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A scientist is apt to think that all the problems of philosophy will ultimately be solved by science. I think this is true for a great many of the questions on which philosophers still argue. For example, Plato thought that when we saw something, one ray of light came to it from the sun, and another from our eyes and that seeing was something like feeling with a stick. We now know that the light comes from the sun, and is reflected into our eyes. We don't know in much detail how the changes in our eyes give rise to sensation. But there is every reason to think that as we learn more about the physiology of the brain, we shall do so, and that the great philosophical problems about knowledge are going to be pretty fully cleared up.
But if our descendants know the answers to these questions and others that perplex us today, there will still be one field of which they do not know, namely the future. However exact our science; we cannot know it as we know the past. Philosophy may be described as argument about things of which we are ignorant. And where science gives us a hope of knowledge it is often reasonable to suspend judgment. That is one reason why Marx and Engels quite rightly wrote to many philosophical problems that interested their contemporaries.
But we have got to prepare for the future, and we cannot do so rationally without some philosophy. Some people say we have only got to do the duties revealed in the past and laid down by religion, and god will look after the future. Others say that the world is a machine and the course of future events is certain, whatever efforts we may make. Marxists say that the future depends on ourselves, even though we are part of the historical process. This philosophical view certainly does inspire people to very great achievements. Whether it is true or not, it is powerful guide to action.
We need a philosophy, then, to help us to tackle the future. Agnosticism easily becomes an excuse for laziness and conservatism. Whether we adopt Marxism or any other philosophy, we cannot understand it without knowing something of how it developed. That is why knowledge of the history of philosophy is important to Marxists, even during the present critical days.
What is the main idea of this passage?
A．The argument whether philosophy will ultimately be solved by science or not.
B．The importance of learning philosophies, especially the history of philosophy.
C．The difference between philosophy and science.
D．A discuss about how to set a proper attitude towards future.
【填空题】Matching Paragraph Headings The reading passage has seven paragraphs: A – G. Choose the most suitable paragraph headings A – G from the list of headings beneath the passage. Write the appropriate numbers (i –ix) in the text boxes below the headings. There are more paragraph headings than paragraphs so you will not use them all. Yoruba Town （Adopted from：http://www.ieltsbuddy.com/paragraph-headings.html） A. The Yoruba people of Nigeria classify their towns in two ways. Permanent towns with their own governments are called “ilu”, whereas temporary settlements, set up to support work in the country are “aba”. Although ilu tend to be larger than aba, the distinction is not one of size, some aba are large, while declining ilu can be small, but of purpose. There is no “typical” Yoruba town, but some features are common to most towns. B. In the 19th century most towns were heavily fortified and the foundations of these walls are sometimes visible. Collecting tolls to enter and exit through the walls was a major source of revenue for the old town rulers, as were market fees. The markets were generally located centrally and in small towns, while in large towns there were permanent stands made of corrugated iron or concrete. The market was usually next to the local ruler’s palace. C. The palaces were often very large. In the 1930’s, the area of Oyo’s palace covered 17 acres, and consisted of a series of courtyards surrounded by private and public rooms. After colonisation, many of the palaces were completely or partially demolished. Often the rulers built two storey houses for themselves using some of the palace grounds for government buildings. D. The town is divided into different sections. In some towns these are regular, extending out from the center of the town like spokes on a wheel, while in others, where space is limited, they are more random. The different areas are further divided into compounds called “ile”. These vary in size considerably from single dwellings to up to thirty houses. They tend to be larger in the North. Large areas are devoted to government administrative buildings. Newer developments such as industrial or commercial areas or apartment housing for civil servants tends to be build on the edge of the town. E. Houses are rectangular and either have a courtyard in the center or the rooms come off a central corridor. Most social life occurs in the courtyard. They are usually built of hardened mud and have roofs of corrugated iron or, in the countryside, thatch. Buildings of this material are easy to alter, either by knocking down rooms or adding new ones. And can be improved by coating the walls with cement. Richer people often build their houses of concrete blocks and, if they can afford to, build two storey houses. Within compounds there can be quite a mixture of building types. Younger well-educated people may have well furnished houses while their older relatives live in mud walled buildings and sleep on mats on the floor. F. The builder or the most senior man gets a room either near the entrance or, in a two storied house, next to the balcony. He usually has more than one room. Junior men get a room each and there are separate rooms for teenage boys and girls to sleep in. Younger children sleep with their mothers. Any empty room are used as storage, let out or, if they face the street, used as shops. G. Amenities vary. In some towns most of the population uses communal water taps and only the rich have piped water, in others piped water is more normal. Some areas have toilets, but bucket toilets are common with waste being collected by a “night soil man”. Access to water and electricity are key political issues. 窗体顶端 Match the correct heading to the paragraph A-G. 1- Town facilities 2-Oyo’s palace 3-Urban divisions 4-Architectural home styles 5- Types of settlements 6- Historical foundations 7 - Domestic arrangements 8- City defenses 9- Various changes 窗体底端 10- Government buildings A______B_______C________D_______ E______F_______G_________
(1)
A．if
B．either
C．when
D．both
| 阅读理解。 |
| If there is no difference in general intelligence (智力) between boys and girls, what can explain girls' poor performance in science and mathematics？ It seems to be that their treatment at school is a direct cause. Mathematics and science are seen as subjects mainly for boys, and therefore, as girls become teenagers, they are less likely to take them. Interestingly, both boys and girls often regard the subjects for boys as more difficult. Yet it has been suggested that girls do not take mathematics courses, not because they are difficult, but for social reasons. Girls do not want to be in open competition with boys because they are afraid to appear less feminine (女性的) and attractive. However, if we examine the performance of boys and girls who have taken mathematics courses, there are still more high-achieving boys than there are girls. This difference appears to be world-wide. Biological explanations have been offered for this, but there are other explanations too. Perhaps the difference which comes out during the teenage years has its roots in much earlier experiences. From their first days in kindergarten, boys are enoouraged to work on their own and to complete tasks. Facts show that outstanding (杰出的) mathematicians and scientists have not had teachers who supplied answers. Besides, there can be little doubt that teachers of mathematics and science expect their boy students to do better at these subjects than their girl students. They even appear to encourage the difference between boys and girls. They spend more time with the boy students, giving them more time to answer questions and working harder to get correct answers from them. They are more likely to call on boys for answers and to allow them to take the lead in classroom discussion. They also praise boys more frequently. All of this seems to encourage boys to work harder in science and mathematics and to give them confidence (信心) that they are able to succeed. Such a way of teaching is not likely to encourage girls to take many mathematics and science courses, nor is it likely to support girls who do. When it comes to these subjects it seems certain that school widens the difference between boys and girls. |
| 1. Girls are likely to think that _____. |
| A. science courses are for both boys and girls B. science courses make them more popular C. science courses make them successful D. science courses are difficult for them |
| 2. The text mainly discusses _____ reasons for the difference between boys and girls in scientific achievements. |
| A. biological B. historical C. social D. personal |
| 3. What are boys usually encouraged to do at school？ |
| A. To get help with their homework. B. To play the leading role in class. C. To work with girl students in class. D. To learn to take care of others . |
| 4. What does the passage say about great mathematicians？ |
| A. Their teachers did not supply answers to them. B. They started learning mathematics at an earlier age. C. They showed mathematical abilities in their teenage years. D. Their success resulted from their strong interest in mathematics. |
| 5. The author would probably agree that _____. |
| A. boys and girls learn in the same way B. boys and girls are equal in general intelligence C. girls are more confident in themselves than before D. girls should take fewer science courses than boys |
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