2011年英语一 段落排序

段落 A

No disciplines have seized on professionalism with as much enthusiasm as the humanities. You can, Mr. Menand points out, become a lawyer in three years and a medical doctor in four. But the regular time it takes to get a doctoral degree in the humanities is nine years. Not surprisingly, up to half of all doctoral students in English drop out before getting their degrees.

没有哪个学科像人文学科那样热衷于职业化。Menand先生指出，你可以用三年时间成为律师，用四年时间成为医生。但在人文学科获得博士学位的常规时间是九年。毫不奇怪，多达一半的英语专业博士生在获得学位之前就退学了。

段落 B

His concern is mainly with the humanities: literature, languages, philosophy and so on. These are disciplines that are going out of style: 22% of American college graduates now major in business compared with only 2% in history and 4% in English. However, many leading American universities want their undergraduates to have a grounding in the basic canon of ideas that every educated person should possess. But most find it difficult to agree on what a "general education" should look like. At Harvard, Mr. Menand notes, "the great books are read because they have been read" – they form a sort of social glue.

他主要关注的是人文学科：文学、语言、哲学等等。这些学科正在过时：现在22%的美国大学毕业生主修商科，而只有2%主修历史，4%主修英语。然而，许多美国顶尖大学希望其本科生在每个受过教育的人都应具备的基本思想经典中打下基础。但大多数学校发现很难就"通识教育"应该是什么样子达成一致。Menand先生指出，在哈佛，"伟大著作之所以被阅读是因为它们一直被阅读"——它们形成了某种社会粘合剂。

段落 C

Equally unsurprisingly, only about half end up with professorships for which they entered graduate school. There are simply too few posts. This is partly because universities continue to produce ever more PhDs. But fewer students want to study humanities subjects: English departments awarded more bachelor's degrees in 1970-71 than they did 20 years later. Fewer students require fewer teachers. So, at the end of a decade of thesis-writing, many humanities students leave the profession to do something for which they have not been trained.

同样毫不奇怪的是，只有大约一半的人最终获得了他们进入研究生院时所追求的教授职位。教职岗位实在太少了。这部分是因为大学继续培养越来越多的博士。但想学习人文学科的学生越来越少：英语系在1970-71年授予的学士学位比20年后还要多。学生减少意味着需要的教师也减少。因此，在十年的论文写作结束时，许多人文学科学生离开了这个行业，去做他们未曾受过训练的工作。

段落 D

One reason why it is hard to design and teach such courses is that they cut across the insistence by top American universities that liberal-arts education and professional education should be kept separate, taught in different schools. Many students experience both varieties. Although more than half of Harvard undergraduates end up in law, medicine or business, future doctors and lawyers must study a non-specialist liberal-arts degree before embarking on a professional qualification.

设计和教授这类课程困难的一个原因是，它们与美国顶尖大学的坚持相冲突，即文科教育和职业教育应该分开，在不同的学院教授。许多学生经历了这两种教育。虽然超过一半的哈佛本科生最终进入法律、医学或商业领域,但未来的医生和律师必须先学习非专业的文科学位,然后才能开始攻读职业资格。

段落 E

Besides professionalising the professions by this separation, top American universities have professionalised the professor. The growth in public money for academic research has speeded the process: federal research grants rose fourfold between 1960 and 1990, but faculty teaching hours fell by half as research took its toll. Professionalism has turned the acquisition of a doctoral degree into a prerequisite for a successful academic career: as late as 1969 a third of American professors did not possess one. But the key idea behind professionalisation, argues Mr. Menand, is that "the knowledge and skills needed for a particular specialisation are transmissible but not transferable." So disciplines acquire a monopoly not just over the production of knowledge, but also over the production of the producers of knowledge.

除了通过这种分离使各专业职业化之外,美国顶尖大学还使教授职业化了。用于学术研究的公共资金增长加速了这一进程:1960年至1990年间,联邦研究拨款增长了四倍,但教师授课时间减少了一半,因为研究占用了时间。职业化使获得博士学位成为成功学术生涯的先决条件:直到1969年,还有三分之一的美国教授没有博士学位。但Menand先生认为,职业化背后的关键理念是"特定专业所需的知识和技能是可传授的,但不可转移的。"因此,各学科不仅垄断了知识的生产,还垄断了知识生产者的生产。

段落 F

The key to reforming higher education, concludes Mr. Menand, is to alter the way in which "the producers of knowledge are produced". Otherwise, academics will continue to think dangerously alike, increasingly detached from the societies which they study, investigate and criticise. "Academic inquiry, at least in some fields, may need to become less exclusionary and more holistic." Yet quite how that happens, Mr. Menand does not say.

Menand先生总结说,改革高等教育的关键是改变"知识生产者的生产方式"。否则,学者们将继续危险地保持相似思维,越来越脱离他们所研究、调查和批评的社会。"学术探究,至少在某些领域,可能需要变得不那么排他性而更具整体性。"然而Menand先生并没有说明这究竟如何实现。

段落 G

The subtle and intelligent little book The Marketplace of Ideas: Reform and Resistance in the American University should be read by every student thinking of applying to take a doctoral degree. They may then decide to go elsewhere. For something curious has been happening in American universities, and Louis Menand, a professor of English at Harvard University, captured it skillfully.

每一个考虑申请攻读博士学位的学生都应该阅读这本精妙而睿智的小书《思想的市场:美国大学的改革与抵制》。他们或许会决定去别处。因为美国大学里一直在发生一些奇特的事情,哈佛大学英语教授Louis Menand巧妙地捕捉到了这一点。