新標準大學英語2課文翻譯

1.1Collegejustisn'tspecialanymore1"Ifyoucanrememberanythingaboutthe1960s,youweren'treallythere,"sothesayinggoes.Itmaybetrueforthosewhospenttheircollegeyearsinahazeofmarijuanasmoke.Butthereisonethingeveryoneremembersaboutthe1960s:Goingtocollegewasthemostexcitingandstimulatingexperienceofyourlife.2Inthe1960s,California'scollegesanduniversitieshadtransformedthestateintotheworld'sseventhlargesteconomy.However,Berkeley,theUniversityofCalifornia'smaincampus,wasalsowell-knownforitsstudentdemonstrationsandstrikes,anditsatmosphereofpoliticalradicalism.WhenRonaldReaganranforofficeasgovernorofCaliforniain1966,heaskedifCalifornianswouldallow"agreatuniversitytobebroughttoitskneesbyanoisy,dissidentminority".Theliberalsrepliedthatitwastheabilitytotoleratenoisy,dissidentminoritieswhichmadeuniversitiesgreat.3OnuniversitycampusesinEurope,masssocialistorcommunistmovementsgaverisetoincreasinglyviolentclashesbetweentheestablishmentandthecollegestudents,withtheirnewandpassionatecommitmenttofreedomandjustice.MuchoftheprotestwasabouttheVietnamWar.ButinFrance,thestudentsoftheSorbonneinParismanagedtoformanalliancewiththetradeunionsandtolaunchageneralstrike,whichultimatelybroughtabouttheresignationofPresidentdeGaulle.4Itwasn'tjusttheactivismthatcharacterizedstudentlifeinthe1960s.Everywhere,goingtocollegemeantyourfirsttasteofrealfreedom,oflatenightsinthedormorintheJuniorCommonRoom,discussingthemeaningoflife.Youusedtohavetogotocollegetoreadyourfirstforbiddenbook,seeyourfirstindiefilm,orfindsomeonewhosharedyourpassionforJimiHendrixorLennyBruce.Itwasamomentofunimaginablefreedom,themostliberatinginyourlife.5Butwhere'sthepassiontoday?What'sthematterwithcollege?Thesedayspolitical,socialandcreativeawakeningseemstohappennotbecauseofcollege,butinspiteofit.Ofcourse,it'struethathighereducationisstillimportant.Forexample,intheUK,PrimeMinisterBlairwasclosetoachievinghisaimofgetting50percentofallunderthirtiesintocollegeby2010(eventhoughacynicwouldsaythatthiswastokeepthemofftheunemploymentstatistics).Yetcollegeeducationisnolongeratopicofgreatnationalimportance.Today,collegeisseenasakindofsmalltownfromwhichpeoplearekeentoescape.Somepeopledropout,butthemostapatheticstaythecoursebecauseit'stoomuchefforttoleave.6Insteadoftheheadyatmosphereoffreedomwhichstudentsinthe1960sdiscovered,studentstodayaremuchmoreserious.TheBritishCouncilhasrecentlydoneresearchintothefactorswhichhelpinternationalstudentsdecidewheretostudy.Indescendingordertheseare:qualityofcourses,employabilityprospects,affordability,personalsecurityissues,lifestyle,andaccessibility.Collegehasbecomeameanstoanend,anopportunitytoincreaseone'schancesontheemploymentmarket,andnotanendinitself,whichgivesyouthechancetoimagine,justforashortwhile,thatyoucanchangetheworld.7Thegapbetweenchildhoodandcollegehasshrunk,andsohasthegapbetweencollegeandtherealworld.Oneofthereasonsmaybefinancial.Inanuncertainworld,manychildrenrelyontheirparents'supportmuchlongerthantheyusedto.Studentsleavinguniversityinthe21stcenturysimplycannotaffordtosetuptheirownhomebecauseit'stooexpensive.Anotherpossiblereasonisthecommunicationsrevolution.Gonearethedayswhenasonordaughterranghomeonceortwiceaterm.Todaystudentsareumbilicallylinkedtotheirparentsbytheircellphones.Andasforfindinglike-mindedfriendstoshareapassionforobscureliteratureormusic,well,wehavetheInternetandchatroomstohelpusdothat.8"Blisswasitinthatdawntobealive,9Buttobeyoungwasveryheaven!"10WordsworthmayhavewrittentheselinesabouttheFrenchRevolution,buttheywerealsotrueforthestudentsofthe1960s.Sowhyaren'ttheytrueforthestudentsoftoday?大學已經不再特別了有這么一種說法：―要是你能記得20世紀60年代的任何事情，你就沒有真正經歷‖對于在大麻煙霧中度過大學時光的那些人，這話可能是真的。但是，20世紀60年代有一件事人人都記得，那就是：上大學是你一生中最激動人心過那段歲月。、最刺激的經歷。20世紀60年代，加州的高校把本州變成了世界第七大經濟實體。然而，加州大學的主校園伯克利分校也以學生示威、罷課以及激進的政治氛圍而著名。1966年，他問加州是否允許―一所偉大的大學、唱反調的少數(shù)‖自由派人士回答說，大學之所以偉大正是因為它們有能力容忍喧鬧的、唱反羅納德?里根競選加州州長，被喧鬧的人征服。調的少數(shù)人。在歐洲的大學校園里，大學生以新的姿態(tài)和激情投入到爭取自由和正義的事業(yè)中去，大規(guī)模的社會主義或共產主義運動引發(fā)了他們與當權者之間日益升級的暴力沖突。許多抗議是針對越南戰(zhàn)爭的?？墒窃诜▏?，巴黎大學的學生與工會聯(lián)盟，發(fā)動了一場大罷工，最終導致戴高樂總統(tǒng)辭職。20世紀60年代大學生活的特點并不僅僅是激進的行動。不論在什么地方，上大學都意味著你初次品嘗真正自由的滋味，初次品嘗深更半夜在宿舍或學生活動室里討論人生意義的滋味。你往往得上了大學才能閱讀你的第一本禁書，看你的第一部獨立影人電影，或者找到和你一樣癡迷吉米?亨德里克斯或蘭尼?布魯斯的志同道合者。那是一段難以想象的自由時光，你一生中最無拘無束的時光?？扇缃癫皇菓{借大學的助力，而是沖破其阻力才發(fā)生的。當然，一點不假，高等教育仍然重要。例如，在英國，布萊爾首相幾乎實現(xiàn)了到2010年讓50％的30歲以下的人上大學那份激情哪兒去了？大學怎么了？現(xiàn)在，政治、社會和創(chuàng)造意識的覺醒似乎的目標（即使憤世嫉俗的人會說，這是要把他們排除在失業(yè)統(tǒng)計數(shù)據(jù)之外）。不過，大學教育已不再是全民重視的話題了。如今，大學被視為人們急于逃離的一種小城鎮(zhèn)。有些人輟學，但大多數(shù)已經有些麻木，還是堅持混到畢業(yè)，因為離開學校實在是太費事了。沒有了20世紀60年代大學生所發(fā)現(xiàn)的令人頭腦發(fā)熱的自由氣氛，如今的大學生要嚴肅得多。英國文化協(xié)會最近做了一項調查，研究外國留學生在決定上哪所大學時所考慮的因素。這些因素從高到低依次是：課程質量、就業(yè)前景、學費負擔、人身安全問題、生活方式，以及各種便利。大學已變成實現(xiàn)目的的手段，是在就業(yè)市場上增加就業(yè)幾率的一個機會，上大學本身不再是目的，不再是給你提供一個機會，讓你暫時想象一下：你能夠改變世界。童年與大學之間的距離已縮小了，大學與現(xiàn)實世界之間的距離也縮小了。其中一個原因可能和經濟有關。在一個沒有保障的世界里，現(xiàn)在的許多孩子依賴父母資助的時間比以前的孩子更長。21世紀的學生大學畢業(yè)后根本無法自立門戶，因為那太昂貴了。另一個可能的原因是通訊革命。兒子或女兒每學期往家里打一兩回電話的日子的一去不復返了。如今，大學生通過手機與父母保持著臍帶式聯(lián)系。至于尋找癡迷無名文學或音樂的同道好友，沒問題，我們有互聯(lián)網(wǎng)和聊天室來幫助我們做到這一點。―幸福啊，活在那個黎明之中，年輕更是如進天堂！‖華茲華斯的詩句說的可能是法國大革命，但是對于20世紀60年代的大學生而言，這樣的詩句同樣真實生動?？墒菫槭裁磳τ谌缃竦拇髮W生來說，它們就不真實了呢？Languagepoints1."Ifyoucanrememberanythingaboutthe1960s,youweren'treallythere"…(Para1)Thissayingmakesajokingcommentabouttheseyears:ThiswasatimeintheWestwhenmanyyoungpeopletookdrugs(likecocaine,marijuanaandLSD),sotheywerethereanddidn'treallyremembermuchofwhathappened(becauseofthedrugs,theywere"inahazeofmarijuanasmoke").Ifsomeonedoesremember,theyweren'treallythere—theymusthavebeensomewhereelse,withoutdrugs.2.Inthe1960s,California'scollegesanduniversitieshadtransformedthestateintotheworld'sseventhlargesteconomy.