西方思想經(jīng)典閱讀

前言

　　《西方思想經(jīng)典閱讀》選取自古希臘羅馬一直到二十世紀(jì)各個(gè)時(shí)期的經(jīng)典（英文）原著，力求從總體上勾勒出西方人文思想的發(fā)展脈絡(luò)，反映西方歷史文化的一個(gè)側(cè)面?！　∥鞣饺宋乃汲笔俏鞣轿拿鲾?shù)千年發(fā)展的積累，是西方文化的精華。學(xué)習(xí)西方文化思想典籍，閱讀西方宗教、政治、社會(huì)、經(jīng)濟(jì)、哲學(xué)、科學(xué)及人文思潮領(lǐng)域里有代表l生的著述，有助于學(xué)生從宏觀上了解和把握西方人文思潮的發(fā)展脈絡(luò)，提高對(duì)西方歷史文化的整體認(rèn)識(shí)，改善知識(shí)結(jié)構(gòu)，提高綜合素質(zhì)?！　∥鞣浇?jīng)典原著的文字比較艱澀，內(nèi)容比較生疏，這些文字和思想常常博大精深，涉及人類知識(shí)的多個(gè)方面。要和這些思想形成交流和對(duì)話，需要學(xué)習(xí)者具有一定的知識(shí)儲(chǔ)備，較好的知識(shí)結(jié)構(gòu)，還需要養(yǎng)成邏輯分析和歸納總結(jié)的習(xí)慣，逐步提高理解和領(lǐng)悟能力。　　為什么要用英語(yǔ)來(lái)閱讀這些原著?首先，本教材輯選的許多著作原本就是用英語(yǔ)寫(xiě)成；其次，歐洲思想一貫相互借鑒，大陸思潮對(duì)英美思想界產(chǎn)生過(guò)巨大的影響，反之亦然；用英語(yǔ)閱讀可以直接接觸原文，避免閱讀譯文可能會(huì)產(chǎn)生的誤解。另外，用英語(yǔ)初步把握這些思想的精要也可以提高文科研究生的人文素質(zhì)和專業(yè)素質(zhì)，提高跨文化交際的能力?！　榱思訌?qiáng)對(duì)西方思想的把握和理解，在學(xué)習(xí)西方思想的同時(shí)，本教材提供了相應(yīng)的中國(guó)人文背景，嘗試中西對(duì)比，對(duì)同一議題從不同視角進(jìn)行關(guān)照，培養(yǎng)在較高層次上使用雙語(yǔ)進(jìn)行文化溝通、思想交流的能力。這是本教材的一個(gè)特色：連接古今，打通中西，在跨時(shí)代、跨語(yǔ)境、跨文化、跨知識(shí)領(lǐng)域的環(huán)境下領(lǐng)會(huì)與把握中西文化的精髓，有如錢(qián)鐘書(shū)先生在《管錐編》“前言”中所說(shuō)：研習(xí)中西，貴在“打通”?！　”窘滩牡牧硪粋€(gè)特點(diǎn)是增加了大量的圖片。西方思想文字較為艱澀，內(nèi)容也常常很抽象，圖片則比較直觀，可以增加一些感性印象，或許有助于對(duì)思想的理解和接受。視覺(jué)反映對(duì)文字閱讀有直接的幫助，在哈佛大學(xué)圖書(shū)館翻閱愛(ài)米麗．狄金森的照片和詩(shī)歌手稿，和面對(duì)市面上出版的狄金森選讀，感覺(jué)是大不一樣的：除了能更加直接地了解詩(shī)人的成長(zhǎng)、揣摩詩(shī)歌的創(chuàng)作過(guò)程之外，感情上也能和她靠得更近。電腦時(shí)代，“手稿”和“手跡”之類的文獻(xiàn)越來(lái)越少見(jiàn)，但是“文”與“人”齊出，仍然不失為一種增加閱讀興趣、加深閱讀理解的做法?！　”窘滩奶峁┝吮M可能多的背景介紹和大量的中英文注釋，以幫助提高閱讀速度。這些單詞釋義、語(yǔ)言解釋和背景介紹只是為了方便理解，很多單詞釋義提供的只是最接近的字面意義，其確切的含義還需要讀者根據(jù)上下文進(jìn)行補(bǔ)充和修正。

