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高级英语的
Unit
译文
Just
recently
a
committee
meeting
at
the
University
of
Colorado
was
interrupted by the spectacle of a young
man 1scaling the wall of the library just outside
the window.
Discussion of new
interdisciplinary courses halted as
we
silently hoped he had discipline enough
to
return safely to the earth. Hope was
all we could offer 2from our vantage point in
Ketchum Hall, the
impulse to rush out
and catch him being 3checked by the realization of
futility.
就在最近，
我们在科罗拉多大学举办的一
次委员会会议因为窗户外一位年轻男士正在攀爬对面图
书馆的高墙而半途中断。
这一刻，
一切关于跨学科新课程的讨论戛然而止，
因为我们都在默默地
希望他接受过严格训练，能安全回到地面。我们在凯彻姆礼堂看得
很清楚，很想冲出去接住他，
但当意识到这只能是徒劳无功时，我们所能做的也只有默默
地为他祈祷。
The
incident
reinforced
my
sense
that
mountaineering
serves
as
an
4apt
analogy
for
the
art
of
teaching.
The excitement, the risk, the need for 5rigorous
discipline all correspond, though the image I
have
in
mind
is
not
that
of
the
solitary
adventurer
rappelling
off
a
wall,
but
that
of
a
Swiss
guide
leading an expedition.
这次事件使
我更加强烈地觉得攀岩对于教学艺术是一个恰当的类比。
登山的刺激、
< br>风险和所需的
严格训练都与教学相仿，
虽然浮现在我脑海
里的画面不是绕绳沿墙的独行客，
而是率队探险的瑞
士导游。<
/p>
I
remember
a
mountaineer
named
Fritz
who
once
led
a
group
up
the
Jungfrau
at
the
same
time
a
party
was climbing
the
north
face
of
the
Eiger.
My
own
mountaineering
skill
was
6slender,
and
my
enthusiasm would have 7faltered had I
not felt Fritz was capable of hauling not only me
but all the
rest
of
us
off
that
mountain.
Strong,
self-assured,
calm,
he
radiated
that
solid
authority
that
encouraged me to tie on
to his rope. But I soon realized that my presence
on his line constituted a risk
for
Fritz. Had I been so 8foolhardy as to try to
retrieve my glove which went tumbling off a
precipice,
or had I slipped into one of
those 9inexplicably opening crevasses, I might
well have pulled the noble
Fritz down
with me. It was a sobering realization. I, the
novice, and he, the expert, were connected by
the
same
lifeline
in
an
experience
of
mutual
interdependence.
To
give
me
that
top
of
the
world
10exaltation he, too,
was taking a risk.
我仍记得，
一位名为
弗里斯的登山者曾经率队攀登少女峰，
与此同时，
另一支队伍正
向艾格尔峰
的北面前进。
我缺乏登山技能，
如果不是因为相信弗里斯能使包括我在内的整支队伍免于掉下山
峰，我登山的热情肯
定会慢慢消退。他强劲有力，自信满满，淡定从容，展现出来的扎实的登山
技能让我鼓起
勇气与他共用绳索一同攀岩。
但很快我就意识到自己的牵附给弗里斯的安全带来了
潜伏不断
的风险。我要是莽撞地去试图拾回
掉下悬崖的手套，我要是不小心滑进
某条不知名的岩石裂缝中，
很有可能我就将尊贵的弗里斯先生一起拽下悬崖了。
这值得令人深思。
< br>我和弗里斯——一名登山新手和一位登山专家——生命被系在同一根绳索上，
各自
有着不同的体
验。为了让我能体验下极乐的感觉，弗里斯自己也在冒险。
The analogy to
teaching seems to me apt, and not just for
professors who hap-pen to live in Colorado,
for the analogy implies an active
acceptance of responsibility for
one
’
s own fate, whereas most
other
analogies to teaching suggest
11passivity. What is needed to restore
teachers
’
confidence that the
profession is significant is a new
analogy, a new metaphor (I shy away from the PR
word,
“
image
”
)
that
conveys
more
of
the
essence
of
teaching
than
the
worn-out
analogies
we
have
known.
Most
previous analogies are
seriously inadequate, for while they may describe
a part of the teaching activity,
they
also suggest patterns that are not fully
applicable to teaching. It is not a simple matter,
for those
faulty analogies create
misunderstandings about the
professor
’
s role, not only
in the 12lay public, but
in
the
professoriate
itself.
These
wrong
analogies
have
contributed
to
growing
13demoralization
within the
profession, and have confused the difficult issue
of proper evaluation.
我认为将教学类比为攀岩很恰当，
但对于那些居住在科罗拉多的教授们而言则不然，
他们觉得它
暗示了对个人命运所需履行的责任义务的主动接受，
而不像其他类比那
般，
都隐喻被动接受。
我
们需要一个新
的类比，新的比喻（这里我不用专业词汇“形象”
）来使教师们重新相信教学的重
要性，
它能更多地传达出教学的本质，
而那些
司空见惯的类比则不能。
大多数先前的类比都严重
缺乏内涵，<
/p>
它们在描述部分教学活动的同时，
也暗含了一些不完全适用于教学
的特点。
这并非无
关紧要，
因为一些错
误的类比会使得不仅仅门外汉甚至连同行人都误解教授所扮演的角色。
这些
错误类比会加剧专业领域内的道德败坏现象，也对正确评估疑难问题造成困扰。
The most common analogies
to the teacher are the preacher, the shepherd, the
curator, the actor, the
researcher,
and,
most
insidiously,
the
salesman.
None
captures
the
special
relationship
between
teacher
and
students,
a
relationship
better
described
by
Socrates
as
a
coming
together
of
friends.