(Para2)TheUniversityofCaliforniaseesitselfasthelinkbetweeneducationandtheeconomyinCaliforniaandhasbeenrecognizedasaverysignificantfactorformanyyears.TheCalifornianeconomyincludesHollywood(entertainment),LosAngeles(tourism),theCentralValley(agriculture:Californiaistheworld'sfifthlargestsupplieroffoodandagriculturalproducts),SiliconValley(computers,hightechnology)andwineproduction.Differenttables(2002–2008)putCaliforniaasbetweentheworld'sseventhtotenthlargesteconomies,roughlythatofSpainorItaly.Thisstateisresponsiblefor13%oftheUS'grossdomesticproduct(GDP)butitexperiencedasevereeconomicdownturnin2008.Still,industryandmanufacturingrelatedtoInternetactivitieshavebeendevelopingtobalanceagriculturaloutput.3.Todaystudentsareumbilicallylinkedtotheirparents…(Para7)Simplyitmeansstudentsarecloselyandtightlylinkedtotheirparents.4.obscureliteratureormusic(Para7)Theseareworkswhicharenotwell–knownorhardlyknown,andperhapsdifficulttounderstand.Thewriterissayingthatinthe1960sstudentswenttocollegetofindfriendswithsimilarinterests,tastesoropinionstodiscusssuchworks,butnowinthecommunicationsrevolutionsuchdiscussionscanbeheldelectronically.5."Blisswasitinthatdawntobealive,Buttobeyoungwasveryheaven!"(Paras8–9)ThemajorEnglishromanticpoet,WilliamWordsworth(1770–1850)wrotethesewordsabouttheearlydays(the"dawn")oftheFrenchRevolution.HehadlivedinFranceandwasimpressedbytheRevolutionbutonhisreturntoEnglandhefoundthatmanypeoplewhohadsupporteditchangedtheirmindswhentheysawthemassacres(killings)thathappenedlater.Thesewordstrytocatchthespiritoftheenthusiasts:Itwascompletehappiness("bliss")tobealiveintheRevolution,buttobeyoungwasevenbetter.Itwasperfect,likeinparadise("veryheaven").Thepost-everythinggenerationFrankThomasisasophomoreatPrinceton,majoringinliterarytheory.Hehopestobecomeahumanrightslawyer.1IneverhopedtounderstandthenatureofmygenerationorhowAmericancollegesarechangingbygoingtoLitTheoryclasses.Thisistheclasswhereyoulookcool,abitsleepyfromtoomanylatenightsandwearingaT-shirtwithsomeironiccommentsuchas"Beenthere,donethatandyes,thisIStheT-shirt".That'showIspentmytimeonthecourse,strugglingthroughdifficultsubjectslikegendertheoryandpost-colonialism,andatthesametimecheckingmyiPodforsomethinggoodtolistento.ButwhenIstartedtostudypostmodernism,somethingclickedandmademesitupandtakeafreshlookatcollegelife.2Sowhatispostmodernism?Hardtosay,almostbydefinitionitcan'tbedefined...it'sjustkindofnegativeandagainsteverythingthatcamebeforeit.Andthatmakesitdifficulttoseewhatitis.Thetermwasfirstusedin1949,butnoonehasyetdecidedwhatpostmodernattitudesmeanforthefutureofcultureorsociety.Yetforme,itmademecurious,because"postmodern"seemedtodescribemycool,sleepyandironic,T-shirtwearingfriends.3We're"post"insomanyways,post-ColdWar,post-industrial,post-babyboom,post-9/11.We'reagenerationthatcomesfromwhathasbeencalledtheshortcentury(1914—1989),attheendofacenturyofwarandrevolutionwhichchangedcivilizations,overthrewrepressivegovernments,andleftuswithextraordinaryopportunitiesandprivilege,morethananygenerationbefore.4Andyetwhatdowedo?Dowerevoltandrebel,likeallstudentsofgenerationsbefore?Dowetaketothestreetsandchant,"We'renotleavinguntilweseechange"?No,wedotheopposite,wegotowar,andwedon'taskwhy,wegiveupourcivilliberties,andwewatchdeathanddestructionontheeveningnewseveryday.5Atcollege,wesignpetitions,joinorganizations,signupformailinglists,wearourLiveStrongbracelets,andwatchLiveAidandLiveEarthonthetelevision—gototheconcertseven,ifwecangetthetickets.Butwhatdowestandfor?Likeatruepostmoderngeneration,wehavenowaytodescribeourpoliticalcommitment,wehavenoinspirationalcharacters,wehavenophilosophy,wehavenodirectionortheme.We'reonlydefinedbywhatcamebeforeus,we'rethegenerationoftheCheGuevaraT-shirt.6It'samovementwhichappearstoencourageindividualstoassertthemselvescollectively.Itseemstobewaitingfortherevolution.Andasyoungpeople,we'reexpectedtobeangrybecausethat'swhatyoungpeopledo.7Buthowdowerebelagainstourparents'generationwhichisnostalgicforrevolution?Howdowerebelagainstparentswhosometimeswantrevolutionmorethanwedo?Wedon't.Werebelbynotrebelling.8Therealenergyisnotonthecampus,it'sontheInternet.Itprovidesuswithadevelopingopportunitytocommunicateideasandfrustrations.Wedon'tdodemonstrationsanymore,wegotochatrooms,insteadofgoingontothestreets.9TheAmericancollegeasweusedtoknowitiscomingtoanend.Tomygeneration,radicalismisassociatedwithal-Qaeda,nottheWeathermen."Campustakeover"soundslesslikeBerkeley1968,morelikeVirginiaTech2007.Theresonanceofthewordsbelongstoanothereraanddoesn'treflecttherealitiesoftoday.10Butthetechnologicalrevolutionisjustasrealandjustasprofoundastherevolutionofthe1960s—it'sjustnotasobvious.It'sworkinprogress,butit'sthere.Perhapswhenourparentsstoppointingouteverythingtheywereandeverythingwe'renot,maybethey'llseethatthepost-everythinggenerationisspeakingalanguagewhichmakessense.We'rewritingtherevolution,andwe'reusingourownwordstodoso.1.2后一切的一代弗蘭克?托馬斯是普林斯頓大學二年級學生，主修文學理論專業(yè)。他希望當人權律師。我從沒指望通過上文學理論課來了解我這一代人的特征，或了解美國大學在如何變件T恤衫，這就是那件T恤衫‖或諸如此類帶有揶揄意味的殖民主義這樣艱當我開始學后習現(xiàn)代主時候，我突然咔嗒一聲開了竅。我提起精神，開始重新審視大學生活?；＿@門課是讓你在課堂上扮酷的——帶著一絲熬夜太多的困勁兒，穿著一上面印著―去過那兒，俏皮話。我是邊用我的iPod檢索著好聽的音樂。可是干過那事兒，對，這樣在課上消磨時間的：一邊費力地聽著性別理論和后深的話題，一義的那么，什么是后現(xiàn)代主義呢？很難說，從定義角度來說，后現(xiàn)代主義幾乎是無法定義的……就是有點兒否定和反對先前的一切的意思。這就讓人很難看清它究竟指的是什么。這一術語于1949年被首次使用，可是迄今為止還沒有人能斷定，對于文化或社會的未來，后現(xiàn)代態(tài)度究竟意味著什么。但對我來說，它令我感到好奇，因為后現(xiàn)代似乎說的正是我那些酷勁十足、困兮兮的和冷嘲熱諷、穿T恤衫的朋友們。我們在很多方面都是―后‖的：后冷戰(zhàn)、后工業(yè)時代、后生育高峰、后9.11。我們自所謂的短世紀（1914-1989），它改變了人們留下了非同尋的常機會和特權。我們所得機會與特權比從前任何一代人都要多。這一代人來生于其后期。這個世紀充滿了戰(zhàn)爭和革命，類文明，推翻了強權政府，給我到的可是我們在干什么呢？像歷代大學生那樣去造反、叛逆嗎？在街上一遍又一遍地高喊―不看到變化，我們決不離開‖嗎？不，我們做著相反的事情：我們去參戰(zhàn)，根本不問；我們放棄自己的公民自由權；我們每天在晚間新聞中觀看破壞和死亡。為什么在大學里，我們在請愿書上簽名，加入各種組織，把自己的名字添加到各種郵件通訊錄中，戴為癌癥研究義捐的標志腕帶，觀看電視轉播的為非洲饑民募捐明星義演音樂會和為全球氣候危機募捐明星義演音樂會——甚至去音樂會現(xiàn)場，假如能搞到票的話。表什么呢？就像真正的后現(xiàn)代一代那樣，我們無法描述我們的政治抱負，我們沒有可以激發(fā)靈感、鼓舞斗志的領袖人物，我們沒有哲學，我方向或主題。我們只是被我們之前的一切所定義，我穿切?格瓦拉T恤衫的一代?？墒俏覀兇鷤儧]有們是這是一場運動，好像是鼓勵個人集體地表現(xiàn)自我，似乎是在等待革命。作為年輕輕人的正常行為。人，人們期待我們憤怒，因為那是年但是，我們如何反叛懷念革命的父母一代？我們如何去反叛有時候比我們更想鬧革命的父母？我們不反叛。不反叛就是我們的反叛。我們真正的精力不是放在校園里，而是放在互聯(lián)網(wǎng)上。它給我們提供了一個不斷發(fā)展的交流思想和受挫感的機會。我們不再游行示威；我們不再到街上去，我們去聊天室。我們以往所知的美國大學即將終結。對我這一代人來說，地‖組織，而不是―氣象員‖組織。―校園接管‖聽起來不大像1968年的伯克利分校，更像2007年的弗吉尼亞州理工學院。歌詞的寓意則屬于另一個時代，并不反映當今的現(xiàn)實。與激進主義相關的是―基可是，科技革命就像20世紀60年代的已。它是正在推進中的未完成的事業(yè)，但它實實在在地存在。也許等到我再說他們樣樣都好而我們一無是處時，他們或許會明白，后一切的一代說的話也有一定義。我們在書寫革命，我自己的語言書寫革命。