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ErickWilberding_SocraticMethod_2019E-_协助改善批判性思考的工具_-
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| Socrates , one of the founding fathers of Western philosophical thought, was on trial. |
西方哲学思想之父苏格拉底 正在受审。 |
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Socrates:n.苏格拉底(古希腊哲学家); philosophical:adj.哲学的(等于philosophic);冷静的;
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| Many Athenians believed he was a dangerous enemy of the state, accusing the philosopher of corrupting the youth and refusing to recognize their gods. |
许多雅典人相信他是 国家的敌人,十分危险, 因此控诉这位哲学家让年轻人堕落, 且拒绝承认他们的神。 |
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accusing:adj.谴责的;指责的;v.控告;控诉;谴责;(accuse的现在分词) philosopher:n.哲学家;深思的人;善于思考的人; corrupting:v.使腐化;使堕落;破坏;损坏;(corrupt的现在分词) recognize:v.认识;认出;辨别出;承认;意识到;
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| However, Socrates wasn’t feared for claiming to have all the answers, but rather, for asking too many questions. |
不过,大家害怕苏格拉底, 并非因为他宣称知道一切的答案, 反而是因为他问了太多问题。 |
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claiming:v.声称;要求给予;理应获得;(claim的现在分词)
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| While he loathed formal lectures, the philosopher frequently engaged friends and strangers in lengthy conversations about morality and society. |
虽然他讨厌正式的授课, 但这位哲学家经常 会与朋友及陌生人进行 漫长的谈话,谈道德、也谈社会。 |
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loathed:v.极不喜欢;厌恶;(loathe的过去分词和过去式) formal:adj.适合正式场合的; n.(美)须穿礼服的社交集会; (口)夜礼服; frequently:adv.频繁地,经常地;时常,屡次; engaged:adj.已订婚的; v.吸引住; (engage的过去分词和过去式) lengthy:adj.漫长的,冗长的;啰唆的; morality:n.道德;品行,美德;
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| These discussions weren’t debates , nor would Socrates offer explicit advice. |
这些讨论并非辩论, 苏格拉底也不会提供明确的意见。 |
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debates:n.[法]辩论;讨论(debate的复数);v.[法]辩论;讨论(debate的三单形式); explicit:adj.明确的;清楚的;直率的;详述的;
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| In fact, the philosopher often claimed to know nothing at all, responding to his partner's answers only with further questions. |
事实上,这位哲学家常常会宣称 他什么都不知道, 只用进一步的问题来回应伙伴的答案。 |
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claimed:v.宣称;声称;断言;索取;认领;索要(claim的过去分词和过去式) responding:v.响应;作出反应;反应灵敏;(respond的现在分词)
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| But through this process , Socrates probed their logic , revealing its flaws and helping both parties reach a more robust understanding. |
但苏格拉底能藉这过程 来探究他们的逻辑, 揭露出其中的瑕疵, 并协助双方达成更深刻的理解。 |
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process:v.处理;加工;列队行进;n.过程,进行;方法,adj.经过特殊加工(或处理)的; probed:探测;探索(probe的过去式和过去分词); logic:n.逻辑;逻辑学;逻辑性;adj.逻辑的; revealing:adj.暴露的;发人深省的;v.揭示;露出;显示;展示;(reveal的现在分词) flaws:n.[材]缺陷;[力]裂缝(flaw的复数);v.有裂纹;使有裂缝(flaw的单三形式); robust:adj.强健的;健康的;粗野的;粗鲁的;
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| These insightful questions made Socrates beloved by his followers. |
这些富有洞见的提问, 让苏格拉底深受他的追随者爱戴。 |
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insightful:adj.有深刻见解的,富有洞察力的; beloved:adj.心爱的;挚爱的;n.心爱的人;亲爱的教友;
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| Two of his students, Plato and Xenophon, were so inspired that they replicated their mentor’s process in fictional dialogues. |
他的两位学生,柏拉图和色诺芬 受到很大的启发, 便把这位导师的究理过程 重现于虚构的对话当中。 |
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Plato:n.柏拉图(古希腊哲学家); inspired:adj.受到启发的; v.鼓舞; (inspire的过去分词和过去式) replicated:重复的; fictional:adj.虚构的;小说的;
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| These invented exchanges provide perfect examples of what would come to be known as the Socratic Method. |
