听力教程英语散文Word文档格式.docx

听力教程英语散文Word文档格式.docx

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regoingthrough

Whenitcomestolove

There'

snoeasyanswer

Onlyyoucansaywhatyou'

regonnado

Iheardyouonthephone,youtookhisnumber

Saidyouweren'

talone,butyou'

dcallhimsoon

Isn'

thetheguy,theguywholeftyoucryin'

thetheonewhomadeyoublue

Whenyourememberthosenightsinhisarms

Youknowyou'

vegottamakeupyourmind

Areyougonnastaywiththeonewholovesyou

Orareyougoingbacktotheoneyoulove

Someone'

sgonnacrywhentheylearnthey'

velostyou

sgonnathankthestarsabove

Whatyougonnasaywhenhecomesover

snoeasywaytoseethisthrough

Allthebrokendreamsallthedisappointments

Ohgirl--Whatyougonnado

Yourheartkeepssayin'

it'

sjustnotfair

Butstillyou'

sgonnathankthestarsabove

老橡树上的黄丝带（TieAYellowRibbonRoundTheOleOakTree）歌词

I'

mcominghomeI'

vedonemytime*

（1）

NowI'

vegottoknowwhatisandisn'

tmine

IfyoureceivedmylettertellingyouI'

dsoonbefree

Thenyou'

llknowjustwhattodoifyoustillwantme

Ifyoustillwantme

Ohtieayellowribbonroundtheoleoaktree

It'

sbeenthreelongyearsdoyoustillwantme

IfIdon'

tseearibbonroundtheoleoaktree

llstayonthebusforgetaboutusputtheblameonme*

（2）

tseeayellowribbonroundtheoleoaktree

Busdriverpleaselookforme

'

CauseIcouldn'

tbeartoseewhatImightsee

mreallystillinprisonandmylovesheholdsthekey

Asimpleyellowribbon'

swhatIneedtosetmefree

Iwroteandtellherplease

llstayonthebusforgetaboutusputtheblameonme

Nowthewholedamnbusischeering

AndIcan'

tbelieveIsee

Ahundredyellowribbonsroundtheoleoaktree

mcominghome

注释

（1）．I'

vedonemytime:

我已刑满了

（2）．puttheblameonme:

将过错都归于我

散文:

UnitTen:

Debatingtheunknowable

Doanimalsthink?

Howcouldtheearthshowsomanysignsofdesignandpurposeandyetberandom?

Ourbestscientistsareheatedlydebatingbothsidesoftheseandotherscientificquestions.Inthefollowingessay,theauthortakesalookatscienceeducationandarguesthataswellasstellingstudentsthefactsandtheoriesthathavealreadybeenprovedandaccepted,scienceteachershouldspendmoretimeintroducingtheirstudentstothemanymysteriesthatremainunsolvedandtheargumentstakingplacebetweenscientists.Whatbetterway,heargues,tostimulatetheirinterestinthingscientific?

DEBATINGTHEUNKNOWABLE

LewisThomas

Thegreatestofalltheaccomplishmentoftwentieth-centurysciencehasbeenthediscoveryofhumanignorance.Welive,asneverbefore,inpuzzlementaboutnature,theuniverse,andourselvesmostofall.Itisanewexperienceforthespecies.Acenturyago,aftertheturbulencecausedbyDarwinandWallacehadsubsidedandthecentralideaofnaturalselectionhadbeengraspedandaccepted,wethoughtwekneweverythingessentialaboutevolution.Intheeighteenthcenturytherewerenohugepuzzles;

humanreasonwasallyouneededinordertofigureouttheuniverse.Andformostoftheearliercenturies,theChurchprovidedboththequestionsandtheanswers,neatlypackaged.Now,forthefirsttimeinhumanhistory,wearecatchingglimpsesofourincomprehension.Wecanstillmakeupstoriestoexplaintheworld,aswealwayshave,butnowthestorieshavetobeconfirmedandreconfirmedbyexperiment.Thisisthescientificmethod,andoncestartedonthislinewecannotturnback.Weareobligedtogrowupinskepticism,requiringproofsforeveryassertionaboutnature,andthereisnowayoutexcepttomoveaheadandplugaway,hopingforcomprehensioninthefuturebutlivinginaconditionofintellectualinstabilityforthelongtime.

Itistheadmissionofignorancethatleadstoprogress,notsomuchbecausethesolvingofaparticularpuzzleleadsdirectlytoanewpieceofunderstandingbutbecausethepuzzle--ifitinterestsenoughscientists--leadstowork.Thereisasimilarphenomenoninentomologyknowasstigmergy,aterminventedbyGrasse,whichmeans"

toincitetowork."