革命一樣真實而深刻——只是不那么明顯而們的父母不的意們在用Languagepoints1.Thepost-everythinggeneration(Title)Post-isaprefixmeaning"afterorlaterthan".Forexample,post-ColdWarreferstotheperiodaftertheunfriendlyrelationsthatexistedbetweenthethenSovietUnionandtheUnitedStates(1945–1990).Expressionsformedwiththeprefixinthepassageinclude:post-colonialism,postmodern,postmodernism,post-industrial,post-babyboom,post-9/11.Anironyinthetitle,Thepost-everythinggeneration,isthatitmeansafterallthese"posts":post-post.2."Beenthere,donethatandyes,thisIStheT-shirt."(Para1)ThisisacommentonT-shirtcultureamongstudents:ManystudentswearT-shirtswithwordsorslogansasawaytoproclaimwheretheyhavebeen(placeslikeLondon,theAmazonRainforestortheNorthPole)orthingsthattheyhavedone(achievementslike"IfinishedtheLondonMarathon"or"IclimbedtheGreatWall").However,thisonemakesanironiccommentonsuchslogans,with"Beenthere"(somewhere,anywhereoreverywhere),"Donethat"(donesomething,anythingoreverything),"andyes"(believeitornot,butIcanconfirmit),"thisIStheT-shirt"(capitalstoemphasizethatthisreallyistheT-shirtsouvenir).3.…somethingclicked…(Para1)Ifsomethingclicks,itmeansthatyousuddenlyunderstandit.4.…whathasbeencalledtheshortcentury(1914–1989)…(Para3)ThisisareferencetotheBritishMarxisthistorianEricHobsbawm'sbook,TheAgeofExtremes(1994)whichdescribestheyears1914–1989as"theshortcentury"(1798–1914was"thelongnineteenthcentury").Theshort20thcenturyinthisanalysisincludestheFirstWorldWar,theRussianRevolution,theGreatDepressionandthecollapseoftheinternationaleconomy,theSecondWorldWar,theperiodofdecolonization,andtheColdWar.5.…we'rethegenerationoftheCheGuevaraT-shirt.(Para5)TheCheGuevaraT-shirtcamefromaphototakenin1960byAlbertoKorbainCuba.Hecalledthephoto"Aheroicfighter,angryandsad".ThiswasredesignedforaposterbyJimFitzpatrickinthelate1960sandthenmadeintoaT-shirtdesign.KorbaandFitzpatrickdeliberatelydidnotcopyrighttheirworkbecausetheywantedtheimagetospreadeasilyinatimeofrebellionandrevolution.TheCheGuevaraT-shirtimagewaspopularbecausemanypeoplewantedchangeanditwasvariouslyinterpreted:fromanticapitalisttoanti-war,fromarmedstruggleandindigenousrevolutiontoanti-globalization.6."Campustakeover"soundslesslikeBerkeley1968…(Para9)In1968studentsinanumberofuniversitycampusesintheUSdemonstratedagainstracismandtheVietnamWar.Theywantedtofindapublicvoicethroughparticipation,sotheyprotestedinnon-violentwaysthrough"walk-outs"(leavingclasses),"sit-ins"(sittinginbuildingsandrefusingtoleave),and"take-overs"(occupyingbuildingsfordays).Policeeventuallyremovedthestudents,insomecaseswithviolence.The"take-overs"shockedmanyAmericansandledtosomesocialchanges.7.It'sworkinprogress,butit'sthere.