高级英语2的Unit12译文
Just recently a committee meeting at the University of Colorado was interrupted by the spectacle of a young man 1scaling the wall of the library just outside the window. Discussion of new interdisciplinary courses halted as we silently hoped he had discipline enough to return safely to the earth. Hope was all we could offer 2from our vantage point in Ketchum Hall, the impulse to rush out and catch him being 3checked by the realization of futility.
就在最近，我们在科罗拉多大学举办的一次委员会会议因为窗户外一位年轻男士正在攀爬对面图书馆的高墙而半途中断。这一刻，一切关于跨学科新课程的讨论戛然而止，因为我们都在默默地希望他接受过严格训练，能安全回到地面。我们在凯彻姆礼堂看得很清楚，很想冲出去接住他，但当意识到这只能是徒劳无功时，我们所能做的也只有默默地为他祈祷。
The incident reinforced my sense that mountaineering serves as an 4apt analogy for the art of teaching. The excitement, the risk, the need for 5rigorous discipline all correspond, though the image I have in mind is not that of the solitary adventurer rappelling off a wall, b
ut that of a Swiss guide leading an expedition.
盲点侦测系统
这次事件使我更加强烈地觉得攀岩对于教学艺术是一个恰当的类比。登山的刺激、风险和所需的严格训练都与教学相仿，虽然浮现在我脑海里的画面不是绕绳沿墙的独行客，而是率队探险的瑞士导游。 I remember a mountaineer named Fritz who once led a group up the Jungfrau at the same time a party was climbing the north face of the Eiger. My own mountaineering skill was 6slender, and my enthusiasm would have 7faltered had I not felt Fritz was capable of hauling not only me but all the rest of us off that mountain. Strong, self-assured, calm, he radiated that solid authority that encouraged me to tie on to his rope. But I soon realized that my presence on his line constituted a risk for Fritz. Had I been so 8foolhardy as to try to retrieve my glove which went tumbling off a precipice, or had I slipped into one of those 9inexplicably opening crevasses, I might well have pulled the noble Fritz down with me. It was a sobering realization. I, the novice, and he, the expert, were connected by the same lifeline in an experience of mutual interdependence. To give me that top of the world 10exaltation he, too, was taking a risk.
我仍记得，一位名为弗里斯的登山者曾经率队攀登少女峰，与此同时，另一支队伍正向艾格尔峰的北面前进。我缺乏登山技能，如果不是因为相信弗里斯能使包括我在内的整支队伍免于掉下山峰，我登山的热情肯定会慢慢消退。他强劲有力，自信满满，淡定从容，展现出来的扎实的登山技能让我鼓起勇气与他共用绳索一同攀岩。但很快我就意识到自己的牵附给弗里斯
的安全带来了潜伏不断
供水控制器
的风险。我要是莽撞地去试图拾回掉下悬崖的手套，我要是不小心滑进某条不知名的岩石裂缝中，很有可能我就将尊贵的弗里斯先生一起拽下悬崖了。这值得令人深思。我和弗里斯——一名登山新手和一位登山专家——生命被系在同一根绳索上，各自有着不同的体验。为了让我能体验下极乐的感觉，弗里斯自己也在冒险。
The analogy to teaching seems to me apt, and not just for professors who hap-pen to live in Colorado, for the analogy implies an active acceptance of responsibility for one’s own fate, whereas most other analogies to teaching suggest 11passivity. What is needed to restore teachers’ confidence that the profession is significant is a new analogy, a new met
aphor (I shy away from the PR word, “image”) that conveys more of the essence of teaching than the worn-out analogies we have known. Most previous analogies are seriously inadequate, for while they may describe a part of the teaching activity, they also suggest patterns that are not fully applicable to teaching. It is not a simple matter, for those faulty analogies create misunderstandings about the professor’s role, not only in the 12lay public, but in the professoriate itself. These wrong analogies have contributed to growing 13demoralization within the profession, and have confused the difficult issue of proper evaluation.
我认为将教学类比为攀岩很恰当，但对于那些居住在科罗拉多的教授们而言则不然，他们觉得它暗示了对个人命运所需履行的责任义务的主动接受，而不像其他类比那般，都隐喻被动接受。我们需要一个新的类比，新的比喻（这里我不用专业词汇“形象”）来使教师们重新相信教学的重要性，它能更多地传达出教学的本质，而那些司空见惯的类比则不能。大多数先前的类比都严重缺乏内涵，它们在描述部分教学活动的同时，也暗含了一些不完全适用于教学的特点。这并非无关紧要，因为一些错误的类比会使得不仅仅门外汉甚至连同行人都误解教授所扮演的角。这些错误类比会加剧专业领域内的道德败坏现象，也对
正确评估疑难问题造成困扰。
The most common analogies to the teacher are the preacher, the shepherd, the curator, the actor, the researcher, and, most insidiously, the salesman. None captures the special relationship between teacher and students, a relationship better described by Socrates as a coming together of friends. Rather than emphasizing the mutuality of the endeavor, each of these common analogies turns on a separation between the professional and his clients. Each leads to a certain kind of evaluation.
教师最常被类比为传道者，牧羊人，博物馆馆长，演员和销售员，当中销售员的类比潜伏危害最大
双电源切换装置这种关系好比苏格拉底所描述的：相聚即是朋友。相反，他们将老师和学生明显区别开来，并带有各自的评价机制，而不是着重强调教师与学生之间的互动性。
The preacher exhorts, cajoles, pleads with a congregation often so 16benighted as to exi
st in a state of 17somnolence. He measures his success by the number of souls so stirred as either to commit themselves to his cause, or 18vehemently to reject it. Somewhat like the preacher is the shepherd who gathers and watches over a flock clearly inferior to himself. The analogy may be apt for the Lord and his 19sub-angelic followers, but it will not do for teacher and students, or, especially, for Socrates and his friends. The Shepherd is likely to be evaluated by the gulf separating his wisdom from that of his flock.
传道者告诫、劝诱和恳求愚昧的教区会众以便在浑沌无知的环境下得以生存。他根据那些骚动不安的人来估测自己的成就。这些人要么全身心相信他的传道，要么对此强烈反抗。传道者就好像牧羊人，聚集和看守着明显低自己一等的羊。这一类比或许适用于上帝和它虔诚的信徒，但对于老师和学生却不适用，特别是对于苏格拉底和他的朋友们。很有可能，牧羊人的成就是依据他和羊智慧之间的巨大差距而定。
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