Whenthreeorfourtermitesarecollectedtogetherinachambertheywanderaboutaimlessly,butwhenmoretermitesareadded,theybegintobuild.Itisthepresenceofothertermites,insufficientnumbersatclosequarters,thatproducesthework:

theypickupeachother'

sfecalpelletsandstacktheminneatcolumns,andwhenthecolumnsarepreciselytherightheight,thetermitesreachacrossandturntheperfectarchesthatformthefoundationofthetermitarium.Nosingletermiteknowshowtodoanyofthis,butassoonasthereareenoughtermitesgatheredtogethertheybecomeflawlessarchitects,sensingtheirdistancesfromeachotheralthoughblind,buildinganimmenselycomplicatedstructurewithitsownair-conditioningandhumiditycontrol.Theyworktheirlivesawayinthisecosystembuiltbythemselves.ThenearestthingtoatermitariumthatIcanthinkofinhumanbehavioristhemakingoflanguage,whichwedobykeepingateachotherallourlives,generationaftergeneration,changingthestructurebysomesortofinstinct.

Verylittleisunderstoodaboutthiskindofcollectivebehavior.Itisoutoffashionthesedaystotalkof"

superorganisms"

buttheresimplyaren'

tenoughreductionistdetailsinhandtoexplainawaythephenomenonoftermitesandothersocialinsects:

someverygoodguessescanbemadeabouttheirchemicalsignalingsystems,buttheplainfactthattheyexhibitsomethinglikeacollectiveintelligenceisamystery,oranywayanunsolvedproblem,thatmightcontainimportantimplicationsforsociallifeingeneral.ThismysteryisthebestintroductionIcanthinkoftobiologicalscienceincollege.Itshouldbetaughtforitsstrangeness,andfortheambiguityofitsmeaning.Itshouldbetaughttopremedicalstudents,whoneedlessonsearlyntheircareersabouttheuncertaintiesinscience.

Collegestudents,andforthatmatterhighschoolstudents,shouldbeexposedveryearly,perhapsattheoutset,tothebigargumentscurrentlygoingonamongscientists.Bigargumentsstimulatetheirinterest,andwithluckengagetheirabsorbedattention.Fewthingsinlifeareasengrossingasagoodfightbetweenhighlytrainedandskilledadversaries.Buttheyoungstudentsaretoldverylittleaboutthemajordisagreementsoftheday;

theymaybetaughtsomethingabouttheargumentsbetweenDarwiniansandtheiropponentsacenturyago,buttheydonotrealizethatsimilardisputesaboutothermatters,manyofthemtouchingprofoundissuesforourunderstandingofnature,arestillgoingonand,indeed,areanessentialfeatureofthescientificprocess.Thereis,Ifear,areluctanceonthepartofscienceteacherstotalkaboutsuchthings,basedonthebeliefthatbeforestudentscanappreciatewhattheargumentsareabouttheymustlearnandmasterthe"

fundamentals"

.Iwouldbewillingtoseesomeexperimentsalongthisline,andIhaveinmindseveralexamplesofcontemporarydoctrinaldisputeinwhichthedriftoftheargumentcanbereadilyperceivedwithoutdeeporelaborateknowledgeofthesubject.

Thereis,forone,theproblemofanimalawareness.Oneschoolofethologistsdevotedtothestudyofanimalbehaviorhasitthathumanbeingsareuniqueinthepossessionofconsciousness,differingfromalothercreaturesinbeingabletothinkthingsover,capitalizeonpastexperience,andhazardinformedguessesatthefuture.Other,"

lower"

animals（withpossibleexceptionsmadeforchimpanzees,whales,anddolphins）cannotdosuchthingswiththeirminds;

theylivefrommomenttomomentwithbrainsthatareprogrammedtorespond,automaticallyorbyconditioning,tocontingenciesintheenvironment,Behavioralpsychologistsbelievethatthisautomaticorconditionedresponseaccountsforhumanmentalactivityaswell,althoughtheydislikethatword"

mental"

.Ontheothersidearesomeethologistswhoseemstobemoregenerous-minded,whoseenocompellingreasonstodoubtthatanimalsingeneralarequitecapableofrealthinkinganddoquitealotofit——thinkingthatisn'

tasdenseashumanthinking,thatissparserbecauseofthelackoflanguageandtheresultantlackofmetaphorstohelpthethoughtalong,butthinkingnonetheless.

Thepointaboutthisargumentisnotthatonesideortheotherisinpossessionofamorepowerfularrayofconvincingfacts;

quitetheopposite.Therearenotenoughfactstosustainagenuinedebateofanylength;

thequestionofanimalawarenessisanunsettledone.

Anotherdebatablequestionariseswhenonecontemplatesthewholebiosphere,theconjoinedlifeoftheearth.Howcouldithaveturnedouttopossesssuchstabilityandcoherence,resemblingasitdoesasortofenormousdevelopingembryo,withnothingbutchanceeventstodetermineitsemergence?

LovelockandMargulis,facingthisproblem,haveproposedtheGaiaHypothesis,whichis,inbrief,thattheearthisitselfaformoflife,"

ac