(Para10)Workinprogressmeansthatsomethingisdevelopingormovingforwardbutitisnotfinishedorcompletedyet.Hereitmeanstechnologicalrevolutionisindeedinprogress.8.Perhapswhenourparentsstoppointingouteverythingtheywereandeverythingwe'renot…(Para10)Thewriterbelievesthatthepreviousgenerationofhisparentswhowerestudentsinthelate1960sor1970skeeppointingoutwhattheywereintheirtimecontrastedwithwhatthepresentgenerationisnot.Thatis,theparentswerecommittedtorevolutionorchangewhiletheirchildrenarenot.2.1Howempathyunfolds1ThemomentHope,justninemonthsold,sawanotherbabyfall,tearswelledupinherowneyesandshecrawledofftobecomfortedbyhermother,asthoughitwereshewhohadbeenhurt.And15-month-oldMichaelwenttogethisownteddybearforhiscryingfriendPaul;whenPaulkeptcrying,MichaelretrievedPaul'ssecurityblanketforhim.Boththesesmallactsofsympathyandcaringwereobservedbymotherstrainedtorecordsuchincidentsofempathyinaction.Theresultsofthestudysuggestthattherootsofempathycanbetracedtoinfancy.Virtuallyfromthedaytheyareborninfantsareupsetwhentheyhearanotherinfantcrying—aresponsesomeseeastheearliestprecursorofempathy.2Developmentalpsychologistshavefoundthatinfantsfeelsympatheticdistressevenbeforetheyfullyrealizethattheyexistapartfromotherpeople.Evenafewmonthsafterbirth,infantsreacttoadisturbanceinthosearoundthemasthoughitweretheirown,cryingwhentheyseeanotherchild'stears.Byoneyearorso,theystarttorealizethemiseryisnottheirownbutsomeoneelse's,thoughtheystillseemconfusedoverwhattodoaboutit.InresearchbyMartinL.HoffmanatNewYorkUniversity,forexample,aone-year-oldbroughthisownmotherovertocomfortacryingfriend,ignoringthefriend'smother,whowasalsointheroom.Thisconfusionisseentoowhenone-year-oldsimitatethedistressofsomeoneelse,possiblytobettercomprehendwhattheyarefeeling;forexample,ifanotherbabyhurtsherfingers,aone-year-oldmightputherownfingersinhermouthtoseeifshehurts,too.Onseeinghismothercry,onebabywipedhisowneyes,thoughtheyhadnotears.3Suchmotormimicry,asitiscalled,istheoriginaltechnicalsenseofthewordempathyasitwasfirstusedinthe1920sbyE.B.Titchener,anAmericanpsychologist.Titchener'stheorywasthatempathystemmedfromasortofphysicalimitationofthedistressofanother,whichthenevokesthesamefeelingsinoneself.Hesoughtawordthatwouldbedistinctfromsympathy,whichcanbefeltforthegeneralplightofanotherwithnosharingwhateverofwhatthatotherpersonisfeeling.4Motormimicryfadesfromtoddlers'repertoireataroundtwoandahalfyears,atwhichpointtheyrealizethatsomeoneelse'spainisdifferentfromtheirown,andarebetterabletocomfortthem.Atypicalincident,fromamother'sdiary:5Aneighbor'sbabycriesandJennyapproachesandtriestogivehimsomecookies.Shefollowshimaroundandbeginstowhimpertoherself.Shethentriestostrokehishair,buthepullsaway.Hecalmsdown,butJennystilllooksworried.Shecontinuestobringhimtoysandtopathisheadandshoulders.6Atthispointintheirdevelopmenttoddlersbegintodivergefromoneanotherintheiroverallsensitivitytootherpeople'semotionalupsets,withsome,likeJenny,keenlyawareandotherstuningout.AseriesofstudiesbyMarianRadke-YarrowandCarolynZahn-WaxlerattheNationalInstituteofMentalHealthshowedthatalargepartofthisdifferenceinempathicconcernhadtodowithhowparentsdisciplinedtheirchildren.Children,theyfound,weremoreempathicwhenthedisciplineincludedcallingstrongattentiontothedistresstheirmisbehaviorcausedsomeoneelse:"Lookhowsadyou'vemadeherfeel"insteadof"Thatwasnaughty".Theyfoundtoothatchildren'sempathyisalsoshapedbyseeinghowothersreactwhensomeoneelseisdistressed;byimitatingwhattheysee,childrendeveloparepertoireofempathicresponse,especiallyinhelpingotherpeoplewhoaredistressed.