內(nèi)容概要

西方人文思潮是西方文明數(shù)千年發(fā)展的積累，是西方文化的精華。學(xué)習(xí)西方思想文化典籍，閱讀西方宗教、政治、社會(huì)、經(jīng)濟(jì)、科學(xué)、哲學(xué)及人文思潮領(lǐng)域里有代表性的論著，有助于學(xué)生從宏觀上了解和把握西方人文思潮的發(fā)展脈絡(luò)，提高對(duì)西方歷史文化的整體認(rèn)識(shí)，改善知識(shí)結(jié)構(gòu)，提高綜合素質(zhì)。本書(shū)選取古希臘羅馬時(shí)期到二十世紀(jì)各個(gè)時(shí)期的經(jīng)典原著，力求從總體上勾勒出西方人文思想的發(fā)展脈絡(luò)，反映西方歷史文化的一個(gè)側(cè)面。在介紹西方思想的同時(shí)，本教材提供了相應(yīng)的中國(guó)人文背景，增加了大量圖片，提供盡可能多的背景介紹和大量的中英文注釋，以幫助提高閱讀速度。

書(shū)籍目錄

Unit t The Christian BiblePart One Warm-up ActivitiesPart Two Basic Readings　　Genesis　　Gospel According to MatthewPart Three Compare with China　　Chinese Creation StoriesPart Four Supplementary Reading　　How Is Religion Different from Science and Superstition?Unit 2 Greek & Roman Sages (1)Part One Warm-up ActivitiesPart Two Basic Readings　　Socrates: The Apology　　Plato: The RepublicPart Three Compare with China　　The "Axial Age"Part Four Supplementary Reading　　The Teacher as MidwifeUnit 3 Greek & Roman Sages (2)Part One Warm-up ActivitiesPart Two Basic Readings　　Aristotle: The Politics　　Cicero: On the LawsPart Three Compare with China　　Great Learning and the Mean Part Four Supplementary Reading　　Cicero Quotes Unit 4 Medieval Christian Church Fathers Part One Warm-up Activities Part Two Basic Readings 　　St. Augustine: The Enchiridion 　　St. Thomas Aquinas: Summa Contra Gentiles Part Three Compare with China　　Nee-Confucianism and Later Confucian Philosophy Part Four Supplementary Reading　　St. Thomas Aquinas Unit 5 Renaissance Adventurers Part One Warm-up Activities Part Two Basic Readings 　　Christopher Columbus: Journal and Letter 　　Nicolb Machiavelli: The Prince Part Three Compare with China　　Rise and Fall of 15th Century Chinese Seapower Part Four Supplementary Reading　　Criticism against and Hail for Columbus Unit 6 Religious Reformation Part One Warm-up Activities Part Two Basic Readings 　　Martin Luther: An Open Letter to the Christian Nobility of the German Nation Concerning the Reform of the Christian Estate 　　John Calvin: Institutes of the Christian Religion Part Three Compare with China　　Wang Yangming and Matteo Ricci's Progression to ChinaPart Four Supplementary Reading　　95 Theses by Martin LutherUnit 7 Modern Scientific Thinking (1)Part One Warm-up ActivitiesPart Two Basic Readings　　Francis Bacon: Novum Organum　　Rene Descartes: Discourse on MethodPart Three Compare with China　　Matteo Ricci: The Art of PrintingPart Four Supplementary Reading　　Calculating Machines in China and Europe in the 17th Century -- The Western ViewUnit 8 Modern Scientific Thinking (2)Part One Warm-up ActivitiesPart Two Basic Readings　　Galileo Galilei: Letter to the Grand Duchess Christina　　Isaac Newton: The Mathematical Principles of Natural Philosophy　　OpticsPart Three Compare with China　　Development of Science in Ancient ChinaPart Four Supplementary Reading　　Critical ThinkingUnit 9 Modern Political sciencePart One Warm-up ActivitiesPart Two Basic Readings　　Thomas Hobbes: Leviathan　　John Locke: Of Civil Government　Part Three Compare with China　　Locke Talking about China and the Chinese 　Part Four Supplementary Reading　　Political Controversies in 17th-Century England Unit 10 Chassical Liberalism　Part One Warm-up Activities 　Part Two Basic Readings 　　Adam Smith: An Inquiry into the Nature and Causes of the Wealth of Nations 　　John Stuart Mill: On Liberty 　Part Three Compare with China　　Western Images of China 　Part Four Supplementary Reading　　The Declaration of Independence 　　United Nations Universal Declaration of Human Rights (1948) Unit 11 Anti-Liberalism　Part One Warm-up Activities 　Part Two Basic Readings　　Jean-Jacques Rousseau: A Discourse on the Moral Effects of the Arts and Sciences 　　Friedrich Nietzsche: The Will to Power 　Part Three Compare with China　　From Western Liberalism to Asian Communitarianism 　Part Four Supplementary Reading　　Edmund Burke: Reflections on the Revolution in France Unit i2 EvolutionistsPart One Warm-up Activities Part Two Basic Readings 　　Thomas Malthus: An Essay on the Principle of Population　　Charles Darwin: The Origin of Species (1859) 　　The Descent of Man Part Three Compare with China　　Warning Voice of Social Darwinism in Early 20th-Century　　China Part Four Supplementary Reading　　Autobiography of Charles Darwin Unit 13 Socialism and CommunismPart One Warm-up Activities Part Two Basic Readings 　　Karl Marx and Friedrich Engels: Manifesto of the Communist Party 　　Eduard Bernstein: Evolutionary Socialism Part Three Compare with China　　Karl Marx on China Part Four Supplementary Reading　　Lenin: Marxism and Revisionism Unlt 4 Early 20th Century: Man &SocietyPart One Warm-up ActivitiesPart Two Basic Readings 　　Sigmund Freud: An Outline of Psychoanalysis 　　John Dewey: Liberalism and Social ActionPart Three Compare with China　　Early Education in China Part Four Supplementary Reading　　Freud on the Couch Unit 15 Science & ReligionPart One Warm-up Activities Part Two Basic Readings 　　Bertrand Russell: A Free Man's Worship 　　Alfred North Whitehead: Science and the Modern World (1925) Part Three Compare with China　　Bertrand Russell: Chinese and Western Civilization ContrastedPart Four Supplementary Reading　　Alfred North Whitehead on EducationUnit 16 Man & Woman: Modern ExistencePart One Warm-up ActivitiesPart Two Basic Readings　　Jean-Paul Sartre: Existentialism　　Simone de Beauvoir: The Second SexPart Three Compare with China　　The First Glimpses of ChinaPart Four Supplementary Reading　　Existentialism

章節(jié)摘錄

　　In the beginning God created the heaven and the earth. And the earth was without form, and void; and darkness was upon the face of the deep. And the Spirit of God moved upon the face of the waters. And God said, "Let there be light": and there was light. And God saw the light, that it was good: and God divided the light from the darkness. And God called the light Day, and the darkness he called Night. And the evening and the morning were the first day.1　　And God said, "Let there be a firmament (天空) in the midst of the waters, and let it divide the waters from the waters." And God made the firmament, and divided the waters which were under the firmament from the waters which were above the firmament: and it was so. And God called the firmament Heaven. And the evening and the morning were the second day.　　And God said, "Let the waters under the heaven be gathered together unto one place, and let the dry land appear": and it was so. And God called the dry land Earth; and the gathering together of the waters called he Seas: and God saw that it was good. And God said, "Let the earth bring forth grass, the herb yielding seed (結(jié)果的植物), and the fruit tree yielding fruit after his kind, whose2 seed is in itself, upon the earth": and it was so. And the earth brought forth grass, and herb yielding seed after his kind, and the tree yielding fruit, whose seed was in itself, after his kind: and God saw that it was good. And the evening and the morning were the third day.

編輯推薦

　　“新編研究生英語(yǔ)系列教材”是外教社組織國(guó)內(nèi)10余所重點(diǎn)高校的專家、教授，在廣泛的市場(chǎng)調(diào)研和對(duì)當(dāng)前研究生英語(yǔ)教學(xué)實(shí)際情況進(jìn)行詳細(xì)分析的基礎(chǔ)上，傾力打造而成，以滿足新時(shí)期人才培養(yǎng)的需要，和多樣化、個(gè)性化的學(xué)習(xí)需求。　　遵循分類指導(dǎo)和因材施教的原則：《基礎(chǔ)綜合英語(yǔ)》和《學(xué)術(shù)綜合英語(yǔ)》分別針對(duì)起點(diǎn)不同的學(xué)習(xí)者設(shè)計(jì)，以幫助學(xué)生打好扎實(shí)的語(yǔ)言基本功，并順利過(guò)渡到學(xué)術(shù)英語(yǔ)的學(xué)習(xí)中；多樣化的“選修課”可讓學(xué)生根據(jù)自己的專業(yè)特點(diǎn)、興趣愛(ài)好和時(shí)間安排，自由選擇相關(guān)課程，全面培養(yǎng)研究生的英語(yǔ)實(shí)際應(yīng)用能力?！　〈龠M(jìn)語(yǔ)言能力和文化素質(zhì)的同步提升：強(qiáng)調(diào)以學(xué)習(xí)者為主體，注重對(duì)學(xué)生自主學(xué)習(xí)能力的培養(yǎng)，教材體系在幫助學(xué)習(xí)者提高語(yǔ)言能力的同時(shí)，亦可全面提高其人文素養(yǎng)和跨文化交際能力。　　立體化的教材編寫(xiě)模式：綜合教程配套助學(xué)光盤(pán)和電子教案，可以為學(xué)習(xí)者提供自主學(xué)習(xí)的幫助，為教師提供立體化教學(xué)的支撐，更能適應(yīng)現(xiàn)今研究生英語(yǔ)教學(xué)的需要。

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