1、It wasnt just the activism that characterized student life in the 1960s. Everywhere, going to college meant your first taste of real freedom, of late nights in the dorm or in the Junior Common Room, discussing the meaning of life. You used to have to go to college to read your first forbidden book,
2、see your first indie film, or find someone who shared your passion, for Jimi Hendrix or Lenny Bruce. It was a moment of unimaginable freedom, the most liberating in your life:But wheres the passion today? Whats the matter with college? These days political, social and creative awakening seems to hap
3、pen not because of college, but in spite of it. Of course, its true that higher education is still important. For example, in the UK, Prime Minister Blair was close to achieving his aim of getting 50 per cent of all under thirties into college by 2010 （even though a cynic would say that this was to
4、keep them off the unemployment statistics）. Yet college education is no longer a topic of great national importance. Today, college is seen as a kind of small town from which people are keen to escape. Some people drop out, but the most apathetic stay the course because its too much effort to leave.
5、Instead of the heady atmosphere of freedom which students in the1960s discovered, students today are much more serious. The British Council has recently done research into the factors which help international students decide where to study. In descending order these are: quality of courses, employab
6、ility prospects, affordability, personal security issues, lifestyle, and accessibility. College has become a means to an end, an opportunity to increase ones chances on the employment market, and not an end in itself, which gives you the chance to imagine, just for a short while, that you can change
7、 the world.The gap between childhood and college has shrunk, and so has the gap between college and the real world. One of the reasons may be financial. In an uncertain world, many children rely on their parents support much longer than they used to. Students leaving university in the 21st century s
8、imply cannot afford to set up their own home because its too expensive. Another possible reason is the communications revolution. Gone are the days when a son or daughter rang home once or twice a term. Today students are umbilically linked to their parents by their cell phones. And as for finding l
9、ike-minded friends to share a passion for obscure literature or music, well, we have the Internet and chat rooms to help us do that.Bliss was it in that dawn to be alive,But to be young was very heaven!Wordsworth may have written these lines about the French Revolution; but they were also true for t
10、he students of the 1960s. So why arent they true for the students of today? 大学已经不再特别了有这么一种说法：“要是你能记得20世纪60年代的任何事情，你就没有真正经历过那段岁月。”对于在大麻烟雾中度过大学时光的那些人，这话可能是真的。但是，20世纪60年代有一件事人人都记得，那就是：上大学是你一生中最激动人心、最刺激的经历。20世纪60年代，加州的高校把本州变成了世界第七大经济实体。然而，加州大学的主校园伯克利分校也以学生示威、罢课以及激进的政治氛围而著名。1966年，罗纳德里根竞选加州州长，他问加州是否允许“一所伟
11、大的大学被喧闹的、唱反调的少数人征服。”自由派人士回答说，大学之所以伟大正是因为它们有能力容忍喧闹的、唱反调的少数人。在欧洲的大学校园里，大学生以新的姿态和激情投人到争取自由和正义的事业中去，大规模的社会主义或共产主义运动引发了他们与当权者之间日益升级的暴力冲突。许多抗议是针对越南战争的。可是在法国，巴黎大学的学生与工会联盟，发动了一场大罢工，最终导致戴高乐总统辞职。20世纪60年代大学生活的特点并不仅仅是激进的行动。不论在什么地方，上大学都意味着你初次品尝真正自由的滋味，初次品尝深更半夜在宿舍或学生活动室里讨论人生意义的滋味。你往往得上了大学才能阅读你的第一本禁书，看你的第一部独立影人电影，
12、或者找到和你一样痴迷吉米亨德里克斯或兰尼布鲁斯的志同道合者。那是一段难以想象的自由时光，你一生中最无拘无束的时光。可如今那份激情哪儿去了？大学怎么了？现在，政治、社会和创造意识的觉醒似乎不是凭借大学的助力，而是冲破其阻力才发生的。当然，一点不假，高等教育仍然重要。例如，在英国，布莱尔首相几乎实现了到2010年让50的30岁以下的人上大学的目标（即使愤世嫉俗的人会说，这是要把他们排除在失业统计数据之外）。不过，大学教育已不再是全民重视的话题了。如今，大学被视为人们急于逃离的一种小城镇。有些人辍学，但大多数已经有些麻木，还是坚持混到毕业，因为离开学校实在是太费事了。没有了20世纪60年代大学生所发
13、现的令人头脑发热的自由气氛，如今的大学生要严肃得多。英国文化协会最近做了一项调查，研究外国留学生在决定上哪所大学时所考虑的因素。这些因素从高到低依次是：课程质量、就业前景、学费负担、人身安全问题、生活方式，以及各种便利。大学已变成实现目的的手段，是在就业市场上增加就业几率的一个机会，上大学本身不再是目的，不再是给你提供一个机会，让你暂时想象一下：你能够改变世界。童年与大学之间的距离已缩小了，大学与现实世界之间的距离也缩小了。其中的一个原因可能和经济有关。在一个没有保障的世界里，现在的许多孩子依赖父母资助的时间比以前的孩子更长。21世纪的学生大学毕业后根本无法自立门户，因为那太昂贵了。另一个可能
14、的原因是通讯革命。儿子或女儿每学期往家里打一两回电话的日子一去不复返了。如今，大学生通过手机与父母保持着脐带式联系。至于寻找痴迷无名文学或音乐的同道好友，没问题，我们有互联网和聊天室来帮助我们做到这一点。“幸福啊，活在那个黎明之中，年轻更是如进天堂！华兹华斯的诗句说的可能是法国大革命，但是对于20世纪60年代的大学生而言，这样的诗句同样真实生动。可是为什么对于如今的大学生来说，它们就不真实了呢？Unit 2 How Empathy UnfoldsThe moment Hope, just nine months old, saw another baby fall, tears welled
