technology used in the approach and landing was new, or used in new ways. Once settled in, Curiosity should be a particularly awe-inspiring project. It is designed to shed light on big questions: Could life forms have ever existed on Mars？ Might they still exist？ And are we alone in the universe ？ When budgets are tight, space projects such as Curiosity come in for particular abuse. They are often portrayed as complicated flights of odd ideas. They are not. They are both inspirational and immensely practical. Technology is, after all, an engine of economic growth. If that is a goal, as well it should be, why not support a program that makes science exciting and showcases some of the most interesting things that. technology can do？ One of the main benefits of projects like this one is to promote a confident America. Throughout history, nations that explore, and engage in science, lead the world. Beginning in the 15th century, for example, European nations sent sailors around the globe and provided the impetus for thinkers such as Copernicus, Galileo and Newton to invent modern physics and astronomy. Not coincidentally, Europe came to dominate the world until the dawn of the 20th century. Those who would slash space program budgets apparently havent learned historys lessons and dont see the great possibilities that the future presents--possibilities reflected in every image transmitted back from the rover. Why is it easy to question why taxpayers money is spent on Curiosity？

A.Because Curiosity costs too much money.

B.Because the economic situation is depressed.

C.Because the money should be spent on the people.

D.Because Curiosity is meaningless and impractical.

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第9题

Euthanasia is clearly a deliberate and intentional aspect of a killing. Taking a human lif

e, even with subtle rites and consent of the party involved is barbaric. No one can justly kill another human being. Just as it is wrong for a serial killer to murder, it is wrong for a physician to do so as well, no matter what the motive for doing so may be.

Many thinkers, including almost all orthodox Catholics, believe that euthanasia is immoral. They oppose killing patients in any circumstances whatever. However, they think it is all right, in some special circumstances, to allow patients to die by withholding treatment The American Medical Association's policy statement on mercy killing supports this traditional view. In my paper "Active and Passive Euthanasia" I argue, against the traditional view, that there is in fact no normal difference between killing and letting die --if one is permissible, then so is the other.

Professor Sullivan does not dispute my argument; instead he dismisses it as irrelevant The traditional doctrine, he says, does not appeal to or depend on the distinction between killing and letting die. Therefore, arguments against that distinction "leave the traditional position untouched".

Is my argument really irrelevant？ I don' t see how it can be. As Sullivan himself points out, nearly everyone holds that it is sometimes meaningless to prolong the process of dying and that in those cases it is morally permissible to let a patient die even though a few more hours or days could be saved by procedures that would also increase the agonies of the dying. But if' it is impossible to defend a general distinction between letting people die and acting to terminate their lives directly, then it would seem that active euthanasia also may be morally permissible.

But traditionalists like professor Sullivan hold that active euthanasia--the direct killing of patients--is not morally permissible; so, if thy argument is sound, their view must ,be mistaken. I can not agree, then, that my argument "leave the traditional position untouched".

However, I shall not press this point. Instead I shall present some further arguments against the traditional position, concentrating on those elements of the position which professor Sullivan himself thinks most important. According to him, what is important is, first, that we should never intentionally terminate the life of a patient, either by action or omission, and second, that we may cease or omit treatment of a patient, knowing that this will result in death, only if the means of treatment involved are extraordinary.

The author's purpose in writing this passage is______

A．to air his opinions on Sullivan's fallacies.

B．to attack the traditional view on euthanasia.

C．to explain why his argument is relevant.

D．to draw a line between killing and letting die.

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Scholastic thinkers held a wide variety of doctrines in both philosophy and theology, the