这些虚构出来的交流, 提供理想的例子, 而这后来就被称作「苏格拉底法」。 |
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Socratic:adj.(古希腊哲学家)苏格拉底的;问答法的;n.(古希腊哲学家)苏格拉底的信徒;
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| In one of these fabricated dialogues, |
在其中一段杜撰的对话中, |
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fabricated:adj.焊接的; v.制造,组装; (fabricate的过去式和过去分词);
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| Socrates is conversing with a young man named Euthydemus, who is confident that he understands the nature of justice and injustice . |
苏格拉底与一位名叫 欧西德莫斯的年轻人交谈, 这位年轻人很有自信, 相信自己了解正义与不正义的本质。 |
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conversing:v.交谈;谈话;(converse的现在分词) confident:adj.自信的;确信的; injustice:n.不公正;不讲道义;
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| Socrates probes the student’s values by asking him to label actions such as lying and theft as just or unjust . |
苏格拉底想了解这位学生的价值观, 便请他将说谎及偷窃等行为归类为正义或不正义。 |
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probes:n.探索; v.探查; label:n.标签;标记;谓;唱片公司;v.贴标签于;用标签标明; unjust:adj.不公平的,不公正的;非正义的;
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| Euthydemus confidently categorizes them as injustices , but this only prompts another question: is it just for a general to deceive or pillage a hostile army? |
欧西德莫斯很有信心地 将这些行为归为「不正义」, 但这就引来了另一个问题: 将军欺骗或掠夺敌军, 也是非正义的行为吗？ |
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confidently:adv.自信地;安心地; categorizes:vt.分类; injustices:n.不公正;不讲道义; prompts:n.[计]提示;提示性语言(prompt的复数形式); deceive:v.欺骗;蒙骗;诓骗;欺骗(自己); pillage:vi.掠夺;抢劫;vt.掠夺;抢劫;n.掠夺;掠夺物; hostile:adj.敌意的; n.敌对分子;
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| Euthydemus revises his assertion . |
欧西德莫斯修正了他的主张。 |
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revises:v.[印刷]修正;改订;n.[印刷]修正;改订; assertion:n.断言,声明;主张,要求;坚持;
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| He claims that these actions are just when done to enemies, and unjust when done to friends. |
他宣称,若对象是敌人, 这些行为就是正义的, 若对象是朋友,则是不正义的。 |
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claims:v.宣称; n.声明; (claim的第三人称单数和复数)
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| But Socrates isn’t finished. |
但苏格拉底还不打算罢手。 |
| He asks the young man to consider a commander lying to his troops to boost their morale . |
他请年轻人想想看指挥官对士兵说谎 以提高士气的情况。 |
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commander:n.指挥官;司令官; boost:n.提高;增长;帮助;激励;v.使增长;使兴旺;偷窃; morale:n.士气,斗志;
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| Before long , Euthydemus is despondent . |
没多久,欧西德莫斯就陷入沮丧。 |
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Before long:不久以后; despondent:adj.沮丧的;失望的;
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| It seems that every answer leads to further problems, and perhaps he’s not quite sure what constitutes justice after all. |
似乎每一个答案都会 带出进一步的问题, 也许他其实没有那么了解 正义到底是什么。 |
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constitutes:v.被算作;组成;构成;(合法或正式地)成立,设立;(constitute的第三人称单数)
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| In employing this question-oriented approach , |
采用这种问题导向的方法, |
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approach:n.方法;路径;v.接近;建议;着手处理;
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| Socrates described himself as a midwife , whose inquiries assist others in giving birth to their ideas. |
苏格拉底形容自己如同助产士, 透过问问题来协助他人产出想法。 |
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described:v.描述;形容;把…称为;做…运动;(describe的过去分词和过去式) midwife:n.助产士;促成因素;vt.助胎儿出生;促成; inquiries:n.询问;查询;打听;调查;(inquiry的复数)
