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重庆大学2011年博士英语真题

时间:2015-06-06     来源:马老师     作者:桃花三剑客      点击量:1347

重庆大学2011年博士英语真题

 

Part IReading Comprehension (40)

 

Section 1

Directions: There are 2 reading passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A, B, C, and D. You should decide on the best choice and write the corresponding letter on the Answer Sheet.

 

Questions 1 to 4 are based on the following passage:

Good things are commonly divided into three classes: (1) external goods, (2) goods of the soul, and (3) goods of the body. Of these, we call the goods pertaining to the soul goods in the highest and fullest sense. But in speaking of "soul", we refer to our soul's actions and activities.

Thus, our definition [of good] tallies with this opinion which has been current for a long time and to which philosophers subscribe. We are also right in defining the end as consisting of actions and activities; for in this way the end is included among the goods of the soul and not among external goods.

Also the view that a happy man lives well and fares well fits in with our definition: for we have all but defined happiness as a kind of good life and well-being.

Moreover, the characteristics which one looks for in happiness are all included in our definition. For some people think that happiness is a virtue, others that it is practical wisdom, other that it is some kind of theoretical wisdom; other again believe it to be all or some of these accompanied by, or not devoid of pleasure; and some people also include external prosperity in its definition.

 

1. According to the passage, the greatest goods are those that ________.

A.

create prosperity

B.

are spiritual

C.

are intellectual

D.

create happiness

2. The word tallies means ________.

A.

keeps count

B.

records

C.

labels

D.

corresponds

3. The author's definition of happiness in paragraph 2 is related to the definition of good in that ________.

A. living a good life will bring you happiness

B. happiness is the same as goodness

C. happiness is often sacrificed to attain the good

D. all things that create happiness are good things

4. The author's main purpose in the last paragraph is to ________.

A. show that different people have different definitions of happiness

B. provide guidelines for good behavior

C. prove that his definition of happiness is valid

D. explain the relationship between happiness and goodness

 

Questions 5 to 12 are based on the following passage

I have said that all branches of knowledge are connected together, because the subject-matter of knowledge is intimately united itself [...]. Hence it is that the sciences, into which our knowledge may be said to be cast, have multiple bearings on one another, and an internal sympathy, and admit, or rather demand, comparison and adjustment. They complete, correct, and balance each other. This consideration, if well-founded, must be taken into account, not only as regards the attainment of truth, which is their common end, but as regards the influence which they excise upon those whose education consists in the study of them. I have already said, that to give undue prominence to one is to be unjust to another; to neglect or supersede these is to divert those from their proper object. It is to unsettle the boundary lines between science and science, to disturb their action, to destroy the harmony which binds them together. Such a proceeding will have a corresponding effect when introduced into a place of education. There is no science but tells a different tale, when viewed as a portion of a whole, from what it is likely to suggest when taken by itself without the safeguard, as I may call it, of others.

Let me make use of an illustration. In the combination of colors, very different effects are produced by a difference in their selection and juxtaposition; red, green, and white, change their shades, according to the contrast to which they are submitted. And, in like manner, the drift and meaning of a branch of knowledge varies with the company in which it is introduced to the student. If his reading is confined simply to one subject, however such division of labor may favor the advancement of a particular pursuit, a point into which I do not here enter, certainly it has a tendency to contract his mind. If it is incorporated with others, it depends on those others as to the kind of influence that it exerts upon him. Thus the Classics, which in England are the means of refining the taste, have in France sub-served the spread of revolutionary and deistical doctrines. [...] In a like manner, I suppose, Arcesilas would not have handled logic as Aristotle, nor Aristotle have criticized poets as Plato; yet reasoning and poetry are subject to scientific rules.

It is a great point then to enlarge the range of studies which a university professes, even for the sake of the students; and, though they cannot pursue every subject which is open to them, they will be the gainers by living among those and under those who represent the whole circle. This I conceive to be the advantage of a seat of universal learning, considered as a place of education. An assemblage of learned men, zealous for their own sciences, and rivals of each other, are brought, by familiar intercourse and for the sake of intellectual peace, to adjust together the claims and relations of their respective subjects of investigation. They learn to respect, to consult and to aid each other. Thus is created a pure and clear atmosphere of thought, in which the student also breathes, though in his own case he only pursues a few sciences out of the multitude. He profits by an intellectual tradition, which is independent of particular teachers, which guides him in his choice of subjects, and duly interprets for him those which he chooses.

He apprehends the great outlines of knowledge, the principles on which it rests, the scale of its parts, its light and its shades, its great points and its little, as he otherwise cannot apprehend them. Hence it is that his education is called “Liberal”. A habit of mind is formed which lasts through life, of which the attributes are, equitableness, calmness, moderation, and wisdom; or what in a former discourse I have ventured to call a philosophical habit. This then I would assign as the special fruit of the education furnished at a university, as contrasted with other places of teaching or modes of teaching. This is the main purpose of a university in its treatment of its students.

 

5. The main idea of the first paragraph is that ________.

A. each science should be studied independently

B. the sciences are interrelated

C. the boundary lines between each of the sciences should be clearer

D. it is difficult to attain a proper balance among the science

6. By the sciences, the author means ________.

A. the physical sciences only

B. educational methodologies

C. the physical and social sciences

D. all branches of knowledge, including the physical and social sciences and the humanities

7. The word excise most nearly means ________.

A.

remove

B.

compete

C.

impose

D.

arrange

8. By using the word safeguard, the author suggests that ________.

A. each science has its own specific safety guidelines

B. it is not safe to study the sciences

C. the more one knows, the safer one will feel

D. one should choose a second area of specialization as a backup in case the first does not work out

9. The purpose of the second paragraph is to ________.

A. compare and contrast different branches of knowledge

B. develop the idea presented in the previous paragraph

C. state the main idea of the passage

D. present an alternative point of view

10. The word apprehends means ________.

A.

understands

B.

captures

C.

fears

D.

believes

11. Which of the following best describes the author's idea of a liberal education?

A. in-depth specialization in one area

B. An emphasis on the arts rather than the sciences

C. A broad scope of knowledge in several disciplines

D. Training for a scientific career

12. The author believes that a university should ________.

I. have faculty representing a wide range of subjects and philosophies

II. teach students how to see the relationships among ideas

III. teach students to understand and respect other points of view

IV. teach students liberal rather than conservative ideals

A

I and II only

B

I, II, and III

C

I and IV

D

IV only

 

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