Rather than emphasizing the mutuality
of the endeavor, each of these common analogies
turns on a
separation between the
professional and his clients. Each leads to a
certain kind of evaluation.
教师最常被类比为传道者
，牧羊人，博物馆馆长，演员和销售员，
当中销售员的类比潜伏危害最
< br>大。这些类比都不能准确传达出老师和学生之间的关系，
这种关系好比苏格拉底所描述的：相聚即是朋友。相反，他们将老师和
学生明显区别开来，并带有各自的评价机制，而不是着重强调教师与学生之间的互动性。
The preacher exhorts,
cajoles, pleads with a congregation often so
16benighted as to exist in a state of
17somnolence.
He
measures
his
success
by
the
number
of
souls
so
stirred
as
either
to
commit
themselves
to
his
cause,
or
18vehemently
to
reject
it.
Somewhat
like
the
preacher
is
the
shepherd
who gathers and
watches over a flock clearly inferior to himself.
The analogy may be apt for the Lord
and
his 19sub-angelic followers, but it will not do
for teacher and students, or, especially, for
Socrates
and his friends. The Shepherd
is likely to be evaluated by the gulf separating
his wisdom from that of
his flock.
传道者告诫、
劝诱和恳求愚昧的教区会众以便在浑沌无知的环境下得以生
存。
他根据那些骚动不
安的人群来估测自己的成就。
这些人群要么全身心相信他的传道，
要么对此强烈反抗。
< br>传道者就
好像牧羊人，聚集和看守着明显低自己一等的羊群。这一类比或许适用于
上帝和它虔诚的信徒，
但对于老师和学生却不适用，
特别是对于
苏格拉底和他的朋友们。
很有可能，
牧羊人的成就是依
据他和羊群智慧之间的巨大差距而定。
If
the
poor
country
curate
has
often
20furnished
an
analogy
to
the
bleating
professor,
so
has
the
curator
of
a
museum.
21Lips
pursed
so
as
to
distill
a
pure
essence
of
hauteur,
the
curator
as
connoisseur points out the rarities of
classical cultures to the uninitiated who can
scarcely be expected
to
appreciate
these
finer
things.
Since
they
cannot
understand
him
anyway,
the
curator
has
no
22compunction about sprinkling his
presentation with Latin and Greek and with English
so 23esoteric
as
to: sound
foreign.
Chances
are
high
that
the
professor
as
connoisseur
will
succeed
in
convincing
most
of
the
class
that
the
subject
is
really
the
province
of
a
secret
society
with
its
own
24arcane
practices
and
language,
best
left
behind
its
own
inaccessible
walls.
Indeed,
colleagues
of
the
connoisseur measure his success by the
25paucity of devotees allowed in to the society
through this
26winnowing process.
如果把贫苦的乡村牧师类比为经常牢骚不断的教授，
那么博物馆馆长也可以
作为类比。
身为鉴赏
家的博物馆馆长会撅着嘴唇，
显得极其傲慢，
向那些几乎不懂欣赏的门外汉展示着这些古希腊罗
马藏品的珍稀之处。由于这些人全然不懂，博物馆馆长便会毫无愧疚之心地穿插着使用拉丁文、
希腊语和英语来使得他的演讲听起来高端大气、
洋味十足。
身为鉴赏家的教授很有可能让班里大
部分同学相信他所教的学科其实专属
于一个神秘组织，
该组织有自己的神秘仪式和行话，
不会轻
易吸纳新成员。的确，他的同行们也会根据通过筛选
进入神秘组织的学生的稀缺程度来评判该教授的成就。
The teacher as actor also
27plays to a passive audience, but he measures
success by larger numbers. A
certain
28aura
of
the
magician
clings
to
him
as
he
lures
spectators
into
witnessing
his
academic
sleight-of-hand
without their ever really 29getting in on the
trick. A certain 30tinge of the stand-up
comedian colors the performance as the
actor plays to the audience 31to register laughs
big enough
to drown out the lecturer
32droning on next door.
与之类似，
把教师类比为演员，
是指他授课就像演员面对被动观众演绎独角戏一般，
不过他则是
根据听众数量来估量自己的成就。
通过营
造一种魔术氛围，
他魅惑台下的观众们使得他们由衷叹
服他的学
术造诣，
而全然没意识到当中的把戏。
如同独角戏喜剧演员不断
引人发笑一般，
该教师
会尽力表演来迎合台下观众引起哄堂大笑
，哄笑声往往大得淹没隔壁课室的讲解声。
A
bastardized
version
of
the
actor
is
that
figure
now
thought
so
apt
an
analogy
in
our
consumer-conscious
society:
the
salesman.
His
predecessors
include
the
snake-oil
man
and
the
door-to-
door
purveyor
of
anything
from
brushes
to
Britannicas.
He
or
she
takes
the
product
to
the
people, wherever they are, and
34tailors the pitch to their pockets. While all of
these analogies create
a certain level
of despair in the professoriate either struggling
to pattern themselves in a particular
mode
or
hopelessly
realizing
they
can
never
achieve
it,
the
salesman
analogy
has
the
most
35deleterious effects. No longer
adhering even to a prepared script, the salesman
shamelessly alters
his or her
presentation so it will draw the largest number of
contented consumers.
比演员更具有贬义的一个类比是销售员—
—这十分适用于如今这个
“顾客为上”
的社会。
销售员
的前辈们包括推销“灵丹妙药”的小贩以及挨家挨户吹嘘能提供“应有尽
有”服务的供应商。无
论身处何地，
他们都能依据对方金钱地位
巧言令色地推销手中的产品。
这些类比说法使教师们陷
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