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| His method of questioning draws out an individual’s unexamined assumptions , and then challenges those biases . |
他的提问方式, 能引出对方没有审视过的假设, 接着再去挑战那些偏见。 |
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unexamined:adj.未经检查的,未经核对的;未经权衡的; assumptions:n.假定;假设;承担;获得;(assumption的复数) biases:n.偏差,偏见(bias的复数形式);v.偏见(bias的三单形式);
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| It doesn't always provide definitive answers, but the method helps clarify the questions and eliminate contradictory or circular logic. |
它不见得总是能给出彻底的答案, 但能够协助厘清问题 并排除矛盾或鬼打墙的逻辑。 |
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definitive:n.限定词;adj.决定性的;最后的;限定的; clarify:v.澄清;阐明;得到澄清;得到净化; eliminate:v.消除;排除; contradictory:adj.矛盾的;反对的;反驳的;抗辩的;n.对立物;矛盾因素; circular:adj.圆形的; n.(同时送达很多人的)印刷信函(或通知、广告);
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| And by following a line of inquiry where it logically leads, both the question asker and answerer can end up in unexpected places. |
循着由逻辑引导出来的一连串询问, 问问题的人和回答问题的人 最后都可能会得出从未预期的想法。 |
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inquiry:n.询问;查询;打听;调查; logically:adv.逻辑上;合乎逻辑; asker:n.请求者;发问者;乞丐; answerer:n.回答者; unexpected:adj.意外的,想不到的;
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| This technique isn’t limited by the conversation’s content , making it incredibly useful in numerous fields. |
这项技巧不受对谈内容限制, 让它在许多领域中都很有用处。 |
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technique:n.技巧,技术;手法; limited:adj.有限的; n.高级快车; v.限制; (limit的过去分词和过去式) content:n.内容,目录;满足;容量;adj.满意的;vt.使满足; incredibly:adv.难以置信地;非常地; numerous:adj.许多的,很多的;
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| During the Renaissance , the method was used to teach clinical medicine. |
在文艺复兴时期, 这个方法被用来教临床医学。 |
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Renaissance:n.文艺复兴(欧洲14至17世纪); clinical:adj.临床的;诊所的;
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| Students proposed their rationale for different diagnoses , while a doctor questioned their assumptions and moderated discussion. |
学生提出他们做出不同诊断的理由, 医生则会询问 他们的假设并主持讨论。 |
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proposed:adj.建议的;推荐的;v.提议;建议;计划;求婚;(propose的过去分词和过去式) rationale:n.基本原理;原理的阐述; diagnoses:n.诊断;调查分析;评价(diagnosis的复数形式); moderated:adj.慢化的,适中的; v.缓和,节制(moderate的过去分词); n.指该讨论区设有信件区管理人;
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| In this model, the method could even produce conclusive results. |
在这例子中,用这个方法 甚至能产生令人信服的结果。 |
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conclusive:adj.决定性的;最后的;确实的;确定性的;
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| This same approach was later used in other sciences, such as astronomy , botany , and mathematics . |
后来,同样的方法 也被用于其他科学领域, 比如天文学、植物学,以及数学。 |
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astronomy:n.天文学; botany:n.植物学;地区植物总称; mathematics:n.数学;数学运算;
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| Following the Protestant Reformation , it was adapted to tackle abstract questions of faith . |
在新教改革之后, 它被改编来处理关于信仰的抽象问题。 |
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Protestant:adj.抗议的;持异议的;n.抗议者;持异议者; Reformation:n.革新;改善; adapted:adj.适于…的; v.使适应,使适合; (adapt的过去分词和过去式) tackle:v.处理; n.用具; abstract:n.摘要; adj.抽象的; vt.摘要; vi.做摘要; faith:n.信心;信任;宗教信仰;
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| In the 19th century, the method became an essential part of American legal education. |
在 19 世纪,这个方法成为 美国法律教育中不可缺的一部分。 |
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essential:n.要点;要素;实质;必需品;adj.完全必要的;必不可少的;极其重要的;本质的; legal:adj.法律的;合法的;法定的;
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| Professors explored students’ understanding of judicial reasoning by challenging them with unforeseen hypothetical situations. |