同感是怎樣表露的霍普才九個月大，一見到另一個嬰兒摔倒，淚水就涌了出來。她爬到媽媽身邊尋求安慰，就好像是她自己摔疼了。15個月大的邁克爾去把自己的玩具熊拿來給正在大哭的朋友保羅；保羅不停地大邁克爾替保羅撿回他的安樂毯。這些小小的表哭的時候，示同情和關愛的舉動都是接受過記錄同感行為訓練的母親們觀察到的。這項研究的人的嬰兒期。實際上，從出生的那天起，嬰兒在聽到時候就會感到不安——有些人認為結果表明，同感的根源可以追溯到其他嬰兒哭鬧的這種反應是同感的最初先兆。成長心理學家發(fā)現(xiàn)，甚至在充分意識到自己是獨立于其他人而存在之前，嬰兒就感受到了同情的苦惱。甚至在出生后幾個月，嬰兒就會對周圍人的孩子哭也跟著哭。到了一歲左右，他們事情似乎還是感到不知所措。煩躁不安做出反應，就好像他們自己的煩躁不安一樣，看到別的開始意識到痛苦不是他們的，而是別人的，可是他們對這樣的例如，在紐約大學的馬丁?L.霍夫曼所做的一項研究中，一個一歲的孩子把自己的媽媽拉過來安慰哭鬧的朋友，卻忽視了同在一室的朋友的媽媽。這樣的困惑在其他一歲大的孩子身上也能看到痛苦，也許是為了更好地理解他們的感受。例如，如果別的嬰兒傷了手指，一個一歲大的孩子就會把自己的手指放進嘴里，看看自否也感覺到痛?？吹阶约旱膵寢尶?，嬰兒即使沒有眼淚，也會擦拭自己的眼睛。，他們模仿別的孩子的己是這種所謂的運動神經模仿就是年代由美國心理學家E.B.鐵欽納首次使用。鐵欽納的理論是：同感的一種身體模仿；這種模仿繼而在自身引起同。他當時在尋找一個與同情有所區(qū)別的詞；同情是針對他人的一般困境而發(fā)的，無須分擔他人的任何感受―同感‖的原始技術含義，而―同感‖這個詞于20世紀20發(fā)自對他人痛苦樣的心理感受。小孩兩歲半漸漸不再有運動神經模仿行為，那時他們會意識到別人的痛苦與自己的不同，會更有能力安慰別人。下面是摘自一位母親日記里的典型事例：鄰居家的嬰兒哭了，珍妮走上前去，試圖給他一些小甜餅。她跟著他轉，開始帶著哭腔低聲自言自語。然后她試圖撫摸他的頭發(fā)，可是他躲開了……他平靜下來，但是珍妮仍然面帶憂色。她繼續(xù)給他拿來玩具，輕拍他的頭和肩膀。在這個年齡，幼兒對于他人感情身受，有些則不予理睬。美國國家心理健康研究所的瑪麗安?拉德克－亞羅和卡羅琳?察恩－瓦克斯勒所做的一系列研究表明，這種在同感關注方面的差異大部分與父母怎樣教養(yǎng)子女有關。她們發(fā)現(xiàn)，如果在家教中讓孩子特別注意他們的惡作劇給別人造痛苦，比如對孩子說―瞧你讓她多傷心啊‖，而不是說―你真調皮‖，孩子就比較有同感心。她們也發(fā)現(xiàn)，觀看別人遇到痛苦時其他人的反應，兒童的同感心也會受到影響。通過模仿親眼所見，兒童能培養(yǎng)出一套同感，尤其是在幫助那些痛苦的波動的總體敏感度開始有所不同，有些像珍妮一樣，感同成的反應行為人的時候。Languagepoints1....MichaelretrievedPaul'ssecurityblanketforhim.(Para1)Asecurityblanketisablanketwhichababyorsmallchildusesforcomfort;somechildrenfeelmoresecurewhentheyholdsuchaspecialblanket,becausetheblanketisfamiliarandhasacomfortingfeelorsmell.Someparentstendtogivethebabyatoyorathingthatisassociatedwithcomfortwhenthebabyisindistress.Forexample,intheWestsomeparentsuseadummy(aplasticorrubberobjectforbabytosuck)tocomfortbabieseventhoughsomedoctorsadviseagainstusingadummybecauseitmayhavealong-termnegativeeffect.2.Motormimicryfadesfromtoddlers'repertoire…(Para4)Youngchildrenimitatetheactionsofthoseinpainordistress,apparentlyasawaytofeelandunderstanditinakindofempathy.Thisimitation(mimicryorcopying)ofothers'movementsandactionsgraduallybecomeslessintherangeoftheseyoungchildren'swaysofbehaving.3.Atthispointintheirdevelopmenttoddlersbegintodivergefromoneanotherintheiroverallsensitivitytootherpeople'semotionalupsets,withsome,likeJenny,keenlyawareandotherstuningout.(Para6)Ataroundtheageoftwoandahalfsomechildrenbecomeawareofotherpeople'semotionsofsadness,worryoranger,whileothersstoppayingattentiontosimilaremotions:Inthiswaythechildrenstarttodevelopinseparatedirectionsregardinghowtheyaresensitivetoothers'emotions.Tuneoutmeanstostoplisteningtosomethingorsomeone,ietoignorethesoundandnotpayanyattention.2.2ThisisSandy1Iloveitwhenmyfriendsintroducemetonewpeople,althoughIneverleton.Ilovetheproudandhonorableexpressiontheywearwhentheysay"ThisisSandy—she'sdeaf",asifIwereevidenceoftheirbenevolence.Ialsolovethesplit-secondshockedexpressiononthenewpeople,thehastysmilesandtheirbestimitationsofwhattheythinkofastheir"normalfaces".IftheydotheritualwellenoughIturnmyheadeversoslightlyandtuckmyhairbehindoneofmyears,whicheverone'sclosertothem.Theyneverfailtosaysomethingniceaboutmypinkhearingaids,whilemyregularfriendsbeamon.2I'mthinkingofstartingahearingaidcollection,actually.They'dmakebetteraccessoriesthanearrings.Ioncesawacatalogforclip-onhearingaidsandhearingaidcovers,andtheproductsweremostdefinitelyfashionstatementsinvariousshapesandhues.It'dbeliketheexquisitelyexpensivehandbagEsther'sdadgotherwhenwewereinhighschool.Therestofuscouldonlyadmire,butcouldnotimitate,becauseourdadsweren'trichenoughtospoilusthatway.Andnow,onlyIcanwearhearingaids.Myfriendscandonothingbutgush.3Tobehonest,Iquitelikemydeafness.Itwasn'teasythefirstfewyearsafterthecaraccidentandthestupidexplodingairbag,butnowit'sbecomesomethingthatmakesmespecialamongmyfriends.Noneofmyclosefriendsarehearing-impaired,simplybecauseIwasn'tborndeaf.BythetimeIlostmyhearing,I'dalreadyaccumulatedafixedcircleofpeople,andtheymostlyrushedtoparticipateinthedrama.4Youknowhowwhenyoutalkaboutyourfriends,yourefertothemasDrewtheBartender,CaroltheFeminist,GregtheGuyWhoCanKnotaCherryStemwithHisTongueandsoon?I'mSandytheDeafGirl.Ilikeit.Idon'thaveanyotherparticularlyoutstandingtraitsorskills.Neverdid.5It'smorethanjuststandingout,too.I'msurealotofimportanteventsinmylifewouldn'thavehappenedorworkedoutquitethesamewayifIweren'twearingpinkhearingaids.Forexample,thethingwithColin.6IfirstmetColinatanapartmentparty.WhenCaroltheFeministintroducedustoeachother,Ituckedmyhairbehindbothmyearsandleanedcloser,notbecausehedidtheritualparticularlywell,butbecausehewasastud.Youshouldhaveseenhisrecoverysmileaftertheinevitablesurprise.7Wewentinsearchofdrinksafterthehandshakes,andsomewherebetweenwhatwasfunctioningasthewinebarandthecouch,welostCarol.8"Doyouusuallyreadlipslikethis?Ordoyousigntoo?"heaskedafterawhile.9"Imostlyjustreadlipsbecauseitwaseasiertopickupthansigning,althoughthat'snottheonlyreasonIwasstaringatyourlips,"Itoldhim.10Helaughed.Wetalkedmore,andthenthehostuppedthemusicvolumeanddimmedthelightsforthe"dancefloor",andIhadtoleaninmuch,muchclosertobeabletocontinuereadinghislipsinthesemidarkness.AndreadhislipsIdid.11Wedidtheusualandexchangednumbers,andaweeklaterColindidtheunthinkableandcalled.Wewentout,satisfiedourselvesthattheotherpersonstilllookedgoodinsoberdaylight,andreadmorelips.WithintwomonthsColinandIweredating.這位是桑迪我的朋友向生人介紹我的時候，雖然我嘴上從不說什么，但我心里喜歡得很。我喜歡他們說―這位是桑迪——她是聾子‖的時候臉上那副驕傲和榮耀的表情，就好像我證明了他們的仁德善心一樣。我也喜歡生人臉上那瞬間的震驚表情、匆忙的微笑和他們竭力裝出的―正常臉色‖。如果他們這套儀式做得夠好，我就會微微轉過頭，把頭發(fā)掖到離他們較近的那只耳朵后面。他們總會說些好話，夸我的粉紅色助聽器，我的朋友們則在一旁燦爛地微笑。實際上，我在考慮開始收藏助聽器。它們是比耳環(huán)更好的首飾。我曾經看到過一款―一夾得‖帶罩助聽器的廣告圖片，產品有各種各樣的形狀和顏色，絕對時髦。那就像我們上高中的時候，埃斯特的爸爸給她買的精美昂貴的手提包一樣。那時，我們其他人只有羨慕的份兒，卻無法仿效，因為我們的老爸沒那么多錢去嬌慣我們。而現(xiàn)在，只有我能戴助聽器。朋友們也就只有羨慕的份兒了。說實話，我挺喜歡耳聾的。在那次車禍和愚蠢的安全氣囊破裂之后的頭幾年，日子不好過，但是現(xiàn)在，耳聾讓我在朋友中顯得很特別。我的好朋友沒有一個是聽力殘障的，因為我不是天生耳聾，在我失去聽覺的時候，我已經有了一個固定的朋友圈。他們中的多數(shù)人都熱心積極地參加這場―表演‖。你知道，在你談論朋友時，你會把稱他們?yōu)楱D酒吧侍者德魯―能用舌頭給櫻桃梗打結的家伙格雷格‖等等。我是―聾女桑迪‖