2. 职称英语
  3. Science is generally taken as meaning either (a) the exact sciences, such as

Science is generally taken as meaning either (a) the exact sciences, such as

游客2024-11-30  1
问题     Science is generally taken as meaning either (a) the exact sciences, such as chemistry, physics, etc., or (b) a method of thought which obtains verifiable results by reasoning logically from observed fact.
    If you ask any scientist, or indeed almost any educated person, "What is science?" you are likely to get an answer approximating to (b). In everyday life, however, both in speaking and in writing, when people say "science" they mean (a). Science means something that happens in a laboratory: the very word calls up a picture of graphs, test-tubes, balances, Bunsen burners, microscopes. A biologist, and astronomer, perhaps a psychologist or a mathematician is described as a "man of science": no one would think of applying this term to a statesman, a poet, a journalist or even a philosopher. And those who tell us that the young must be scientifically educated mean, almost invariably, that they should be taught more about radioactivity, or the stars, or the physiology or their own bodies, rather than that they should be taught to think more exactly.
    This confusion of meaning, which is partly deliberate, has in it a great danger. Implied in the demand for more scientific education is the claim that if one has been scientifically trained, one’s approach to all subjects will be more intelligent than if one had had no such training. A scientist’s political opinions, it is assumed, his opinions on sociological questions, on morals, on philosophy, perhaps even on the arts, will be more valuable than those of a layman. The world, in other words, would be a better place if the scientists were in control of it. But a "scientist", as we have just seen, means in practice a specialist in one of the exact sciences. It follows that a chemist or a physicist, as such, is politically more intelligent than a poet or a lawyer, as such. And, in fact, there are already millions of people who do believe this.
    But is it really true that a "scientist", in this narrower sense, is any likelier than other people to approach non-scientific problems in an objective way? There is not much reason for thinking so.
    Take one simple test — the ability to withstand nationalism. It is often loosely said that "Science is international", but in practice the scientific workers of all countries line up behind their own governments with fewer scruples than are felt by the writers and the artists. The German scientific community, as a whole, made no resistance to Hitler. Hitler may have ruined the long-term prospects of German science, but there were still plenty of gifted men to do the necessary research on such things as synthetic oil, jet planes, rocket projectiles and the atomic bomb. Without them the German war machine could never have been built up.
    Clearly, scientific education ought to mean the implanting of a rational, skeptical, experimental habit of mind. It ought to mean acquiring a method — a method that can be used on any problem that one meets — and not simply piling up a lot of facts. Put it in those words, and the apologist of scientific education will usually agree. Press him further, ask him to particularize, and somehow it always turns out that scientific education means more attention to the sciences, in other words — more facts. The idea that science means a way of looking at the world, and not simply a body of knowledge, is in practice strongly resisted. I think sheer professional jealousy is part of the reason for this. For if science is simply a method or an attitude, so that anyone whose thought-processes are sufficiently rational can in some sense be described as a scientist — what then becomes of the enormous prestige now enjoyed by the chemist, the physicist, etc. and his claim to be somehow wiser than the rest of us?
    A hundred years ago, Charles Kingsley described science as "making nasty smell in a laboratory". A year or two ago a young industrial chemist informed me, smugly, that he "could not see what was the use of poetry". So the pendulum swings to and fro, but it does not seem to me that one attitude is any better than the other. At the moment, science is on the upgrade, and so we hear, quite rightly, the claim that the masses should be scientifically educated: we do not hear, as we ought, the counter-claim that the scientists themselves would benefit by a little education. Just before writing this, I saw in an American magazine the statement that a number of British and American physicists refused from the start to do research on the atomic bomb, well knowing what use would be made of it. Here you have a group of sane men in the middle of a world of lunatics. And though no names were published, I think it would be a safe guess that all of them were people with some kind of general cultural background, some acquaintance with history or literature or the arts — in short, people whose interests were not, in the current sense of the word, purely scientific. [br] What is the danger of the confusion in the meaning of science?
选项 A、With this confusion, people would have wrong political opinions.
B、With this confusion, young people might get the wrong scientific training.
C、It would lead to misconceptions in education.
D、It would result in more scientists than really needed.
答案 C
解析 事实细节题。第三段主要论述了误解科学定义的危害，其中第二句说得很明确，要求加强科学教育就暗示承认了一种观点，即如果得到了科学的训练，人们对于所有学科的认识都会比没有经过这种训练时要来得明智。 这无疑是错误的教育，故选[C]。[A]、[D]两项文章没有提到，可排除。第三段第二句说的是这种confusion导致人们产生错误观念， 而不是错误的科学训练， 故[B]错。
转载请注明原文地址:https://tihaiku.com/zcyy/3867048.html
相关试题推荐
随机试题
最新回复(0)