教授会用预料之外的假设情境 来挑战学生,以评估他们 对司法推论的了解。 |
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explored:v.探索;勘探;考察;探险;(explore的过去式和过去分词) judicial:adj.公正的,明断的;法庭的;审判上的; unforeseen:adj.未预见到的,无法预料的; hypothetical:adj.假设的;爱猜想的;
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| This approach is still used today by the Supreme Court to imagine the unintended impacts of passing a law. |
现今的最高法庭仍然会使用这个方法 来假想如果通过一条法律 会产生什么意料之外的影响。 |
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Supreme Court:最高法院; unintended:adj.无意识的;非计划中的; impacts:n.影响; v.有影响,有作用;
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| The Socratic Method can be adapted to teach almost any topic that relies on critical reasoning, but its success depends on the teacher employing it. |
「苏格拉底法」可用来教导 几乎任何仰赖批评性推理的主题, 但它的成功与否, 就要看使用这方法的老师了。 |
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relies:信任; critical:adj.鉴定的;[核]临界的;批评的,爱挑剔的;危险的;决定性的;评论的;
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| An effective Socratic educator must be well versed in their subject. |
能发挥苏格拉底问话法的教师, 必须要精通自己教导的主题。 |
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effective:adj.有效的,起作用的;实际的,实在的;给人深刻印象; versed:adj.精通的;熟练的;
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| Rather than bullying their students or showing off their superior intellect , they should be modest , genuinely curious , and affirming of every contribution . |
他们不能威吓学生 或炫耀自己比较聪明, 而应该要谦虚、真心感到好奇, |
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bullying:n.仗势欺人者;横行霸道者;v.恐吓;伤害;胁迫;(bully的现在分词) superior:n.上级;上司;adj.(在品质上)更好的;占优势的;更胜一筹的; intellect:n.智力,理解力;知识分子;思维逻辑领悟力;智力高的人; modest:adj.些许的;谦虚的; genuinely:adv.真诚地;诚实地; curious:adj.好奇的,有求知欲的;古怪的;爱挑剔的; affirming:v.肯定属实;申明;断言(affirm的现在分词) contribution:n.捐款;捐资;定期缴款;贡献;促成作用;稿件;
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| In this regard, Socrates himself may not have been the most subtle Socratic teacher. |
就这点来说,苏格拉底本人 可能还不是把苏格拉底问话法 用得最精湛的老师。 |
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subtle:adj.微妙的;精细的;敏感的;狡猾的;稀薄的;
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| Historians believe he was deeply critical of Athens’ particular brand of democracy , and known to pass those concerns onto his followers. |
历史学家相信,他强烈批判 雅典独有的民主政体, 而且众所皆知,他会将他所关心的事 传达给他的追随者。 |
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brand:v.铭刻于,铭记;打烙印于;印…商标于;n.商标,牌子;烙印; democracy:n.民主,民主主义;民主政治; concerns:n.关注; v.使关心(concern的三单形式);
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| These subversive beliefs were distorted in public forums and thought to have inspired two of his pupils to treasonous ends. |
这些具有顛覆性的看法, 在公共论坛广场上遭到扭曲, 而且有两名弟子最后走向叛国, 被认为就是受这些想法影响。 |
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subversive:adj.破坏性的;从事颠覆的;n.危险分子;颠覆分子; distorted:adj.歪曲的;受到曲解的;v.扭曲(distort的过去式和过去分词); forums:n.论坛; (forum的复数) treasonous:adj.叛逆的;谋反的;犯叛国罪的;
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| It was likely for these ideas Socrates was brought to trial, and eventually , sentenced to death. |
苏格拉底很可能 就是因为这些想法而受审, 最后被判死刑。 |
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eventually:adv.最后,终于;
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| But even on his deathbed , artists depict a serene philosopher— ever curious to explore the ultimate question. |
但在画家笔下,他在临终之时 仍然是沉静的哲学家—— 总是抱持好奇心去探究终极的问题。 |
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deathbed:n.临终之时;临死所卧之床;adj.临终时作的; depict:vt.描述;描画; serene:adj.平静的;安详的;清澈的;晴朗的;n.平静;晴朗;vt.使平静; ultimate:adj.最终的;极限的;根本的;n.终极;根本;基本原则;
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