15、up in her own eyes and she crawled off to be comforted by her mother, as though it were she who had been hurt. And 15-month-old Michael went to get his own teddy bear for his crying friend Paul; when Paul kept crying, Michael retrieved Pauls security blanket for him.霍普才九个月大，一见到另一个婴儿摔倒，泪水就涌了出来。她爬到妈妈身
16、边寻求安慰，就好像是她自己摔疼了。15个月大的迈克尔去把自己的玩具熊拿来给正在大哭的朋友保罗；保罗不停地大哭的时候，迈克尔替保罗捡回他的安乐毯。Both these small acts of sympathy and caring were observed by mothers trained to record such incidents of empathy in action. The results of the study suggest that the roots of empathy can be traced to infancy.Virtually from the
17、day they are born infants are upset when they hear another infant crying a response some see as the earliest precursor of empathy.这些小小的表示同情和关爱的举动都是接受过记录同感行为训练的母亲们观察到的。这项研究的结果表明，同感的根源可以追溯到人的婴儿期。实际上，从出生的那天起，婴儿在听到其他婴儿哭闹的时候就会感到不安有些人认为这种反应是同感的最初先兆。Developmental psychologists have found that infants feel
18、sympathetic distress even before they fully realize that they exist apart from other people. Even a few months after birth, infants react to a disturbance in those around them as though it were their own, crying when they see another childs tears. 成长心理学家发现，甚至在充分意识到自己是独立于其他人而存在之前，婴儿就感受到了同情的苦恼。甚至在出生后几
19、个月，婴儿就会对周围人的烦躁不安做出反应，就好像他们自己的烦躁不安 一样，看到别的孩子哭也跟着哭。By one year or so, they start to realize the misery is not their own but someone else，, though they still seem confused over what to do about it. In research by Martin L. Hoffman at New York University, for example, a one-year-old brought his own moth
20、er over to comfort a crying friend, ignoring the friends mother, who was also in the room. 到了一岁左右，他们开始意识到痛苦不是他们的，而是别人的，可是他们对这样的事情似乎还是感到不知所措。例如，在纽约大学的马丁L.霍夫曼所做的一项研究中，一个一岁的孩子把自己的妈妈拉过来安慰哭闹的朋友，却忽视了同在一室的朋友的妈妈。This confusion is seen too when one-year-olds imitate the distress of someone else, possibly to
21、better comprehend what they are feeling; for example, if another baby hurts her fingers, a one-year-old might put her own fingers in her mouth to see if she hurts, too. On seeing his mother cry, one baby wiped his own eyes, though they had no tears.这样的困惑在其他一岁大的孩子身上也能看到，他们模仿别的孩子的痛苦，也许是为了更好地理解他们的感受。例如
22、，如果别的婴儿伤了手指，一个一岁大的孩子就会把自己的手指放进嘴里，看看自己是否也感觉到痛。看到自己的妈妈哭，婴儿即使没有眼泪，也会擦拭自己的眼睛。Such motor mimicry, as it is called, is the original technical sense of the word empathy as it was first used in the 1920s by E. B. Titchener， an Americanpsychologist. Titcheners theory was that empathy stemmed from a sort of p
23、hysical imitation of the distress of another, which then evokes the same feelings in oneself.这种所谓的运动神经模仿就是“同感”的原始字面含义，而“同感”这个词于20世纪20年代由美国心理学家E.B.铁钦纳首次使用。铁钦纳的理论是：同感发自对他人痛苦的一种身体模仿；这种模仿继而在自身引起同样的心理感受。He sought a word that would be distinct from sympathy, which can be felt for the general plight of ano
24、ther with no sharing whatever of what that other person is feeling.他当时在寻找一个与同情有所区别的词；同情是针对他人的一般困境而发的，无须分担他人的任何感受。Motor mimicry fades from toddlers repertoire at around two and a half years, at which point they realize that someone elses pain is different from their own, and are better able to comfor
25、t them. A typical incident, from a mothers diary:小孩两岁半左右就渐渐不再有运动神经模仿行为，那时他们会意识到别人的痛苦与自己的不同，会更有能力安慰别人。下面是摘自一位母亲日记里的典型事例：A neighbors baby cries and Jenny approaches and tries to give him some cookies. She follows him around and begins to whimper to herself. She then tries to stroke his hair, but he pu
26、lls away ? He calms down, but Jenny still looks worried.She continues to bring him toys and to pat his head and shoulders.邻居家的婴儿哭了，珍妮走上前去，试图给他一些小甜饼。她跟着他转，开始带着哭腔低声自言自语。然后她试图抚摸他的头发，可是他躲开了?他平静下来，但是珍妮仍然面带忧色。她继续给他拿来玩具，轻拍他的头和肩膀。At this point in their development toddlers begin to diverge from one another
27、in their overall sensitivity to other peoples emotional upsets, with some, like Jenny, keenly aware and others tuning out.在这个年龄，幼儿对于他人感情波动的总体敏感度开始有所不同，有些像珍妮一样，感同身受，有些则不予理睬。A series of studies by Marian Radke-Yarrow and Carolyn Zahn-Waxler at the National Institute of Mental Health showed that a larg
28、e part of this difference in empathic concern had to do with how parents disciplined their children. Children, they found, were more empathic when the discipline included calling strong attention to the distress their misbehavior caused someone else: 美国国家心理健康研究所的玛丽安拉德克亚罗和卡罗琳察恩瓦克斯勒所做的一系列研究表明，这种在同感关注方面的差异大部分与父母怎样教养子女有关。她们发现，如果在家教中让
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